INNOVATION SCHOOL APPLICATION

February 2012

TABLE OF CONTENTS

Overview …………………………………………………………………………………………………………………………………………. 3 Introduction ……………………………………………………………………………………………………………………………………. 4 Innovation: Vision & Mission ………………………………………………………………………………………………………….. 7 Innovation: Education Program ………………………………………………………………………………………………………. 14 Innovation: Assessments…………………………………………………………………………………………………………………. 29 Innovation: Graduation and Promotion………………………………………………………………………………………….. 34 Innovation: Academic Achievement Goals and Gains……………………………………………………………………… 36 Innovation: Time……………………………………………………………………………………………………………………………. 37 Innovation: Student Enrollment……………………………………………………………………………………………………… 40 Innovation: Human Resource Management…………………………………………………………………………………… 42 Innovation: School Governance and Parent Engagement………………………………………………………………. 54 Innovation: Budget……………………………………………………………………….………………………………………………. 57 Innovation: Other Programs, Policies, Operational Documents……………………………………………………. 58 Waivers…………………………………………………………………………………………………………………………………………. 59 Administrative and Faculty Support………………………………………………………………………………………………. 59 Community Support……………………………………………………………………………………………………………………… 59 Appendix A: Request Waivers in Curricular Materials & Instructional Design………..…………………….. 61 Appendix B: Request Alternative Benchmark Assessment Program……………………………………………… 62 Appendix C: Request Alternative Graduation and Promotion Policies…………………………………………… 63 Appendix D: School Performance Framework Goal Setting Worksheet……………………………………….… 64 Appendix E: Waiver Request Template……………………………………………….………………………………………. 66 References…………………………………………………………………………………………………………………………..………. 67

C3 - Innovation School Application P. 2

OVERVIEW

Colorado’s Innovation Schools Act is intended to improve student achievement by granting schools a “high degree of autonomy in implementing curriculum, making personnel decisions, organizing the school day, determining the most efficient use of resources, and generally organizing the delivery of high-quality educational services, thereby empowering each public school to tailor its services most effectively and efficiently to meet the needs of the population of students it services.”

That Act provides schools the opportunity for increased flexibility by providing a clear path to waive certain state statutes, district policies and union contract provisions that may otherwise inhibit a school’s ability to implement strategies and tactics that may produce significant gains in academic performance. For more information on the Innovation Schools Act of 2008, please visit: http://www.cde.state.co.us/cdegen/SB130.htm.

The following document is intended to serve two purposes. First, it is an application for schools to request innovation status from Denver Public School’s (“DPS”) Board of Education and the Colorado State Board of Education. Second, it is a planning guide to support the development of high-quality innovation school plans that will produce significant gains in academic achievement.

To facilitate the development of an organized, carefully planned, and comprehensive innovation application, schools should thoughtfully respond to each component of this application. Schools are also encouraged to be collaborative and transparent when creating their plans by providing staff and members of the broader community meaningful opportunities to engage in the development process.

Completed applications will be reviewed by the Office of School Reform and Innovation (“OSRI”) and an Application Review Team (“ART”). An ART is comprised of 6-10 members, each with expertise in a specific area of school development and management (e.g., teaching and learning, special education, budget, human resources, etc.). The review by OSRI and ART is intended to provide feedback to improve the quality of a plan before conducting a staff vote and before requesting innovation status from DPS’s Board of Education.

Schools that secure the necessary support from staff and their community can submit their innovation plan to DPS’s Board of Education for review. Plans that are approved by DPS are then forwarded to Colorado’s State Board of Education for final review.

Note that Appendix A of this application contains questions that must be answered by applicants who desire to secure district waivers in curriculum, assessments, and/or graduation and promotion policies.

C3 - Innovation School Application P. 3

INTRODUCTION

“What we can do and – what America does better than anyone – is spark the creativity and imagination of our people.” President Barack Obama, January 2011

I. Provide your school’s name, contact information, the date this application was submitted, and a brief overview of how the plan was developed. A. Provide your school’s name. • Creativity Challenge Community (C3)

B. Provide the name of the school leader under innovation status. If different, provide the name of the main contact for this application. • Julia Shepherd, Principal Partner

C. Date application submitted. • January 23, 2012

D. Provide an overview of the innovation school plan development process. 1. Describe how the development of the plan was completed.

C3 will serve students with an interest in creative thinking and innovative learning approaches. Students will be challenged to think creatively, consider diverse perspectives, and work collaboratively to solve problems. Students in the Southeast region of Denver need opportunities to be challenged and to engage in a variety of learning experiences and environments. Families in the Southeast region want rigorous academic programming and opportunities for children to be creative and flexible thinkers. C3 is targeting students in the surrounding neighborhoods who are currently enrolled in overcrowded DPS elementary schools as well as those who have chosen to enroll outside of the DPS system. By providing a high performing school with creative programming options such as collaborative problem solving, classrooms at community partners, arts and technology integration, and world language classes, C3 will reengage Southeast Denver students and families. Through the work at Cory, it has become clear that there is a need for an alternative approach for students in the DPS Southeast region.

The C3 founding team created the school in response to DPS’ Call for Quality Schools which identified a need for an additional high performing elementary school option in the Southeast region of the district due to the growing number of elementary school aged children in the area. There is a projected increase of approximately 3,000 school age students in the Southeast over the next five years. Current projections indicate a need for an additional 1000 elementary seats in the Southeast region. This growth in enrollment, coupled with the existing overcrowding at the majority of elementary schools across the region, created the need for at least one additional high-performing elementary option in the Southeast. In October 2009, Superintendent Tom Boasberg spoke at a community meeting at Merrill Middle School, announcing that Merrill Middle School would be a candidate for co-location due to empty seats.

C3 - Innovation School Application P. 4

Members of the Cory Merrill campus, including the C3 design team leader, the current principal at Cory, felt that they could create a new strong school which would be a part of the larger Cory- Merrill campus.

School visits were a part of the design team process in order to deepen understandings of creativity, challenge, and community and what concepts could be implemented at C3. Schools included: Polaris at Ebert, Odyssey, Colorado Academy, DSST, Cherry Creek Challenge, SOAR, and Northside Prep in Chicago. Design team members also have direct experience with a wide range of local schools including Ricks, Stanley British Primary, St. Anne’s, Pioneer Charter as well as the schools the team currently works for or has worked at in the past.

Members of the design team attended the Aesthetic Institute at the University of Denver in June 2010 on leadership in a standards based education. The focus of this institute was the 21st Century Thinking Skills; the Aesthetic Standards - CRISPA: Connections, Risk-taking, Imagination, Sensory experiences, Perceptivity, and Active engagement; and the work of Daniel Pink. This furthered our commitment to the immediate need to incorporate creative thinking strategies, student ownership of learning and opportunities for students to connect with community resources and work collaboratively.

A member of the design team also conducted a pilot partnership with the Denver Art Museum, which will continue this year and is planning a partnership with the Museum of Nature and Science this school year. Other design partners will work with her in planning and executing lessons with the Museum of Nature and Science in order to provide valuable information related to the continuing development of our community partnerships. A pilot with the Denver Center Theatre Academy is scheduled to be implemented in the spring of 2012.

2. Detail who participated on the design team. • Julia Shepherd, principal, Cory Elementary School • Karen Chapman, administrative planning partner • Lisa Hoyt, 4/5 teacher, Cory Elementary School • Maureen Poli, community member • Patti Shade, DPS Itinerant GT, Creativity Specialist and Administrative Assistant • Nada Ahmed, DPS Teacher Effectiveness Coach • Kristen Heeres, parent, art teacher at Center for Early Education • Michelle Sarche, parent • Shawn Gallego, parent • Beth Sundberg, community member

3. Explain specific roles and responsibilities of design team members.

Julia Shepherd, the design team leader, has been the principal of Cory Elementary School for 6 years, a highly engaged community. As principal, Julia is responsible for managing all aspects of the school administration and operations. Additionally, as part of her work at Cory, she spent two years planning for and writing a successful School Innovation Grant (SIG) and Beacon application with Merrill Middle School. Her community and school culture work began at Bromwell Elementary School as the visual arts teacher and gifted specialist. Her previous work with community organizations as a museum educator and business owner gives the design team

C3 - Innovation School Application P. 5

connections throughout the city.

Julia attended Confratute at the University of Connecticut with Joe Renzulli and Sally Reis. Dr. Renzulli and Dr. Reis are leaders in the field of gifted education and have established a relationship with members of our design team through these institutes as well as a presentation from Ms. Shepherd at NAGC in Atlanta in 2010. In November 2011 Ms. Shepherd updated Dr. Renzulli and Dr. Reis on the progress of C3 and will continue to consult with these leaders on program development and assessments. These professional relationships will be crucial to the ongoing development of this new school. Julia Shepherd will review and support all sections of the Innovation Application with her design team.

Karen Chapman has taught at DPS for twenty years and is currently an Administrative Planning Partner for C3. Her work spans literacy, the arts and information literacy technology as a librarian. She was an Instructional Specialist with the district for four years servicing over seventy elementary schools in a variety of need areas in the arts. She collaborated with math and literacy specialists to assist in data team meetings and ELL support. She provided professional development including: vocabulary development through the arts to meet the needs of ELL, understanding 21st century new standards, and a book study on creativity in education. Karen is participating in the Get Smart Schools Leadership Fellowship (GSS) during the 2011-2012 school year. The GSS Leaders Fellowship will provide support in strategic and visionary leadership, instructional leadership, cultural leadership, organizational management, community engagement, emotional leadership, and governance. In addition this fellowship will provide opportunities to participate in an internship at high achieving schools and hear guest speakers who are leaders in educational reform. Karen has been a vital partner in the writing of the application and review of sections that pertain to her expertise, particularly the education program and assessment.

Nada Ahmed is currently a Teacher Effectiveness Coach for Denver Public Schools. Through this role she is offering leadership support to two urban elementary schools focused on capacity building and new teacher development. She also supports schools to create school-wide structures for academic rigor and college readiness. Nada is also participating in the Get Smart Schools Leadership Fellowship (GSS) during the 2011-2012 school year. The GSS Leaders Fellowship will provide support in strategic and visionary leadership, instructional leadership, cultural leadership, organizational management, community engagement, emotional leadership, and governance. In addition this fellowship will provide opportunities to participate in an internship at high achieving schools and hear guest speakers who are leaders in educational reform. Nada has supported the design team in the writing of the application and contributing specific information for the Human Resource section, particularly around school governance, teaching hiring, and professional development.

Lisa Hoyt is a teacher of fourth and fifth grade students at Cory Elementary. She has participated in a pilot program this past year with the Denver Art Museum helping to design the collaboration with this community partner. Her curriculum background in drama and the arts combined with an interest in inquiry science and her unique relationships with students bring strengths in curriculum and student engagement. She has been part of the Teacher Leadership Academy (TLA) for DPS the last two years. Lisa attended Confratute in the summer of 2010 and was a part of the “BIG” committee at Cory organizing Renzulli enrichment clusters. She also participated on the PBIS committee on school culture.

C3 - Innovation School Application P. 6

Patti Shade is a Gifted and Talented specialist and an Administrative Assistant with Denver Public Schools with a long career of curriculum and instruction expertise. She is also a planning partner focused on creativity with C3. She and her husband Rick have written two books on creative thinking: Curiosita Teaching: Inviting Creativity Into 21st Century Classrooms and Curiosita Teaching: Handbook of Instructional Strategies (In press, Pieces of Learning). Her knowledge of gifted education and experience as an elementary, middle school, and high school science and creative thinking teacher brings added dimensions to the group. Excerpts form Curiosita Teaching™ program and texts have been used throughout this proposal.

Maureen Poli is a community member with experience at DPS schools at all levels as a parent and volunteer and brings a depth of understanding as a consumer of DPS services with regular and gifted education. Her business background brings a real world perspective to the C3 design team.

4. Provide a summary of how teachers, staff, administrators, the CSC and any parent bodies participated in the development and approval of the plan.

The Planning CSC, including four parent and community representatives provided input into the Innovation Plan development process. Parents specifically helped to develop the Parent/Student/School Compact as well as providing feedback on the education plan and time elements associated with implementing the Innovation Plan.

INNOVATION: VISION AND MISSION

II. Describe the vision and mission statement of the school and how innovation status will help the school achieve its mission. A. State the vision of the school.

Vision

At The Creativity Challenge Community (C3) each member of the learning community thinks creatively, achieves at high levels, embraces challenges, takes responsibility for their own learning and contributes to the learning of others. Students and staff focus on all aspects of creative thinking at our school and with our community partners as we challenge each other to our highest potential as leaders and learners.

B. State the mission of the school.

Mission

The Creativity Challenge Community will provide a 21st Century education for a diverse population of elementary age students in Southeast Denver. We believe in the importance of thinking creatively to solve problems, learning collaboratively through partnerships with community organizations and challenging each other to our highest potential. Our students will graduate with confidence in their ability to think critically and creatively, solve problems and contribute to the larger community.

C3 - Innovation School Application P. 7

At Creativity Challenge Community (C3) we will: • develop a collaborative community of learners encompassing students, families, educators and community partners where all members have an opportunity to share ideas and learn from each other. • learn to devise, carry out and evaluate creative thinking strategies to ensure students will master 21st Century critical thinking and reasoning skills and invention skills. • collaborate with the cultural and business community to create partners for learning experiences outside of the classroom to support increased student achievement. • support self-directed learning and encourage perseverance in academic pursuits. • create a strong culture of caring and diversity at all levels by strengthening parent and family engagement.

1. Identify the school’s target student population and community to be served.

There is a projected increase of approximately 3,000 school age students in the Southeast over the next 5 years. Current projections indicate a need for 1000 elementary seats in the Southeast region. This growth in enrollment, coupled with the existing overcrowding at the majority of elementary schools across the region, creates a need for at least one additional high- performing elementary option.

Our goal at C3 is to attract students in the Southeast area of Denver by re-engaging students currently attending private programs and recruiting minority families. The target for Free and Reduced Lunch students written into our grant proposal is 20%, but our goal is to double our FRL. C3 is designed to attract students who are divergent thinkers and not always successful with a traditional teacher centered learning approach. We will incorporate creative thinking skills into all teaching, offering relevant learning experiences working with museums and businesses and devoting time for student focused learning during weekly “Enrichment Clusters” developed by Joseph Renzulli. C3 hopes to attract families that want their children to learn 21st Century Skills including problem solving, collaboration, invention and technology. C3 believes we can prepare students for academic and personal success by weaving creativity skills into all teaching and learning, collaborating with community partners and using technology to facilitate student interest and ownership of learning.

The Southeast Region’s demographics have been changing over the last ten years as noted by the increase in minority students at Merrill Middle School, Place Bridge Academy, Ellis Elementary School and McMeen Elementary. There is an opportunity for C3 to attract students who are not always held to high expectations or provided with access to rigorous curricula and opportunities for higher order thinking and creativity skills. We anticipate enrolling special needs and twice-exceptional students as well as the underserved population of gifted and talented students in the Southeast. We will work with the Office of Choice and Enrollment and be prepared to serve the needs of all learners who choice in and accept the school’s mission and parent contract. Students with IEPs, English Language Learners, gifted learners with ALPs, general education students with ILP’s, 504s and special needs will be served through the research-based standards of Denver Public Schools.

We are committed to recruiting minority students in the Southeast region. C3 has been selected as a NCLB receiving school, which would provide transportation for students within and outside of our immediate area at lower performing schools and increase our ability to serve a diverse population. Merrill Middle School has an ELA magnet and has a very diverse population, and

C3 - Innovation School Application P. 8

since we are co-locating with Merrill, we will research transportation opportunities allowing C3 students who have siblings at Merrill Middle School to use the buses that serve Merrill. As we recruit students, we will seek out preschools and community organizations with a significant minority population.

C3 has the opportunity to engage parents in Southeast Denver who are very involved in their children’s schools. C3 will target families who want to be involved in the school through a variety of opportunities described in the C3 Elementary School Agreement. We will also use technology to keep parents and families more involved in all aspects of the school. We will have a special website for our parent community and teachers will each create a wiki to use with their classrooms for posting assignments and sharing work in the classrooms.

2. Articulate clear guiding purposes and priorities, which are meaningful, measurable and attainable.

C3’s purpose is to meet the needs of families in the Southeast region who want rigorous academic programming and opportunities for children to be creative and flexible thinkers. As educators in Southeast Denver, design team members are aware that students in the region need opportunities to be challenged and to engage in a variety of learning experiences and environments. There are currently no schools in DPS that offer a creativity focus and the opportunity to work with community partners. C3 will meet this need by serving students with an interest in creative thinking and innovative learning approaches. Students will be challenged to think creatively, consider diverse perspectives, and work collaboratively to solve problems.

C3 is targeting students in the surrounding neighborhoods who are currently enrolled in overcrowded DPS elementary schools as well as those who have chosen to enroll outside of the DPS system. We are also targeting students who because of poverty, disabilities and language barriers may lack access to rigorous curricula and opportunities for higher order thinking. Nearly half of the elementary students living in the Southeast region attend private schools or schools in neighboring districts. C3 will offer something unique which is an alternative to opting out of the public schools in this region. By providing a high performing school with creative programming options such as collaborative problem solving, off-site classrooms with community partners, arts and technology integration, and world language classes, C3 will reengage Southeast Denver students and families.

3. Provide the entire school community as well as external stakeholders a clear, memorable picture of what the school aims to achieve.

A Typical C3 Student Week It’s Monday and second grader, Sandra, starts the day participating in the school community meeting where she watches a video clip for 20 seconds. She then writes down a description of who and what she saw which she compares with her neighbor realizing that they have some similar and some different perceptions of the event. She is introduced to the idea of perspective by the meeting leader who encourages students to look for other examples throughout the week when their perspective of an event may differ from someone else’s. During Sandra’s two-hour literacy block, she learns about author’s perspective by reading Little Red Riding Hood from a traditional perspective and then from the wolf’s point of view and finally the grandmother’s point of view. She talks with her small group and teacher assistant

C3 - Innovation School Application P. 9

about what similarities and differences each noticed. Sandra and her teacher talk about how she can show her perspective in her writing, setting a goal of adding more detail to the story she is creating. Sandra ends her literacy lesson by journaling about the similarities and differences the three characters in Little Red Riding Hood had of the same event. This is followed by art class where Sandra is building a clay sculpture and considering what colors she will paint that express the sculpture’s theme. After lunch, Sandra participates in Everyday Math, one of the activities they do is explore measurement, by finding objects in the room, such as a paperclip, that could be used as an alternative standard of measurement. Sandra has Spanish after math and ends her day by meeting with her three tablemates to consider what examples of different perspectives they noticed during the day. Sandra writes down her thoughts in her journal.

On Friday, Sandra heads to the Denver Art Museum at 9:30 a.m. after math class. Her second grade class starts their visit by playing Perception Games in the galleries facilitated by a docent helping Sandra look more closely at works of art and imagine the artist’ intentions. A little later, Sandra heads down to the art classrooms and eats a snack while her teacher reads 7 Blind Mice, by Ed Young, a story about mice who have different perceptions of an unknown object because they only explore part of the object. The moral of the story is explained when one of the mice explores the entire object and is able to understand the object (an elephant) in its entirety. Sandra and classmates go back up into the galleries and in small groups sketch sculptures from different perspectives. After sketching, Sandra shares her drawing with her group and looks for similarities and differences in perspectives of the same object. At 12:30 p.m. Sandra heads back to school for a creative afternoon. She will have recess followed by a time for individual creative exploration. Finally Sandra will meet her Enrichment Cluster, multi-age group in room 14 where a parent is facilitating a group exploration of reptiles. Sandra’s day ends with writing in her journal about her deeper understanding of perspective and taping her drawing from the museum into her journal.

The C3 Teaching Experience It is a Friday and Mr. Miller is a first grade teacher. It is his day to lead the community meeting and he has chosen several of his students to share an exercise on flexibility. After the meeting he is taking his class to the Denver Art Museum for their first community partner experience. At the Denver Art Museum, museum docents and Mr. Miller introduce the class to visual perception through the Perception Games tour. They discuss how they will be using the museum next time to explore another culture. After they return from the museum he has a social studies block and the lesson is extended with the ILT instructor using the mimeo. His creativity workshop class is wrapping up a project and will spend their last 15 minutes in the daily class meeting to review essential learning and make personal connections.

At Creativity Challenge Community the 21st Century Skills of invention, self-direction, collaboration, information literacy, critical thinking and reasoning will be emphasized and assessed. The centerpiece of the difference will be creativity, which will be infused throughout the curriculum. Creative thinking curriculum ideas and activities will be used to extend all of the DPS curricula. The Curiosita™ program by Patti and Dr. Rick Shade will provide an organizational framework for instruction and curricular design. Each day, students will practice exercises in creative thinking across all subject areas. This will enrich not only the curriculum but will also enrich the lives and future output of its students. Students at C3 will display improved academic achievement, engagement and production as they focus on divergent and convergent thinking. This will naturally include a focus on Individualized learning approaches.

C3 - Innovation School Application P. 10

Another unique feature of the school will be the work with community partners in the cultural and non-profit world extending our learning. These experiences will extend not only the DPS curriculum but also the application of the 21st Century and creative thinking skills in real world situations. Public transportation, buses and light rail, will be used and small stipends will be budgeted for these partnerships. Technology will be an important and integral part of our curriculum as well and start up funds will be used to make sure that the school and its students are properly equipped.

C. Explain how the vision and mission support the mission of Denver Public Schools.

C3’s mission and vision were written to support The Denver Plan’s goal of engaging families and community with the schools. Our design team believes community partnerships are an essential ingredient in 21st Century education. We are developing a plan to collaborate with Denver’s museums and businesses in providing real life learning opportunities for our students. By reaching out to these organizations, C3 will capitalize on the city resources for the benefit of Denver’s students who can experience these facilities first hand.

“It is so fortunate that DPS has created a school that allows a child to follow their thoughts, make interconnections and explore in their mind and in the world. C3 will create leaders and innovators.” --Deborah N., parent, enrolling her student at C3 for 2012-2013.

D. Identify specific barriers and/or school needs that impact student achievement. Explain how innovation status will help the school overcome the barriers and/or address the needs in order to achieve the mission.

Traditional instructional approaches and class structures do not adequately address creativity as a skill that can be nurtured and developed into an asset for achievement and learning. We have confidence that Innovation Status will enable us to deliver on our C3 mission of developing students, who will graduate with confidence in their ability to think critically and creatively, solve problems and contribute to the larger community. In order to create a school that will provide a foundation for students living and working in the 21st century, we plan to maximize autonomy over budget, staffing, schedule, program and curriculum:

C3 is applying for Innovation Status to support the following innovations:

EDUCATION PROGRAM • a creativity infused education program, adapting DPS curricula and instructional materials • project-based, experiential learning opportunities with community partners • promotion and acceleration of students based on leadership team determination

TIME • student and staff schedules that incorporate field experiences and collaboration time • additional professional development days for teachers to integrate creativity in instruction • schedule of days off and late starts/early releases based on school needs

C3 - Innovation School Application P. 11

PERSONNEL • annual contracts for employment of all teachers • teacher and staff evaluations that meet or exceed the district and state requirements • recruitment, hiring schedule, selection, employment terms, and offer made by the school • hire non-licensed teachers in non-core subjects that meet NCLB highly qualified and school program needs • compensation system that meets or exceeds DPS rates and provides incentives and stipends • calendar of teacher work days, vacation days, and holidays based on school needs • professional development content and schedule determined by the school • staff assignments, transfers within the school, schedules and job sharing by school leader • not subject to direct placements or the transfer of teachers by the District

BUDGET AND OPERATIONS • managing school finances: collecting revenues and managing receipts of money • direct contracting for goods and services • selecting and purchasing district services on an annual basis as determined by school • governance model does not include a Collaborative School Committee

Innovation status will allow us to remove the barriers and restrictions that stymie and diminish a schools ability to create a high-achieving school culture that provides the best possible education to all students.

E. Explain how you will leverage innovation status to improve school culture and achieve the vision and mission.

C3 will have a culture of thinking creatively, considering diverse perspectives, and working collaboratively to solve problems. This culture will result in C3 students achieving at high levels, embracing challenges, accessing community resources, taking responsibility for their own learning and contributing to the learning of others.

The C3 culture is aligned with the Denver Plan goal of dramatically improving student achievement through a district culture of high expectations, service, empowerment, and responsibility; strategic management of financial resources; family and community engagement; employing highly effective teachers and leaders; and implementing high-quality instruction that engages and challenges students to apply 21st Century Skills.

Fostering the C3 Culture The school wide positive behavior intervention support (PBIS) plan will be consistent with Cory and Merrill, supporting campus-wide expectations for students and staff. Students will be taught FOCUS (Fairness, Ownership, Community, Understanding, and Safety) expectations in the whole school community time at the beginning of each day. Classroom teachers, staff, parents, and students will reinforce FOCUS throughout the day. Students and families will also be introduced to the Bully-Proofing Your School curriculum for our work about anti-bullying.

All C3 students and staff will engage in learning challenges across the curricula that require the application of academic knowledge and 21st Century Skills. To foster Invention, learning activities will foster creative thinking and creative expression through multiple media and current technology.

C3 - Innovation School Application P. 12

Students will drive the focus of inquiry and creative endeavors. Through structured experiential learning with community partners, students will engage in authentic learning and apply content knowledge and reasoning skills to design creative solutions that will allow for self-direction, critical thinking and reasoning. To reinforce collaboration, ownership of learning, and information literacy, teachers will engage in collaborative planning and data analysis, students will track their own data, students will work in cooperative, mixed-ability, groups, and leaders will collaborate with community partners on the community and technology-based experiences.

An expectation of excellence will be the message from day one and the ownership of each member of the community. The morning community meeting will lay out these traditions and standards for excellence. We will create new traditions consistent with the culture of the C3 community. Renzulli Enrichment Clusters will give students an opportunity to pursue their passions through authentic projects in collaboration with multiple age students. As our student population grows, service-learning opportunities will be available and student leadership teams will be formed to give student voice to all decisions.

The C3 Culture for ALL Students The Creativity Challenge Community embraces all learners as equal partners of the community. Too often, at-risk students, students with disabilities and English language learners are not held to high expectations or provided with access to rigorous curriculum and opportunities for higher order thinking. The culture at C3 will engage all students in creative thinking and collaborative problem solving activities that are multi-sensory and help students deeply understand concepts taught. Collaborating with community partners will foster a sense of belonging to a larger community. It will also foster the excitement of participating in authentic learning in a variety of environments. C3 will hold high expectations for all students to achieve at high levels, embrace challenges, take responsibility for their own learning and contribute to the learning of others.

All teachers will be ELA-E qualified through DPS training and certification so that every classroom is a rich environment for second language learners. Daily lessons will be based on ELD and content standards and will be designed to meet individual student needs as outlined in the DPS ELA Department’s Best Practice documents. In addition to differentiated instruction, the classroom arrangements and displays will be designed to support language development.

Innovation status will allow us to develop a strong culture of caring and acceptance of diversity at all levels in order to achieve our vision to: • develop a collaborative community of learners encompassing students, families, educators and community partners where all members have an opportunity to share ideas and learn from each other. • learn to devise, carry out and evaluate creative thinking strategies to ensure students will master 21st Century critical thinking and reasoning skills and invention skills. • collaborate with the cultural and business community to create partners for learning experiences outside of the classroom to support increased student achievement. • support self-directed learning and encourage perseverance in academic pursuits. • create a strong culture of caring and valuing diverse perspectives at all levels by strengthening parent and family engagement. • implement a parent/student/school compact that outlines the commitment of families to our mission and vision.

C3 - Innovation School Application P. 13

• create a culturally responsive school where student strengths are identified, nurtured, and utilized to promote student success.

INNOVATION: EDUCATION PROGRAM

III. Describe the research-based educational program the school will implement and how the program will produce gains in academic achievement.

Instructional Model C3’s education plan starts with a dedicated group of stakeholders: educators, students, families, community members, and business partners who share a commitment to lifelong creative learning. Together, we have developed a balanced education plan that integrates creative learning experiences into standards-based education. This learning environment will engage and inspire our students while challenging them to meet the rigorous requirements of state assessments.

“It is now a known fact that nearly all of us can become more creative, if we will. And this very fact may well be the hope of the world. By becoming more creative we can lead brighter lives, and can live better with each other. By becoming more creative we can provide better goods and services to each other, to the result of a higher and higher standard of living. By becoming more creative we may even find a way to bring permanent peace to all the world.” - Alex F. Osborn (creator of brainstorming)

Educational Program There are three key features of C3’s academic program that will be innovative: • a creativity infused education program, adapting DPS curricula and instructional materials • project-based, experiential learning opportunities with community partners that will extend students’ learning to real life experiences • student driven learning groups based on school-wide enrichment model developed by Joseph Renzulli

Philosophy Each of the words of our school’s name, Creativity Challenge Community (C3) emphasizes the values we espouse. Creativity is the focus we want to add to the DPS curriculum so that children can nurture their natural curiosity and creative thinking. Challenge is our goal for every student on campus from our special needs and ELL learners to our gifted population; each learner, students and adults will be challenged to reach their potential. Community is the backbone of this model. C3 cannot exist without a strong community of staff and families as well as our ties to our inaugural community partners: The Denver Art Museum, the Young Americans Center for Financial Education and the Denver Center Theatre Academy. Reaching out to our community partners will strengthen the role of institutions in the city of Denver with C3.

C3 - Innovation School Application P. 14

CORE DPS Standards-Based Curriculum and 21st Century Skills are the core of our instruction.

Standards-Based Curriculum DPS curriculum designed to address Colorado Common Core Standards will be used at C3. Students will be taught using the DPS Literacy Plan, Everyday Math program, TCI Social Studies curriculum, and BSCS Science Tracks program. Our Arts and Physical Education/Movement program will be taught through direct instruction as well as integrated into the curriculum. Information, Media and Technology skills will not just be tools, but an integral part of our studies and our students’ creative productivity.

21st Century Skills Learning and developing appropriate skills for our changing economy is an issue of nationwide interest. Almost 90 percent of voters believe 21st Century Skills can and should be part of the curriculum. C3 is also inspired by Colorado’s adoption of the following 21st Century Skills: Invention, Self-Direction, Collaboration, Information Literacy and Critical Thinking and Reasoning. These skills will be emphasized in curricular design and through experiential-learning partnerships with cultural institutions in our community and learning experiences within our classrooms. At C3, students will be given multiple opportunities, within the framework of the DPS curriculum and through enrichment, to drive the focus of inquiry and creative endeavors. C3 teachers will focus their instruction to support student understanding through the use of researched-based instructional practices. Strategies for rigorous, differentiated instruction will include: Understanding by Design, thematic units, experiential and inquiry learning and development of multiple intelligences.

A nationwide poll of registered voters reveals that Americans are deeply concerned that the United States is not preparing young people with the skills they need to compete in the global economy. The findings indicate that Americans understand that the economy has changed and that, without skills that reflect today’s workforce demands, young people may face tougher challenges earning a living wage and maintaining U.S. competitiveness than previous generations did. “Beyond the Three Rs: Voter Attitudes toward 21st Century Skills,” published in 2007 by The Partnership for 21st Century Skills.

C3 - Innovation School Application P. 15

CREATIVITY The essential component of all teaching and learning at our school is creative thinking.

“In fact, it has been demonstrated that when students are taught curriculum content using instruction methods that draw specifically upon their patterns of creative, practical, and analytical abilities, they outperform students who were instructed in conventional ways (i.e., that draw primarily on analytical and memory abilities” Grigorenko, Jarvin, & Sternberg, 2002).

Excerpt from Curiosita Teaching: Inviting Creativity Into 21st Century Classrooms, (Shade & Shade, 2008)

Creative Thinking Skills Students at C3 will learn and use creative thinking skills across all content areas to promote engaged learning and rigorous achievement. Creativity learning objectives will be developed by C3 teachers through professional development and collaboration with community partners.

Activities and exercises in creative thinking include using the four Elements of Creativity: fluency, flexibility, originality and elaboration. These will be taught and nurtured in students, teachers, and parents.

Teachers can also use one or more of the Elements to provide instructional focus when executing lessons involving creativity. The Elements of Creativity are defined below:

• Fluency - generating a great number of ideas.

• Flexibility - creating ideas in a wide range of categories.

• Originality - producing unique, novel, or one-of-a-kind ideas.

