Innovation School Application

INNOVATION SCHOOL APPLICATION

West Early College 2017

Dear Superintendent Boasberg, DPS Board Members and Colorado State Board Members,

We are pleased to present you with this Innovation plan for West Early College. The following highlights are the key components of this plan and why we believe this plan will continue the strong journey and movement West Early College is currently embarking on. Because of the extended time and flexibility in calendar, scheduling, teacher contract and professional development at West Early College, all students have been able to follow a rigorous education plan beginning in middle school while given opportunities to develop a growth mindset to follow pathways towards high school and college requirements. We believe this innovation status and plan has been instrumental in our movement from red (accredited on probation) to yellow (accredited on watch) in two years. Without innovation, we would not have been able to provide teacher with the extended professional development needed to create the culture of learning and excellence.

Our new innovation plan at West Early College will allow flexibility in 1) calendar 2) scheduling 3) teacher contract day and 4) professional development to allow ALL students the opportunity to enroll in college courses as early as their 9th grade year and earn a minimum of 12 college credit hours and up to 60 college credit hours towards an associate degree transferrable to a four year college. Students will also have an option to earn an industry certificate in a technology of medical pathway as well as an opportunity to participate in our career residency HUB program and earn paid internship and apprenticeships in the 11th and 12th grade. All students will also have options for a fifth or sixth year enrollment. By bringing college and career readiness awareness at the middle school and the real life experiences at the high school campus, we believe this is to be the best and most comprehensive approach to strategically improving teaching and learning at West Early College.

We believe this innovation plan provides the early success that builds the confidence our students need in order to continue taking the risks that lead to academic achievement and completion of college. If we continue to have high expectations our students will be supported through this innovation plan, offering them a stimulating and challenging environment.

Ana M. Mendoza Executive Principal, West Early College

Kurtis Quig, Middle School Principal, West Early College

Mia Martinez Lopez, Assistant Principal, West Early College

Provide your school’s name. West Early College

Provide the name of the school leader under innovation status. If different, provide the name of the main contact for this application. Ana M. Mendoza, Executive Principal Kurtis Quig, Middle School Principal Mia Martinez Lopez Assistant Principal

Date application submitted: December 2017

Provide an overview of the innovation school plan development process. Early research began in the fall of 2015, the West Early College Instructional Learning Team (ILT) traveled to Hidalgo Texas to tour a successful Early College High School model. Many innovative ideas were brought back to Denver and it was a collective decision to change our focus from the unsuccessful generation model, to an Early College Model. The decision of the Instructional Leadership Team (ILT) was to investigate an aligned model for the school that allowed for continual implementation of a focused approach to an already established concurrent enrollment program. The approach would include succinct medical and technical pathways and a partnership with Denver Public School’s Career Connect program, Community College of Denver (CCD), University of Colorado at Denver (UCD), Metropolitan State University (MSU), CEC, Emily Griffith Technical College, Denver Health, Galvanize, and other community business partnerships. These pathways would align with concurrent enrollment options and degree plans with CCD or other colleges. Students would apply for an identified pathway, or plan of study, during their freshman year. The pathway would be selected based on the student’s interest and outlined post- secondary goal. As part of the student personalized education plan, the 4-Year plan of study would be created with the College and Career Readiness Coordinator and Academic Counselors. If a student was undecided about his/her pathway at the time of selection, a general college prep pathway can be selected.

In the fall of 2017 Administration applied for official Early College Status and was approved by the State of Colorado. Beginning officially in the spring of 2018, West Early College is designated as an official early college model. Students will now be able to simultaneously earn a high school diploma and associate degree free of charge to their families. Through a partnership with Community College of Denver and the University of Colorado at Denver this early college model will allow students to take free college level courses while in high school, including a fully funded fifth year and create an intentional pathway that leads to a college degree. Additionally students will also have the opportunity to explore career opportunities and earn and industry certificate in an area that interest them. West Early College was also accepted as DPS CareerConnect residency HUB. As a CareerConnect Hub School students at West Early College and other students who apply and are accepted will have the opportunity in the 11th and 12th grade to participate in a three year paid program, spending part of their week in a traditional classroom and the other part in a business or training center. The career Residency links the theory taught in the classroom with application in business in and industry. All students completing the Career Residency program will earn a high school diploma and college credit, free of cost. Students will have the opportunity to continue their higher education or immediately gain access to higher-paying career.

Detail who participated on the renewal design team. This team was chosen because of their expertise and is all part of the renewal process.

● Ana M. Mendoza, Executive Principal ● Kurtis Quig, Middle School Principal ● Mia Martinez Lopez, Assistant Principal ● Zach McDowell, Pathways Director ● Vaughn Jost, Instructional Leadership Team ● Cynthia Sherlock, Instructional Leadership Team ● Madeline Puryear, Instructional Leadership Team ● EJ Rodriguez, Instructional Dean ● Amy Thomton, Instructional Dean ● Jennifer Wiggs, Instructional Dean ● Yolanda Garduno, College Readiness Coordinator ● Federico Rangel, Denver Scholarship Foundation ● Ana Arteaga, Parent Liaison

Describe the vision and mission statement of the school and how innovation status will help the school achieve its mission. Mission West Early College’s Mission is to lead ALL students through a rigorous education plan, beginning in middle school while giving them an opportunity to develop a growth mindset to follow pathways towards high school and college requirements. Each student, regardless of background or skill level, will be provided with the academic and social emotional supports to develop the skills necessary to achieve mastery and demonstrate success in high school, college, and in their chosen career. Vision All students at WEC will follow a rigorous education plan, beginning in middle school while given an opportunity to develop a growth mindset to follow pathways towards high school and college requirements. Each student at West Early College (WEC), regardless of background or skill level will have the opportunity to enroll in college courses as early as their 9th grade year and earn up to 60 credit hours towards an associate degree transferable to a four year college or an industry certificate in the technology or medical pathways or a pathway of their choice.

How innovation status will help the school achieve its mission: The innovation status will allow West Early College the freedom to provide the extended day, creative schedule and additional professional development needed for a complex integration of an Early College Model, DPS CareerConnect and CareerResidency programs. Students will need to take extended college level courses to prepare them for rigorous programing and will need a creative schedule. In order to do so, we will need to stand apart