• Elaboration - adding details to enrich, refine, or embellish ideas.

st Excerpt from Curiosita Teaching: Inviting Creativity Into 21 Century Classrooms, (Shade & Shade, 2008)

Product-based Learning: At C3, students will express their learning through visual and verbal creative products. In developing their products, students will demonstrate their understanding of creativity objectives and Essential Learning Goals. Product-based learning also provides opportunities for differentiation that meets the needs of diverse learners.

“Product-based learning can be the conduit that provides the ‘idea time’ and ‘group time’ for the necessary pondering and tinkering of thought to spark a student’s natural curiosity. ‘Curiosity is one of the permanent and certain characteristics of the vigorous mind.’ (Samuel Johnson, 1751). This work environment emphasizes student strengths by acknowledging students’ learning styles and interests. Through the practices of collaboration, partnering, and allowing choices of products, teachers can readily identify and support the development of students’ skills that lie outside the realm of math, reading, and writing.”

st Excerpt from Curiosita Teaching: Inviting Creativity Into 21 Century Classrooms, (Shade & Shade, 2008)

C3 - Innovation School Application P. 16

Nonlinguistic Representation At C3, creative thinking and learning will provide opportunities for nonlinguistic representation. Description from the DPS Department of Languages, Literacy and Cultural Studies website: “Many psychologists believe that we think and remember better when we store information in both linguistic and nonlinguistic forms. Research by Robert Marzano and colleagues demonstrates that teaching with nonlinguistic activities, such as graphic organizers, mental images, and movement helps to improve students’ understanding of content.”

Creative Teaching Strategies C3 will use a variety of strategies to teach a wide range of idea-creation techniques, create new and worthwhile ideas and elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Creative Learning requires creative teaching. The more imaginative approaches teachers use to make learning exciting, active, fun, and relevant, the more students are engaged the more success they achieve. The basic foundation for teaching creatively includes subject expertise, strong motivation, the ability to communicate well, high expectations for rigor and achievement, and the ability to inspire. Teaching creatively requires that teachers: • stimulate students’ curiosity through their teaching practices and spirit of instruction. • balance direct instruction teaching with opportunities for self-direction. • use a variety of questioning and reflection techniques to elicit continued improvement in learning from their students. • recognize when encouragement is needed, and value intensive student effort more than the completion of a product. • realize student confidence is as important as student competence. • use product-based learning as a tool for scaffolding student creativity skills. • use differentiation in teaching practice and in conversations with teachers and students to promote a continued understanding and acceptance of diversity. • introduce creativity in a skills-based approach. • design the physical “look” of the classroom to intrigue and stimulate student ideas.

Excerpt from Curiosita Teaching: Inviting Creativity Into 21st Century Classrooms, (Shade & Shade, 2008)

CHALLENGE At C3, we value student engagement and intentional instruction as pathways to high achievement.

Student Engagement through Voice and Choice At C3, students will be given multiple opportunities, within the framework of the DPS curriculum and through enrichment, to drive the focus of inquiry and creative endeavors.

In 2005, the Partnership for 21st Century Skills, a coalition of leading education, business, and

technology organizations, was formed and created a framework to examine the outcomes,

support systems, and skills needed to best prepare students for 21st Century life. In doing so, its

architects once again examined the interplay between societal need and the related educational

response. “Transfer from school to the everyday environment is the ultimate purpose of school-

based learning. Students learn this best when they are presented with choices, when the material

is perceived to be relevant and useful, and when the process of learning is actively engaging.

Relevance is increased when teachers incorporate real-world contexts and examples into the

curriculum.” Excerpt from Curiosita Teaching: Inviting Creativity Into 21st Century Classrooms, (Shade & Shade, 2008)

C3 - Innovation School Application P. 17

Student Ownership (learning and assessment) By setting goals, tracking data and through self-reflection, students will own and accept challenges in their learning. Teachers and peers will provide feedback and support students in self-assessment. All students at C3 will have Individual Learning Plans to record their goals and achievements. This will be recorded in physical and/or digital Portfolios to track their progress and throughout each year. Learning plans will be created collaboratively with teachers, students and their families. Portfolios may be physical or digital and will be shared with families throughout the year.

Student Achievement C3 teachers will focus their instruction to support student understanding through the use of researched-based instructional practices. Strategies for rigorous, differentiated instruction will include:

• Understanding by Design: At C3, teachers provide support for the development of student understanding, skills and creativity through the use of backward planning. C3 teachers will develop creativity objectives and draw Essential Learning Goals and Essential Questions from DPS curriculum and standards. They will have the flexibility to compact, pace, extend, adjust, and integrate DPS core curriculum to meet those goals. Description from the DPS Department of Languages, Literacy and Cultural Studies website: “Grant Wiggins and Jay McTighe believe that teaching for deep understanding requires planning backward—first determining the big ideas students are to learn, then working backward to identify methods to reach those goals and ways to assess the effectiveness of teaching.” Teachers will design balanced assessment opportunities that will allow students to “transfer” their learning to new ideas (transfer tasks).

• Thematic Units: Teachers will periodically organize curriculum around themes through integrated units. This strategy promotes the understanding of big ideas and promotes English Language Acquisition through repetition of vocabulary throughout different content areas. This type of instruction is also appealing to creative thinkers who are often “global thinkers,” and prefer to make connections between interrelated domains such as literacy, social studies, science, and math.

• Experiential and Inquiry Learning: C3 employs experiential learning as an essential instructional strategy. Through a structured cycle of experience, reflection and application, students will engage in authentic learning experiences and draw connections to Essential Questions. Experiential learning may be inquiry- based, in which students serve as researchers to investigate a question or problem, and/or creativity-based where students become the developers, designers, and producers of their own learning.

• Product-based Learning At C3, students will express their learning through visual and verbal creative products. Through products, students will demonstrate their understanding of creativity objectives and Essential Learning Goals. Product- based learning also provides opportunities for differentiation that meets the needs of diverse learners.

• Development of Multiple Intelligences: Students at our school will be encouraged to develop their intelligences through multiple modes of learning. Description from the DPS Department of Languages, Literacy and Cultural Studies website: “According to Howard Gardner’s revolutionary theory, every student is intelligent—just not in the same way. Because everyone learns in a different way, the best activities tap more than one kind of intelligence. Gardner has described these eight intelligences: verbal-linguistic, logical- mathematical, visual-spatial, body-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, and naturalist.”

An example of a lesson plan is located in the attachment section of the Education Program.

C3 - Innovation School Application P. 18

COMMUNITY We are a collaborative community of learners encompassing students, leaders, teachers, families and community partners.

“Culturally responsive education reflects social justice at its highest level. It means doing whatever it takes to ensure that every child is achieving and ever moving towards their potential.”

--Joyce Taylor-Gibson

• Community Partnerships: C3 will collaborate with the cultural and business communities of Denver to create partnerships to develop creative learning experiences outside of the classroom. Students will meet regularly with community partners through a series of learning experiences within each organization. Families will be asked to support these excursions and act as chaperones. These partnerships will help students and educators stay engaged in relevant learning experiences within authentic professional environments. C3 will challenge our learners to understand the essential role of creative thinking within cultural and business communities.

• Cooperative Interaction: Students at C3 will have multiple opportunities to work collaboratively with each other as partners and in small groups. Description from the DPS Department of Languages, Literacy and Cultural Studies website: “Elizabeth Cohen’s research has led her to conclude that cooperative group work leads to learning gains and higher student achievement. Cohen has found that if students are trained in cooperative behaviors, placed in mixed-ability groups, and assigned roles to complete during a multiple- ability task, they tend to interact more equally. This increased student interaction leads to more learning and great content retention.”

• Diversity and Cultural Responsiveness: The C3 community will develop a strong culture of caring and acceptance of diversity at all levels. Morning community meetings with all students and staff will reinforce our respect for each other and C3’s commitment to excellence and acceptance within our creative learning environment. Students will be encouraged to consider diverse perspectives and to understand each other’s learning styles. A part of their learning plan will include instruction in communication skills and activities that promote the understanding of both cultural and learning diversities. Staff will have professional development on culturally responsive education working with the district’s partner, The Metropolitan Center for Urban Education at New York University.

C3 - Innovation School Application P. 19

C3 SUPPLEMENTAL CURRICULUM

Curiosita Teaching Program™ This program, developed by Patti and Dr. Rick Shade, will provide an organizational framework for integrating creativity into instruction and curricular design. Each day students will practice exercises in creative thinking across all subject areas. Students at C3 will display improved academic achievement, engagement and production as they focus on divergent and convergent thinking. This will naturally include a focus on Individualized learning approaches. The more imaginative approaches teachers use to make learning exciting, active, fun, and relevant, the more students are engaged the more success they achieve. The basic foundation for teaching creatively includes subject expertise, strong motivation, the ability to communicate well, high expectations for rigor and achievement, and the ability to inspire. Teaching creatively requires that teachers: • stimulate students’ curiosity through their teaching practices and spirit of instruction • balance direct instruction teaching with opportunities for self-direction • use a variety of questioning and reflection techniques to elicit continued improvement in learning from their students • recognize when encouragement is needed, and value intensive student effort more than the completion of a product. • realize student confidence is as important as student competence • use product-based learning as a tool for scaffolding student creativity skills • use differentiation in teaching practice and in conversations with teachers and students to promote a continued understanding and acceptance of diversity • introduce creativity in a skills-based approach • design the physical “look” of the classroom to intrigue and stimulate

Activities and exercises in creative thinking include using the four Elements of Creativity: fluency, flexibility, originality and elaboration. Teachers can use one or more of the Elements to provide instructional focus when executing lessons involving creativity.

C3 - Innovation School Application P. 20

ELEMENTS LITERACY MATH SCIENCE PE/Movement

FLUENCY Create a list of small Students will have 90 Students will Divergent Thinking- moments in your life seconds to come up Think-Pair-Share Name as many using an ABC Think with ideas for – What to create an things as you can Tank is half of eight. After Alpha Think-Tank think of that a rope initial prompt students of Interesting could become will be given another 3 Animals minutes to create both visual and figural ideas.

Select your top Students will group Students will use How many ways can three friends and their ideas into a card deck of you jump a rope? FLEXIBILITY top three family categories and does a pictures of events. Brain- walk and add animals to create more ideas to each animal categories category. or groups and present their groupings to class

Draw a picture of Students will have Students will use Create your own your favorite Family three (dots) votes to Blabberize web jump rope routine. ORIGINALITY event on one side of spend on the ideas 2.0 tool to record the paper – draw they view as the most themselves as a your favorite Friend creative. A group talking animal event on the other discussion follows using 10 or more side of the paper regarding why the interesting/ examples were chosen unusual facts and as the most original. information.

ELABORATION Using a sensory Students are asked to Students will pick Add five or more think tank list details select their favorite top ten facts and detailed movements for each sense in figural representation write descriptive to you jump rope your small moment. of half of eight and add narratives. routine. more details.

In order to support the integration of creativity into instruction and curricular design, The Curiosita Teaching ProgramTM includes the following components: • Creativity Introductory Scope and Sequence: This introduces the teaching of creativity as a developmental skills-based process. • Creativity Fan Model: The seven-blade model includes the following components: Process, Press, Perception, Persistence, Passion, Product, and Person. • Creative Attribute Learning Log (C.A.L.L.): The C.A.L.L. is designed as an observation log to assist in identifying creative students and support their learning characteristics. • The Elements of Creativity: These are the skill development areas that are taught to students to improve their creative thinking skills. • Creativity Curriculum Organizer: This provides a graphic representation of the inter-relatedness of the Elements of Creativity and Creativity Fan in the instructional process and the curriculum design process.

C3 - Innovation School Application P. 21

• Creativity Lesson Planner: This assists teachers in infusing creativity into the instructional design. It is intended to be used as a checklist and/or template for planning daily/ weekly instruction. It can also serve as a portfolio item used to archive your instructional practice. • Creative Product Planning Templates: These templates are used in planning for student products based on time (short, medium, and long-term projects), group size (individual, partner, or small group), and/or Multiple Intelligences. • Creativity Multibilities Philosophy: This framework incorporates the skills and talent areas nurtured in developing the full potential of creative individuals incorporating the work of five notable individuals (Howard Gardner, Daniel Goleman, Robert Sternberg, Carol Tomlinson, and Joseph Renzulli). • Thinking Vocabulary: The Thinking Vocabulary introduced to students, is based on the brain, influence the climate, instructional processes and procedures, and the behavior management of the classroom. • Curiosita Teaching Handbook of Instructional Strategies: This includes ready-to-use, classroom-tested activities as well as the product-based learning units essential to the real life development of creative thinking skills.

All of the above listed components are located in the attachment section of the Education Program.

Teachers will receive professional development before school begins in the fall to provide them with an awareness and transfer level of professional development. Once school begins, the Administrative Partner focused on creativity will work with teachers on a weekly basis to infuse the skills and processes of creativity into all content areas including core content area and special subject teachers. The creativity specialist will also provide assistance to teachers in designing their specific curriculum around creative thinking. Support and on- going professional development will continue to move creativity to the institutional level of development throughout the school.

Field Experiences

C3 will collaborate with its community partners to integrate DPS curriculum with the educational outreach programs of our partners, and develop protocol for successful field experiences. With our community partners, we will continually evaluate and refine our shared curricula to provide rigorous, standards-based experiential learning.

Field Experience Pilot Program: Denver Art Museum

The DAM has developed a series of lesson plans aligned to Colorado Model Content Standards, available on its “Creativity Resource” website at http://creativity.denverartmuseum.org/. In addition to this resource, teachers and museum personnel will collaborate in professional development to reflect and refine the field experience.

An overview of the Denver Art Museum Pilot is located in the attachment section of the Education Program.

School-wide Enrichment C3 will offer students “Enrichment Clusters,” interest-based, student-driven learning groups based on the School-wide Enrichment Model developed by Joseph Renzulli. The topics of the clusters will be based on school- wide interest surveys. Teachers and parents will act as facilitators for the groups which will include rigorous, interest-based enrichment for all students.

C3 - Innovation School Application P. 22

SCHOOL-WIDE CULTURE “Authentic learning is important because our society and democratic way of life are dependent upon an unlimited reservoir of creative and effective people who know how to put knowledge to work in real-world situations.”- Renzulli

Creativity Challenge Community Culture C3 will have a culture of thinking creatively, considering diverse perspectives, and working collaboratively to solve problems. This culture will result in C3 students achieving at high levels, embracing challenges, accessing community resources, taking responsibility for their own learning and contributing to the learning of others. The C3 culture is aligned with the Denver Plan goal of dramatically improving student achievement through a district culture of high expectations, service, empowerment, and responsibility; strategic management of financial resources; family and community engagement; employing highly effective teachers and leaders; and implementing high-quality instruction that engages and challenges students to apply 21st Century Skills.

Fostering the C3 Culture The school wide positive behavior intervention support (PBIS) plan will be consistent with Cory and Merrill, supporting campus-wide expectations for students and staff. Students will be taught FOCUS (Fairness, Ownership, Community, Understanding, and Safety) expectations in the whole school community time at the beginning of each day. Classroom teachers, staff, parents, and students will reinforce FOCUS throughout the day. Students and families will also be introduced to the Bully-Proofing Your School curriculum for our work about anti-bullying.

All C3 students and staff will engage in learning challenges across the curricula that require the application of academic knowledge and 21st Century Skills. Learning activities will foster creative thinking and creative expression through multiple media and current technology (Invention). Students will drive the focus of inquiry and creative endeavors. Through structured experiential learning with community partners, students will engage in authentic learning and apply content knowledge and reasoning skills to design creative solutions (Self- Direction, Critical Thinking and Reasoning). Teachers will engage in collaborative planning and data analysis, students will track their own data, students will work in cooperative, mixed-ability, groups, and leaders will collaborate with community partners on the community and technology-based experiences (Collaboration, Information Literacy).

An expectation of excellence will be the message from day one and the ownership of each member of the community. The morning community meeting will lay out these traditions and standards for excellence. We will create new traditions consistent with the culture of the C3 community. Renzulli Enrichment clusters will give students an opportunity to pursue their passions through authentic projects in collaboration with multiple age students. As our student population grows, service-learning opportunities will be available and student leadership teams will be formed to give student voice to all decisions.

SPECIAL POPULATIONS AND AT-RISK STUDENTS

The C3 education plan is designed to address the individual and differentiated needs of all of our students. By differentiating for student interests, preferred learning styles, and academic needs, the Tier I instruction will meet the needs of many students whose needs are not currently addressed in traditional academic programs.

C3 - Innovation School Application P. 23

“Today, our nation’s growing populations of cultural and learning diversities, with their associated strengths and weaknesses, present us with new educational challenges. We believe all learners can benefit from creativity and that it can be seen as a powerful compensatory element for all diverse learning populations. Creativity has strong visual/spatial components that may help unmask initially-perceived disabilities; thus

turning them into learning abilities.”

Excerpt from Curiosita Teaching: Inviting Creativity Into 21st Century Classrooms, (Shade & Shade, 2008)

Response to Intervention (RTI) An Administrative Partner focused on curriculum and professional development will implement, monitor, and guide the RtI process at C3. This Administrative Partner will look at beginning of the year school-wide data and set school wide goals supported by beginning of the year professional development that will include school wide Tier 1 instructional strategies to be implemented in all classrooms. The classroom teachers, with support from their PLCs, will monitor and adjust instruction for all learners to make adequate progress towards their goals. With the support of their classroom teacher, students will set personal academic goals and track progress towards the goal. When Tier 1 strategies are not enough, the classroom teachers will create a body of evidence and ask for a SIT team meeting based on observations, progress monitoring, DRA levels and other grade level appropriate assessments. During our growing years the specials teachers and Administrative Partners will support the RTI model in conjunction with the special education and general education classroom teachers. As the school grows we will add an intervention teacher to the staff.

The SIT team will be compromised of Administrative Partners, classroom teachers, and specials teachers. The focus of the SIT team will be identify students in need of services for Tiers 2 and 3. A variety of stakeholders will be represented on the SIT team to allow for multiple perspectives and strategies to best meet the needs of students not making adequate progress.

Six Minute Solutions, Fundations, and LLI will be used for Tier I and 2 interventions in classrooms and classroom teachers and para professionals will be trained on these programs as feasible. As the school grows we will add an intervention teacher to the staff. C3 will purchase approved research based programs, including Wilson, Step up to Writing, Spellography, Math Navigator and Origo for Tier 2 and 3 interventions.

English Language Learners At C3, all learners will consistently participate in higher level thinking activities, including creative thinking and learning. Based on the region of need identified in the Call for Quality Schools we will be serving a population that may have ELL students but at a lower ratio than many other DPS schools. C3 will probably be an ESL resource school offering support for ELL students who qualify but not having enough ELL students to require ELA-S classrooms. Merrill Middle School is a newcomer’s center and they will be able to support any special needs that arise in this area that would be a benefit to this co-location.

Identification of ELLs We will work closely with the Department of English Language Development on the selection of programs and materials and identification of all ELL students. Parents are a key component in accurately filling out their ELQ’s and working with C3 to avoid any misidentification.

C3 - Innovation School Application P. 24

Instructional Strategies for ELLs C3 will use DPS recommended research-based instructional programs, practices and strategies for ELL students. We will follow the Department of English Language Acquisition’s Best Practice in English Language Development. This document outlines “Look fors” in program and lesson components, classroom environment, and assessment. It also addresses best practices in lessons, instructional strategies, classroom arrangement, libraries and displays and assessment of language and learning. The Transfer of Language Plan for ELA-E classrooms will also help guide C3 ELA-E classrooms.

C3 will incorporate the Sheltered Instruction Observation Protocol (SIOP) model, developed by Echevarria, Vogt & Short (2000), for scaffolding content instruction for ELLs. C3 teachers will promote academic language and learning (accountable talk) through a variety of modes, including and not limited to: • visual (drawings, pictures, graphic organizers, web 2.0 technology, realia, word walls with icons and symbols); • kinesthetic (Total Physical Response, dramatic representation, physical modeling); • auditory (chants, songs, aural cues) • interpersonal (cooperative groupings, explicit academic language instruction, language experience approach)

C3 will provide direct instruction with Academic Language and use the District Avenues program and intervention programming including resources such as Leveled Literacy Intervention as needed. Additional community resources and district resources, such as translators and community liaisons, will be made available to C3 ELL students and their families.

ELA Assessment and Progress Monitoring Based on enrollment, C3 hopes to have at least a .50 ESL resource teacher our first year to work directly with students who are assessed at a Level 1 on the CELA test. The ESL resource teacher will also manage files, organize testing, and support teachers in implementing effective ELL strategies in their classrooms. ELL students will be closely monitored in their Avenues and ELD work. A body of evidence will be kept on each student with pertinent assessment scores including CELA, DRA and CSAP. In our daily ELD programs teacher will monitor progress with exit standards.

ELA Qualifications and Teacher Training All classroom teachers at C3 will be ELA-E qualified and this will be stated in promotional and hiring materials through Human Resources. Our ESL teacher will also be highly qualified to teach students with a variety of language backgrounds.

Teachers will have yearly training on ELA strategies as well as culturally responsive classrooms. We not only want out teachers trained in language skills but in culturally sensitive issues so that they can understand cultural differences. Staff will participate in the ISA team and provide training for leaders and teachers in this area. Our work with community partners will also offer experiences that reinforce the Avenues curriculum. For example, at the Young Americans Center for Financial Education we can supplement pictures of money with real world monetary experiences.

ELL Parent Communication and Engagement At C3 parents must sign a parent contract to be an integral part of our community, this will include all parents and we will target additional support for parents of second language learners with translators as needed. We have also hired a secretary who is bilingual to support our families. Creative thinking is not limited by language

C3 - Innovation School Application P. 25

or culture. We will also support the cultural needs of our students through our classroom libraries. Our community events will also strive to showcase our cultures. Merrill Middle School has an annual International Night in May that invites all of the schools in the Cory-Merrill community to participate.

Students with Disabilities C3 will follow all district guidelines in working with the needs of students with mild, moderate and severe disabilities, offering students a continuum of services in the least restrictive environment.

Identification of Students with Disabilities For students who do not progress adequately in Tier 2 and Tier 3 interventions, DPS special education evaluation protocols will be used to determine if lack of progress is related to a disability and to identify intensive interventions for an IEP.

Instruction for Students with Disabilities For mild to moderate needs students with disabilities we will have a special educator who is trained to identify, monitor and teach to the needs of these students in their least restrictive environment whether that be in inclusion or a pull out model with individual or small group work. Special programs including Wilson, Origo and Step Up to Writing will be used as well as the continuing support of the Student Services division. We anticipate working with students who have Twice Exceptionality as well and will have continuing professional development in these areas. We will have the resources of a speech/language and occupational therapist as needed to address those aspects of students' IEPs. We will have a part time psychologist on staff and a nurse to support IEPs.

Progress Monitoring of Students with Disabilities Our special educator would monitor progress of students weekly keeping a record of all time spent and interactions with student, classroom teachers and parents in relation to specifications in IEPs. The special Education teacher will organize and run all IEP meetings in conjunction with family and administrator, and classroom teachers.

Special Education Teacher Qualifications and Training All special education staff will be hired in accordance with DPS policies and guidelines. Special education teachers will be appropriately licensed and qualified. Qualifications must meet NCLB Highly Qualified requirements and we will also seek individuals who have experience in creative thinking.

The Office of Student Services at Denver Public Schools will support training of all special education staff. Special education staff will also participate in C3 professional development retreat at the beginning of the school year giving mild moderate teachers a chance to adapt the creative thinking curriculum as needed to the special needs of our population.

Students Performing Below Grade Level C3 will follow all district guidelines in working with the needs of students who are performing below grade level. Classroom teachers will keep records of students’ progress towards mastery of skills and concepts taught in curriculum aligned with standards. All students at C3, including students performing below grade level, will have individual learning plans. Students will be taught to set some of their own goals and use technology to track their progress as part of a digital portfolio.

C3 - Innovation School Application P. 26

Identification of Students Performing Below Grade Level We have set aside two days before school begins when all students will come in for assessments to allow us to begin instruction on Day 1. The Administrative Team will begin to look at school-wide data and meet with teachers to identify students performing below grade level in reading, writing and math. During the school year, when Tier 1 instruction strategies are not enough, the classroom teachers will create a body of evidence and will ask for a SIT team based on observations, progress monitoring, DRA levels and other grade level appropriate assessments.

Instruction for Students Below Grade Level Best practice in instruction is our initial line of defense, but we will provide additional supports for students using the RtI model. Teachers will monitor and adjust instruction for students including the use of additional resources such as: Six Minute solutions, Fundations and LLI for Tier 1 and 2 interventions in classrooms. Teachers, specials teachers and paraprofessionals will be trained on these programs as feasible. As the school grows, we will add an intervention teacher to the staff. C3 will purchase approved research based programs including those mentioned above and others such as: Wilson, Step-Up to Writing, Spellography, Math Navigator and Origo for Tier 2 and Tier 3 interventions. We will also be applying for funding for small group tutoring before and /or after school for students performing below grade level.

Progress Monitoring of Students Below Grade Level In addition to following the assessment schedule described in our assessment section, teachers will progress monitor as needed and adjust instruction for students below grade level to ensure adequate progress towards their goals. To create consistent progress monitoring at C3, teachers will use a schedule collaboratively created by administrative partners and teachers. Teachers will meet with students and parents in conferences aligned with Standard Based Progress Reports.

Additional Staffing for Students Below Grade Level Additional support for students performing below grade level will include administrative staff and specials teachers flooding classrooms during small group and independent work.

Gifted and Talented Students RTI also includes working with the highest learners and C3 will have the support of a GT teacher and a Creativity Consultant who will support these students. The staff will work with the GT department at DPS to deliver the screenings for GT and HGT identification. The Ravens tests and creativity assessments; such as the Circles/Lines, Humor and Divergent Thinking tools, will be administered to students. Families who wish to apply for HGT status will take the CoGats and Ravens on district schedules. C3 leadership will also work with staff to investigate existing assessments in creativity as well as begin to create our own to monitor the creative thinking of all students. The C3 team will continue to work with Jonathon Plucker to design and conduct an action research project to design and assess creative thinking.

C3 will not be an HGT magnet but a school that focuses on fostering creative thinking, high levels of achievement, and embracing challenges, all teachers will have training on teaching gifted students and divergent thinkers.

Identification of GT Students In addition to DPS GT assessments that are designed to identify students without discrimination, C3 will assess creativity through non-traditional assessment methods that will be designed to eliminate bias that might be associated with standardized assessments. Because of our emphasis on different learning styles we will be able to observe gifted behaviors more frequently using the Kingore Observation Index (KOI).

C3 - Innovation School Application P. 27

Every building at DPS is responsible for meeting the needs of GT students. We will develop our individual building plan, which may include several of the following services:

• Clustering of students for instruction • A GT teacher co-teaching with the classroom teacher • Pullout programs where needed for added enrichment in math, science, literacy or social studies. • Acceleration within a content area or across grade levels • Curriculum compacting • The services of the GT teacher to assist classroom teachers • Opportunities for enrichment with Renzulli’s Enrichment clusters • DPS GT sponsored special programs including Destination Imagination, Shakespeare Festival, The Young Author’s Conference, Spelling/Semantics Bee, Brain Bowl, Mathletics, etc. • Technology supported learning. We will have mobile labs with the highest-level computers and IPADs as part of our ILT program and to work on projects. All classrooms will have mimeos and docu-cameras.

Progress Monitoring of GT Students Students who are identified as GT or above will have Advanced Learning Plans (ALPs) in place. These will list strength areas and areas to work on each year. The GT specialist will screen students once a year in accordance with district guidelines. TCAP scores and other approved assessments will be added to a student’s data portfolio throughout their time at C3.

GT Teacher Qualifications and Training C3 will hire a part time GT teacher that meets the highly qualified criteria in accordance with NCLB. In addition, all C3 teachers will be trained in GT strategies and will be provided with professional development and support from specialists in gifted education and developing creative thinking skills.

The professional development offered to all C3 teachers, including the GT teacher, will include GT strategies. Staff will regularly attend the Colorado Association of Gifted and Talented fall conference as well as have a presence at the National Association of the Gifted Child (NAGC), particularly in the fall of 2012 when the conference is held in Denver. NAGC has a cohort on creativity and C3 will be a part of this. Julia Shepherd and Lisa Hoyt, members of the C3 design team, have attended Confratute at the University of Connecticut with Joe Renzulli and Sally Reis. Dr. Renzulli and Dr. Reis are leaders in the field of gifted education and have established a relationship with members of our design team through these institutes as well as a presentation from Ms. Shepherd at NAGC in Atlanta in 2010. Patti Shade presents regularly with all of these organizations and presented in the fall of 2011 for NAGC during the release of Curiosita Teaching: Inviting Creativity Into 21st Century Classrooms. These professional relationships will be crucial to the ongoing development of this new school.

INNOVATIONS APPLIED TO EDUCATION PROGRAM Innovation Status is necessary to allow curricula and schedule adjustments incorporating creativity curriculum that will spark students’ inquisitive nature and adjust schedules so that creativity skills can be woven into all curricula. Through this status C3 will be specifically able to deliver a: • creativity infused education program, adapting DPS curricula and instructional materials • project-based, experiential learning opportunities in community field placements that will extend students’ learning to real life experiences • school-wide student driven learning group enrichment model developed by Joseph Renzulli.

C3 - Innovation School Application P. 28

INNOVATION: ASSESSMENTS

IV. Describe the school’s assessment plan and how it is critical for the school to produce gains in academic achievement.

The Administrative Partner responsible for curriculum and professional development, in coordination with the SAL, will be responsible for managing the C3 assessment process including schedules, materials, and other related protocols to effective and efficient administration.

The C3 Assessment Education at C3 starts with a deep understanding by all teachers of the new state standards in the content they teach. Teachers will also focus on 21st century skills including creative thinking, problem solving, technology and collaboration. C3 has established goals necessary for our students to be on the path for post-secondary learning and living opportunities.

C3 will use district formative and summative assessments and develop new assessments for creativity skills and learning that occurs with community partners and Enrichment Clusters. These assessments are critical for monitoring student progress towards C3 goals. Teachers will follow a learning cycle starting with pre- assessment, review of the results, planning, instruction, and starts again with formative assessment.

C3 is committed to being an innovative, high performing school. We will be starting the program with kindergarten students off site at the Stephen Knight Center for Early Education and first and second graders at our Merrill campus. Since Kindergarten staff and students are under the budgetary responsibility of the SKCEE, they will not be a part of innovation status. Our first year will be focused on the interim assessments aligned with DPS curriculum for first and second graders, CBLA screening and assessments for all students, and newly created creative assessments for our own curriculum. Our second grade scores will be monitored for proficiency, as these students will be taking the current state TCAP (CSAP) in their second year of school in the spring of 2014. In our first year of standardized testing we expect to achieve at least 85% proficient or advanced in reading and math and 70% in writing.

A. Provide an overview of the school’s proposed assessment plan. Describe any assessments that will supplement assessments required by DPS and the state.

• We will use the DPS interim assessment for Reading, Writing and Math to assess all students. • We will use the DRA2, CELA, and STAR assessments for Reading. • We will use TCAP as summative assessment for 3rd-5th grade students. • We will collaboratively design and conduct assessments to provide baseline data in our unique goal areas, based on The Partnership for 21st Century Skills and Colorado State Core Content Standards. • We have proposed a partnership with Jonathan Plucker (Professor of Educational Psychology and Cognitive Science at University of Indiana) and Dr. Richard Shade (Curiosita Specialist) to design and conduct an action research project to assess creative thinking.

B. Explain how the school will measure and evaluate academic progress of individual students, student cohorts, and the school as a whole throughout the school year and at the end of each academic year.

C3 - Innovation School Application P. 29

We have set year end goals to measure and evaluate academic progress at the appropriate developmental level for each grade based on the 5th grade goals stated below. Concepts such as analyze and compromise will be introduced gradually during the primary years with the goal of students demonstrating understanding. As students progress to upper elementary, they will begin to demonstrate skills such as analyze and compromise.

Each student will:

1. Demonstrate their understanding of and ability to use creative thinking skills. They will use a wide range of idea-creation techniques, create new and worthwhile ideas and elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts. 2. Demonstrate their understanding of and exhibit their ability to use various types of reasoning, understand how the parts of a whole interact to produce an overall outcome, analyze, synthesize, reflect and evaluate to solve a problem. 3. Set their own yearly goals that will be measured against standard based rubrics created by grade level classroom teachers, reviewed across grade level and shared with students. 4. Demonstrate their understanding of and develop skills of collaboration including being flexible in making compromises, respectful of each member’s value to group and sharing responsibility through experiences working with community partners and participation in Enrichment Clusters. 5. 3rd-5th grade will create a digital portfolio of best work in each content area for the year. 6. 1st-2nd grade will perform at grade level or above on DRA and Interim end of the year assessments. 7. 3rd-5th grade will perform at grade level or above on TCAP (CSAP).

All 5th grade students will:

1. Demonstrate their ability to use creative thinking strategies. They will use a wide range of idea- creation techniques, create new and worthwhile ideas and elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts. 2. Demonstrate their ability to use various types of reasoning, understand how the parts of a whole interact to produce an overall outcome, analyze, synthesize, reflect and evaluate to solve a problem. 3. Demonstrate their ability to collaborate by being flexible and respectful of each member’s value to group. Students will share responsibility through experiences working with community partners and participation in Enrichment Clusters. 4. Demonstrate self-directed learning and perseverance by setting their own learning goals and tracking progress towards those goals. 5. Demonstrate their ability to use technology to research in an ethical manner, organize, evaluate and communicate information. 6. Complete an individual 5th grade project that requires using community partner resources and incorporation of 21st Century Skills. 7. Create a digital portfolio of their best work in each content area. 8. Perform at or above grade level on TCAP (CSAP) in reading, writing, math, social studies and science. (Goals based on The Partnership for 21st Century Skills and Colorado State Core Content Standards)

C3 - Innovation School Application P. 30

Explain how and how frequently the school will collect and analyze diagnostic, formative, predictive, and summative student academic achievement data, use the date to refine and improve instruction, and report the data to the school community.

Beginning of the year pre-assessment: • Before the school year starts for students, based on the current proposed DPS calendar we have set aside two days to pre-assess all students. We will use one day to look at data and set baseline for each student. • We will use the DPS interim assessments for Reading, Writing and Math to pre-assess all students. • We will collaboratively design and conduct assessments to provide baseline data in our unique goal areas, based on The Partnership for 21st Century Skills and Colorado State Core Content Standards • Reading: We will be using DRA, STAR reading assessment and ELA testing. Writing: Grade levels will given a writing prompt within the first month to assess writing strengths and weaknesses. • Art, PE/Dance and Spanish: Teachers will give a pre-assessment within the first month. • Technology: Students will develop digital portfolios to demonstrate growth • GT: GT teacher will follow a modified district schedule. We will be looking at additional assessments. • Individual Learning Plans: By the end of September teachers will have met with each child and started a plan.

Interim assessment:

Between October and January, students will take district formative and teacher created assessments to guide teachers planning and support differentiation of instruction and learning opportunities to meet students’ needs and interests. These assessments include: • Reading: DRA2, CELA and STAR • Writing: Interim assessment • Math: Interim assessment • Art, PE/dance and Spanish: Teacher created interim assessment • We will monitor progress and adjust instruction for our unique goal areas, based on The Partnership for 21st Century Skills and Colorado State Core Content Standards. • Self-directed Learning: Students will develop a portfolio of work to demonstrate growth. • Technology: Students will develop digital portfolio to measure growth • Individual Learning Plan: teachers and students will meet every 12 weeks to review and adjust

Summative assessment at end of year Between February and May, students will take district summative and teacher created assessments to measure growth towards goals. These assessments include: • TCAP (transitioning from old standards to new standards for CSAP) • Reading- DRA2, STAR reading and Interim end of the year assessment • Math-Interim end of the year assessment • Writing–end of the year Interim assessment • Art, PE/Dance and Spanish: Teachers will give an end of the year content post-assessment • 21st Century Skills: We will monitor student progress for our unique goal areas, based on The Partnership for 21st Century Skills and Colorado State Core Content Standards. • Self-directed Learning: Students will review a portfolio of their work to reflect on their growth. • Technology: Students will review a digital portfolio to reflect on their growth.

C3 - Innovation School Application P. 31

• Individual Learning Plan: teacher and students will meet every 12 weeks to review and adjust

Data Collection, Analysis, and Use Faculty will use DPS Teacher portal to track data in literacy and math. Teachers will create professional learning communities centered on curriculum as they follow the learning cycle and meet with students to review individual learning plans. We have built in select Friday afternoons throughout the year when students will be engaged in community events or performances while teachers have extra time to plan and train together in areas of identified need.

Learning Cycle

Daily Assessment: Classroom teachers will keep records of each student’s progress towards mastery of concepts and skills taught in curriculum aligned with standards. Teacher assessment tools will include; body of evidence, informal and formal observations (such as the Kingore Observation Index), exit slips, teacher made assessments and district assessments. Teachers will use these assessment results to adjust instruction as needed to ensure all students are making adequate progress towards their proficiency goals.

Student Ownership (learning and assessment) By setting goals, tracking data and through self-reflection, students will own and accept challenges in their learning. Teachers and peers will provide feedback and support students in self-assessment. All students at C3 will have Individual Learning Plans to record their goals and achievements. This will be recorded in physical and/or digital portfolios to track their progress and throughout each year. Learning plans will be created collaboratively with teachers, students and their families.

Technology Technology will be integrated in order to capture, display and maintain records that reflect not only traditional academic progress in reading, writing, math, science and social studies but also the creative output of projects and ideas. Idea walls will be installed in our main hallway where students, staff, and visitors can track and be inspired by others’ ideas.

C3 - Innovation School Application P. 32

Progress Monitoring of ELL Students An ESL teacher will support teachers in ensuring all ELL students are making adequate progress towards their goals. ELL students will be closely monitored in their avenues and ELD work. A body of evidence will be kept on each student with pertinent assessment scores including CELA, DRA2 and TCAP. In the daily ELD programs, teachers will monitor progress with exit standards.

Progress Monitoring of Students with Disabilities The special educator will monitor progress and achievement of students weekly keeping a record of all time spent and interactions with student, classroom teachers and parents in relation to specifications in IEPs. The special Education teacher will organize and run all IEP meetings in conjunction with family and administrator, and classroom teachers. The special educator will ensure instruction tracks time and progress monitoring.

Progress Monitoring of Students Below Grade Level In addition to following the assessment schedule described in our assessment section, teachers will progress monitor as needed and adjust instruction for students below grade level to ensure adequate progress towards their goals. To create consistent progress monitoring at C3, teachers will use a schedule collaboratively created by administrative partners and teachers. Teachers will meet with students and parents in conferences aligned with Standard Based Progress Reports.

Progress Monitoring GT students Students who are identified as GT or above will have Advanced Learning Plans (ALPs) in place. The ALPs will list strength areas and areas to work on each year. The GT specialist will screen students once a year in accordance with district guidelines. TCAP scores and other approved assessments will be added to a student’s data portfolio throughout their time at C3.

Response to Intervention (RTI) An Administrative Partner focused on curriculum and professional development will implement, monitor, and guide the RtI process at C3. This Administrative Partner will look at beginning of the year school-wide data and set school wide goals supported by beginning of the year professional development that will include school wide Tier 1 instructional strategies to be implemented in all classrooms. The classroom teachers, with support from their PLCs, will monitor and adjust instruction for all learners to make adequate progress towards their goals. With the support of their classroom teacher, students will set personal academic goals and track progress towards the goal. When Tier 1 strategies are not enough, the classroom teachers will create a body of evidence and ask for a SIT team meeting based on observations, progress monitoring, DRA levels and other grade level appropriate assessments. During our growing years the specials teachers and Administrative Partners will support the RTI model in conjunction with the special education and general education classroom teachers. As the school grows we will add an intervention teacher to the staff.

The SIT team will be compromised of Administrative Partners, classroom teachers, and specials teachers. The focus of the SIT team will be to identify students in need of services for Tiers 2 and 3. A variety of stakeholders will be represented on the SIT team to allow for multiple perspectives and strategies to best meet the needs of students not making adequate progress.

Six Minute Solutions, Fundations, and LLI will be used for Tier I and 2 interventions in classrooms and classroom teachers and para professionals will be trained on these programs as feasible. C3 will

C3 - Innovation School Application P. 33

purchase approved research based programs, including Wilson, Step up to Writing, Spellography, Math Navigator and Origo for Tier 2 and 3 interventions.

C3’s goal is to be a distinguished school, matching or exceeding schools in our area within three years.

C. If you are requesting waivers to DPS assessments, please complete Appendix B.

INNOVATION: GRADUATION AND PROMOTION

V. Describe the school’s proposed graduation and promotion policies. A. Explain policies and standards for promoting students from one grade to the next.

C3 is not requesting any waivers from the District’s Graduation and Promotion policies.

Consistent with the DPS promotion, retention and acceleration policy IKE, C3 agrees, “Grade retention or acceleration may increase the likelihood that students will succeed in meeting challenging academic expectations at the next grade level. Retention provides a second opportunity to master skills, while acceleration increases the likelihood that academic expectations will be challenging.”

The Principal Partner, in concurrence with the parents and teachers, will make final decisions about promotion, retention, and acceleration after considering the body of evidence for student social/emotional and academic progress.

The C3 promotion, retention, and acceleration policies will ensure that students are prepared academically and emotionally to be successful in subsequent years of school and graduate ready for college and the workforce.

B. Provide the school’s exit standards for graduating students.

All 5th grade students will:

1. Demonstrate their ability to use creative thinking strategies. They will use a wide range of idea- creation techniques, create new and worthwhile ideas and elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts. 2. Demonstrate their ability to use various types of reasoning, understand how the parts of a whole interact to produce an overall outcome, analyze, synthesize, reflect and evaluate to solve a problem. 3. Demonstrate their ability to collaborate by being flexible and respectful of each member’s value to group. Students will share responsibility through experiences working with community partners and participation in Enrichment Clusters. 4. Demonstrate self-directed learning and perseverance by setting their own learning goals and tracking progress towards those goals. 5. Demonstrate their ability to use technology to research in an ethical manner, organize, evaluate and communicate information. 6. Complete an individual 5th grade project that requires using community partner’s resources and incorporation of 21st Century Skills.

C3 - Innovation School Application P. 34

7. Create a digital portfolio of their best work in each content area. 8. Perform at or above grade level on TCAP (CSAP) in reading, writing, math, social studies and science. (Goals based on The Partnership for 21st Century Skills and Colorado State Core Content Standards)

C. Describe how and when promotion and graduation criteria will be communicated to parents and students.

Parents and students will be notified of the promotion criteria upon enrollment in C3 via the school handbook. In addition, updates regarding student progress will be part of conferences throughout the year.

D. Explain what policies and processes the school will implement for students at risk of dropping out of high school and/or not meeting the graduating criteria proposed (i.e., credit recovery, etc.)

Response to Intervention (RTI) An Administrative Partner focused on curriculum and professional development will implement, monitor, and guide the RtI process at C3. This Administrative Partner will look at beginning of the year school-wide data and set school wide goals supported by beginning of the year professional development that will include school wide Tier 1 instructional strategies to be implemented in all classrooms. The classroom teachers, with support from their PLCs, will monitor and adjust instruction for all learners to make adequate progress towards their goals. With the support of their classroom teacher, students will set personal academic goals and track progress towards the goal. When Tier 1 strategies are not enough, the classroom teachers will create a body of evidence and ask for a SIT team meeting based on observations, progress monitoring, DRA levels and other grade level appropriate assessments. During our growing years the specials teachers and Administrative Partners will support the RTI model in conjunction with the special education and general education classroom teachers. As the school grows we will add an intervention teacher to the staff.

The SIT team will be compromised of Administrative Partners, classroom teachers, and specials teachers. The focus of the SIT team will be identify students in need of services for Tiers 2 and 3. A variety of stakeholders will be represented on the SIT team to allow for multiple perspectives and strategies to best meet the needs of students not making adequate progress.

Six Minute Solutions, Fundations, and LLI will be used for Tier I and 2 interventions in classrooms and classroom teachers and para professionals will be trained on these programs as feasible. As the school grows we will add an intervention teacher to the staff. C3 will purchase approved research based programs, including Wilson, Step up to Writing, Spellography, Math Navigator and Origo for Tier 2 and 3 interventions.

C3 Innovation Accountability Team (IAT) The C3 IAT is responsible for shaping policy, directing resources, and adjusting the educational program as necessary in order to ensure that ALL students are able to make critical decisions about their futures with the knowledge and skills to succeed.

E. If you are requesting waivers to DPS graduation and/or promotion policies, please complete Appendix C. C3 is not requesting any waivers from the District’s Graduation and Promotion policies.

C3 - Innovation School Application P. 35

ACADEMIC ACHIEVEMENT GOALS AND GAINS

VI. Describe the goals and specific gains in academic achievement the school will commit to as a result of securing innovation status. A. Outline the clear and measurable annual achievement goals the school commits to through innovation status in order to meet or exceed District expectations for the School Performance Framework indicators.

1. Complete the Academic Goals Worksheet in Appendix D.

Once the school is fully enrolled, C3 expects to receive an overall rating of distinguished on the DPS School Performance Framework. C3’s goal is to be a distinguished school, matching or exceeding schools in our area within three years. Please see Appendix D for detailed goals and objectives.

B. Describe how the school will engage in continuous quality improvement in order to meet or exceed these achievement goals. What innovations, if any, in continuous quality improvement will the school implement?

As C3 grows as a school, enrollment and re-enrollments rates will be closely monitored. Parent surveys and focus groups evaluations will allow the school to expand areas or adjust as needed to continue to attract the diverse population and numbers as intended. C3 will open with a spirit of collaboration striving for staff satisfaction at all levels to ensure a high achieving, quality school. Dialogue is encouraged and the shared leadership model will open avenues for this. Parent and community engagement is vital to the success and revamped parent contracts and handbooks will outline involvement and engagement and encourage it at many levels. C3 will seek out information about families and the best way for them to support the mission and vision of our school. All parents will be required to volunteer time or resources and we hope to tap into family strengths in our Enrichment Clusters and extra-curricular programming.

C3 will establish an Advisory Council from our community members and partnerships that will guide the school’s mission and vision and support its financial needs. Parents will be involved in the start up of a PTA and Friends of C3 to support fundraising needs. The PBIS program will reach out to all members of the community in order to maintain social supports and create a creed for the C3 community.

Conferences are scheduled with families for twice a year but additional meetings will be added as needed. Students will be a part of all of these conferences and will become literate in their own data in goal setting. Students will own their data through the development of personal data “walls” on their tablet computers and in the classroom spaces

C3 will use the support of the district’s data and school improvement partners to measure progress and to begin to create the Unified Improvement Plan documents for the state. The administrative team will meet on a weekly basis and each partner of the team is responsible for data in their assigned areas. The team will track all of the key areas that define the mission of our school: creativity, challenge (all of our academics), and community. As needed, just as in the SIT process for our students, the team will diagnose which areas need additional intervention for success.

C3 - Innovation School Application P. 36

The C3 administrative team will use Compelling Conversations: Connecting Leadership to Student Achievement by Thomasina Piercy with all teachers to analyze student data both in achievement and in social/emotional and engagement areas. As the staff increases, data teams will be implemented and we will develop creative ways to display the data integral to the success of the C3 program. Students from a young age will also be invested in owning their own data, creating data walls or records on their computers as part of their individual portfolios. Observational data will be collected using the Kingore Observation Index (KOI) as a guide to support special needs of all children. C3 will be in the forefront of creating data collection for our specials teachers tracking student progress in Spanish, movement, art and music, as it is added. The specials teams will be integral to the success of our students through their own subject areas but also as supports for intervention.

The work with community partners will also be monitored and assessed through professional development time and after each 6-week session. Assessment tools will be used to monitor how we are doing on teaching the 21st Century Skills and creative thinking skills. Parents will be a crucial part of monitoring and will have a role in working with their students in tracking their progress as part of their individual learning plans. Students on ALPs will also be monitored in their strength areas.

This opportunity to create a brand new innovative, high performing school is a rare one and the team will be innovative and creative as a community of leaders and learners to monitor progress towards the vision and the mission to ensure success in all areas. The integration of technology will give us opportunities to capture, display and maintain records that reflect not only traditional academic progress in reading, writing, math, science and social studies but in our creative out put of projects and ideas. We will install idea walls in our main hallway where students, staff, and visitors can track and be inspired by others’ ideas.

C. Attach the school’s Uniform School Improvement Plan (UIP) and briefly explain how the proposed innovation plan aligns with UIP goals.

As a new school, there is no existing UIP in place. C3 will use the support of the district’s data and school improvement partners to measure progress and to begin to create the Unified Improvement Plan documents for the state. The administrative team will meet on a weekly basis and each partner of the team is responsible for data in their assigned areas. The team will track all of the key areas that define mission of our school: creativity, challenge (all of our academics), and community. As needed, just as in the SIT process for our students, the team will diagnose which areas need additional intervention for success.

INNOVATION: TIME

VII. Describe how the school will use time strategically to support the vision, mission and education program so as to produce gains in academic achievement.

A. Describe any innovations to the school’s calendar and schedule under innovation status and how such changes will lead to increased student achievement. 1. Attach the school’s proposed calendar and daily schedule of classes under innovation status. Include both a teacher and student schedule. 2. Summarize the length of the school day, including start and dismissal times.

C3 - Innovation School Application P. 37

3. Summarize the total number of hours and days of instruction for core subjects such as language arts, mathematics, science, and social studies. Explain how the calendar will support the success of the innovation program. 4. Summarize the total number of hours and days allocated for tiered interventions, enrichment, tutoring and other non-academic activities.

Please see additional attachments to address the questions regarding time.

Structure of School Day C3 will infuse creative thinking, challenge and collaboration with community partners into all aspects of learning. The school day will begin and end highlighting this focus. We will start every day with a community meeting. The shared leadership team will guide this portion of the day with student input.

Students will be supported in taking partial leadership roles in the community meetings as we develop leadership skills in all members of our community. We will use this time together to develop a school culture that is caring and inclusive of diversity. There will also be a “creativity spark” activity each day as we engage students in thinking creatively and developing problem solving skills to achieve at high levels. Announcements and updates or presentations about community partnerships will provide clear communication that encourages engagement and inquiry from all members.

The school day is divided into a morning block and an afternoon block of time (2 hours) for literacy and (2 hours) for math/science. Large blocks of time will allow for creative inquiry activities that help children solve problems and develop creative products by using their imagination, and collaborating with other students. Teaching will be collaborative with art, Spanish, special education and PE teachers trained in interventions, assisting literacy and math/science teachers during the course of small group work or individual instruction. The large blocks will allow for flexibility in meeting students’ academic needs (ELL, GT, Special Ed) and interests related working with community partners. The morning or afternoon will include 45 minutes of rotating specials in which common themes from literacy and math/science/social studies will be woven into curriculum. A 45-minute lunch and recess will split the day (20 minutes each with a 5 minute switch time). The students’ day will end with a 15-minute classroom meeting to reconnect themes developed at the beginning of the day.

The school day structure changes on Fridays when half of the students meet with community partners. Departing students will start their day at school attending the school meeting and math. At 9:30 a.m., students will get on public transportation or a DPS bus and head to their community partner’s location, such as the Denver Art Museum, Young Americans Center for Financial Education or the Denver Center Theatre Academy. Teachers and community partners will work together to connect curriculum to concepts of art, finance or drama. Students will get to participate in real life learning and develop a deep understanding of the knowledge and resources our partners’ possess.

Students will bring a sack lunch on these days so they can make the most of their two and a half hours. The cafeteria will provide a sack lunch for all students on free and reduced lunch or anyone who would like to purchase one. Students will get back on buses at 12:30 and return to school. Their afternoon will start with a movement activity followed by a creativity workshop where they can get additional practice in stretching their thinking. Finally, all students will end their Fridays participating in Enrichment Clusters led by teachers, community members, paraprofessionals and parents.

C3 - Innovation School Application P. 38

Structure of School Week At C3, Monday through Thursday all students will be on the school campus. Friday, half of the students will travel to study with community partners for six of the twelve weeks of each trimester. During each trimester, students will learn offsite at community partner locations for six mornings during the 12-week trimester. The other six Fridays will be at school.

Minimum Hours Devoted to Academics per Week

Curriculum Hours per Week Literacy 9

Math 6

Science 1.5* subject will be extended through off-campus opportunities, literacy block, and Enrichment Clusters Social Studies 1.5* subject will be extended through off-campus opportunities, literacy block, and Enrichment Clusters Art and Movement 3.5*subject will be extended through off-campus opportunities Spanish 1.5

Information Literacy-Technology 1.5

RTI 1.5*this will be a push-in model during literacy and math Enrichment Clusters .45

Community Partner Time 15/trimester

Creativity Time 2.5

Tutoring 1* as needed

By scheduling extended blocks of time for literacy and math instruction, C3 has the ability to explore content in greater depth and the flexibility to allow for additional intervention or advanced learning opportunities for English Language Learners, students with disabilities, and students who are struggling or excelling academically. These extended blocks of time will also allow for the long-term development of creative products.

The common planning times of grade level teams allow for collaborative planning and frequent student progress monitoring necessary to adjust instruction and intervention to address individual student needs.

C3 - Innovation School Application P. 39

INNOVATIONS APPLIED TO TIME The daily schedule for C3 students and staff is innovative in that large blocks of time have been created to allow specials teachers and administration to work alongside classroom teachers with students in small groups, one-on-one and across grade levels. Students will also have multiple opportunities to work collaboratively with each other as partners and in small groups.

Innovation Status for teacher time and schedules will support us to facilitate a 3-day off-site retreat for all C3 staff prior to the start of the school year. The focus of this professional development will be: 1) C3 vision and mission; 2) how to infuse creative thinking into the curriculum; 3) culturally responsive teaching and 4) how to integrate innovative technologies into instruction. Additionally, C3 teachers will participate in 2 days of collaboration with community partners to design the schedule of experiential learning opportunities and “Enrichment Clusters” and establish norms for collaborative work. Teachers will spend two days conducting individual assessments of students prior to the start of the year and will spend one day working collaboratively to analyze student achievement data and plan for beginning instruction.

Innovations in scheduling will let us create big blocks of time for our entire staff to meet with small groups of students supporting standards based learning and individual areas of interest. We need Innovation Status to adjust the school calendar to find additional professional development time for staff training, assessment and reflection. Specifically these innovations will allow us to:

• create student and staff schedules that incorporate community partner time, creativity time, and collaboration time. • have additional professional development days for teachers to integrate creativity in instruction. • create a schedule of days off and late starts/early releases based on school needs. • increase of length of school day by 5 minutes.

INNOVATION: STUDENT ENROLLMENT

VIII. Describe the enrollment procedures and practices of the school with innovation status. A. Describe how enrollment practices will provide equal access to any student in your attendance boundary who is interested in attending the school, including students in poverty, academically low- achieving students, students with disabilities, and other youth at risk of academic failure.

C3 is an entirely choice school with a preference zone and is committed to diversity and will seek a diverse enrollment by: • targeting neighborhoods where existing school enrollment includes high diversity. • providing NCLB receiving services for students in low performing schools. • contacting and presenting at neighborhood associations (Virginia Vale, Cory-Merrill etc.) to offer services for minority students. • expanding the area of recruitment by advertising in papers such as the Washington Park Profile (WPP) and The Hub. • providing recruitment information at pre-schools including those with a diverse population.

C3 - Innovation School Application P. 40

• researching transportation opportunities allowing C3 students who have siblings at Merrill Middle School to use the buses that serve Merrill. • participating in the district enrollment system, which includes a website, a recruiting fair, and a series of community meetings. • working with GT itinerants across the city to identify creative students. • working with DPS Communications Office to get the word out to necessary neighborhoods. • work with the Bridge Project at DU. • work with the Boys and Girls Club of Denver.

Information on C3 was made available through the: 1. SE Regional Fair at Merrill Middle School 2. DPS Enrollment Guide and on the DPS website 3. C3 website/wiki page to market our programs and enrollment. 4. C3 Facebook page that contains community information. 5. C3 bookmarks, magnets, postcards and brochures. 6. C3 video produced by Tauna Dowling and Bada Boom Productions 7. PowerPoint presentation shared at community meetings which highlights C3 and the pilot program this past year with the Denver Art Museum.

We have hosted community engagement meetings including: • A series of monthly information sessions with interested parents at the Young Americans Bank which houses the Young Americans Center for Financial Education, one of our community partners • Coffee gatherings for interested parents • Piggy-backing on existing events hosted by the Denver Art Museum and Denver Center Theatre Academy at the Denver Center for the Performing Arts • Reaching out to the neighborhood preschools as well as people who signed online petitions and intent to enroll forms, with morning coffees to share information • Having a table at the December 3rd SE Regional Fair. • Upcoming community meetings in the spring once acceptances go out so parents can meet each other and already hired teachers. • Tours of Merrill Middle School Campus for prospective families.

Opportunities to Market School 1. The Bookies back-to-school night 2. Brochures and postcards sent to the entire preference zone and impacted SE schools 3. Advertisements and articles in Washington Park Profile 4. Advertisement in Your Hub in Denver Post 5. Parent Magazine calendar 6. January choice information open houses 7. Spring meeting with families and staff 8. Distribute flyers to preschools in Southeast Region 9. Distribute flyers to local libraries after preschool story hour 10. Work with DPS marketing department for press releases and articles 11. December 3rd SE Regional Fair 12. Outreach to area churches 13. C3 Facebook page

C3 - Innovation School Application P. 41

14. C3 video posted on our website and used at events 15. C3 Open houses posted on the DPS website 16. Brochures available at all of our community partners 17. Included in the new DPS enrollment guide

B. Please attach any written enrollment documents, including the Student Handbook, and/or forms that will be provided to or required of students and families. Enrollment Documents • C3 Intent to Enroll form is attached and can also be found at http://c3.dpsk12.org, e-mail address: [email protected] • DPS enrollment guide and website: http://schoolchoice.dpsk12.org • As of January 10th, 2012, C3 has a total of 102 intent to enroll forms. o Grade level distribution: 46 Kindergarten; 41 1st grade; 15 2nd grade. H • Please see attached C3 student and family handbook. • • INNOVATION: HUMAN RESOURCE MANAGEMENT

IX. Describe the proposed plan for staffing, recruiting, selecting, and developing employees, the school’s personnel policies, and the school’s leadership structure. Explain how they will be changed by innovation status, and how these changes will lead to increased student achievement.

A. Describe any innovations in the school’s personnel policies under innovation status and how these changes will produce gains in academic achievement. 1. Attach a copy of the school’s personnel policies under innovation status.

To meet the needs of all students and to achieve the academic performance goals outlined in Section XI and in Appendix D, the school requires maximum flexibility to design and implement human resource policies and procedures that align with the vision, mission and education plan of the school.

The school is committed to hiring outstanding individuals who understand and are prepared to meet the demands of creating a school that is high performing and meets the needs of its learners.

Employment Status Annual contracts will be provided to all teachers employed at C3. C3 and DPS will have the right to end the work relationship at any time with cause and at the expiration of an annual contract without cause. Teachers hired after the adoption of the innovation plan will be subject to agreeing to adhere to all provisions outlined in the innovation plan and will be offered annual contracts. The contract will outline general terms of employment to include the process for a teacher to end his/her work relationship with C3 and Denver Public Schools. If the school wishes to terminate a teacher contract early, the teacher will have a right to the review proecedures described in the “Annual Contract Mid-year Dismissal Procedures” located in C3’s Teacher Handbook. C3 will make annual decisions regarding teacher contract renewal and communicate those decisions as

C3 - Innovation School Application P. 42

early as possible. Teacher employment will not be subject to the Teacher Employment Compensation and Dismissal Act of 1990, § 22-63-101, et seq.

Teachers employed by DPS who obtained non-probationary status in DPS prior to their employment at C3 will work under the terms reflected in the annual contract. Such teachers will regain their non- probationary status with DPS upon securing, without break in service, a mutual consent position within another DPS school. Such teachers will have the right to participate in the DPS staffing cycles available to all DPS teachers, but will not be guaranteed placement in any other school or further employment beyond their employment at C3 if they do not secure a position through mutual consent.

The employment rights of secretaries, paraprofessionals, custodians, facility managers, and food service personnel will be determined by District policy and the applicable collective bargaining agreement and/or memorandum of understanding. C3 will collaborate with the district regarding the selection and placement of all personnel including secretaries, paraprofessionals, custodians, facility managers, and food service personnel. In the event that a classified staff member is deemed to not be a good fit at C3, the school will work with the district to remove the staff member and find a more suitable placement. The C3 principal will be the ultimate decision maker regarding the selection and hiring of secretaries and paraprofessionals.

As Described in this document, including Appendix E, the school is requesting maximum flexibility to:

• Recruit and hire staff, including teachers, administrators, and other support personnel, using practices that will ensure employee fit with the school’s Innovation Plan. • Post vacant positions, recruit, and hire staff as the need arises, even if such need falls outside the District’s standard hiring cycle. • Not be subject to direct placement of teachers by the District. • Hire part-time staff on fractional increments (e.g., .30 FTE, .65 FTE) that meet the needs of the school. • Create non-traditional job descriptions, which may include adding roles to any job description. • Hire non-licensed teachers for non-core subjects, i.e. Technology, who are not required to meet NCLB highly qualified criteria; the school will hire teachers who meet the highly qualified requirements for all core content classes. • Create a professional development program that supports the Innovation Plan. C3 will have the option to participate in the District-provided professional development or to opt out and provide its own professional development that is specific to the unique needs of C3 students, staff, and programs. • Create a process to evaluate and improve teacher performance. • Create a process to address under-performing employees. • Establish compensation rates and other methods of rewarding performance, including additional bonuses and/or incentives.

Such flexibility will be limited only by federal law, and Colorado statutes, DPS/DCTA Collective Bargaining Agreement provisions and District Board policies not waived in this application.

B. Describe any innovations in the school’s staffing plan under innovation status and how these changes will produce gains in academic achievement.

C3 - Innovation School Application P. 43

1. Describe all non-teaching staff positions and how they will contribute to achieving the school’s goals.

The administrative team at C3 will prepare job descriptions for all staff assignments at the school. The team may use standard DPS job descriptions, but is in no way limited to them.

The paraprofessionals provide needed supervision of students during lunch, before school, after school, and during recess. They also provide instruction under the guidance of classroom teachers and learn progress monitoring of assessments as needed. Preparation of materials, copying, distribution of materials and management of the various needs of the teachers and students are other responsibilities of paraprofessionals. This support enables students to receive on target instruction to increase learning. The library/tech paraprofessional prepares and organizes media materials to promote independent reading and building the habit of reading as well as working with students on product publishing and technology to support creative thinking. The enrollment secretary and nurse are responsible for recordkeeping, attendance monitoring, and communication with the public, among other tasks assigned by the principal and administrative team. Additionally, the secretary supports the principal directly and prepares and monitors the funds, ordering and receiving of materials, personnel tracking, leaves, absences, reception, and direct student support as necessary. The secretary manages the data base system for all records of the school.

The administrative team consists of the Principal Partner and the Administrative Partners in challenge, community and creativity. The administrative team acts as the pedagogical leaders of the program in the school. The team will grow with the school’s enrollment. The administrative team ensures that the standards for implementation are understood, and that the program is planned, taught and assessed collaboratively. Together with the school leadership team the planning partners are responsible for the development of the program. The Administrative Partners work directly with the teaching team and are involved in the planning and training of the staff.

A waiver will be requested to allow the Administrative Partners to be trained in evaluation and to supervise instructional staff under the direction of the principal, without having a principal’s license.

2. Attach a copy of the school’s organizational chart with innovation status. a. Highlight any changes in the organizational structure with innovation status and how these changes will lead to increased student achievement.

C3 Leader and Leadership Team “A good school for me is a place where everyone is teaching and everyone is learning – simultaneously, under the same roof. Students are teaching and learning; principals are teaching and learning; and teachers are teaching and learning.” Roland Barth, Improving Schools from Within, p.162.

C3 Leadership Statement Schools are places for students to grow and learn under the tutelage of talented and caring teachers and leaders who can guide them. The learning of the adults as they create professional learning communities is essential to the student learning. Crucial as

C3 - Innovation School Application P. 44

well is the community’s involvement in the programs and supports for their students and the school culture. An integral part of a school’s success is offering a safe environment that nurtures and fosters each student’s greatest potential and models for them a culture of caring and respect.

Leadership Model Creativity Challenge Community will have a shared leadership model. The C3 leadership team will be anchored by the Principal Partner who will oversee operations and the organizational structure including budget with the support of the office secretary and contract services as needed of an office manager. As the school grows, contract services for itinerant innovation budget services will be procured with the Innovations Schools Network. Other members of the administrative team will each have specific leadership responsibilities as well as teaching responsibilities. Beyond the traditional administrative duties, C-3 leaders’ focus on creativity, challenge and community will require coordination, curriculum development and training for staff. The C3 leadership team will each take responsibility for one of these focuses. Teachers will be selected to sit on the leadership team as well and help make decisions on schedules and professional development. The team will meet weekly and make decisions by consensus. This team will work to create the professional learning community at C3. The Administrative Team will check-in daily and meet on a weekly basis to manage all of the areas. Roles on the team may be shared during our early years and will grow and diversify as the school grows. The Principal Partner will evaluate the Administrative Partners who are a part of the administrative team.

The C3 Principal Partner will have the autonomy and accountability outlined in the Innovation Plan and will have the opportunity to report to the Office of School Reform and Innovation instead of, or in addition to, an Instructional Superintendent. Prior to school opening, C3 will have a Planning CSC that will provide input into leadership decisions. The school will not have a Collaborative School Committee. Once the school opens in August of 2012 it will have an Innovation Accountability Team (IAT). All school staff will be evaluated by the Principal or Administrative Partners.

See attached organizational chart and C3 Plan.

C. Describe any innovations in the school’s process for identifying, recruiting, and selecting new staff under innovation status and how these changes will lead to increased student achievement. 1. Explain the strategies and processes to identify and recruit faculty, support staff and administrative staff.

C3 will use the following processes to identify, recruit and select staff:

• Develop job descriptions aligned to the C3 program implementation standards and practice. • Hold an open house to introduce the C3 mission and vision. • For existing employees, assess prior year’s performance against their job descriptions and goals. • Secure support of staff to the requirements established by the Innovation Plan. • Use all DPS website, job announcement, and job fair opportunities.

C3 - Innovation School Application P. 45

• Host a teacher selection weekend with screened candidates participating in a triad of activities including group and individual interviews. • Create an induction program for staff new to the building. • Clearly communicate in job postings that teachers will be held accountable for implementation of the C3 program with fidelity; that the use of technology and embracing creative thinking and community partners are job expectations; and that all staff will be on annual contracts and continuing employment depends on performance and meeting criteria established in the job description.

2. Describe selection criteria and other qualifications for faculty, support staff, and administrative staff that will ensure fit with the vision, mission and academic plan of the school.

Selection Criteria: The principal, after consulting with the interview committee, shall select the best-qualified applicant for each position, without descrimation based on age, race, color, creed, national origin, sex, sexual orientation, marital status, religion, ancestry, place of residency and consistent with the provisions of the Amercians with Disabilities Act or such other specified human or civil rights as may be protected by statute.

C3 Teacher Qualifications/Essential Functions: Culture

• Philosophy of understanding the role of persistence (in creative thinking and work products) and coaching incremental change in student work • Monitor, supervise, coordinate and enforce rule of conduct and behavior assigned students; and reinforces positive student behaviors in accordance with school and District policy. • Ability to establish a safe climate that allows students to take academic and personal risks • Knowledge of creative student characteristics • Communicate with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems; and coordinate instructional efforts.

Pedagogy

• Establish and communicate clear objectives for lessons, units, and projects to students. • Present subject matter to students, using various teaching methods and technology, adjusting teaching style and method to meet student-learning style and to conform to C3 tenets. • Instruct students individually and in groups, using various teaching methods (e.g. lectures, technology, discussions). • Collaborate with students and parents to prepare Individual Learning Plan for students in strength areas.

C3 - Innovation School Application P. 46

Content Knowledge

• Prepare educational course outlines, objectives and materials according to curriculum guidelines or state and local requirements. • Expand, enrich and accelerate district curriculum as appropriate for advanced learners. • Multiple Intelligence training • Project based learning experience. • Culturally responsive training and strategies.

Assessment

• Observe, evaluate, report and record students' performance, behavior, social • development, and physical health. • Prepare, administer, assign and grade tests and assignments to evaluate student progress, reporting grades using District software. • Prepare student, attendance and activity reports as required by Principal and Administrative Partners.

ADDITIONAL REQUIREMENTS At Creativity Challenge Community (C3) all teaching staff will be required to be ELA-E qualified. Applicants must also have experience with diverse learning styles and be knowledgeable in the work of Howard Gardner and other related authors on Creativity and increasing student engagement. As a new innovation school there will be a retreat in August 2012 to develop together our first year goals and to integrate creative thinking skills into the curriculum. As part of our program students will spend 6 Fridays at a community partner. There will be additional professional development with our community partners to learn about these programs. Applicant must be flexible with a variety of ages and learning styles, including ELA and highly gifted. Applicants must be ready to teach 21st Century learning skills and be able to contribute leadership to the teaching team. Experience in technology in the classroom and with a high performing school is preferred. Additional information on C3 is available at http://c3.dpsk12.org.

Note: Without innovation status and accompanying waivers C3 would encounter roadblocks to not only having the right staff in the school but also resistance to the enormous amount of training and collaboration required to implement the C3 creative thinking curriculum and community partner work.

D. Describe any innovations in the school’s compensation system under innovation status and how these changes will lead to increased student achievement. 1. Describe any incentive or reward programs and how they align with the vision and mission of the school.

Teacher compensation will meet and may exceed the minimum requirements of the DPS salary schedule/Procomp. Compensation will be based on employee qualifications and performance and not solely on a predetermined salary schedule. Base teacher compensation may be supplemented with periodic stipends or bonuses based on performance, attendance, and extra time worked, as determined by school leadership and available funding.

C3 - Innovation School Application P. 47

Administrative Partners will be compensated for extra time as agreed upon based on performance, schedule demands and job description needs and tied to available funding.

E. Describe any innovations in the school’s professional development plan under innovation status and how these changes will lead to increased student achievement.

As described below, C3 will develop certain components of its professional development program, but may continue to participate in the programs offered by DPS.

Consistent with the school’s mission of developing knowledgeable, inquisitive, and creative young people, C3 teachers will participate in collaborative professional development that includes peer observations and feedback and collaborative data analysis and planning. All teachers will take part in a professional development retreat to learn to integrate creative thinking skills into the curriculum. There will be professional development with each of the community partners before school starts.

C3 will increase student achievement by ensuring that C3 teachers are knowledgeable about the content and skilled at implementing the programs that they teach.

Overview of Professional Development Plan The C3 professional culture will include all staff working collaboratively to analyze student needs and design instruction to ensure that students succeed. Consistent with the C3 mission, all members of C3, children and adults, will engage in creative thinking, consider diverse perspectives, and work together to solve problems. The school will foster an “all for one and one for all” attitude and staff will hold one another accountable for actions that are congruent with the mission of the school. The Administrative Partner who oversees Curriculum will be responsible for developing, leading and evaluating professional development with the support of teacher leaders.

All C3 teachers will participate in new district training related to the Colorado P-12 Academic Standards and interim assessments. Teachers new to the DPS curriculum will participate in District professional development on curriculum. Additionally, all C3 teachers will engage in continuous professional development in how to integrate creativity into curriculum, instruction, and assessments using the backwards design planning model.

In the first year all C3 staff will participate in a 3-day off-site retreat prior to the start of the school year. The focus of this professional development will be: 1) C3 vision and mission; 2) how to infuse creative thinking into the curriculum; 3) culturally responsive teaching and 4) how to integrate innovative technologies into instruction. Additionally, C3 teachers will participate in 2 days of collaboration with community partners to design the schedule of experiential learning opportunities and Enrichment Clusters and establish norms for collaborative work. Teachers will spend two days conducting individual assessments of students prior to the start of the year and will spend one day working collaboratively to analyze student achievement data and plan for beginning instruction.

Over the course of the year, C3 teachers will engage in professional development that is differentiated based on their own learning interests and needs as well as the needs of the students. Differentiated professional development will be offered 5 days across the school year, 1 hour per

C3 - Innovation School Application P. 48

week after school, and Friday afternoons when students are engaged in learning with guest teachers or community partners. In addition, all staff will participate in a weekly 30-minute staff meeting to ensure coherent information sharing.

Priority professional development topics for year one will include: • 21st Century Skills (including creative thinking & information technology) • Understanding By Design planning outlines and assessments • Differentiating Instruction (Diversity: cultural & linguistic & academic abilities) • Student Data Analysis

Professional Learning Communities C3 staff will participate in Professional Learning Communities (PLC). DPS has embraced PLCs as a meaningful method of engaging teachers in professional development that directly connects to their teaching and is driven by student data and the special needs of the school’s mission and vision. The PLC process supports C3’s culture of taking ownership for our learning through a process of discovery and critical thinking that helps teachers refine their teaching techniques and collaboratively reflect on student learning in the classroom. Educational researchers Hargreaves and Fullan, describe the benefits of professional learning communities, “Effective collaborations operate in the world of ideas, examining existing practices critically, seeking better alternatives, and working hard together at bringing about improvements and assessing their worth.”

C3 teachers will help select the focus for the PLCs our first year. We plan to study important data on primary students’ growth to help determine our focus. Goals for C3 PLCs include: • Teachers collaborating with grade level teachers, across grade level and specials teachers • Teachers are creative in their approach to meeting students’ individual needs • Teachers will set specific, measurable, attainable, relevant and time-bound (SMART) goals and plan for instruction and intervention. • Content teams will collaborate on lesson planning, conduct instructional rounds or peer observations, provide feedback for improvement, and make adjustments to the lesson plans.

Goals C3 has for student growth supported by work of PLCs include: • Teachers set growth goal for 70-95 % of students to be proficient or advance in SMART goal focus by end of goal time. • Teachers will reteach students who do not meet goal and reassess in similar time period.

PLCs will be introduced to teachers at beginning of year through whole school professional development. Administration will meet with PLCs monthly to check-in and twice a semester to review progress in achieving SMART goals.

1. Explain career growth and development opportunities for staff to maximize the contribution and retention of highly effective employees.

C3 - Innovation School Application P. 49

Teachers will participate in DPS’s leadership options: Teacher Leadership Academy(TLA) and Professional Content Knowledge initiatives. C3 staff members that participate will be expected to come back and train other teacher leaders in the building, developing capacity of additional staff. In addition, there are multiple opportunities for teachers to take on team leadership opportunities each year. Team leaders participate in the School Leadership Team. (See organizational chart.)

2. Describe how the school’s culture and leadership team will support the professional growth of all teachers.

The year for staff will start with a vision retreat to Balarat or similar facility to create together our new school. The professional development offered to all C3 teachers, including the GT teacher, will include GT strategies. Staff will regularly attend the Colorado Association of Gifted and Talented fall conference as well as have a presence at the National Association of Gifted Child (NAGC) conference. NAGC has a cohort on creativity which C3 will be a part of. The Aesthetic Institute of Colorado offered in collaboration between the University of Denver and Think 360 will be professional training for staff after year one. Confratute at the University of Connecticut in the summer will also be offered as an opportunity for professional growth for teaching and administrative staff.

Using a collaborative inquiry approach, C3 teachers will have opportunities to learn from each other and observe each other regularly. Teachers will receive 3 days of training for a staff vision retreat delivered off site with modeling and feedback. Teachers will participate in DPS training on Everday Math, Readers and Writers Workshop, and science and social studies curricular materials as needed. Teachers will decide on PDU units of study and use the School Net resources for additional professional development needs around the school wide and individual areas of focus in LEAP.

3. Describe the schools plan to cultivate future leadership capacity.

All staff will have opportunities to take on leadership responsibilities on their professional learning teams and with the larger school community. The C3 principal will encourage teacher leaders and the administrative team to learn about the unique leadership responsibilities of the Innovation School leader and to participate in leadership training and development. The Principal Partner will be actively seeking out and training eligible teacher leaders or Administrative Partners to take on larger roles in leadership and for possible succession as opportunities arise.

4. Explain how the school will demonstrate a spirit of collaboration so as to share innovative practices across the entire district.

As part of the Instructional group with OSRI, the C3 school leader will share innovative practices and results with school and district leaders via the leadership academy roundtable forums. In addition, the C3 school leader will participate in regular meetings with other Innovation School leaders, district Principals as well as shared campus leaders in the district with the express purpose of sharing practices and learning from the successes and challenges of others.

C3 - Innovation School Application P. 50

F. Describe any innovations in the school’s performance management system under innovation status and how these changes will lead to increased student achievement. 1. Describe policies and procedures for establishing individual employee goals.

C3 will use the multiple measures of the pilot LEAP evaluation system and observation tools to set individual performance goals in the 2012-12 school year. Teachers will set goals in consultation with their supervisor around school wide area of focus and individual areas of focus. Student Growth Objectives will also be followed if they are still in existence.

Should the school determine that it wishes to propose a teacher evaluation system different than LEAP for any reason, including if LEAP processes and procedures infringe on the annual contract, the school will demonstrate that its plan is appropriate and superior to LEAP, meets the requirements of SENATE BILL 10-191, and will seek approval from the District.

2. Describe policies and procedures for evaluating staff, providing feedback and celebrating excellence.

Teachers will be evaluated using the Denver Public Schools LEAP multiple measures that include principal and peer observations, profesionalism and contributions to the team and school, student perception data, and student outcomes which include student growth data as measured on standardized assessments.

All teachers will be observed as stated in LEAP guidelines using the Framework for Effective Teaching with a school wide and teacher area of focus. Any LEAP processes and procedures that infringe upon the annual contract will not be included in the C3 performance management plan.

Staff excellence will be recognized and celebrated through monthly data staff meetings where teams will share results with other teachers. Data will be creatively displayed on all areas of our program: creativity, challenge and community. Effective teachers will model best practices and will work with collaborative teams to analyze instruction that is resulting in exceptional student achievement. Each faculty meeting we will celebrate teacher success and give public recognition in our newsletter and on our website.

3. Describe who is involved in the evaluation process, how feedback will be provided, and how often.

Consistent with the DPS LEAP evaluation system, the Principal Partner, the Administrative Partners, and peer observers will be involved in the observation process in LEAP. Teachers will be formally observed with specific feedback 4 times per year and will receive feedback on progress toward individual growth goals and student achievement gain as modified from the initial pilot year.

4. Explain how the school will handle unsatisfactory leadership and teacher performance. a. Describe employee remediation policies and procedures.

When teacher performance is not consistent with the C3 education program or is not in the best interest of students, the principal will share concerns with the teacher, engage

C3 - Innovation School Application P. 51

in an open discussion and provide direction on areas of improvement as appropriate. The principal will offer support as necessary and will monitor progress for 30 days.

If there is not adequate progress, school leadership will collaborate with DPS Human Resources to resolve the situation, which may involve notifying the teacher in writing that they may be let go with cause prior to the end of contract or that their contract may not be renewed for the following year.

Depending on performance, an annual contract may not be renewed the following year. Any remediation processes and procedures that infringe upon the annual contract will not be included in the C3 performance management system.

Principal and Administrative Partners will also be subject to evaluation and will be monitored for any concerns around unsatisfactory performance. The OSRI instructional superintendent will support this work as aligned with district standards.

5. Describe how the performance management system will be used to drive improvements in teacher effectiveness and student achievement.

C3 will implement the DPS LEAP pilot system in the 2012-13 school year. Teacher performance data and student achievement data will be used to provide specific feedback to improve instruction and subsequently increase student engagement and achievement.

G. Describe any innovations to the school’s leadership structure as a result of innovation status and how these changes will lead to increased student achievement.

The school will utilize a shared leadership model. This model creates a shared responsibility for creating a common understanding of the standards and practices of C3. With a shared leadership model, individuals on the administrative team benefit from increased empowerment. Oversight and accountability for the effective implementation of the innovation plan remains the school principal’s responsibility with the support of Administrative Partners and the IAT.

H. Describe the qualifications and capacity of school leadership (i.e., skills, experience, and available time) to identify and respond to the needs of the school and to ensure the innovation plan is successfully implemented.

The Principal Partner that was hired to lead C3 has the following characteristics:

1. Proven track record of leading a school to be very high performing 2. Experience with the Denver Public Schools departments 3. Ability to build consensus among groups 4. Proven skill at establishing direction for an organization and design multiyear plans to implement the plans successfully 5. Broad knowledge of instructional issues 6. Proven staff developer related to curriculum and instructional issues 7. Experience with budgetary issues related to schools and school development

C3 - Innovation School Application P. 52

8. Understanding of Central Office issues, perspectives, and support systems 9. Cares deeply about students and their success 10. Prior knowledge of community

Any Administrative Partner at C3 will have the following characteristics: • is an integral part of the Denver community, connecting with universities, arts and business institutions. • a creative thinker who considers diverse perspectives and works collaboratively to solve problems. • a highly motivated, self-directed, resourceful leader • embraces the mission, vision, and goals of the school • has knowledge, experience and/or credentials appropriate to this position • is comfortable with leading complex systems change • is positive, articulate, and inspiring • is able to identify and resolve problems resourcefully • has excellent written and verbal communications skills • understands the diverse needs and demands of the community

Background: Experience with helping a community create a vision and then designing the means to achieve the vision in all aspects of the organization.

I. Provide a detailed leadership succession plan that engages the school’s parents and teachers to ensure consistency and stability in implementing the mission and vision of the innovation plan. 1. If there is a change in leadership, describe the process the community will engage in to identify and recommend qualified candidates.

The C3 Leadership Succession Plan is as follows:

From the opening of C3, the Principal Partner will mentor internal leaders from the administrative team and teacher leaders. In the event that the current school Principal Partner vacates the position, the Innovation Accountability Team will be responsible for implementing the principal selection process in consultation with OSRI and DPS. Consideration will be given to other Administrative Partners and teacher leaders who have demonstrated successful leadership and if they are qualified to do so. The IAT will identify an interview team including school staff and community members and create selection criteria that align with the Innovation Plan. The IAT will select the two best candidates and make recommendations to the DPS Superintendent. Potential applicants who currently work at the school will not be able to participate in or attend any selection related meetings.

A neutral person will be invited to facilitate all faculty and parent/community meetings around hiring.

To develop on ongoing leadership pipeline, C3 will seek out teachers who want to be leaders with their peers as well as those who might want to begin to take on administrative duties

C3 - Innovation School Application P. 53

and mentor with the Principal Partner as well as take part in programs like the Get Smart Schools Fellowship for further education and training.

INNOVATIONS APPLIED TO PERSONNEL • annual contracts for employment and dismissal of all teachers and non-teaching staff • teacher and staff evaluations that meet or exceed the district and state requirements • school policies for dress and grooming of teachers and staff • recruitment, hiring schedule, selection, employment terms, and offer made by the school • compensation system that meets or exceeds DPS rates and provides incentives and stipends • calendar of teacher work days, vacation days, and holidays based on school needs • professional development content and schedule determined by the school • staff assignments, transfers within the school, schedules and job sharing by school leader • not subject to direct placements or the transfer of teachers by the District

INNOVATION: SCHOOL GOVERNANCE AND PARENT ENGAGEMENT

X. Describe proposed changes to the school’s governance structure and parent engagement strategy. How will these changes produce gains in academic achievement? A. Describe your plan to ensure a robust and participatory governance structure that will provide accountability and support to the school. Our school leadership of Principal and Administrative Partners and lead teachers will be the core of planning for the day-to-day operations of the school. Creativity Challenge Community is creating an Advisory Council with representation from the business community, our community partners, parents and staff. This committee will include the leadership team of Principal Partner, Administrative Partners, teacher leaders, parents, students, community partners and community members. As a new school we will also use our Advisory Council to expand our reach in the community and to support the school with fundraising.

Our founding design team has been strong in their dedication and knowledge of DPS while writing our application and getting approved. As we go forward, we are looking for diversity in teaching staff, parents and community members to contribute expertise in areas of second language learners, recruiting minority populations, and seeking out innovative funding sources.

1. If applicable, attach a copy of the school’s committee descriptions. (see next question for description of CSC (IAT) and PTSA).

B. Describe the parent and community engagement plan that will be implemented to support the school’s mission.

C3 will open with a spirit of collaboration at all levels. We anticipate minority students to make-up 34% or more of our population. Therefore, all C3 parent and family engagement strategies are geared toward involving minority families. In addition, all written communications are provided in English and Spanish and translations or interpreters are made available.

C3 - Innovation School Application P. 54

C3 Parent and Family Engagement Strategies: • Creativity Challenge Community Family Introductory Meeting and Activity -Our first event would be an open house proposed for April 28, 2012,or sooner depending on the School Choice Process, for enrolled families to meet each other and the staff. If possible we would tour the Merrill facility.

• School picnic – Before school starts, on August 11, 2012 we will have an entire school picnic and orientation activities to kick off our first year. At this event we will have several stations of hands-on activities to help get everyone acquainted with each other and our creative thinking skills. These will be organized with our community partners using volunteers recruited from Merrill Middle School and South High School. Interpreters will be available if needed.

• School culture meeting – There will also be a community meeting to help set the culture and introduce parents to Bully-Proofing Your School, our anti-bullying program. Representatives from this program will present to the students and families in separate sessions and help get a sense of what they bring to the experience of our new school, their hopes and dreams.

• Advisory Council—we will establish an Advisory Council for our community members and partnerships that will guide the school’s mission and vision and support its financial needs.

• Innovation Accountability Team –. The Innovation Accountability Team (IAT), which includes two elected parent representatives, two elected teachers, one community member, one staff member and Principal Partner, meets monthly and provides input on school operations and accountability for implementing the Unified Improvement Plan and innovation plan. The IAT receives achievement updates 3 times per year.

• Parent Teacher Association – Parents will be involved in the start-up of a PTA and a direct giving campaign to support our fundraising needs. The PTA meets monthly to discuss parent engagement, involvement, accountability and support. Participants of the PTA represent C3’s diverse student body.

• Parent Volunteering Opportunities – In order for parents to stay engaged and for C3 to be successful, all parents will be required to volunteer time or resources and we hope to tap into family strengths in our “Enrichment Clusters” and extra-curricular programming.

• Weekly Newsletter – The school leadership team coordinates a weekly newsletter that is distributed by email and in hard copy to parents to communicate about weekly schedules of events, school initiatives and progress toward goals. Parent-teacher-student conferences are held twice a year to provide parents with information about the academic achievement and progress of individual students.

• Parent Nights – Parent involvement nights are offered 4 times a year to engage parents and students in the curriculum and to discuss homework and study habits that will support student success.

• We will have special evenings yearly to introduce our families to our community partners.

C. Describe how innovation status will be used to leverage parental involvement.

C3 - Innovation School Application P. 55

At C3 we have developed a C3 Family Volunteer Service Policy that details a variety of ways that parents can volunteer/contribute to our community. We will have a staff member who is assigned to maintain the contracts and forge the relationships with the families in our community. This will include training of volunteers who work with children in classrooms or as chaperones on excursions. Training will include strategies and background in inquiry-based learning, positive behavior support, and creative thinking strategies. In addition to volunteering through time or resources, parents will also be required to sign on to the school’s website and classroom wikis for class assignments and weekly updates, attend parent/teacher/student conferences and be founding members of the C3 community. If a family does not have a computer at home, there will be a computer in the office for parent/guardian use. As part of this first year the families will help us write a creed for our school, select and create a mascot, and build a sense of pride as we grow and learn together. One of our Administrative Partners will also be in charge of working with families. In year two as new families come in we will have mentor families who help bridge the gap. We will also have interpreters for families who need them at all community events.

D. Describe any community partnerships needed to implement the school’s innovation plan. 1. Describe any other community partnership or services you anticipate developing as a result of innovation status.

University of Denver and Think 360 Arts Complete Education–Aesthetic Education Institute of Colorado • The University of Denver in collaboration with think 360 ARTS sponsors an annual Aesthetic Education Institute which gives teachers and administrators professional development in many areas relevant to C3. We will also be in consultation with the University’s education department about our programs. Denver Art Museum • The Education Department of the Denver Art Museum has collaborated with the design team of C3 to develop a pilot program that supports C3 vision and mission and uses the resources of the museum and the expertise of their staff. Young Americans Center for Financial Education • YACFE supports the mission of the Young Americans Bank in Colorado to promote financial education for the young people of this state. They sponsor a variety of programs for schools and individuals and will be working with C3 to develop a program that supports our mission and their unique curriculum. Denver Center Theatre Academy at the Denver Center for the Performing Arts • C3 will work with Tam Dalrymple-Frye to develop a collaboration with our students and their teaching staff and facility to support our creative thinking and learning. Students will experience first hand the work of the Denver Center for the Performing arts and integrate it into our curriculum as we experience real life problems and situations. Museum of Nature and Science-community partner planning • The C3 design team is piloting some ideas with the education department of the Museum of Nature and Science to support creative thinking strategies in the areas of science as it relates to the C3 and DPS curriculum including inquiry based learning and hands off opportunities. The Cleworth Architectural Legacy Project • This is a potential future partnership opportunity for C3 to offer experiences with architecture and design to our students.

C3 - Innovation School Application P. 56

As we grow, C3 will be exploring future partnerships with The Colorado History Museum The Denver Botanic Gardens, The Colorado Ballet, The Colorado Symphony, The Museum of Contemporary Art and The Museo de las Americas.

If applicable, attach a copy of the school’s bylaws.

INNOVATION: BUDGET

XI. Provide a budget and an estimate of potential cost savings and increased efficiencies as a result of innovation status. Explain how the school’s allocation of resources, as reflected in the budget, supports the vision, mission and education plan.

C3 will seek to exercise maximum autonomy over the budget and purchasing decisions. The district provides the opportunity for schools to select from a menu of services. C3 will opt for dollars in lieu of services in as many areas as possible and use those dollars in ways that best advance C3’s mission. C3 will also analyze the costs and benefits of budgeting based on actual staff salaries versus district averages as part of the planning process. In the short term, it is likely in at least the 2012-2013 school year C3 will budget on averages.

A. Using the financial model provided, create a detailed five-year budget reflecting major revenue and expense items and key assumptions. The budget should balance each year and reflect financial stability in three to five years. B. Provide a budget narrative describing the financial plan that includes an explanation of the school’s path to financial stability. 1. Provide an overview of how the allocation of resources, as reflected in the financial plan, supports the vision, mission and education plan of the school. C3 has developed a budget along with the budget office and OSRI to support the essential financial needs of our program. 2. Explain major revenue sources, including any funds originated from private sources. C3 will be seeking out opportunities to apply for grants from private resources that align with and support our mission and vision. We will be meeting with the Daniels Funds and similar organizations that might be able to provide guidance in this area. a. If revenue is generated from private sources, disclose contributor names, amounts of the contributions, duration of the contributions, and funding commitments already secured by the school. Our parent community will also be tapped to help develop a fundraising to support additional needs of the school. A direct giving campaign will be created which can take direct donations. We will organize dining out nights with community restaurants and we will also participate in annual Colorado Giving drives to increase our base of private support from individuals. 3. Highlight additional operating costs resulting from the unique attributes of the innovation proposal. a. Explain specific resources, material, equipment, staff, programs and policies that create additional operating costs (e.g., longer school year and school day). Our transportation needs to and from our community partners is an additional cost to our program. We are supporting this need by having a fee that each family pays to support additional transportation by DPS and/or public transportation.

C3 - Innovation School Application P. 57

b. Highlight one-time implementation costs that will be incurred during the planning year and/or year one of operating with innovation status. Our start up costs for being a new school that is phased in over 5 years is stated in our budget. Our purchase of curriculum materials all areas including Everday Math, RtI, guiding reading and social studies, and creative thinking skills will be a one-time implementation cost. c. Explain how the school will fund such additional operating costs. This has been built into our start up costs with Furnishings, Fixtures, and Equipment. 4. Highlight cost savings or increased efficiencies due to the unique attributes of your innovation proposal (e.g. analysis of budgeting using average vs. actual salaries or estimates of centrally budgeted services for which the school intends to access funding directly). We hope to see efficiencies due to our shared campus model with Merrill middle school in the areas of personnel. After year one we will analyze the budgeting of averages vs. actual salaries.

C. Explain the policies and processes that will be implemented to ensure that sound financial management practices are implemented and that the financial plan is executed with fidelity. 1. Identify the person(s) who will directly manage and oversee the school’s budget. 2. The Principal Partner with the support of our budget liaison and school secretary will monitor day-to-day budget issues. As we grow we will work with the Innovation School Network to share itinerant office services as need. By full build we will hire a second member of our office support team with expertise in budget and office management. The Administrative Partners will support daily operation and the IAT will approve budget on an annual basis that supports our Innovation Status and school mission.

INNOVATIONS APPLIED TO BUDGET AND OPERATIONS • managing school finances: collecting revenues and managing receipts of money • direct contracting for goods and services • selecting and purchasing district services on an annual basis as determined by school • governance model does not include a Collaborative School Committee

INNOVATION: OTHER PROGRAMS, POLICIES, OPERATIONAL DOCUMENTS

XII. Describe any other innovations not yet explained in the application and how such innovations will lead to increased student achievement. A. Describe any other programs, policies, and/or operational documents at the school that would be affected by the proposed innovations, how these programs, policies and/or operational documents would be affected, and how the changes will lead to increased student achievement.

C3 - Innovation School Application P. 58

WAIVERS

XIII. Describe the waivers you are requesting from DPS policies, collective bargaining provisions and state statutes. Clearly describe the replacement policies and practices that the school is proposing for each waiver. 1. Please complete Appendix E. 1. As stated in Appendix E, the Innovation School Act (22-32.5-108(4)) states that “each district of innovation that receives a waiver … shall specify the manner in which the innovation school … shall comply with the intent of the waived statute or rules and shall be accountable to the state for such compliance.” For each state waiver, specify how the school intends to comply with intent of the statutes being waived.

ADMINISTRATIVE AND FACULTY SUPPORT

XIV. Provide evidence of administrative and faculty support A. Attach evidence that the majority of administrators support the innovation proposal. B. Attach evidence that more than 50% of faculty have voted to support the proposal. C. If seeking waivers from collective bargaining agreements, attach evidence that more than 60% of faculty have voted to support the proposal. D. Attach statements of support from other staff employed at the school.

COMMUNITY SUPPORT

XV. Provide evidence of community support A. Provide a letter of support showing majority of members support innovation status from the school’s Planning CSC. B. Provide letters of support from community based organizations. C. If applicable, provide other evidence of community support.

C3 - Innovation School Application P. 59

REQUIRED ATTACHMENTS

Teacher Schedule Student Schedule Student Handbook Personnel Policies—A live binder for the C3 Staff Handbook is in the process of being created and can be viewed = at: http://www.livebinders.com/play/play_or_edit?id=255575. Other C3 Personnel Policies are also included in the attachments. Written Enrollment Documents and Forms Provided to Families: Intent to Enroll forms can be found at: http://c3.dpsk12.org Organizational Chart and C3 Plan Committee Descriptions –Not Applicable By Laws –Not Applicable Five-Year Budget Evidence of Administrative Support—Not Applicable Evidence of Faculty Support—Not Applicable Letter of Support from CSC Letters of Support from Community Based Organizations

C3 - Innovation School Application P. 60

APPENDIX A Request Waivers in Curricular Materials & Instructional Design

C3 is not applying for any curriculum and instructional design waivers.

Schools requesting waivers from district curriculum are required to complete the questions in Appendix A.

Waivers in curriculum, assessments, and/or promotion and graduation polices are granted by the Chief Academic Office, the Instructional Superintendent, and Assistant Superintendent. Requests for waivers in this application will be forwarded to the CAO and appropriate IS for review.

Instructional Design • Building on overview of the school’s research-based educational program described in section III, describe the innovative educational program that is being proposed as part of the school’s innovation plan. Clearly articulate • how it will lead to excellence in student achievement. • Provide an overview of the core curriculum. • Describe the research to support the proposed educational program and its effectiveness with the school’s target population.

Curricular Materials • Explain how the proposed non-adopted material aligns to state standards for the grade level. • Explain how the proposed non-adopted material has a sequence that is equally or more rigorous than that adopted by DPS. • Explain how the proposed non-adopted material better prepares students for post-secondary readiness. • Explain how the proposed non-adopted material aligns to non-flexible requirements (e.g., State and DPS standards and assessments; unit scope and sequence). • Explain how the proposed non-adopted material is research-based for the school’s population. • Explain how the school will minimize the impact of mobility (both student and teacher) with the use of alternative sequence. • Explain how the proposed non-adopted material will be accessible to all students. If the non-adopted material will not be accessible to all students, please explain why. • Explain how the proposed non-adopted material promotes academic achievement for diverse groups of students. • Explain how the non-adopted material decreases the potential for tracking. • Detail the total purchase cost of the proposed non-adopted material and the source of funds for each year of operation.

C3 - Innovation School Application P. 61

APPENDIX B Request Alternative Benchmark Assessment Program

C3 is not applying for any assessment waivers

Schools requesting waivers from DPS’s benchmark assessment program are required to complete the questions in Appendix B.

Waivers in curriculum, assessments, and/or promotion and graduation polices are granted by the Chief Academic Office, the Instructional Superintendent, and Assistant Superintendent. Requests for waivers in this application will be forwarded to the CAO and appropriate IS for review.

• Identify valid and reliable assessments your school proposes to use to assess student learning needs and progress throughout the year. Explain how these assessments align with the school’s curriculum, performance goals and state standards. • Explain how the school will measure and evaluate academic progress of individual students, student cohorts, and the school as a whole throughout the school year and at the end of each academic year. • Explain how and how frequently the school will collect and analyze diagnostic, formative, predictive, and summative student academic achievement data, use the data to refine and improve instruction, and report the data to the school community. • Identify the person(s), position(s), and/or entities that will be responsible and involved in the collection and analysis of assessment data.

C3 - Innovation School Application P. 62

APPENDIX C Request Alternative Graduation & Promotion Standards

C3 is not requesting any graduation and promotion waivers

Schools requesting waivers from DPS’s graduation and promotion standards are required to complete the questions in Appendix C.

Waivers in curriculum, assessments, and/or promotion and graduation polices are granted by the Chief Academic Office, the Instructional Superintendent, and Assistant Superintendent. Requests for waivers in this application will be forwarded to the CAO and appropriate IS for review.

1. Explain the school’s policies and standards for promoting students from one grade to the next. Describe how and when promotion and graduation criteria will be communicated to parents and students. 2. Provide the school’s exit standards for graduating students. Exit standards should clearly set forth what students in the last grade you anticipate serving will know and be able to do. 3. Explain how graduation and/or promotion requirements will ensure student readiness for college and other postsecondary opportunities. 4. If it differs from DPS, explain how students will earn credit hours, how grade-point averages will be calculated, what information will be on transcripts, and what elective courses will be offered. If graduation requirements for the school will exceed those required by DPS Policy IKF, explain any additional requirements

C3 - Innovation School Application P. 63

APPENDIX D School Performance Framework Goal Setting Worksheet

Innovation School Annual Achievement Goals and DPS School Performance Framework Indicators Measures Academic Performance & Success Student Growth Over Time Toward State Standards, We expect to receive an academic growth of significant including the following measures: improvement. • TCAP (CSAP) and other assessments chosen, • When 3rd graders are first assessed in 2014, we including assessments in compliance with the expect a minimum of 50% growth with a target of Colorado Basic Literacy Act 65%. • All students will be expected to show at least one year’s growth in one year’s time in reading, math and writing.

Student Achievement Level/Status, including the As we start out with primary students only, we will following measures: execute and assess with DRA in compliance with CBLA • TCAP (CSAP) and other assessments chosen, and work to get students at required levels for grade level including assessments in compliance with the exits. Colorado Basic Literacy Act In 2014 our TCAP (CSAP) goals will be: • Colorado English Language Assessment (CELA) • 85% reading • Adequate Yearly Progress (AYP) • 85% math • Achievement gaps (FRL, ELL, Special Education, and • 70% writing ethnic subgroups) • Meet AYP • Reduce achievement gaps that are identified after first year data.

Post-Secondary Readiness (for high schools), including the following measures: • Colorado ACT scores N/A • Graduation rate • College acceptance rate Student Engagement, including the following measures: • Attendance rate • 95% Attendance rate • Student satisfaction • 95% Student satisfaction

School-Specific Educational Objectives • During our first year we will design an assessment (must be based on valid, reliable measures) to measure creativity and divergent thinking and then set baseline and yearly goals. • 100% participation with at least 2 community partners/year. • Strive for 100% recognition of 21st Century Skills

C3 - Innovation School Application P. 64

Organizational & Financial Viability School Demand, including the following measures: • Enrollment rate • 100% Enrollment rate • Re-enrollment rate • Re-enrollment rate at or above district • Continuous enrollment rate Financial • Fundraising at C3 will gradually increase year to • Fundraising goals year as student enrollment increases: • Reserves Yr 0: $10,000; Yr 1: $20,000; Yr 2: $30,000; • Other Yr 3: $30,000; Yr 4: $20,000; Yr 5: $20,000

Leadership & Governance Quality • High teacher satisfaction rating on surveys of administrative staff • Strong level of participation in decision making

Parent & Community Engagement, including the following measures: • 95% parent satisfaction • Parent satisfaction • 90% parent response rate on DPS Parent • Parent response rate on DPS Parent Satisfaction Satisfaction Survey Survey School-Specific Organizational Objectives • Found and manage a strong administrative team with Principal Partner and Administrative Partners • Create an Advisory Council of staff and community members who will guide C3 • Establish a PTA to support the mission and vision of C3 with activities and fundraising • Create PLCs for teacher collaboration • Create an Innovation Implementation Team to monitor innovation plan and govern school

C3 - Innovation School Application P. 65

Appendix E Waiver Request Template

Table I – Analysis of Board Policy Waivers Called for by the Innovation Plan

Please see attached C3 waivers.

Table II– Analysis of State Statutory Waivers Called for by the Innovation Plan The Innovation Act on waivers of state statutes (22-32.5-108(4)) states “each district of innovation that receives a waiver … shall specify the manner in which the innovation school … shall comply with the intent of the waived statute or rules and shall be accountable to the state for such compliance.” For each state waiver, specify how the school intends to comply with intent of the statutes being waived.

Please see attached C3 waivers.

Table III – Analysis of Collective Bargaining Agreement Waivers Called for by the Innovation Plan

Please see attached C3 waivers.

C3 - Innovation School Application P. 66

References

Barth, Roland S. (1990). Improving Schools from Within. San Francisco, Jossey-Bass. Bronson, Po and Ashley Merryman. (2010). The Creativity Crisis. Newsweek. July 19, 44-49. Cadwell, Louise Boyd. (1997). Bringing Reggio Emilia Home. New York: Teachers College Press. Calkins, Lucy. (1997). Raising Lifelong Learners. Cambridge: Perseus Books. Csikszentmihalyi, Mihaly. (1996). Creativity. New York: Harper Perennial. Digh, Patty. (2011). Creative is a Verb. Guildford, CT: skirt! Drew, Naomi. (2010). No Kidding about Bullying. Minneapolis: Free Spirit Publishing. Fullan, Michael. (2010). Motion Leadership. Thousand Oaks, CA: Corwin. Gardner, Howard. (1993). Multiple Intelligences: The Theory in Practice. Basic Books. Garrett, P. and R. Shade. (2011 in press) Curiosita Teaching: Inviting Creativity and Innovation into 21st Century Classrooms. Pieces of Learning Press. Garrity, Carla. Kathryn Jens, William Porter, Nancy Sager and Cam Short-Camilli. (2004) Bully-Proofing Your School. Administrator’s Guide to Staff Development. Longmont, CO: Sopris West. Hall, Susan L. (2008). Implementing Response to Intervention. Thousand Oaks, CA: Corwin Press. Denver Art Museum http://creativity.denverartmuseum.org Lindsey, Randall B., Kikanza Nuri Robin and Raymond D. Terrell. (2003).Cultural Proficiency: A Manual for School Leaders. Thousand Oaks, CA: Corwin Press. Medina, John. (2008). Brain Rules. Seattle: Pear Press. Meier, Deborah, Brenda S. Engel and Beth Taylor.(2010). Playing for Keeps. New York: Teachers College Press. Piercy, Thomasina D. (2006) Compelling Conversations: Connecting Leadership to Student Achievement. Lead Learn Press: Englewood, CO. Pink, Daniel (2009). Drive. New York: Riverhead Books. Pink, Daniel H. (2006). A Whole New Mind. New York: The Penguin Group. Purto, Jane. (2004). Understanding Creativity. Scottsdale: Great Potential Press. Renzulii, Joseph S. and Marcia Gentry and Sally M. Reis. (2003). Enrichment Clusters: A Practical Plan for Real-World Student-Driven Learning. Mansfield Center, CT: Creative Learning Press. Wiggins, Grant and Jay McTighe. (2005). Understanding by Design. Alexandria, VA: ASCD.

C3 - Innovation School Application P. 67 C3 APPENDIX E WAIVER REQUESTS

APPENDIX E BOARD POLICY WAIVERS Policies Waived Areas of Impact Replacement Policies and/or Practices BDFH: Collaborative School School Governance • The School requests waivers from policy BDFH. Committees • As described in the Innovation Plan, the School’s Collaborative School Committee will be replaced by an IAC to support the implementation of the Innovation Plan. CFBA: Evaluation of Human Resource • The School requests waivers from policy CFBA. Evaluators Management: • The School has the authority to identify, prepare and evaluate its own Teacher Evaluation evaluators. The School’s evaluation system will meet the standards of SENATE BILL 10-191. DF: Revenue from Non Tax Budget • The School requests waivers from policy DF. Sources • The School has the authority to collect revenue directly from sponsorships, subject to District oversight through routine reporting to the Office of Budget. DF-R: Revenue from Non Tax Budget • The School requests waivers from policy DF-R. Sources Procedures for • The School has the authority to collect revenue directly from sponsorships School-Based Sponsorships subject to District oversight through routine reporting to the Office of Budget. GBEBA: Staff Dress, Human Resource • The School requests waivers from policy GBEBA. Accessories and Grooming for Management: • The School has the authority to establish its own policy for staff dress and Certificated Staff (Teachers) Dress Code grooming, which will be outlined in the Employee Handbook. GBEBA-R: Staff Dress, Human Resource • The School requests waivers from policy GBEBA-R. Accessories and Grooming for Management: • The School has the authority to establish its own policy for staff dress and Certificated Staff (Teachers) Dress Code grooming, which will be outlined in the Employee Handbook. Procedure

1

GBEBB: Dress Code for Non- Human Resource • The School requests waivers from policy GBEBB. Teaching Staff Management: • The School has the authority to establish its own policy for staff dress and Dress Code grooming, which will be outlined in the Employee Handbook. GCB: Professional Staff Human Resource • The School requests waivers from policy GCB. Contracts & Compensation Management: • The School has the authority to issue its own employment offer letters. Hiring, The School’s letter will outline the terms of employment. Compensation, Job • The School has the authority to establish its own compensation system for all employees. The School will meet or exceed the rates of pay set in the Descriptions DPS/DCTA Collective Bargaining Agreement, including ProComp. • The School will meet minimum statutory requirements. GCCAA-R: Sick Leave Bank Human Resource • The School requests a waiver from policy GCCAA-R. Management • The School will partner with staff, Human Resources, the Budget Office, and the Office of School Reform and Innovation to draft and implement of policy for short leave of absence. • The policy will be approved by Human Resources and the Budget Office. • The policy will “grandfather” teachers who are current employees of the District who have accumulated sick leave time. Such employees will be entitled to use that sick leave and also be entitled to payment for any unused accumulated sick leave when they retire • The policy will be outlined in the Employee Handbook. GCF: Professional Staff Hiring Human Resource • The School requests waivers from policy GCF. Management: • School has the authority to develop and implement its own policies and Hiring procedures for hiring staff, including creating a hiring schedule that best meets the needs of the School. • The School has the authority to adopt policies and procedures to ensure that background checks are completed for all personnel. GCF-2 : Professional Staff Human Resource • The School requests waivers from policy GCF-2. Hiring (Athletic Coaches) Management: • The School has the authority to develop and implement its own policy for Hiring hiring athletic coaches.

2

GCID: Professional Staff Human Resource • The School requests waivers from policy GCID. Training, Workshops and Management: • The School has the authority to develop and implement its own Conferences Professional professional development program that supports the education plan. Development • The School retains the option to participate in any professional development programs offered by the District. GDBD: Employee Fringe Human Resource • The School requests a waiver from policy GDBD. Benefits Management • The School will partner with staff, Human Resources, the Budget Office, and the Office of School Reform and Innovation to draft and implement of policy for short leave of absence. • The policy will be approved by Human Resources and the Budget Office. • The policy will “grandfather” staff members who are current employees of the District who have accumulated sick leave time. Such employees will be entitled to use that sick leave and also be entitled to payment for any unused accumulated sick leave when they retire • The policy will be outlined in the Employee Handbook. GDD: Support Staff Vacations Calendar & • The School requests a waiver from policy GDD. and Holidays Schedule • The School has the authority to develop its own policies and procedures for granting staff vacations and holidays, which will be outlined in the Employee Handbook. GDK: Support Staff Schedules Calendar & • The School requests waivers from policy GDK. and Calendars Schedule • The School has the authority to develop its own annual calendar and daily schedule that aligns with the Innovation Plan and that meets or exceeds the minimum standards of the District and state. IC/ICA: School Year/School Calendar & • The School requests waivers from policy IC/ICA. Calendar Schedule • The School has the authority to develop its own annual calendar that aligns with the Innovation Plan and that meets or exceeds the minimum standards of the District and state. IJOA: Field Trips Education Program • The School requests waivers from policy IJOA. • The School will develop and implement procedures to conduct field trips and extended day excursions.

3

IJOA-R: Field Trips Education Program • The School requests waivers from policy IJOA-R. (Guidelines for Extended • The School will develop and implement procedures for field trips and Excursions) extended day excursions. IKB: Homework Education Program • The School requests waivers from policy IKB. • The School has the authority to develop and implement a homework policy that supports the education program described in the Innovation Plan. • The policy will meet or exceed the minimum standards of the District and state. IKE: Promotion, Retention Graduation and • The School requests waivers from policy IKE. and Acceleration of Students Promotion • The School has the authority to adopt a policy for promoting, retaining, and accelerating students through the education program that aligns with the Innovation Plan. The policy will meet or exceed the minimum standards of the District and state. • Following the District’s process (which is a process that is separate from the process of securing innovation status) described in Appendix C, the school may request the flexibility to adopt its own promotion and graduation policies. IKE-R: Promotions, Retention Graduation and • The School requests a waiver from policy IKE-R. and Acceleration of Students Promotion • The School has the authority to adopt a policy for promoting, retaining, Elementary or Middle School and accelerating students that aligns with the Innovation Plan. The policy Procedures will meet or exceed the minimum standards of the District and state. • Following the District’s process (which is a process that is separate from the process of securing innovation status) described in Appendix C, the school may request the flexibility to adopt its own promotion and graduation policies. JLCD: Administration of Students • The School requests a waiver from policy JLCD. Medicines • The School will work with the District to develop an alternative policy to administer medicines in such a way as to be more responsive to student and family needs.

4

APPENDIX E DPS/DCTA COLLECTIVE BARGAINING AGREEMENT WAIVERS Agreement Articles Waived Area of Impact Replacement Policy or Practice Article 1-2 Human Resource • The School requests waivers from Article 1-2. Definition of Teacher Management: • The School has the authority to create a broader definition of a teacher Hiring and Job that aligns with the Innovation Plan. Descriptions Grievance Human Resource • The School requests waivers from Article 7. (Article 7): Establish Dispute Management: • The School will develop a dispute resolution process that permits Resolution Procedures Dispute Resolution association representation of faculty members and an avenue to appeal to the Superintendent’s designee. • Disputes between faculty members and the District may be brought directly to the Superintendent’s designee. The faculty member is entitled to representation by the Association. Professional Standards • Calendar & • The School requests waivers from Article 8. (Article 8): Sets Teacher Schedule • The School has the authority to establish its own calendar and daily Calendar, Work Year, Work • Human schedule, provided it meets or exceeds minimum statutory standards. Week, Work Day, Class Size Resource • The School has the authority to establish class sizes and teaching loads Management: that support the Innovation Plan. and Teaching Load Staff • The School has the authority to establish any necessary committees, Assignments which may include replacing the Professional Standards Committee, that • Human support the Innovation Plan. As described in the Innovation Plan, a Resource Student Engagement Team will replace the Professional Standards Management: Committee. Teaching Load • Human Resource Management: Leadership Structure

5

Committees (Articles 5, 13, • Governance & • The School requests waivers from Articles 5, 13, and 29. 29): Development Committee Human • The school has the authority to create committees that align with the (5-4-1) and Personnel Resource Innovation Plan. As described in the Innovation Plan, the School will Committee (13-8) Management: create a Student Engagement Team. Leadership Structure Teacher Evaluation (Article Human Resource • The School requests a waiver from Article 10. 10): Describes the Evaluation Management: • The School has the authority to create its own evaluation system, Process for Teachers Teacher Evaluation provided such system meets the standard provisions of SENATE BILL 10- 191. • The School has the authority to adopt its own remediation plan to support teachers and the implementation of the Innovation Plan. Article 11: Complaints Human Resource • The School requests waivers from Article 11. Against Management • The School has the authority to establish policies and procedures on Teachers/Administrative teacher leave and corrective action, which will be outlined in the Leave/Corrective Action Employee Handbook.

Assignments, Schedules and Human Resource • The School requests a waiver from Article 13. Transfer (Article 13): Management: • The School has the authority to hire staff as vacancies become known Describes District and School Hiring & Staff and/or adopt a hiring schedule that best meets the needs of The School. Procedures for Transfer and Assignments • The School has the authority to implement recruitment and selection policies and procedures that support the Innovation Plan. Reassignment of Teachers Summer school teaching Human Resource • The School requests waivers from Articles 14-1-1-1, 14-1-1-2, and 14-1-1- positions (Article 14): Management: 3. Restricts Hiring Process and Hiring & Staff • The School has the authority to hire teachers for summer programs Moves Decision-Making for Assignments consistent with its staffing plan as described in the Innovation Plan. Hiring Teachers Offsite (14-1- 1-1, 14-1-1-2, 14-1-1-3)

6

Reduction in Force (RIF) Human Resource • The School requests a waiver from Article 20. (Article 20): Procedures for Management: • The District cannot RIF School staff members. Decisions regarding Conducting Reduction in Force Staffing reductions in teaching staff will be determined by the school’s leadership and be made in accordance with School policies and the Employee Handbook. Article 21 Short Leaves of Human Resource • The School requests a waiver from Article 21. Absence Management • The School will partner with staff, Human Resources, the Budget Office, and the Office of School Reform and Innovation to draft and implement of policy for short leave of absence. • The policy will be approved by Human Resources and the Budget Office. • The policy will “grandfather” teachers who are current employees of the District who have accumulated sick leave time. Such employees will be entitled to use that sick leave and also be entitled to payment for any unused accumulated sick leave when they retire • The policy will be outlined in the Employee Handbook. Job Sharing and Half-Time Human Resource • The School requests a waiver from Article 25. (Article 25): Procedures for Management: Staff • The School has the authority to make decisions regarding job sharing and Arranging Job-Sharing Assignments half-time employment to support the Innovation Plan. Assignments and Half Time Compensation for Unused Human Resource • The School requests a waiver from Article 31-10. Sick Leave (Article 31-12) Management • The School will partner with staff, Human Resources, the Budget Office, and the Office of School Reform and Innovation to draft and implement of policy for short leave of absence. • The policy will be approved by Human Resources and the Budget Office. • The policy will “grandfather” teachers who are current employees of the District who have accumulated sick leave time. Such employees will be entitled to use that sick leave and also be entitled to payment for any unused accumulated sick leave when they retire • The policy will be outlined in the Employee Handbook.

7

Extra Duty Comp. (Article 32.): Human Resource • The School requests waivers from Article 32. Sets Rates for Extra Duty Management: • The School has the authority to determine its own compensation structure Compensation Compensation for additional work. Compensation will be agreed upon and communicated in advance. • The School has the authority to establish its own compensation system for all employees. The School will meet or exceed the rates of pay set in the DPS/DCTA Collective Bargaining Agreement, including ProComp. MOU dated April 8, 2011: Human Resource • The School has the authority to determine the implementation of LEAP LEAP Implementation Management: beginning in the 2011-2012 school year. Teacher Evaluations

APPENDIX E STATUTORY WAIVERS Area of Operational State Statute Impact Replacement Policy or Practice Section 22-9-106: Local Board Human • The School requests a waiver from Section 22-9-106. Duties Concerning Resource • The School’s evaluation system will meet or exceed the minimum standards of Performance Evaluations for Management: SENATE BILL 10-191. Licensed Personnel Teacher • The school will have the authority to adapt LEAP or adopt an alternative evaluation system, provided such system meets the standards of SENATE BILL Evaluations 10-191 and is approved by the District. • The School will have the authority to designate personnel who do not have administrative licenses to conduct teacher evaluations. Section 22-32-109(1)(f): Local Human • The School requests a waiver from 22-32-109(1) (f). Board Duties Concerning Resource • The School has the authority to select staff and set rates of pay (interacts Selection of Personnel and Management: with 22-63-201 and 22-63-206). Pay Staff Hiring, • The School has the authority to select teaching staff directly and set rates of pay based on School policies. The School will meet or exceed the rates of pay Compensation set in the DPS/DCTA Collective Bargaining Agreement, including ProComp.

8

Section 22-32-109(1)(g): Budget • The School requests a waiver from Section 22-32-109(1) (g). Handling of Money • The School has the authority to manage its receipt of money and will meet performance expectations provided by the District. • The District may conduct an annual audit and require the School to provide quarterly trial balances to the Office of Budget. Section 22-32-109(1)(n)(L): Calendar & • The School requests a waiver from Section 22-32-109(1)(n)(L). Schedule and Calendar Schedule • The School has the authority to determine its own annual calendar and daily schedule, provided it meets or exceeds minimum statutory requirements. • School has the authority to determine the number of professional development days, days off, and late starts/early release days.

Section 22-32-109 (1)(n)(II)(A): Calendar & • The School requests a waiver from Section 22-32-109(1)(n)(II)(A). Actual Hours of Teacher-Pupil Schedule • The School has the authority to determine teacher pupil contact, which will Instruction and Contact meet or exceed the minimum standards of the District and state. Section 22-32-109 (1)(n)(II)(B): Calendar & • The School requests a waiver from Section 22-32-109(1)(n)(II)(B). School Calendar Schedule • The School has the authority to create its own annual calendar. • The School’s annual calendar will meet or exceed the minimum standards for the District and state. Section 22-32-109(1)(cc): Human • The School requests a waiver from Section 22-32-109(1)(cc). Adopt Dress Code for Resource • The School has the authority to establish a dress code for all employees that Employees Management: will be described in the Employee Handbook. Dress Code Section 22-32-109(1)(jj): Human • The School requests a waiver from Section 22-32-109(1)(jj). Identify Areas in which the Resource • The School has the authority to design and implement its own principal Principal/s Require Training or Management: development program.. Development Professional • The School may select to participate in District professional development programs. Development

9

Section 22-32-110(1)(h), Human • The School requests a waiver from Section 22-32-110(1)(h). C.R.S.: Local Board Powers Resource • The School has the authority to discharge employees according to its Concerning Employment Management: personnel policies.. Termination of School Staff Dismissals • The School may seek the support of District Human Resource s and Legal Department when dismissing a staff member. Personnel Teacher Employment, Human • The School requests a waiver from Section 22-63-201. Compensation and Dismissal Resource • School will comply with federal laws regarding teacher qualifications, Act of 1990 Section 22-63- Management: including NCLB requirements that all core content teachers meet highly 201: Employment-License Hiring and qualified requirements. • The School has the authority to identify employees as administrators. Required-Exception Teacher Qualifications Teacher Employment, Human • The School requests a waiver from Section 22-63-202. Compensation and Dismissal Resource • The School has the authority issue its own employment offer letters. The Act of 1990 Section 22-63-202, Management: School’s employment offer letter will outline the terms of employment. C.R.S.: Contracts in Writing Hiring, Duration Damage Provision Contracts and Employment Offer Letters Teacher Employment, Human • The School requests a waiver from Section 22-63-203. Compensation and Dismissal Resource • All teachers will have annual contracts. Act of 1990 Section 22-63-203, Management: • School has the authority to dismiss any teacher in accordance with the C.R.S.: Probationary Teachers Dismissals School’s employment terms and personnel policies. – Renewal and Nonrenewal of Employment Contract Teacher Employment, Human • The School requests a waiver from Section 22-63-206 Compensation and Dismissal Resource • The School is not subject to the transfer of teachers within, into or out of the Act of 1990 Section 22-63-206, Management: school by the District; the School’s leadership has the authority to make all decisions regarding transfers within the School.

10

C.R.S.: Transfer of Teachers – Direct Compensation Placement of Teachers Teacher Employment, Human • The School requests a waiver from Section 22-63-301. Compensation and Dismissal Resource • All teachers will have annual contracts. Act of 1990 Section 22-63- Management: • The School has the authority to establish personnel policies that will be 301: Grounds for Dismissal Dismissals outlined in this Innovation Plan and in the School’s Employee Handbook. Teacher Employment, Human • The School requests a waiver from Section 22-63-302. Compensation and Dismissal Resource • All teachers will have annual contracts. Act of 1990 Section 22-63- Management: • The School has the authority to establish personnel policies that will be 302: Procedures for Dismissal Dismissals outlined in this Innovation Plan and in the School’s Employee Handbook. of Teachers and Judicial Review Teacher Employment, Human • The School requests a waiver from Section 22-63-401. Compensation and Dismissal Resource • The School has the authority to determine its own compensation system for Act of 1990 Section 22-63- Management: all employees, including adjunct faculty. The School will meet or exceed the 401: Teachers Subject to Compensation rates of pay set in the DPS/DCTA Collective Bargaining Agreement, including ProComp. Adopted Salary Schedule Teacher Employment, Human • The School requests a waiver from Section 22-63-402. Compensation and Dismissal Resource • The School has the authority to establish a policy that waives the provision Act of 1990 Section 22-63- Management: that requires teachers to hold licenses in order to be paid. 402: License, Authorization of Compensation • The School has the authority to adopt policies and procedures to ensure that background checks are completed for all personnel. Residency Required in Order • The School has the authority to determine its own compensation system for to Pay Teachers all employees, including instructional staff. The School will meet or exceed the rates of pay set in the DPS/DCTA Collective Bargaining Agreement, including ProComp.

11

Teacher Employment, Human • The School requests a waiver from Section 22-63-403. Compensation and Dismissal Resource • The School has the authority to establish dismissal policies and procedures, Act of 1990 Section 22-63- Management: including any applicable compensation. Such policies and procedures will be 403: Payment of Salaries Compensation outlined the Employee Handbook.

12

Enter school specific data in ALL white cells

School Name C3 Creativity Challenge Community School Type ES

Enrollment Data

Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 Full Building Total ECE Enrollment NA 0 0 0 0 0 0 Total Kinder Enrollment NA 0 0 0 0 0 0 Total Enrollment Grades 1-5 NA 100 175 250 325 350 375 Total Enrollment Grades 6-8 NA 0 0 0 0 0 0 Total Enrollment Grades 9-12 NA 0 0 0 0 0 0 TOTAL ECE-12 (@ 1.00) 100 175 250 325 350 375 TOTAL K-12 (K=.5) 100 175 250 325 350 375 Mild Moderate (K-12) NA 8 14 20 26 28 30 Gifted & Talented (K-8) NA 10 22 38 57 70 75 ELL NA 5 9 13 17 19 20 # of Center Programs NA # of ECE Slots NA # of Kinder Slots NA

% Free and Reduced Lunch NA 20% 20% 20% 20% 20% 20%

Salary Growth 0.0% 1.5% 1.5% 1.0% 1.0% 1.0%

Non-SBB Funding Available

Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 Full Buidling Mill Levy (Offset) $ - $ - $ - $ - $ - $ - $ - Assessment Offset $50/Student $ - $ 5,000 $ 8,750 $ 12,500 $ 16,250 $ 17,500 $ 18,750 Fundraising $ 10,000 $ 20,000 $ 30,000 $ 30,000 $ 20,000 $ 20,000 $ 20,000 Grants (Walton, CDE, Other) $ - $ - $ - $ - $ - $ - $ - District Start UP $ 145,000 $ - $ - $ - $ - $ - $ -

DRAFT - DO NOT DISTRIBUTE Average Teacher 65,944 65,944 Average PSN 14,723 14,723 Average ECE 90,000 90,000 Average Kinder 40,000 40,000

TOTAL HURDLE 65,944 74,093 MM Subsidy 65,944 41,424 PSN Subsidy - 32,669

BASIC CALCULATIONS Rate Students Total Year 1 Instructional (K-12 - [email protected]) $ 193 0 $ 19,300 Guest Teachers (ECE-12 @ 1.00) $ 52 0 $ 5,200 GT per pupil (GT K-8) $ 95 175 $ 950 GT Minimum $ 16,486 $ 16,486 Student Literacy Development (K-12 - [email protected]) $ 69 0 $ 6,900 Technology (ECE-12 @ 1.00) $ 22 0 $ 2,200 Art & Music FTE $ 32,972 $ 32,972 Art & Music Supplies $ (K-8 @ 1.00) $ 7 0 $ 700 Textbooks - Fund 16 (K-12 @ 1.00) $ 10 0 $ 1,000 Library Books Centrally Managed Fund 12 (ECE-12 @ 1.00) $ 6 0 $ 600 ECE (approx $90,000 per slot) $ 90,000 $ - KINDER (approx $90,000 per slot) $ 40,000 $ - Title I (K-12 K=.5 FRL) $ 408 0 $ - Title II (K-12 K=.5) $ 38 100 $ 3,800

BASE CALCULATION Total Year 1

Total K-12 (K=.5) - 100 Base Dollars 3,335.00 - 333,500 Base Difference From ES - - - Minimum allocation - 333,500 Additional $ before offset - - Additional $ after offset - - Total resources to school - 333,500

ES 3,335 K8 3,335 MS 3,278 6-12 3,332 HS 3,181 MILD MODERATE CALCULATION Total Year 1 Total K-12 (K=.5) - 100 This Year's Free & Reduced Lunch % 20.00% 20.00% CALCULATED FRL (K=.5) 0 20 CALCULATED Non-FRL (K=.5) - 80 $ for FRL - 6,680 $ for Non-FRL - 17,840 M/M Enrollment 8 8 8 8 0.42 0.42 0 0 0.42 0.42 0.50 0.50 FTE ratio - Elem 19:1 - MS 21:1 - HS 23:1 1.00 1.00 Total Allocation for MM - 24,520 FTE Dollars MM (min) 65,944 65,944 Shortage (New Monies) (65,944) (41,424) Overage - - Hurdle 65,944 41,424 Minimum allocation 65,944 65,944 Additional $ before offset - - Additional $ after offset - - Total M/M resources to school 65,944 65,944

RATIOS ES 19 K8 19 MS 21 6-12 23 HS 23

FREE LUNCH CALCULATION Total Year 1 - Total 1-12 Enrollment - 100 This Year's Free Lunch % 0.00% 0% CALCULATED Free Lunch 0 0 CALCULATED Non-Free Lunch - 100 Min Allocation - -

New Money - - Minimum allocation - - Additional $ before offset - - Additional $ after offset - - Total resources to school - -

STUDENT SERVICE DAYS CALCULATION Total Year 1 Total K-12 (K=.5) 100 This Year's Free Lunch % 0% CALCULATED FL (K=.5) 0 CALCULATED Non-FL (K=.5) 100 $ for every student 11,500 $ for Free Lunch - $ Center Pgms - Center Programs this Year 0 Total 11,500 Minimum Nurse 1.00 Minimum Mental Health 2.00 FTE Dollars 44,169 Shortage (New Monies) (32,669) Overage - Hurdle 32,669 Minimum allocation 44,169 Additional $ before offset - Additional $ after offset - Total PSN resources to school - 44,169

Average Salary Days

Student Service Days $ Per Student $ for Free Lunch ES 115 55 K8 115 55 MS 117 56 6-12 119 57 HS 106 52

ELA Total # of Projected ELL 5.33 Less minimum funding level 24 66,933 67,937 68,617 69,303 14,944 15,168 15,320 15,473 91,350 92,720 93,647 94,584 40,600 41,209 41,621 42,037

48,730 23,391 31,819 24,303 24,023 6,637 23,235 18,134 24,707 16,754 8,584 6,169

Total Year 2 Total Year 3 Total Year 4 Total Year 5 $ 33,775 $ 48,250 $ 62,725 $ 67,550 $ 9,100 $ 13,000 $ 16,900 $ 18,200 $ 2,090 $ 3,610 $ 5,415 $ 6,650 $ 16,733 $ 16,984 $ 17,154 $ 17,326 $ 12,075 $ 17,250 $ 22,425 $ 24,150 $ 3,850 $ 5,500 $ 7,150 $ 7,700 $ 33,467 $ 67,937 $ 68,617 $ 69,303 $ 1,225 $ 1,750 $ 2,275 $ 2,450 $ 1,750 $ 2,500 $ 3,250 $ 3,500 $ 1,050 $ 1,500 $ 1,950 $ 2,100 $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ 6,650 $ 9,500 $ 12,350 $ 13,300

Total Year 2 Total Year 3 Total Year 4 Total Year 5

175 250 325 350 583,625 833,750 1,083,875 1,167,250 - - - - 583,625 833,750 1,083,875 1,167,250 ------583,625 833,750 1,083,875 1,167,250 Total Year 2 Total Year 3 Total Year 4 Total Year 5 175 250 325 350 20.00% 20.00% 20.00% 20.00% 35 50 65 70 140 200 260 280 11,690 16,700 21,710 23,380 31,220 44,600 57,980 62,440 14 20 26 28 14 20 26 28 0.74 1.05 1.37 1.47 0 1 1 1 0.74 0.05 0.37 0.47 1.00 0.00 0.50 0.50 1.00 1.00 1.50 1.50 42,910 61,300 79,690 85,820 66,933 67,937 102,925 103,954 (24,023) (6,637) (23,235) (18,134) - - - - 24,023 6,637 23,235 18,134 66,933 67,937 102,925 103,954 ------66,933 67,937 102,925 103,954

Total Year 2 Total Year 3 Total Year 4 Total Year 5 - - - - 175 250 325 350 0% 0% 0% 0% 0 0 0 0 175 250 325 350 - - - -

------

Total Year 2 Total Year 3 Total Year 4 Total Year 5 175 250 325 350 0% 0% 0% 0% 0 0 0 0 175 250 325 350 20,125 28,750 37,375 40,250 ------0 0 0 0 20,125 28,750 37,375 40,250 1.00 1.00 1.00 1.00 2.00 2.00 2.00 2.00 44,832 45,504 45,959 46,419 (24,707) (16,754) (8,584) (6,169) - - - - 24,707 16,754 8,584 6,169 44,832 45,504 45,959 46,419 ------44,832 45,504 45,959 46,419

$ Center Pgms MIN NURSE 13 13 14 14 11 ES 1.00 2.00 C3 Creativity Challenge Community - REVENUE

YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 GENERAL FUND

Per Pupil Base Funding (Total of lines 14-18) - 398,300 697,025 995,750 1,294,475 1,394,050 SBB Base Allocation - 393,100 687,925 982,750 1,277,575 1,375,850 Instructional Supplies ------Guest Teacher Allocation (Substitutes) - 5,200 9,100 13,000 16,900 18,200 Student Service Minimum Allocation ------

Free Lunch Supp Funds (At-Risk) - 9,220 16,135 23,050 29,965 32,270 GT Allocation - 17,851 19,291 21,211 23,491 25,051 Mild Moderate Allocation ------English Language Learners ------

ELA Para ------GENERAL FUND - 425,371 732,451 1,040,011 1,347,931 1,451,371

MILL LEVY ALLOCATIONS

Student Literacy Development (Facilitator) - 6,900 12,075 17,250 22,425 24,150 Technology - 2,200 3,850 5,500 7,150 7,700 Art & Music - 34,002 34,527 68,354 68,879 69,054 Textbooks - Fund 16 - 1,000 1,750 2,500 3,250 3,500 Library Books Centrally Managed Fund 12 - 600 1,050 1,500 1,950 2,100 1998 & 2003 MILL LEVY FUNDS - 44,702 53,252 95,104 103,654 106,504

ECE & KINDER ALLOCATIONS

ECE - Includes Teachers, paras and supplies ------Kinder - Includes Teachers, paras and supplies required to match Kinder FTE's ------ECE & KINDER FUNDS ------

STATE AND FEDERAL FUNDING SOURCES

Title I ------Title I - Parent Involvement - Title II - Student Literacy Development (Facilitator) - 3,800 6,650 9,500 12,350 13,300 ------STATE AND FEDERAL FUNDING SOURCES - 3,800 6,650 9,500 12,350 13,300

TOTAL SBB FUNDS - 473,873 792,353 1,144,615 1,463,935 1,571,175

OTHER FUNDING SOURCES Mill Levy (Offset) ------Assesment Offset - 5,000 8,750 12,500 16,250 17,500 Fundraising 10,000 20,000 30,000 30,000 20,000 20,000 Grants (Walton, CDE, Other) ------District Start Up 145,000 - - - - - TOTAL OTHER FUNDING SOURCES 155,000 25,000 38,750 42,500 36,250 37,500

GRAND TOTAL ALL FUNDS 155,000 498,873 831,103 1,187,115 1,500,185 1,608,675

DRAFT - DO NOT DISTRIBUTE GENERAL FUND YEAR 0 - YEAR 0 - YEAR 1 - YEAR 1 - YEAR 2 - YEAR 2 - YEAR 3 - YEAR 3 - YEAR 4 - YEAR 4 - YEAR 5 - YEAR 5 - Type AVERAGE SALARY FTE/HOURS $ FTE/HOURS $ FTE/HOURS $ FTE/HOURS $ FTE/HOURS $ FTE/HOURS $ + BENEFITS

175.00 250.00 325.00 350.00 PART TIME PARAPROFESSIONALS $ 15.50 - - 720.00 11,160 720.00 11,327 720.00 11,497 720.00 11,612 720.00 11,728 PARAPROFESSIONALS $ 15.50 - - - - - 720.00 11,612 720.00 11,728 PARAPROFESSIONALS $ 15.50 ------PARAPROFESSIONALS $ 15.50 ------PART TIME TOTAL - - 720.00 11,160 720.00 11,327 720.00 11,497 1,440.00 23,224 1,440.00 23,456

CLASSROOM STAFF Intervention Teacher $ 66,604 ------Regular/Supplemental Teacher $ 66,604 - - 4.25 283,067 7.25 490,122 10.25 703,325 13.00 900,943 14.00 979,948 Spanish $ 66,604 - - 0.15 9,991 0.15 10,140 0.15 10,293 0.25 17,326 0.25 17,499 Gifted & Talented Teacher $ 66,604 - - 0.25 16,651 0.25 16,901 0.25 17,154 0.25 17,326 0.25 17,499 Mild/Moderate Teacher $ 66,604 - - 0.50 33,302 0.50 33,802 0.50 34,309 1.00 69,303 1.00 69,996 ESL / Zone Teacher $ 66,604 ------Arts Teacher $ 66,604 - - 0.50 33,302 0.50 33,802 0.50 34,309 0.50 34,652 0.50 34,998 Match - Arts Teacher $ 66,604 - - 0.50 33,302 0.50 33,802 1.00 68,617 1.00 69,303 1.00 69,996 Library Tech $ 31,774 ------Guidance Counselor $ 65,944 ------Student Advisor $ 65,944 ------Mental Health FTE (Psych and/or Social Worker) $ 74,704 - - 0.40 29,882 0.40 30,330 0.40 30,785 0.40 31,093 0.40 31,404 Nurse FTE $ 74,704 - - 0.20 14,941 0.20 15,165 0.20 15,392 0.20 15,546 0.20 15,702 Technology Teacher $ 65,944 ------Administrative Assistant $ 66,604 1.00 66,604 0.50 33,302 0.50 33,802 0.50 34,309 0.50 34,652 0.50 34,998 General Fund Facilitator, Humanities $ 73,280 ------Lead Teacher $ 76,932 ------CLASSROOM STAFF TOTAL 1.00 66,604 7.25 487,740 10.25 697,866 13.75 948,493 17.10 1,190,144 18.10 1,272,040

PRO TECH STAFF LPN $ 41,516 ------Community Liaison 200 $ 37,179 0.50 18,590 0.25 9,295 0.15 5,661 0.15 5,745 0.25 9,671 0.25 9,768 SFPC Liaison Specialist 200 $ 47,642 ------Educational ProTech 200 $ 48,886 ------Media Technician 200 $ 42,400 ------School PC Apps Specialist 220 $ 67,816 ------School Technology Spec I 212 $ 39,018 ------School Technology Spec II 212 $ 49,209 ------School Technology Spec III 212 $ 59,400 ------Specialist I, PC Apps 240 $ 60,124 ------Project Coordinator 184 $ 66,922 ------Project Coordinator 240 $ 77,442 ------PRO TECH STAFF TOTAL 0.50 18,590 0.25 9,295 0.15 5,661 0.15 5,745 0.25 9,671 0.25 9,768

ADMINISTRATIVE STAFF Principal $ 109,467 - - 1.00 109,467 1.00 111,109 1.00 112,776 1.00 113,903 1.00 115,042 Asst. Principal $ 88,084 ------Business Manager $ 79,398 ------Office Manager $ 57,868 ------ADMINISTRATIVE STAFF TOTAL - - 1.00 109,467 1.00 111,109 1.00 112,776 1.00 113,903 1.00 115,042

CLERICAL STAFF Elementary Secretary I - 200 Day $ 35,299 0.50 17,650 1.00 35,299 1.00 35,828 - 1.00 36,730 1.00 37,097 Elementary Secretary II $ 39,902 ------1.00 41,108 1.00 41,519 1.00 41,934 Elementary Bookkeeper II $ 33,580 ------Elementary Office Support I $ 29,362 ------Elementary Office Support II $ 40,209 ------Elementary Office Support III $ 42,646 ------Secondary Secretary I $ 39, 198 ------Secondary Secretary II $ 44,362 ------Secondary Bookkeeper II $ 45,126 ------Secondary Office Support I $ 35,612 ------Secondary Office Support II $ 43,842 ------Secondary Office Support III $ 53,784 ------CLERICAL STAFF TOTAL 0.50 17,650 1.00 35,299 1.00 35,828 1.00 41,108 2.00 78,249 2.00 79,031

GRAND TOTAL FULL TIME 2.00 102,844 9.50 641,801 12.40 850,464 15.90 1,108,122 20.35 1,391,967 21.35 1,475,881

DRAFT - DO NOT DISTRIBUTE C3 Creativity Challenge Community - NON-SALARY BUDGET

DESCRIPTION YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

GENERAL SUPPLIES $ 1,000 $ 4,000 $ 5,000 $ 5,000 $ 7,000 $ 8,000 LIBRARYGENERAL SUPPLIES $ 1,000 $ 1,500 $ 1,500 $ 2,000 $ 2,000 COPYING $ 1,000 $ 4,000 $ 5,000 $ 5,000 $ 7,000 $ 8,000 TRANSPORTATION/FIELD TRIPS $ - $ 2,990 $ 5,665 $ 8,000 $ 8,000 $ 8,000 NON-CAPITAL EQUIPMENT $ 1,500 $ 7,500 $ 5,000 $ 5,000 $ 7,000 $ 8,000 BOOKS AND PERIODICALS $ 3,000 $ 4,000 $ 4,000 $ 5,000 $ 5,500 OTHER PROFESSIONAL SERVICES $ 2,000 $ 4,000 $ 2,000 $ 2,000 $ 3,700 $ 3,700 TRAVEL AND REGISTRATION $ 1,500 $ 2,500 $ 2,000 $ 2,000 $ 2,500 $ 3,000 STAFF DEVELOPMENT $ 3,000 $ 4,000 $ 3,000 $ 2,000 $ 2,000 GUEST TEACHERS (SUBSTITUTES) $ - $ 5,200 $ 9,100 $ 12,000 $ 13,000 $ 15,000 EXTRA PAY $ 4,000 $ 3,000 $ 2,000 $ 2,000 $ 2,000 PARENT INVLOVEMENT $ 1,000 $ 1,000 $ 1,000 $ 1,000 $ 1,000 $ 1,000 NON-SALARY ACCOUNTS TOTAL $ 8,000 $ 42,190 $ 47,265 $ 50,500 $ 60,200 $ 66,200

Bully proofing $ - $ 2,000 $ 1,000 $ 1,000 $ 1,000 Marketing Materials $ 30,000 $ 7,000 $ 3,000 $ 2,450 $ 3,000 $ 3,000 Admin Supplies $ 1,500 $ 1,500 $ 1,500 $ 1,500 $ 1,500 $ 1,500 RTD Passes $ 1,000 $ 1,750 $ 2,500 $ 3,250 $ 3,500 Community Partner Cost $ 4,000 $ 2,000 $ 2,000 $ 2,000 $ 2,000 Additional Extra Duty Pay 3 days per Classroom staff $ 5,000 $ 4,472 $ 5,999 $ 7,461 $ 7,897 Central Library $ - $ 600 $ 1,050 $ 1,500 $ 1,950 $ 2,100 Other Expenses

OTHER TOTAL $ 31,500 $ 19,100 $ 15,772 $ 16,949 $ 20,161 $ 20,997

CAPITAL COSTS

NON-SALARY BUDGET TOTAL $ 39,500 $ 61,290 $ 63,037 $ 67,449 $ 80,361 $ 87,197

DRAFT - DO NOT DISTRIBUTE C3 Creativity Challenge Community

DESCRIPTION YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

SBB REVENUE $ - $ 473,873 $ 792,353 $ 1,144,615 $ 1,463,935 $ 1,571,175 Mill Levy (Offset) $ - $ - $ - $ - $ - $ - RTD $ - $ 5,000 $ 8,750 $ 12,500 $ 16,250 $ 17,500 Fundraising $ 10,000 $ 20,000 $ 30,000 $ 30,000 $ 20,000 $ 20,000 Grants (Walton, CDE, Other) $ - $ - $ - $ - $ - $ - OTHER $ 145,000 $ - $ - $ - $ - $ - TOTAL REVENUE $ 155,000 $ 498,873 $ 831,103 $ 1,187,115 $ 1,500,185 $ 1,608,675 ADMINISTRATIVE FULL TIME STAFF - 109,467 111,109 112,776 113,903 115,042 TEACHING FULL TIME STAFF 66,604 487,740 697,866 948,493 1,190,144 1,272,040 PRO-TECH FULL TIME STAFF 18,590 9,295 5,661 5,745 9,671 9,768 CLERICAL FULL TIME STAFF 17,650 35,299 35,828 41,108 78,249 79,031 FT ACCOUNTS TOTAL $ 102,844 $ 641,801 $ 850,464 $ 1,108,122 $ 1,391,967 $ 1,475,881

PART TIME ACCOUNTS TOTAL $ - $ 11,160 $ 11,327 $ 11,497 $ 23,224 $ 23,456

NON-SALARY BUDGET TOTAL $ 39,500 $ 61,290 $ 63,037 $ 67,449 $ 80,361 $ 87,197

CAPITAL BUDGET TOTAL $ - $ - $ - $ - $ - $ -

DISTRIBUTED BUDGET TOTAL $ 142,344 $ 714,251 $ 924,828 $ 1,187,068 $ 1,495,552 $ 1,586,534

DRAFT - DO NOT DISTRIBUTE Creativity Challenge Community 2012/2013 SCHOOL YEAR Attachment – School Calendar Descriptions JULY 2012 1. August 1 - 3 rd Staff Vision Retreat AUGUST 2012 S M T W T F S 2. S M T W T F S 3. August 6- 7, and 10th Professional

development (PD)/Planning at C3

1 2 3 4 5 6 7 4. 1 2 3 4 th 5. August 8-9 PD/Planning with community Ret Ret Ret 8 9 10 11 12 13 14 partners 5 6 7 8 9 10 11 PDP PDP PDP PD PD CP 15 16 17 18 19 20 21 August 11th Community Picnic at C3 12 13 14 15 16 17 18 6. SA SA DT FDS 22 23 24 25 26 27 28 7. August 13-14th Student assessment days 19 20 21 22 23 24 25

8. 29 30 31 9. August 15th Data team for base line 26 27 28 29 30 31

assessment/ELG SEPTEMBER 2012 10. OCTOBER 2012 11. August 16th – First Day of School S M T W T F S 12. rd S M T W T F S 1 13. September 3 – Labor Day 14. 2 3 4 5 6 7 8 15. September 14th- Assessment Day 1 2 3 4 5 6 HOL 16. ACP 9 10 11 12 13 14 15 17. September 17th-PD/Planning 7 8 9 10 11 12 13 AD ACP 16 17 18 19 20 21 22 14 15 16 17 18 19 20 Sept 21- Oct 19 Group A meets with PDP ACP community partners on Fridays ACP 23 24 25 26 27 28 29 18. 21 22 23 24 25 26 27 ACP CC PDP October 25th– Community 30 28 29 30 31 19. Parent/teacher/student conferences

20. NOVEMBER 2012 21. October 26th – PD/ planning DECEMBER 2012 22. S M T W T F S Nov 2- Dec 14 Group B meets with S M T W T F S 1 2 3 1 Community partners on Fridays BCP

4 5 6 9 8 9 10 2 3 4 5 6 7 8 23. November 9th – Assessment Day AD BCP 11 12 13 14 15 16 17 9 10 11 12 13 14 15 th HOL TRBCP November 12 Veteran’s Day BCP 18 19 20 21 22 23 24 16 17 18 19 20 21 22 th HOL HOL HOL November 16 - end first trimester HOL HOL HOL HOL HOL 25 26 27 28 29 30 23 24 25 26 27 28 29 rd BCP November 21st – 23 Thanksgiving Holiday HOL HOL HOL HOL HOL 30 31 th Dec 17 – Jan 1st Winter break HOL JANUARY 2013 FEBRUARY 2013 January 2 –PD/Planning S M T W T F S S M T W T F S 1 2 th January 18 - Assessment Day ACP 1 2 3 4 5 3 4 5 6 7 8 9 PDP th st ACP 6 7 8 9 10 11 12 January 25 -March 1 Group A meets with 10 11 12 13 14 15 16

community partners on Fridays ACP 13 14 15 16 17 18 19 17 18 19 20 21 22 23 AD February18th-Presidents’ day HOL CC ACP 20 21 22 23 24 25 26 24 25 26 27 28 HOL ACP th 27 28 29 30 31 February 19 – Community

Parent/teacher/student conferences

3/15/2011 Copyright©2011 Julia Shepherd 1 Confidential

24.

Creativity Challenge Community 2012/2013 SCHOOL YEAR

MARCH 2013 Descriptions APRIL 2013 S M T W T F S March1st-end of second trimester S M T W T F S 1 2 25. th TRIBCP 26. March 8 -Teacher planning/guest speaker 1 2 3 4 5 6 3 4 5 6 7 8 9 with students in p.m. th BCP PD 27. March 25th– 29 Spring Break 7 8 9 10 11 12 13 10 11 12 13 14 15 16 BCPPD April 5- May 17 Group B meets with 14 15 16 17 18 19 20 17 18 19 20 21 22 23 Community Partners on Fridays BCP

21 22 23 24 25 26 27 24 25 26 27 28 29 30 th 28. April 12 -Teacher planning/guest speaker BCP HOL HOL HOL HOL HOL with students in p.m. 28 29 30 31

29. May 3rd Assessment day 30. MAY 2013 th JUNE 2013 31. May 24 -Last day for students S M T W T F S S M T W T F S 1 2 3 4 May 24 – Community Picnic 1 AD 32. 2 3 4 5 6 7 8 5 6 7 8 9 10 11 th 33. May 27 -Memorial Day BCP 34. 9 10 11 12 13 14 15 12 13 14 15 16 17 18 35. May 28-Professional development BCP 16 17 18 19 20 21 22

Hold June 18-25 Training 19 20 21 22 23 24 25 36. 23 24 25 26 27 28 29 LDCP

26 27 28 29 30 31 30 HOL PDP

Teacher Contact Days = 191

JULY 2012 AUGUST 2012 S M T W T F S S M T W T F S 24 25 26 27 28 29 30 1 2 3

1 2 3 4 5 6 7 4 5 6 7 8 9 10

8 9 10 11 12 13 14 11 12 13 14 15 16 17

15 16 17 18 19 20 21 18 19 20 21 22 23 24

22 23 24 25 26 27 28 25 26 27 28 29 30 31

29 30 31 1 2 3 4 1 2 3 4 5 6 7

Community will plan special events Student Daily schedule throughout the year which will be

added to the calendar. Monday – Friday, 8:00 AM to 3:00

PM, 45 min. lunch End of term:

School Community Meetings November 16, March 1 and May 28 8:05 – 8:30 daily

Student Report Days --171

3/15/2011 Copyright©2011 Julia Shepherd 2 Confidential

Creativity Challenge Community 2012/2013 SCHOOL YEAR

3/15/2011 Copyright©2011 Julia Shepherd 3 Confidential

Sample Daily and Weekly Schedule

First Year 2012-2013

Student Schedule Monday-Thursday Time A schedule Time B schedule 2 classes of 25 2 classes of 25 students students 8:00-8:20 am School Community 8:00-8:20 am School Community meeting meeting 20 min. 20 min. 8:20-8:25 am Transition/attendance 8:20-8:25 am Transition/attendance 5 min. 5 min. 8:25-10:25 am Literacy (20 min 8:25-9:40 am Math skills, 50 read, 50 75 min. writing) *RTI happens during 9:40-10:25 am Art/Movement this time 2 hours 10:25-11:10 am Art/Movement 10:25-11:10 am Social Studies/Science 45 min. *RtI happens during this time 45 min. 11:10-11:32 am Lunch 22 min. 11:10-11:32 am Recess 23 min. 11:33-11:55 Recess 23 min. 11:33-11:55 Lunch 22 min. 11:55-1:10 pm Math 11:55-1:55 pm Literacy (20 min 75 min. skills, 50 read, 50 1:10-1:55 pm Information write) Literacy/Spanish (2 x 2 hours a week each) 45 min. 1:55-2:35 pm Science/Social Studies 1:55-2:35 pm Information 40 min Literacy/Spanish (2 x week each) 40 min 2:35-2:50 pm Class meeting 2:35-2:50 pm Class meeting 15 min 15 min

*RtI will be in mornings

Kindergarten Spanish 45 minutes a week

Sample Daily and Weekly Schedule

First Year 2012-2013

Student Schedule Friday

Time Schedule A Time Schedule B Students meet Students work at with Community school Partners 6 weeks in a row 8:00-8:20 School 8:00-8:20 School Community Community meeting 20 min. meeting 20 min. 8:20-8:25 Transition/ 8:20-8:25 Transition and attendance 5min. attendance 5min. 8:25-9:25 Math 8:25-10:25 Literacy 60 min ( 20 skills, 50 read, 50 writing) 9:25-9:55 Transport to 2 hours community partner 30 min. 9:55-12:25 Community 10:25-11:10 Art or Movement Partner 45 min. lunch 2.5 hours 12:25-12:55 transport to school 11:10-11:55 recess/lunch 30 min. 45 min. (22 min each) 12:55-1:15 Movement 11:55-1:15 Math 1 hour 20 min. 1:15-1:50 Creativity Time 1:15-1:50 Creativity Time students explore students explore creative interests creative interests 35 min. 35 min. 1:50-2:35 Enrichment 1:50-2:35 Enrichment Clusters 45 min. Clusters 45 min. 2:35-2:50 Classroom 2:35-2:50 Classroom Meeting Meeting 15 min. 15 min.

Sample Daily and Weekly Schedule

First Year 2012-2013

First Grade Classroom Teacher Schedule Monday-Thursday

Time Activity 7:30-8:00 Plan/or meetings 8:00-8:20 Participate in school meeting 8:20-8:25 Take attendance lead transition to classroom 8:25-10:25 Lead teacher for Literacy block 10:25-11:10 Plan/or meetings 11:10-11:55 Lunch 11:55-1:10 Lead teacher for Math

1:10-1:55 pm Lead teacher for Social Studies and Science 1:55-2:35 Teach ITL with para 2 days a week Planning during Spanish 2 days a week 2:35-2:50 Classroom meeting

2:50-3:30 Plan/or meetings

Sample Daily and Weekly Schedule

First Year 2012-2013

First Grade Classroom Teacher Schedule Friday Time Activity Schedule A Time Activity Schedule B 2 classrooms will visit 2 classrooms will be Community Partners at school 6 weeks in a row 7:30-8:00 am Planning/meetings 7:30-8:00 am Planning/meetings 8:00-8:20 am Participate in school 8:00-8:20 am Participate in school meeting meeting 8:20-8:25 am Transition/attendance 8:20-8:25 am Transition/attendance 8:25-9:25 am Lead teacher for Math 8:25-10:25 am Lead teacher for Literacy block

9:25-9:55 am Transport students to community partner 9:55-12:25pm Work with 10:25-11:10 Planning during community partner, am specials monitor lunch 12:25-12:55 pm Transport students 11:10-11:55 Lunch back to school 12:55-1:15 pm Planning during 11:55-1:15 Lead teacher for Math recess 1:15-1:50 pm Planning while admin 1:15-1:50 pm Supervise student leads creativity time Creativity Time 1:50-2:35 pm Lead mixed age 1:50-2:35 pm Lead mixed age Enrichment Cluster Enrichment Cluster group group 2:35-2:50 pm Lead classroom 2:35-2:50 pm Lead classroom meeting meeting 2:50-3:30 pm Plan/meetings 2:50-3:30 pm Plan/meetings

Sample Daily and Weekly Schedule

First Year 2012-2013

Art and Movement Specials Teachers Schedule .5 Art/.5 Admin: teaches and supports classroom teacher in am, administrative work in pm .5 Movement: teaches and supports classroom teacher in am

Time Activity 7:30-8:00 am Plan/or meetings 8:00-8:20 am participate in whole school meeting 8:20-8:25 am Assist with transition to classroom 8:25-9:10 am Plan/or meetings

9:10-9:40 am Work with students in classroom

9:40-10:25 Teach Art or Movement 10:25-11:10 Teach Art or Movement

11:10-11:55 lunch duty

11:55-12:40 lunch

12:40-2:50 pm ART-administrative work

2:50-3:30 pm Lead professional development/meetings Sample Daily and Weekly Schedule

First Year 2012-2013

Spanish and Tech./Lit. Specials Teacher Schedule Monday-Thursday Spanish- teaches 1.5 hours 4 days a week and 45 minutes one day at CEE Tech-Lit.- half day in afternoon

Time Activity 12:00-12:30 pm Tech./Lit.-Planning/organize library resources 12:30-1:15 pm Tech./Lit.-supports students in classroom 1:15-1:55 pm Spanish-Teach Monday-Thursday Tech./Lit.-Work with classroom teacher for Information literacy research and book check out *Friday manages library resources 1:55-2:35 pm Spanish-Teach Monday-Thursday Tech./Lit.-Work with classroom teacher for Information literacy research and book check out * Friday-works with Enrichment Cluster 2:35-2:50 Planning 3:10-3:30 Tech./Lit.-Plan/meetings

C3 Elementary School – Student, Teacher, Parent Agreement In an effort to ensure academic growth for all, we commit to the following:

Student ü I will attend school each day from 8:00 a.m. to 2:50 p.m. ü I will arrive to school each day on time by 8:00 a.m. ü I will learn and follow the C3 creed and PBIS expectations. ü I will be prepared and have all appropriate materials for class. ü I will contribute my own ideas to all classroom discussions and work collaboratively with my peers. ü I will ask questions to help me understand and share my thinking with the classroom community. ü I will read at home daily depending on my teacher’s requirements. ü I will be responsible for completing my homework correctly and turning it in on time. ü I will respect my parents, school staff, my community partners, my peers, my school campus, and myself.

Name ______Signature ______Date______

Parents ü I will ensure my child attends school each day from 8:00 a.m. to 2:50 p.m. ü I will ensure my child arrives to school each day on time by 8:00 a.m. ü I will learn and respect the policies and procedures of the school including drop-off and pick-up procedures to ensure student safety. ü I will commit to following the C3 creed and PBIS expectations. ü I will ask questions and communicate with my child’s teachers and administrators as needed to help me understand the school and my child’s progress. ü I will assist my child to read daily depending on teacher and grade level requirements. ü I will support my child at home using approaches shared by teachers at C3. ü I will support my child’s homework efforts as it relates to his/her grade-level. ü I will not bring my child to school when he/she is sick and follow school health policies. ü I will uphold my family service requirement and model the C3 school values and rules when volunteering. ü I will respect my child, the school staff, and the school campus.

Name ______Signature ______Date______

Teacher ü I will be present and prepared in my role as a C3 member. ü I will learn and respect the policies and procedures of the school. ü I will create a culture of thinking creatively, considering diverse perspectives, and working collaboratively to solve problems. ü I will have an open communication system with parents and answer the questions of parents and students with courtesy in a timely manner. ü I will respect my students, their parents, my community partners, my colleagues, and my school campus. ü I will commit to following the C3 creed and PBIS expectations.

Name ______Signature ______Date______

The Administrative Team pledges to create a safe, engaging, and active learning environment with a focus on thinking creatively, considering diverse perspectives, and working collaboratively to solve problems. We pledge to honor your specific learning needs, treat you with respect, have an open and timely communication system, and do everything in our power to help you succeed in life and in the 21st Century.

Name ______Signature ______Date______

C3 Family Volunteer Service Policy

Volunteerism and community engagement is a critical part of C3. Our families are an integral part of our success. A culture of volunteerism helps families learn more about classes and curriculum, build relationships with teachers and staff, and shows our children how the community works together towards their success.

Requirement Each C3 family will donate a minimum of 20 hours or equivalent each year. Hours can be accrued each year beginning June 1st-May 31st. Each family is responsible for tracking hours and donations online. There will be a computer in the office at C3 for families to use if you do not have online access available.

Families can designate at the beginning of the year adults that are able to volunteer (i.e. grandparents, extended family members, etc). These would be caregivers that are a regular part of the child’s life.

All families will complete the DPS Volunteer Agreement, which includes a sign a confidentiality agreement before completing any volunteer work.

All families will attend an orientation meeting in April and/or August to get detailed information regarding this policy and complete necessary paperwork. This will include a training focused on strategies and background in inquiry-based learning, positive behavior support, creative thinking strategies and effective ways to volunteer in the classroom and on excursions.

Ways to Volunteer

There are a variety of ways to accrue volunteer hours. Hours can be conducted inside or outside of the school. Some examples of how volunteer hours can be gained include, but are not limited to:

• Attending Conferences and Back-to-School Nights and Parent Education evenings • Attending PTA or any other school committee events • Supporting school sponsored events (including recruiting events) • Supporting in the classroom • Working with individual/groups of children • Volunteering in the lunchroom • Doing work for teachers or administrators at home • Volunteering on community partner excursions or chaperones for other events • Volunteering on school grounds • Volunteering on summer building work • Volunteering with traffic control before and/or after school. • Volunteering clerical office support • Preparing materials for classroom • Making phone calls at home for events Recording Hours Each family will record their service hours online. There will be a computer in the office at C3 for families to use if you do not have online access available.

A designated person will keep track of the hours recorded and will be reviewed three times a year. Families will receive reminder emails and/or phone calls if they have not been completing service hours.

If 20 hours is a difficult commitment for your family, you may discuss with administration some alternative ways to contribute to the C3 community. Do not let this be an obstacle to your enrollment.

Creativity Challenge Community Denver Public Schools

Student and Parent Handbook 2012 – 2013

Welcome to the 2012-2013 school year at Creativity Challenge Community

Creativity Challenge Community Creed:

TO BE INSERTED

Creativity Challenge Community 2012-2013 1

Contents C3 MISSION AND VISION IMPORTANT PHONE NUMBERS SCHOOL HOURS STAFF ROSTER DPS CALENDAR MARK YOUR CALENDARS PBIS DISCIPLINE at C3 C3 POLICIES AND INFORMATION Attendance Policy Backpacks Before and After School Care Building Security Cancellation of School Celebrations Challenge at C3 Dress Code Family Service Requirement Fire, Open Flames Homework Innovation Accountability Team Lost and Found Lunch at School Medications Sent to School Parking Phone Policy Playground Rules Shared Campus Sorry, They’re Not Allowed C3 Elementary School 2011-12 2

Student Drop Off Toys Visitors at School Volunteering SCHOOL AND CLASSROOM ACTIVITIES CLUBS AND ORGANIZATIONS SPECIAL CLASSES Community Partners Enrichment Clusters Morning Meetings COMMUNICATION Communication with Teachers Conferences Email Homework Folders Standards Based Progress Reports Thursday Folders Websites SCHOOL PROGRAMS Community Partners Creativity English Language Acquisition Program (ELA) Literacy and Mathematics Curriculum Science and Social Studies PARENT INPUT AND INVOLVEMENT Parent Teacher Association Playground Rules C3 Student, Teacher, Parent Agreement DPS Discipline Ladder

C3 Elementary School 2011-12 3

Creativity Challenge Community

Vision

At The Creativity Challenge Community (C3) each member of the learning community thinks creatively, achieves at high levels, embraces challenges, takes responsibility for their own learning and contributes to the learning of others. Students and staff focus on all aspects of creative thinking at our school and with our community partners as we challenge each other to our highest potential as leaders and learners.

Mission

The Creativity Challenge Community (C3) will provide a 21st century education for a diverse population of elementary age students in Southeast Denver. We believe in the importance of thinking creatively to solve problems, learning collaboratively through partnerships with community organizations and challenging each other to our highest potential. Our students will graduate with confidence in their ability to think critically and creatively, solve problems and contribute to the larger community.

I

C3 Elementary School 2011-12 4

Dear Families,

It is our pleasure to welcome you to the Creativity Challenge Community, C3, in our very first year of operation. We are excited to be a part of the Denver Public Schools in this innovative approach to learning. School Hours

C3 is a school dedicated to high academic performance while developing C3 School Hours 8:00am-2:50pm creative thinking skills. At C3 students will be able to use creative thinking skills to achieve this high growth and academic success. At the Creative Challenge C3 Kindergarten at Stephen Knight Center for Early Community we value student engagement and inquiry, creative thinking skills Education 8:30am-3:15pm and encourage students to own and accept challenges in their learning. We will develop leadership skills in students through a strong culture of caring. Merrill Middle School: TBD In addition we have collaborated with the cultural and business community to create partners for learning experiences outside of the classroom. In these authentic environments we will reinforce our commitment to creative thinking and learning. Important Phone Numbers Our goal is for C3 students to become lifelong learners. We can’t do it alone.

As a parent or guardian, a C3 student will need your help to ensure their success and the success of our school. We have attached a parent / guardian service requirement contract and an outline of the many ways to participate. C3 Main Number (720) 424-0630 DPS Bus Transportation (720) 423-4627 We are so pleased that you will be a part of the Creativity Challenge Community for next year. Our first event for families is Saturday, August 11. It DPS Main Office (720) 423-3200, will be held at our new community room at our campus. Attached is www.dpsk12.org information on this event and our schedule for the year. Please contact the school office if you have any questions. School Board (720) 423-3210, [email protected] Sincerely,

Principal and Administrative Partners at C3

Creativity Challenge Community 2012-2013 5

2012 – 2013 Staff Roster

Rm # Teachers Grade Office Staff Location Position

C3 Elementary School 2011-12 6

C3 Elementary School 2011-12 7

*Mark your calendars Creativity Challenge Community 2012/13 calendar

PBIS at Creativity Challenge Community

Positive Behavior interventions Support

PBIS is a systems approach to building a school culture that promotes and reinforces positive behavior. In a PBIS school staff commit to creating an environment structured to teach and encourage the behaviors that will lead to academic success school-wide expectations are agreed upon by staff. These expectations are clearly defined and formally taught to all students. At C3 our expectations are easily remembered through the acronym of FOCUS. FOCUS stands for Fairness, Ownership, Community, Understanding, and Safety. C3 students have been taught how to demonstrate FOCUS in all areas of the building. Students are acknowledged when they meet expectations and behavioral errors are proactively corrected with re-teaching and a variety of interventions. Students receive focus tickets for positive behaviors. These are tracked on a sheet in the main lobby. If you would like to learn more about PBIS ask C3 staff or visit PBIS website at www.pbis.org.

Discipline at C3

When student behaviors or disruptions require discipline interventions, C3 teachers follow the DPS District Discipline Ladder. For a complete description of the Denver Public Schools discipline policies, go to the home page of the DPS website. Students, teachers and parents also read and sign an agreement and commitment to our school distributed at back-to-school night. A copy of the Discipline Ladder and Student /Teacher /Parent Agreement is also included at the end of this handbook for your reference.

C3 Elementary School 2011-12 8

C3 POLICIES AND INFORMATION

Attendance Policy

Attendance and Absences Daily attendance is important to the academic success of all students. All students are expected to arrive on time every day. If your child is going to arrive late, please call the school and leave a message or speak to a secretary at TBD. Please call every day to report your child’s absence. After an absence, you are required to send a written note signed by parent or guardian to your child’s teacher. Office staff will make calls daily to the parents of unaccounted-for absentees. Habitual truancies (over twenty) will be reported to the school social worker. Perfect attendance is fewer than three tardies and attending every day for at least three fourths of the day.

Tardiness Tardiness is a form of absence that interferes with student learning. When students are late, it is a disruption to the learning of students in class as well as to your child. If your child arrives after 8:00 am. he/she is tardy and must report to the office.

Backpacks Every student at C3 will have a backpack provided by the school. Backpacks will be placed in lockers during school hours.

Before and After School Care KALEIDOSCOPE CORNER OFFERS BEFORE AND AFTER-SCHOOL CARE. If you are interested in registration information, please call the DPS Community Education Registration Office at (720) 424-8291. Kaleidoscope's number at Creativity Challenge Community is TBD.

Bikes and Scooter Safety: Students may ride bikes and scooters to school with parent permission. We strongly encourage all students to wear safety helmets whenever they ride to school. Students must walk bikes and scooters on campus grounds.

Building Security All C3 school doors will be locked at TBD a.m. until TBD p.m. each day except the main front door. Please enter the building through the main entrance and proceed to the front office to receive a visitor pass. The main entrance for C3 is TBD. Students will all be greeted by the Administrative team when the bell rings.

C3 Elementary School 2011-12 9

Cancellation of School Cancellation of school takes place only during circumstances such as extreme weather, equipment failure, or public crisis. The school board and administrators are aware of the hardship that can be caused by abrupt cancellation. Therefore school will not be cancelled unless a significant safety risk has been created by unusual circumstances. Please tune in to local T.V. news stations or KOA Radio for information on school closures. In the unusual circumstance where school must be cancelled during the school day, staff will determine that all students have satisfactory transportation and supervision at their home before releasing them from school.

Celebrations TBD

Challenge at C3 TBD

Dress Code C3 adheres to the Denver Public Schools dress code. Students are expected to dress appropriately for school. Clothing that has writing or pictures that include references to drugs, gangs, sex, violence, profanity, alcohol, or tobacco is not allowed. Skirts and shorts must fall below the fingertips when arm is extended to thigh. Bare midriffs, halter-tops, spaghetti straps, and muscle shirts are not allowed. Trousers must be waist high and no head coverings (unless due to religious affiliation) will be worn inside the building. If inappropriate clothing is worn to school, parents will be contacted and students will be asked to change or cover clothing. Exceptions to this policy may be made by the principal to address a specific student’s medical, religious, or other similar needs.

Please ensure that appropriate footwear is worn to school as students participate in physical education and go outside for recess. No flip-flops allowed. Students go outside for recess and appropriate clothing and coats must be worn during colder months.

Family Service Requirement Volunteerism and community engagement is a critical part of C3. Our families are an integral part of our success. A culture of volunteerism helps families learn more about classes and curriculum, build relationships with teachers and staff, and shows our children how the community works together towards their success.

C3 Elementary School 2011-12 10

Requirement

Each C3 family will donate a minimum of 20 hours or equivalent each year. Hours can be accrued each year beginning June 1st-May 31st. Each family is responsible for tracking hours and donations online.

Families can designate at the beginning of the year adults that are able to volunteer (i.e. grandparents, extended family members, etc). These would be caregivers that are a regular part of the child’s life.

All families will complete the DPS Volunteer Agreement, which includes a sign a confidentiality agreement before completing any volunteer work.

All families will attend an orientation meeting in April and/or August to get detailed information regarding this policy and complete necessary paperwork.

Ways to Volunteer

There are a variety of ways to accrue volunteer hours. Hours can be conducted inside or outside of the school. Some examples of how volunteer hours can be gained include, but are not limited to:

• Attending Conferences and Back-to-School Nights and Parent Education evenings • Attending PTA or any other school committee events • Supporting school sponsored events (including recruiting events) • Supporting in the classroom • Working with individual/groups of children • Volunteering in the lunchroom • Doing work for teachers or administrators at home • Volunteering on community partner excursions or chaperones for other events • Volunteering on school grounds • Volunteering on summer building work • Volunteering with traffic control before and/or after school. • Volunteering clerical office support • Preparing materials for classroom • Making phone calls at home for events

C3 Elementary School 2011-12 11

Recording Hours

Each family will record their service hours online. There will be a computer at C3 if you need online access to record your hours.

A designated person will keep track of the hours recorded and will be reviewed three times a year. Families will receive reminder emails and/or phone calls if they have not been completing service hours.

If 20 hours is a difficult commitment for your family, you may discuss with administration some alternative ways to contribute to the C3 community.

Fire, Open Flames

Health and Safety

Accidents at School In spite of our efforts to enforce rules and provide supervision, students sometimes get hurt at school. The majority of these accidents happen during recess time on the playground. When a child is hurt, we first check to see if he/she requires first aid, which we administer immediately. In extreme cases, we will call 911. A school accident report will be filled out when there are obvious signs of injury or a head injury is involved. In these cases, parents will be notified.

Child Protection Colorado state law requires all school personnel to report any and all cases of suspected child abuse or neglect to their local Department of Social Services immediately. The law is very clear there does not need to be physical proof of abuse in order to be reported nor is it the school’s responsibility to investigate any allegation. It only requires that school personnel have a reasonable suspicion abuse may have taken place. It then becomes Social Service’s responsibility to investigate any reports. Failure to report suspected abuse on the part of school officials could lead to both fines and imprisonment. We take our duty seriously in these matters.

Student Illness It is our policy that when students say they don’t feel well, we take their claim seriously. When this happens in the classroom, we ask teachers to send the student to the school office. If we do not have nursing personnel on duty at the time, the office staff will do their best to determine whether the child needs to go home. Staff asks the child if he/she feels bad enough to go home and also checks to see if the child has a fever. If there is a fever or

C3 Elementary School 2011-12 12

if the child feels bad enough to go home, staff then calls the parents. After talking with the parent, a plan will be formulated for pick up if needed. Students must be fever-free for 24 hours before returning to school.

Tobacco Free District Denver Public Schools is a tobacco free district. No tobacco products are allowed on school grounds.

Homework TBD

Innovation Accountability Team The Innovation Accountability Team (IAT), which includes two elected parent representatives, one community member, two teachers, one staff member and principal partner, meets monthly and provides input on school operations and accountability for implementing the Unified Improvement Plan and innovation plan. The IAT receives achievement updates 3 times per year. The size of the community will grow as the school grows.

Lost and Found

Lunch at School Our students will be using the Merill Middle School lunch room during our own C3 designated time.

Children may bring a sack lunch or purchase lunch. Milk may be purchased separately. Parents may pay in advance to the lunchroom manager. What does a hot lunch cost?

All students are expected to be respectful and polite to each other and all adults in the lunchroom. A la carte milk: $0.40 All students are to refrain from making inappropriate comments and/or gestures regarding food. Full pay: $1.40 They are expected to stay in their seats until excused by the supervising adult. Every student must Reduced: $0.40 clean up his or her area before being dismissed. There is no sharing of food. Adult: $2.90 (with milk) Adult: $2.50 (without milk) How do I find out what is being served for Hot Lunch?

Each month a calendar with breakfast and lunch menus will be sent home in the Thursday folder. You can also access this calendar online at www.dpsk12.org/lunchmenu.

C3 Elementary School 2011-12 13

How Do I Pay? There are two ways to pay:

You can pay C3/Merrill lunchroom directly, either by sending a check or cash with your student to school, or by taking your payment to the lunchroom. All checks should go directly to the lunchroom manager or office staff. Checks should be made to Creativity Challenge Community.

You can go to www.myLunchMoney.com and pay with credit card. Your child will be issued a lunch account with an assigned number. The lunchroom will remind you if your child’s account needs more money.

Free/Reduced Lunch Program Contact the Lunchroom Manager for an application.

Can I join my child for lunch? Yes, parents can bring a lunch or purchase a hot lunch and join their child for lunch. All visitors need to sign in at the front office.

Lunchroom Expectations We ask that students keep their voice volume to a conversational level, use good manners, and clean up after themselves before being dismissed.

Medications Sent to School The parent and dispensing physician must fill out a form before the school can administer medications. As a general rule, students who need to receive several doses of medication a day should probably remain at home. If your child requires medication during school hours, the school nurse or designee will dispense it. Only prescription drugs in clearly labeled pharmacy bottles with student’s name, current date, doctor’s name, name of medication, dosage and times to be taken, along with physician and parent/guardian authorization will be dispensed at school. The student is responsible for going to the office to take his/her medication. Please do not send over the counter medications to school with your students such as cough drops, Tylenol, etc., unless they have a prescription label and all required paperwork. All medication must be kept and administered in the clinic. Students may not keep medication. Should there be any questions, please call the office or the School Nurse TBD

Parking TBD

Phone Policy

C3 Elementary School 2011-12 14

School Telephones Students are permitted to use telephones only in emergencies. They must request and receive permission from their teacher or the office staff. Students will not be permitted to use the telephone during class time. Parents, please help us encourage students to be responsible by bringing necessary teachers during instructional time except in case of an emergency.

Cell Phones C3 has a no cell phone policy and therefore cell phones are not to be used at school. When entering the building during the school day, you must turn off cell phones or put them on a silent mode. Cell phones are disruptive to office staff, teachers and students in the classroom. If you must use a cell phone, please do so outside of school. Cell phones are not to be used by students.

Playground Rules Decisions to have outside recess during cold weather depend upon the temperature and the wind chill factor. Shorter outside recess times are scheduled on very cold days. Students should always dress for outside recess. The decision as to the safety or unsuitability of the clothing is a matter of the judgment of school personnel. Hats are not to be worn in the building other than for special occasions. However, hats are encouraged during outside recess in order to avoid prolonged sun exposure. Any desired sunscreen should be applied before your child comes to school.

Please no gum at school. We do not want food or candy on the playground; it could be a choking hazard while they are playing. Sports equipment should be brought only at the owner’s own risk and with the acknowledgment of the supervision staff. We would like for children to only jump from things that are below their height. Tackle football is not permitted. Other dangerous activities such as skateboarding, piggyback riding, rock throwing and snowball throwing are not permitted. Misuse or destruction of playground equipment will not be tolerated.

Students are to remain on the playground or blacktop area during outdoor recess. Only students with medical excuses will be allowed to remain in the building during scheduled outside breaks. When the fields are muddy, that area will be off limits to students.

Supervision on the playground means intervening when inappropriate behavior occurs, being alert and attentive. We truly value the help parents can give with supervision while they are with their children on the playground. The safety of our children is paramount and it does take a village.

Shared Campus C3 Kindergarten at the Center for Early Education at Stephen B. Knight C3 Elementary School 2011-12 15

C3 at Merrill Middle School

Sorry, They Are Not Allowed… The following items are NOT allowed at school:

• Pets • Electronic Toys or Readers (Nintendo DS, iPods, Kindles, Nooks, radios, etc.) • Any toys that interfere with learning • Cell Phones

Student Drop Off Children are not to come to school before 7:45 am each day, unless in Kaleidoscope Corner or a school-sponsored activity. Children should time their departure from home so they do not arrive at school before this time. Children may not enter the building until 8:00 a.m., except during inclement weather or by prior arrangement. When weather is extreme, pupils may enter the building at 7:45 a.m. and go to the community room, where staff members will supervise them. For your child's safety, we request your help in monitoring their arrival time at school.

Playground supervision begins at 7:45 a.m. Students are dropped off to the school playground. The first bell rings at 7:55 a.m. Teachers will collect students and escort them into the building from the following areas:

Teachers will accompany students to the same areas identified for student drop off. Students will be released to a parent, guardian or designated adult (adult listed on the child’s emergency contact list). The teacher will escort students not picked up by 3:05p.m. to the office and office staff will call parent/s.

All students must be picked up by TBD p.m. Please call to inform the office if there is a delay.

Late Pick-up Policy Students are not to be on school property without an adult after 3:05p.m. except for a specific function. Authorized specific after school functions include:

C3 Elementary School 2011-12 16

• Kaleidoscope • After School Enrichment • Destination Imagination

Toys Toys and stuffed animals are not allowed at C3.

Visitors at School ALL VISITORS to the building will require a visitor's pass during school hours. These may be obtained in the office.

Parent Visitation Parents are always invited to visit. Stop by the office to sign in. You will be expected to wear some form of identification indicating you have stopped in the office. In the event of an emergency, we must be able to account for everyone in the building. Also, for the safety of our students and staff, this procedure is very important. Parents are asked not to disrupt the class by talking to teachers during instructional time.

Rules to follow when riding vehicles to school:

1. Walk bikes, fold and carry scooters in pedestrian traffic and on school grounds including playground area at all times.

2. Park all bikes in the bicycle racks provided and secure them with a lock. (Bicycle racks are located outside by the gym and cafeteria)

3. Students may not ride any vehicle during the school day, including recess or lunch time.

4. The school is not responsible for damaged or stolen vehicles. The failure to respect these rules will be temporary or (in extreme cases) permanent loss of riding privileges.

Volunteering Refer to Famiy Service Requirement

C3 Elementary School 2011-12 17

SCHOOL AND CLASSROOM ACTIVITIES

Assemblies • Positive Behavior Intervention Support • Character Education • 100 Day • Enrichment • Celebrations--TBD

Field Trips, Excursions Field trips will generally be connected to classroom curriculum. Classroom teachers will provide additional information about the destinations, dates and costs. Parent volunteers are always needed to make these trips a safe and fun learning experience. Contact your child’s teacher if you are interested in accompanying your child’s class on a field trip as a volunteer. If you cannot afford the cost of the field trip, please let your child’s teacher know so that the fee can be paid through scholarship.

CLUBS AND ORGANIZATIONS

TBD

C3 Elementary School 2011-12 18

SPECIAL CLASSES

Community Partners TBD

Enrichment Clusters TBD

Morning Meetings TBD

C3 Elementary School 2011-12 19

COMMUNICATION

Communicating with Teachers It is important that teachers and parents communicate about students. C3 encourages open communication among parents and staff. Emails work best, but if that is a hardship, please check with appropriate staff member. All classroom concerns should first be directed to the teacher responsible. Any concerns with other staff should be directed to the principal. C3 is committed to problem-solving together and reaching amicable solutions. Your cooperation is greatly appreciated. The following hierarchy has been developed to most effectively any classroom or school problems.

1.Phone or meet with teacher

2.Conference with teacher and or team

3. Conference with teacher/team and the principal.

4. Phone and /or conference with principal.

5. Write a letter of concern to the IAC (Innovation Accountability Team)

Conferences Teachers are expected to have conferences each year with their students’ parents. These conferences are scheduled in the fall (required) and spring on days when the students are not in school. However, any parent/guardian may request a conference as needed with their child’s teacher or other teachers who work with their child.

Email C3 will use email as an additional way to communicate certain information to parents. If parents do not have email access, a hard copy of these communications will be provided. Teachers will return emails within 48 hours. A computer is also available for community use at the school.

Homework Folders Most classroom teachers send home a homework folder daily. This folder contains assignments that students need to complete at home. Teachers also send home notes and information for their classroom and individual students. Some teachers also communicate homework expectations via an assignment planner. Check with your child’s teacher to clarify the ways that he/she will communicate expectations and information.

C3 Elementary School 2011-12 20

Standards Based Progress Reports Reports will be issued at each trimester. Your child’s performance is measured against the standard, rather than simply being compared to other students in his or her class. This gives the student the opportunity to meet or exceed the standard and provides a more detailed and honest assessment about how your child is progressing academically.

Thursday Folders One of our most important and effective methods for keeping parents informed is the Thursday Folder. Each week, general school and classroom information is sent home in this folder to the youngest child or only child in your family. Please plan to go through the folder and remove ALL contents, returning needed forms, and the folder on Friday. If you have any questions or need clarification about the contents, please ask your child’s teacher or the school office.

Websites: Always check website for up-to-date information.

C3 http://C3.dpk12.org

Denver Public Schools http://www.dpsk12.org

SCHOOL PROGRAMS Community Partners

Creativity

Enrichment Clusters

English Language Acquisition (ELA) Program C3 is an ELA resource school. This means that students still acquiring the English language receive pull-out services from a trained resource teacher for approximately 45 minutes a day. The resource teacher works with the classroom teacher to best meet the needs of the English language learner. In addition, all English language learners are assessed at the beginning and end of each school year to measure growth. Finally, the resource teacher is also required to speak Spanish and helps support the bilingual families and students that are part of the C3 Elementary School community.

C3 Elementary School 2011-12 21

Literacy Curriculum The teachers at C3 follow the DPS reading/writing curriculum. The Elementary Literacy Program supports the reading and writing development of ECE– fifth grade students in Denver Public Schools. It is an instructional block that includes reading workshop, writing workshop, skills block, and English- language development for second-language learners.

Each instructional block is organized in a workshop format with time for whole group instruction, small group support for guided practice, and independent work time. Each block has rituals and routines, artifacts, and resources to support classroom practices.

This curriculum is research-based. The reading and writing programs use on-going assessments of each student to individualize reading instruction. The classrooms also focus on specific skills and themes to build a community of readers and writers. Diagnostic reading tests and informal inventories contribute to the learning plans that the teachers use to meet each child’s individual needs, as well as class learning goals.

Learning to practice. It is important that all students read at home—with parents, to parents, and independently.

Mathematics Curriculum: Everyday Math The curriculum used by our school is called “Everyday Math”. Everyday Mathematics is a research-based curriculum developed by the University of Chicago School Mathematics Project (UCSMP). UCSMP was founded in 1983 during a time of growing consensus that our nation was not providing its students with an adequate mathematical education. The goal of this ongoing project is to produce practical materials teachers can use to significantly improve the mathematics education for all school children.

Everyday Mathematics was developed with support from the National Science Foundation and meets the United States Department of Education’s standards for quality, research-based programs. Everyday Mathematics builds on children’s intuitive and concrete knowledge base, gradually helping children gain an understanding of the abstract and symbolic.

Everyday Mathematics provides students with: • Real-Life Problem Solving: Everyday Mathematics emphasizes the application of mathematics to real-world situations. Numbers, skills, and mathematical concepts are not presented in isolation, but are linked to situations and contexts that are relevant to daily life. The curriculum also provides numerous suggestions for incorporating mathematics into classroom routines and all subject areas.

C3 Elementary School 2011-12 22

• Balanced Instruction: Each Everyday Mathematics lesson includes time for whole-group instruction, as well as small-group, partner, or individual activities. These activities balance teacher-directed instruction with opportunities for open-ended, hands-on explorations, long-term projects, and ongoing practice.

• Multiple Methods for Basic Skills Practice: Everyday Mathematics provides numerous methods for basic skills practice and review, which include written and choral fact drills, mental mathematics routines, practice with fact triangles (flash cards of fact families), daily sets of review problems called math boxes, homework, and a wide variety of mathematics games.

• Emphasis on Communication: Throughout the Everyday Mathematics curriculum, students are encouraged to explain and discuss their mathematical thinking. Opportunities to verbalize their thoughts and strategies give children the chance to clarify their thinking and gain insights from others.

The research-based features of Everyday Mathematics include: • Learning proceeds grade by grade, starting with kindergarten, so each grade builds on what was learned in the previous grade. • The curriculum begins with children’s experience and works to connect that experience with the discipline of mathematics. • Materials encourage children’s own construction of knowledge. • The curriculum is more than just arithmetic; it encompasses geometry, data analysis, measurement, probability, algebra, and problem solving. • Topics are arranged in a helix, or a spiral, so the learning and practice of skills and concepts are distributed over time, rather than all at once.

Science and Social Studies These subjects are taught in accordance with the DPS expectations for these subjects at each grade level. Field trips and enrichment classes enhance this curriculum.

PARENT INPUT AND INVOLVEMENT

PLAYGROUND RULES .

Parent Teacher Association We will be starting a PTA our first year.

C3 Elementary School 2011-12 23

PTA Sponsored Educational Outreach

TBD

PTA Sponsored Staff Support

PTA Sponsored Publications

PTA Fundraisers

C3 Elementary School 2011-12 24

C3 Elementary School – Student, Teacher, Parent Agreement In an effort to ensure academic growth for all, we commit to the following:

Student ü I will attend school each day from 8:00 a.m. to 2:50 p.m. ü I will arrive to school each day on time by 8:00 a.m. ü I will learn and follow the C3 creed and PBIS expectations. ü I will be prepared and have all appropriate materials for class. ü I will contribute my own ideas to all classroom discussions and work collaboratively with my peers. ü I will ask questions to help me understand and share my thinking with the classroom community. ü I will read at home daily depending on my teacher’s requirements. ü I will be responsible for completing my homework correctly and turning it in on time. ü I will respect my parents, school staff, my community partners, my peers, my school campus, and myself.

Name ______Signature ______Date______

Parents ü I will ensure my child attends school each day from 8:00 a.m. to 2:50 p.m. ü I will ensure my child arrives to school each day on time by 8:00 a.m. ü I will learn and respect the policies and procedures of the school including drop-off and pick-up procedures to ensure student safety. ü I will commit to following the C3 creed and PBIS expectations. ü I will ask questions and communicate with my child’s teachers and administrators as needed to help me understand the school and my child’s progress. ü I will assist my child to read daily depending on teacher and grade level requirements. ü I will support my child at home using approaches shared by teachers at C3. ü I will support my child’s homework efforts as it relates to his/her grade-level. ü I will not bring my child to school when he/she is sick and follow school health policies. ü I will uphold my family service requirement. ü I will respect my child, the school staff, and the school campus.

Name ______Signature ______Date______C3 Elementary School 2011-12 25

Teacher ü I will be present and prepared in my role as a C3 member. ü I will learn and respect the policies and procedures of the school. ü I will create a culture of thinking creatively, considering diverse perspectives, and working collaboratively to solve problems. ü I will have an open communication system with parents and answer the questions of parents and students with courtesy in a timely manner. ü I will respect my students, their parents, my community partners, my colleagues, and my school campus. ü I will commit to following the C3 creed and PBIS expectations.

Name ______Signature ______Date______

The Administrative Team pledges to create a safe, engaging, and active learning environment with a focus on thinking creatively, considering diverse perspectives, and working collaboratively to solve problems. We pledge to honor your specific learning needs, treat you with respect, have an open and timely communication system, and do everything in our power to help you succeed in life and in the 21st Century.

Name ______Signature ______Date______

C3 Elementary School 2011-12 26

C3 Elementary School 2011-12 27

C3 Elementary School 2011-12 28

R

DENVER PUBLIC SCHOOLS Volunteer Application

This form may be completed and saved on your computer. Once completed, the final document must be printed and signed before sending to the Office of Volunteer Services.

Last Name: First: M.I.: Date: / /

Street Address: Apartment/Unit # :

City: State: ZIP:

Primary Phone: E-mail Address:

Source of Referral: Teacher Foreign Please check Reading Math Library Clerical all areas of Assistant Language Tutoring interest to you: Other (please explain):

Check grade level preference. K-2 3-6 Middle High

Morning Afternoon Evening Please indicate the MONDAY DAYS AND TIMEFRAMES TUESDAY you may be available WEDNESDAY to volunteer: THURSDAY FRIDAY

I have a volunteer assignment. School and/or program coordinator where assigned:

PLEASE CONTACT ME - I need a volunteer assignment. School(s) or area to which I would like to be assigned:

Volunteer Confidentiality Agreement/Acknowledgment

Both while they are engaged with Denver Public Schools and afterwards, volunteers, interns, or any other duly authorized individual providing services to Denver Public Schools (hereinafter “employees”), must preserve the confidentiality of all Denver Public Schools employee and student records, and other proprietary and confidential information, and may not use any of this information to benefit himself or herself or any entity, business, or person other than Denver Public Schools.

Accordingly, I agree and acknowledge that I will preserve the confidentiality of all proprietary and confidential information belonging to Denver Public Schools or its employees and students, including but not limited to employee personnel files or student records, both while I am providing services to Denver Public Schools and afterwards, and I will not take or misuse any confidential information at any time.

I further acknowledge and agree to comply with all applicable Denver Public Schools policies in connection with performance of my volunteer services, including but not limited to Board Policies GBJ (“Personal Records and Files”) and JRA/JRC (“Student Records/Release of Information on Students”).

I also agree and acknowledge that, on Denver Public Schools’ request or on termination of my services, I will promptly return to Denver Public Schools all its property, specifically including all documents, disks or other computer media or other materials in my possession or under my control that contain ideas, processes, concepts or other proprietary or confidential information belonging to Denver Public Schools or its employees or students.

Date / / Signature

Date / / Witness To Be Completed By School Official Interviewed by: School/Organization: Date: / /

Approved: (Principal) Teacher: RETURN TO: Office of Volunteer Services 1350 E. 33rd Avenue Denver, CO 80205-3924 720-424-8245  FAX – 720-424-8266  [email protected]

School/Dept Program

DENVER PUBLIC SCHOOLS (VOLUNTEER SERVICES) REQUEST FOR CRIMINAL HISTORY/BACKGROUND CHECK

(PRINT CLEARLY)

Last______First______Middle______

Date of Birth _____/______/______Last 4 digits of SSN ______Driver’s Lic.# / Other ID______(NOTE:THE AGE DISCRIMINATION IN EMPLOYMENT ACT OF 1967 PROHIBITS DISCRIMINATION ON THE BASIS OF AGE WITH RESPECT TO INDIVIDUALS WHO ARE AT LEAST 40 YEARS OF AGE)

Telephone Number/s: Primary Secondary PLEASE READ CAREFULLY

Denver Public Schools may conduct a complete criminal background investigation of each job applicant, which may include consultation with other federal/state law enforcement agencies and the Colorado Department of Education. Pursuant to this investigation, you may be contacted by representatives of the Denver Public Schools Safety & Security Department to arrange for submission of a complete set of fingerprints, as authorized by law, or provision of additional information regarding the investigation.

NOTE: A CRIMINAL CONVICTION IS NOT AN AUTOMATIC BAR TO EMPLOYMENT. A JOB APPLICANT’S SUBMISSION BELOW OF FALSE OR MISLEADING INFORMATION, OR FAILURE TO DISCLOSE REQUESTED INFORMATION, MAY DISQUALIFY THE APPLICANT FROM FURTHER CONSIDERATION FOR EMPLOYMENT, RESULT IN DISMISSAL FROM EMPLOYMENT IF DISCOVERED AT A LATER DATE, OR CAUSE DENVER PUBLIC SCHOOLS TO SUBMIT THIS APPLICATION AND INVESTIGATION RESULTS TO THE DISTRICT ATTORNEY FOR POSSIBLE CRIMINAL PROSECUTION.

For purposes of the certification below, a “conviction” means any conviction by a jury or a court, any payment of a fine, a plea of “no contest”/nolo contendere, imposition of a “deferred” or “suspended” sentence, or forfeiture of any bail, bond or other security. “Misdemeanor” includes any drug or alcohol-related misdemeanor driving offense, but does not include any other misdemeanor traffic offense or traffic infraction.

Under penalty of perjury, I hereby certify: (Please check one box.)

No, I have never been convicted of committing any felony or misdemeanor; or

Yes, I have been convicted of the following felony(ies) or misdemeanor(s): Date ______City/County/ State______Charge/s Date ______City/County/State ______Charge/s

Please check one box: No, I have never been dismissed or resigned from employment following an allegation of unlawful behavior involving a child. Yes, I have been dismissed or resigned from employment following an allegation of unlawful behavior involving a child. Please explain: ______

The above information is true and correct to the best of my knowledge.

APPLICANT’S SIGNATURE ______Date ______

Requesting Authority: Name Department / Position / Title Phone Ext.

______Department of Safety and Security Use Only Below This Line ______

______CBI ____ Record Found ______No Record Found If box is checked, notify HR for additional information.

Dept. of Safety & Security Staff/Investigator ______Date ______

Volunteer Services – 720-424-8245 – Fax – 720-424-8266 REV 12/10

December 8, 2011

Dear DPS Board of Education:

We, the current members of the Creativity Challenge Community Planning CSC are writing to you in order to formalize our support for the C3 Innovation Plan. We believe that our Innovation Plan creates the necessary conditions for realizing our ambitious vision and mission and offering a high-quality, sustainable educational option for the students of Denver.

Key components of the plan that will lead to increased student engagement and achievement include:

Time/Assessment: § Assessment days at the beginning of year so teachers are able to get to know their learners prior to the first day of instruction. Culture and Parent Engagement: § The community and the school working together as a collaborative team. § The requirement for volunteer hours so that all families are involved in the school’s educational outcomes. Educational Plan: § Preparing students for real-life skills at an early age. § Cultivating creative thinking through integration in curriculum design. § Giving students a platform and daily environment to be challenged and express themselves in creative ways. § Offer authentic learning with our community partners, connecting curriculum to real-life learning. § Collaborative learning opportunities that help students and teachers understand and value different perspectives. § Expectation that everyone in our community will work hard to reach their highest potential. § Students are empowered to set and meet individualized, meaningful goals.

We are excited about the innovation status being able to support all community stakeholders in accomplishing the goals C3 has set around creativity, challenge and community. We are looking forward to the doors opening in August 2012 and continuing our involvement to ensure C3 becomes one of the most successful Innovation Schools in DPS.

Thank you in advance for your consideration. Sincerely,

Julia Shepherd, principal, Cory Elementary School Karen Chapman, administrative planning partner and art teacher, DPS Lisa Hoyt, 4/5 teacher, Cory Elementary School Maureen Poli, community member Patti Shade, DPS Itinerant GT Specialist Nada Ahmed, DPS Teacher Effectiveness Coach Kristen Heeres, parent, art teacher at Center for Early Education Michelle Sarche, parent Shawn Gallego, parent Beth Sundberg, community member

November 10, 2011

To Whom It May Concern:

I am writing this letter in strong support of Creativity Challenge Community (C3), an innovative new Denver Public school. The Denver Art Museum aims to enrich people’s understanding of the thousands of different ways artists in our collection have solved problems. The vision behind C3—for its students to “graduate with confidence in their ability to think critically and creatively, solve problems and contribute to the larger community”—is something we can naturally get behind.

The Denver Art Museum has been aware of the vision behind C3 since we were first approached by principal Julia Shepherd in summer of 2010 to help pilot a museum- school partnership. At the Denver Art Museum, our fieldtrips are usually one-off experiences and we rarely get to see the same group of kids twice. We were excited about the prospect of seeing the same class week after week and really witnessing the kids’ growth over time. In the end, we found that it also gave us an opportunity to experiment with new concepts, making the pilot mutually beneficial. Teacher Lisa Hoyt met with us early on to discuss our individual institutions’ goals, student learning outcomes, and parameters of working within the museum. Her enthusiasm and passion for teaching—coupled with a desire to pilot a program that was practical and sustainable—made the experience a home run for us. This year we look forward to continuing the museum-school pilot—this time with first and second grade students.

The Denver Art Museum is committed to seeing how we can all continue to grow from the partnership.

Sincerely,

Ellen Spangler Coordinator of School & Teacher Programs [email protected]

st Young Americans Center 3550 E. 1 Ave., Denver, CO 80206 for Financial Education

October 31, 2011

1550 S. Steele St. Denver, CO 80210

Dear Julia Shepherd:

The Young Americans Center for Financial Education would like to continue our support and partnership with C3 to deliver a classroom experience inside the only real bank designed for children in the United States, Young Americans Bank. With over 20 years of Financial Literacy education experience the Young Americans Center for Financial Literacy is well positioned to support the creative learning environment that is in line with the mission of C3. Initially we can look to offer classroom space, access to the only children’s bank in the country, access to our interactive educational computer programs, and staffs support to help your students meet the 21st Century Content Standards as they relate to financial literacy. We look forward to continuing this relationship going forward.

Sincerely,

Nathan Wannlund Vice President, Programs Young Americans Center for Financial Education C3 Advisory Council Creativity Challenge Community (C3) will create an Advisory Council of C3 community members and supporters of Southeast Denver. The C3 Advisory Council will include the leadership team of Administrative Partners, teacher leaders, parents, students, community partners, and community members.

Role of Advisory Council The C3 Advisory Council will focus on the school’s vision, encourage diversity in viewpoints. They will support strategic leadership and encourage proactive action. Their role will include: • Act as liaisons between the school and community • Advocating for school in the broader community • Addressing financial needs of school by searching for fundraising and grant opportunities • Leverage resources to support goals and initiatives of the school

Duties of Advisory Council Council members are recruited and selected because of their personal and professional expertise and their commitment to the mission of C3. Council members duties include: • Attend 8 council sessions 2 hours in length each year • Head or participate in committees as needed • Share their personal expertise as appropriate • Support and attend a fundraising event each year • Recruit new council members • Assist with outreach in recruiting diverse families

The C3 Advisory Council expects all members to perform duties with ethical and business-like conduct. Council members must be loyal to the mission of C3 and avoid any conflict of interest with respect to their responsibilities.

Council Composition Expertise in the following areas: • Finance • Cultural and creativity community • Fundraising/grant writing • Education • Communication • Legal • Mental Health Field

Personnel Handbook

2012-2013

C3 Personnel Handbook

TABLE OF CONTENTS ABSENCE ...... 3 ASSESSMENT ...... 3 ASSISTANCE ...... 4 ATTENDANCE ...... 4 CLASSROOM ...... 4 COMMITTEES...... 5 COMPUTERS ...... 5 CONCERNS/COMPLAINTS/GRIEVANCES…………………………………………....5 COPY MACHINES ...... 5 CUSTODIAL ASSISTANCE ...... 5 DISMISSAL PROCEDURE (MID-YEAR)………………………………………………6 DRESS CODE ...... 8 EMAIL…………………………………………………………………………………….8 EMERGENCIES...... 9 EVALUATION OF TEACHERS…………………………………………………………9 EVALUATION OF NON-TEACHING STAFF………………………………………….10 EXCUSING STUDENTS FROM CLASS ...... 10 FILM AND VIDEO USE ...... 10 HOLIDAYS/BREAKS ...... 10 HOMEWORK POLICY ...... 10 INFINITE CAMPUS ...... 11 INJURIES, ACCIDENTS, AND ILLNESS ...... 11 INVENTORY ...... 11 KEYS ...... 11 LESSON PLANS ...... 12 MASTER CALENDAR ...... 12 OBSERVATION ...... 12 OFFICE/TEACHER ASSISTANTS ...... 12 OUTSIDE SPEAKERS/PRESENTERS ...... 12 PARAPROFESSIONALS ...... 12 PAYROLL and SIGN IN/OUT ...... 12 PERSONAL VALUABLES ...... 12 POSITIVE WORKING ENVIRONMENT ...... 12 PUBLIC RELATIONS ...... 13 SCHOOL FORMS AND SUPPLIES ...... 13 SHARED CAMPUS……………………………………………………………………..13 STUDENT RECORDS ...... 13 TEACHER PLANS FOR GUEST TEACHERS ...... 13 SUPERVISION ...... 14 TARDY POLICY ...... 14 TEACHER WORK WEEK ...... 14 TELEPHONE ...... 14 VOICE MAIL ...... 15 VISITOR PASSES ...... 15 WEEEKLY BULLETIN ...... 15

2012-2013 - 2 - C3 Personnel Handbook

ABSENCE When it becomes necessary to be absent from school for illness (you or your family), you are able to request a Guest Teacher through the Sub Finder System. The Sub Finder will enable certified teachers, Special Ed and ECE paraprofessionals access. (This is not available for General Assignment Para’s).

The Sub Finder phone number is: 720-423-3973 The Website is: https://sems.dpsk12.org/logOnInitAction.do Please copy the address and paste it in “Your Favorites” on your work and home computers.

In addition to calling the Sub Finder, either call the main number, 720-424-6710 [main] or send an e-mail to report your absence.

PLEASE ASSIST US IN CALLING IN WITH ENOUGH TIME FOR SOMEONE TO PICK UP THE JOB. Please call the school by 2:00 p.m. to report your intention of returning to work or continuing to be absent. The sooner you report an absence, the sooner we can secure a substitute. When absences are reported late, it can create a significant burden on your colleagues if they are required to help cover your duty and class assignments.

Only subs requested through Sub Finder will be paid. If you personally contact a sub they must also be officially requested through Sub finder in order to be paid. If you will be attending a professional development for School Business, know that such absences require the appropriate form filled out and approved by the Principal prior to a sub being requested (one week in advance). Once you have received approval from the Administrative Partners, you can submit the leave form to the secretary and she will secure a substitute for your absence.

Lesson plans will not be taken over the telephone. Lesson plans for the substitute can be e- mailed with attention to secretaries and administration. Emergency substitute plans will be collected and held in the main office. It is your responsibility to provide quality lesson plans so that the Guest Teacher has the most successful day with your students and is interested in returning to your classroom and our school.

Personal leave needs to be pre-approved through the Administrative Partners. Please make sure you get approval and then submit it to the secretary who will secure a sub.

ASSESSMENT Throughout the school year, there are different assessments that are required for each grade level. It is your responsibility as a professional to ensure that test administration is conducted in a responsible and ethical manner. The school’s Site Assessment Leader (SAL), will provide notice of assessment. Please contact your SAL for additional information.

2012-2013 - 3 - C3 Personnel Handbook

ASSISTANCE Should any teacher/ staff member need assistance during the day, call the main office. Office staff will call administration depending on the need. Requests for assistance are just that, they do not take the place of daily classroom management and/or discipline ladder.

ATTENDANCE Employees C3 follows the DPS/DCTA guidelines regarding attendance policies for employees. Teachers are expected to report on time (to school and for supervision). Per DCTA contract, sick days are used for illness of self or family. Personal leave must be requested, with permission from administration, no less than 10 days in advance of expected leave. (Personal leave is to be used for personal hardship or family emergencies). See also: Holiday/Break. Students Our attendance procedure requires every teacher to check carefully on student absences. Attendance is to be completed within the first thirty (30) minutes of the class period. The teacher’s electronic record is the official register.

CLASSROOM Care and Housekeeping ¶ Each teacher is responsible for the condition of the classroom. At the end of the day, please check the following: . Paper on the floor and under the desks, . Chairs and tables arranged neatly, elementary chairs stacked . Student desks are not to be defaced, written on, or damaged . Windows closed ¶ The teacher is responsible for the care and appearance of the classroom, which includes desks, equipment, and decoration of bulletin boards. The classroom should be locked when no one is present. Denver Public School Policy 3200.1 Surfaces: No nails or screws may be used on any surface. Staples and thumbtacks may be used on tack boards only. No adhesive materials should be used on any varnished, painted, or enameled surface. Marvelous Tape is the best to use when putting things on your walls. If you are unsure how to attach or hang materials in your classroom, please contact our Facility Manager for clarification. Please see Live Binder with details on Denver Fire Department Policy codes.

Classroom Organization - Teacher Responsibilities Teachers are responsible for supervision of students at all times. At the Primary and Intermediate level, teachers transition students throughout their day to ensure adequate supervision. If it becomes necessary to leave the assignment, another teacher should be made responsible for the duty before leaving. Classroom control is essentially a teacher responsibility. Providing structure and expectations supports the handling of behavior problems in the classroom and serves to strengthen student- teacher relationships. All teachers should be familiar with and follow the Discipline Ladder.

2012-2013 - 4 - C3 Personnel Handbook

COMMITTEES There are a variety of committees that support additional programs, activities and initiatives at C3. Every teacher should serve on at least one committee.

COMPUTERS Each teacher is supplied a district owned laptop computer. District policies shall be honored by each user of a district computer. The district filter software will govern internet sites allowed, even on staff computers. It is strongly recommended that faculty/staff do not access personal outside/ web-based e-mail accounts on district computers.

All DPS employees will have a district assigned e-mail. With the assigned user name and a personal choice password, every district employee will have access to his/her employee benefits account information.

CONCERNS/COMPLAINTS/GRIEVANCES

The Principal Partners, Administrator Partners, faculty and staff at C3 are committed to adopting a collaborative process to solving problems in good faith and at the lowest possible level. If faculty or staff members believe that the terms of the Innovation Plan have been violated or they have a dispute that they want resolved, they are expected to raise the matter with the Principal Partner. If the dispute is not resolved to the satisfaction of the faculty or staff member, an appeal may be made following DPS Board of Education Policy GBK – Staff Concerns/Complaints/Grievances. If a complaint is received about a teacher or a teacher has committed an act that warrants corrective action, the Principal Partner will determine the appropriate action. C3 retains the right to dismiss employees for unsatisfactory performance for any reason at any time. Dismissal decisions will be in accordance with the school’s at-will employment policy

COPY MACHINES These are for teacher and staff use. Every staff member is issued a code to access the copier. Students or volunteers are not to use these machines unless they have been appropriately trained.

CUSTODIAL ASSISTANCE All requests for custodial services, unless emergency, are to be emailed to FM with a copy sent to the principal partner. If you need emergency service, contact the front office.

2012-2013 - 5 - C3 Personnel Handbook

DISMISSAL PROCEDURE (MID-YEAR)

Teachers on Annual Contracts may be dismissed mid-year for any lawful reason by the School Principal Partner. However, dismissal shall comply with the dismissal procedures in this procedure.

C3 may, in its discretion, modify or revoke this procedure in whole or in part and this provision is implicit in all of the provisions hereinafter.

C3 teachers hired on annual contracts who have not previously obtained non-probationary status with Denver Public Schools shall be entitled to limited dismissal procedures as noted herein. C3 teachers hired on annual contracts who have non-probationary status with Denver Public Schools at the time of employment at C3 shall be entitled to the more extensive dismissal procedures. These procedures are an effort to maintain fair and equitable treatment of employees. These procedures relate to mid-year dismissals only and do not change the terms of the annual contract or in any way limit the school’s right to non-renew annual contracts.

I. Dismissal Procedures a. No teacher on an annual contract will be dismissed mid-year until he/she has been notified by one of his/her supervisors of the supervisor's intent to recommend dismissal to the Principal Partner. The supervisor will inform the employee of the grounds for the recommended dismissal and will give the employee a reasonable opportunity to respond. b. If the Principal Partner decides to proceed with the dismissal, the principal partner will provide the employee with written notice of the ground(s) for the dismissal recommendation and the employee may request a post-termination hearing before a District administrator (designated by the Superintendent or his/her designee) in the Human Resources Department. The employee must request the post-termination hearing within three (3) scheduled working days of the last day of work.

1. If the employee does not request the post-termination hearing within three (3) scheduled working days, the termination will be considered final. The recommendation for dismissal of employees who do not request a post-termination hearing will be forwarded to the Superintendent or his/her designee for final action. If the Superintendent or his/her designee does not uphold the Principal Partner’s recommendation for dismissal, then the employee shall be entitled to back pay, limited to the remainder of the annual contract term.

2. If the employee makes a timely request for a post-termination hearing, then the Human Resources administrator shall conduct the hearing within ten (10) scheduled working days of the receipt of the request for hearing, unless extraordinary circumstances require additional time. i. The Human Resources administrator shall review the Principal Partner’s decision in order to determine if there are facts that demonstrate that any of the ground(s) specified in the notice of dismissal recommendation provided the employee are present. The Human Resources administrator shall issue a decision in writing affirming, modifying, or reversing the dismissal

2012-2013 - 6 - C3 Personnel Handbook recommendation. The decision shall be rendered within five (5) working days of the hearing, unless extraordinary circumstances require additional time. ii. If the Human Resources administrator affirms the dismissal recommendation, the recommendation will be forwarded to the Superintendent or his / her designee for final action. If the Superintendent or his/her designee does not uphold the recommendation for dismissal, the employee shall be entitled to back pay, limited to the remainder of the annual contract term. If the Superintendent upholds the Human Resources administrator’s recommendation, that concludes the dismissal procedures for teachers on annual contracts, except as referenced in Section c. below. c. If the Human Resources administrator affirms the dismissal recommendation, a teacher on an annual contract who had non-probationary status with Denver Public Schools immediately prior to employment at C3 may request a hearing before an impartial hearing officer. (As noted above, teachers who have not previously obtained non-probationary status with the District are not entitled to the hearing before an impartial hearing officer.) The employee must request the hearing within ten (10) working days of the decision by the Human Resources administrator. The hearing officer will review the dismissal recommendation in order to determine if any of the ground(s) specified in the dismissal recommendation notice provided to the employee are present. This hearing officer will not be a district employee.

The following procedures shall apply to the hearing before an impartial hearing officer:

1. When a request for a hearing is received, the Superintendent or his/her designee, shall appoint a hearing officer skilled in the arbitration of labor relations matters and shall notify the Superintendent or his/her designee and the employee of the name of the hearing officer appointed. The hearing officer shall arrange the date and time of the hearing with the employee and a representative of the district.

2. The hearing officer so appointed shall have the authority to establish hearing dates and to make all the necessary procedural rules. The hearing shall be strictly confined to whether any of the ground(s) specified in the dismissal recommendation notice provided to the employee and affirmed by the Human Resources Administrator are present.

3. The parties shall exchange exhibits and witness lists at least five (5) working days prior to the commencement of the hearing.

4. Pertinent information not privileged under law in the possession of the district shall be made available to the employee at his/her request.

5. The employee may be represented by legal counsel at the hearing.

6. The hearing officer will issue a written recommendation to the Superintendent or his/her designee and the employee within fifteen (15) working days after the close of the hearing. The hearing officer's recommendation shall set forth detailed, written findings of fact. If the findings of fact demonstrate that any of the ground(s) specified in the notice for dismissal

2012-2013 - 7 - C3 Personnel Handbook recommendation provided to the employee are present, the hearing officer is without authority to recommend the reversal of the dismissal recommendation. If the findings of fact demonstrate that none of the ground(s) specified in the notice for dismissal recommendation provided the employee are present, the hearing officer will have authority to recommend reversing the dismissal recommendation. The hearing officer's report shall be advisory only and shall not be binding on the Superintendent or his/her designee.

7. All hearings conducted by the hearing officer shall be confidential.

8. The Superintendent or his/her designee shall act on the hearing officer's report within ten scheduled working days, and his/her decision shall be final and shall terminate any rights of the employee under this policy. If the Superintendent or his/her designee does not affirm a dismissal recommendation, back pay and associated benefits may be restored, if applicable. Back pay will be limited to the remainder of the annual contract term.

9. The cost associated with employment of the hearing officer shall be paid by the district. The district shall be responsible for its legal costs, and the employee shall be responsible for paying his/her legal costs, if any.

10. An official stenographic transcript of the hearing may be made at the request of the district or the employee, and a copy of any request shall be made available to the hearing officer. The person requesting a stenographic transcript shall pay the cost, except, if the other party requests a copy of the transcript, the entire cost of the stenographic transcript shall be shared equally by both parties.

DRESS CODE In accordance with district policy GBEBA-R, during the work day and any time employees attend work-related activities, employees shall appear in appropriate, professional dress. Examples of professional attire include, but are not limited to, collared shirts, dress slacks, dress coordinates, suits, dresses, ties, and sport coats.

The following clothing items are not considered professional attire: Jeans, unless it is “jeans day” for faculty Flip-flops

EMAIL Email is a common communication tool that will be used to communicate within the building, across buildings in DPS, and with parents. Teachers are expected to check their emails daily and respond appropriately within 24 hours. E-mail may not be used to send personal (non-school related) messages/requests to a group of users unless approved by a Principal or Administrative Partner. (i.e. entire C3 Staff or district-wide).

2012-2013 - 8 - C3 Personnel Handbook

EMERGENCIES All classrooms are equipped with an outside line telephone. In the event of an emergency: In a life threatening emergency, call 911. Inform the office immediately (give specifics). The office will then contact District Safety & Security if necessary, 3-3911. If not life threatening, call office for instructions on how to proceed. Each faculty/staff member is provided with a ‘quick tips’ guide on procedures during an emergency. Your emergency folder must be easily accessible and have a list of your schedule and class roster and red and green cards.. If alarm sounds, follow established procedures for type of drill/emergency.

If a fire occurs any place in the building, you are to pull the nearest fire alarm and evacuate immediately. Everyone will evacuate at the sound of the fire alarm. Fire drills will be practiced monthly throughout the school year. Lockdown and Shelter-in-Place drills will be practiced per semester, in addition to other drills. Retention of records should be a priority following safety of students. Remember, safety of student/staff is paramount!

EVALUATION OF TEACHERS

C3 will use the LEAP evaluation system fand observation tools for the school’s performance management system. Should the school determine that it wishes to propose a teacher evaluation system different than LEAP for any reason, including if LEAP processes and procedures infringe on the at-will employment agreement, the school will demonstrate that its plan is appropriate and superior to LEAP, meets the requirements of SENATE BILL 10-191, and will seek approval from the District.

Each teacher is responsible for fully participating in the C3 school wide professional development. Each year, individual teachers will set individual learning goals according to the LEAP system. Teachers meet with an assigned Principal or Administrative Partner to refine goals, review related LEAP guidleines using the Framework for Effective Teaching to determine criteria for success. Consistent with the DPS LEAP evaluation system, the principal partner, the administrative partners, and peer observers will be involved in the evaluation process. Teachers will be formally observed with specific feedback 4 times per year and will receive feedback on progress toward individual growth goals and student achievement gain as modified from the pilot year.

This link is key to ensuring that the professional learning is implemented with fidelity and that teacher assessment and evaluation is clearly connected to student achievement results

C3 Principal and Administrative Partners will use the DPS LEAP content for evaluating staff. Classroom observations are unannounced and feedback is provided during follow-up conferences and in writing. Additional data is collected and feedback provided during ongoing informal classroom observations, data team observations, team planning observations, professional development meeting observations, parent conference observations, etc. The teacher evaluation

2012-2013 - 9 - C3 Personnel Handbook body of evidence also includes student perception data, professionalism standards, and student outcomes.

Coaching and feedback from administration and other recommended supports help teachers grow and improve against specific goals, however, it is ultimately the teacher’s responsibility to show growth with the supports provided. Continued employment is contingent upon adequate growth in student achievement and instructional pedagogy as well as professionalism and implementation of the innovation plan. Dismissal decisions will be in accordance with the school’s at-will employment policy and mid-year dismissal policy.

EVALUATION OF NON-TEACHING STAFF

Non-teaching Staff will be evaluated using the DPS standard evaluation procedures and timelines.

EXCUSING STUDENTS FROM CLASS Students are not to be sent off the school grounds during school hours unless signed out by a parent or guardian. Students are not to be out of their regular classes to work on projects anywhere in the building unless teacher approval has been given and adult supervision is arranged. Students are not to be in the halls without a room-to-room pass.

FILM AND VIDEO USE Films ordered from the Denver Public Schools catalog are approved and available for use through the IMC. Films ordered from outside of the school (video tapes and special orders) must be carefully considered. Films rated G are appropriate for students. Instructional time is short, so movies should not be shown in lieu of instruction.

HOLIDAYS / BREAKS Refer to the C3 DPS School Calendar for designated observed holidays and scheduled breaks. In accordance with the DCTA contract, personal leave may not be used to extend a period of school intermission or used in conjunction with the observance of a Federal Holiday. If you extend a holiday/break, you may be required to provide a Doctor’s note. If you extend a holiday/break, you may be docked pay for the time you are absent from your professional responsibilities.

HOMEWORK POLICY It is recognized that all learning cannot be accomplished within the limited amount of time allotted for classroom instruction. Therefore homework is routinely assigned to all students in the Denver Public Schools. As the word implies, homework shall be completed outside the classroom. Parents should expect their children to have regular homework assignments and should question the lack of such assignments.

2012-2013 - 10 - C3 Personnel Handbook

INFINITE CAMPUS Infinite Campus is the district’s web-based student record software. This program records all student records (i.e. attendance, address, contact information, grades, etc.). This information will follow the student throughout his/her enrollment in the district. When documenting in the “conference” tab, be sure to write using professional language since parents have access and rights to view all student records.

INJURIES, ACCIDENTS, AND ILLNESS Injury to an employee: An injury to an employee incurred while at work should be reported to the nurse or secretary immediately. All injuries must be reported within 24 hours for Workman’s Compensation. Injury to a student: Minor injuries should be given first aid in the area where they occur if first aid supplies are available and then referred to the nurse immediately. Students who are ill: Any student who appears ill should be sent to the clinic immediately. Someone should accompany the sick student. If the nurse is not available, students should go to the Main Office. Do not allow students to call parents from your classroom. Students who have seizures or other serious illnesses or injuries should not be moved. The nurse should be sent for and other students evacuated from the area. Medication: Teachers must never give student aspirin or any other medication and must not allow anyone else to do so. District policy allows authorized personnel to dispense Tylenol or Advil with a signed consent form on file. Prescription and/or Over-The- Counter medication may only be dispensed via authorized personnel AND only with written dispensing documentation by a physician.

INVENTORY All furniture, equipment, and materials purchased with school funds or received through grant funding (Donor’s Choose, Morgridge, etc.) is the property of C3. Before moving furniture from room to room, please ask permission of the administration. At the end of each school year, all C3 property is to be securely locked for safe-keeping until the next school year. If materials/resources are taken off of school property, it is your responsibility to return it in the same condition, or replace it if damaged, lost, or stolen.

KEYS Teachers/staff have one set of keys to their assigned area allocated for their use. Keys are district property and must be treated as follows: Keys are kept in the teacher’s mailbox at the end of every school day. TEACHER KEYS ARE TO REMAIN IN THE BUILDING EVERY NIGHT. Teachers are responsible for keys at all times. Lost keys will be charged to the teacher/staff member at the cost charged by the district, currently $10 per key for locksmith fees.

2012-2013 - 11 - C3 Personnel Handbook

LESSON PLANS All teachers are expected to write and use lesson plans that are based on State Standards using district approved curriculum and C3 specific requirements.

MASTER CALENDAR A Master Calendar shall be maintained and updated throughout the year. A weekly bulletin will be sent out to faculty/staff indicating that week’s events.

OBSERVATION C3 school administration is of the philosophy of pro-active, hands-on, on-going observation of all teacher/staff members. Such observation should not be construed as negative or punitive. It is a means to be present in the education of our students and provide instructional leadership to teachers/staff.

PAYROLL and SIGN IN-OUT It is the responsibility of employees to contact the Secretary regarding preference on use of Sick leave, Personal leave, Flex time, Vacation time, etc. To be eligible to be paid, all teachers must sign in and out at all times in the office.

PERSONAL VALUABLES Purses and any personal valuables should always be secured and locked in your classroom. Each individual is responsible for all personal items brought to school. Recovery of lost or stolen items is difficult and the school is not responsible. Should personal items be stolen, it is the responsibility of the owner to make a report to the Denver Police Department.

POSITIVE WORKING ENVIRONMENT At C3, we strive to make our school a pleasant environment not only for our students to learn, but also a great place for adults to work. Even though each person has a different responsibility to serve, it takes all of us to make this school a great place. Honor the expertise of your co- workers, respect the challenges of each person’s role, and support each other in your work. E- mail communication is a public record, so therefore, ensure you’re your e-mail communication with colleagues is professional. Should there be conflict amongst colleagues, it is highly recommended that you address the concerns directly or that the involved parties seek administration to mediate a conversation in hopes to resolve the conflict.

2012-2013 - 12 - C3 Personnel Handbook

PUBLIC RELATIONS Teachers are encouraged to submit items for approval to release to the local news media and/or monthly newsletter. Submission to DPS for posting on the district and/or school website must be approved by administration prior to submission. All written information distributed to students and/or adults must be approved by the administration. The exception to this would be items of a personal nature to include homework assignments, classroom activities, and student progress reports.

SCHOOL FORMS AND SUPPLIES Please see the Secretary concerning procedures for ordering supplies.

SHARED CAMPUS As a shared campus with Merrill Middle School and Corey Elementary, we expect all faculty to be respectful of the guidelines for sharing common spaces. We will have teacher representation on our Shared Campus Committee to set guidelines for usage, professional development, and creating a positive school culture for all stakeholders. We will also embrace our staff at SKCEE in some of professional development and school functions.

STUDENTS AFTER SCHOOL Teachers are encouraged to give special help to students in their work whenever possible. Students in the building before or after school must be under the supervision of a teacher. Students must have a pass from the teacher in order to enter the building before normal starting time.

STUDENT RECORDS All student records are maintained and located in the office of C3. The cumulative record is comprised of test data. Additionally, any special education information or pertinent information to the student will be found in this file. Teachers who desire access to a student’s cumulative records from the office must only view the records in the office during the regular school day. If you need to take the record out of the office, you need to have the authorization of an Administrator. CUM files are not to be removed from the office without prior consent.

TEACHER PLANS for GUEST TEACHERS Plans for Guest Teachers should include: Class rosters and complete lesson plans, as well as up-to-date program schedule and special duties must be available. Basic information for both regular and special school activities forms provided for this purpose. The names of students having special health or behavioral or other social/emotional concerns should be available to the substitute teacher. Instructions regarding such emergencies should accompany these names. Emergency Procedures folder (for fire drills, lockdown, etc.) should be visible.

2012-2013 - 13 - C3 Personnel Handbook

LESSON PLANS WILL NOT BE TAKEN OVER THE TELPHONE BY THE SECRETARY WHEN IT IS NECESSARY TO BE ABSENT FROM SCHOOL. Please do not expect that copies be made by the substitute/guest teacher nor the office staff. You can send your plans by e-mail to secretaries and administration.

SUPERVISION Classroom Teachers must not leave a class or other group unsupervised. Supervision must be continuous regardless of the circumstance. In the event the teacher must leave the classroom/ group, as in an emergency, notify the office and another staff member will be sent to replace you. Leaving a class unattended is placing your job in jeopardy. Stranger Danger If you see a questionable visitor or do not notice a badge/visitor pass on someone, call the office immediately. Assigned Duties Teachers on lunchroom/recess supervision should report on time, move about their assigned areas, and remain the entire period until they are relieved by the next person on duty. Active supervision means you can engage in conversation with students, but not for a long period of time, to allow you to constantly scan and move on to another area. When students are dismissed outside, teachers need to be located in stations for complete visible coverage (not standing in a group visiting).

TARDY POLICY Definition of the term Tardy – A student will be considered tardy when he/she is not in his/her assigned class at 8:00 AM.

TEACHER WORK WEEK Teachers need to report to work by 7:30 a.m. and can leave by 3:30 p.m. It is your professional obligation to arrive to school on time daily. Failure to meet these expectations could result in ‘administrative action. Teachers are to sign-in daily. Classes begin promptly at 8:00 a.m. and end at 2:50 p.m. Teachers are expected to be at your door when tardy bells ring in the morning. All teachers will be responsible for supervision before and after school.

TELEPHONE Do not allow students to call home from your room for illness or any reason other than disciplinary action. Students should use the office telephone after school to call parents to inform them if they need to stay after school, etc.

2012-2013 - 14 - C3 Personnel Handbook

Teachers should limit their own personal phone calls (school phone or personal cell phone) to planning, lunch or post-school hours unless it is an emergency. It is not professional to be handling personal phone calls or texting during instructional time.

VOICE MAIL It is expected that you will record a greeting for your voice mail. You are expected to check your voice mail at least once every 24 hours, and strive for the same response time to messages. If you have any questions, please see the secretary.

VISITOR PASSES All visitors must check-in the main office and receive a visitor’s pass. If visitors are in your classroom and do not have a visitor’s pass, they should return to the main office immediately. If there is a fire or disturbance in the building, the secretary must account for all visitors in the building.

WEEKLY BULLETIN Every Friday evening, the Administrative Partners will send out a weekly bulletin by e-mail detailing the week’s events according to the master calendar. If there is news you would like to have included, please email it to the Administrative Partners by noon on Thursday. It is your responsibility to read the weekly bulletin so you are aware of professional expectations.

2012-2013 - 15 - C3 Organizational Chart Shared Campus Team

Principal Partner FOCUS: Vision, Operations, Organizational, Budget, Advisory Hiring, Recruiting, Outreach Council and IAT

Organizational & Support Staff • Secretary • Community Liaison Administrative • Paraprofessionals Partner Administrative Administrative FOCUS: Partner Partner Curriculum, FOCUS: FOCUS: Instruction, Community, Creativity Assessment, and Culture, and Parent PD Engagement

Teachers Teachers Teachers

The C3 Plan

As the above diagram indicates, our work and success at C3 revolves around the students. All members of the C3 community work together towards the common outcome of increasing student achievement.

• Innovation Accountability Team (IAT) will monitor the implementation, fidelity, and effectiveness of all components of the C3 Innovation Plan. • Principal and Administrative Partners are responsible for Culture, Operations, Organizational Issues, Creativity, Curriculum, Instruction, Assessment, Planning, and Professional Development • Advisory Council will be comprised of community members, community partner representatives, families, and staff and they will support the mission/vision of C3 and focus on fundraising. • Community Partners will collaborate on programming and curriculum. • Families will be an integral part of C3 as described in the Parent Handbook. • Lead Teachers will serve on the School Leadership Team and support Professional Development.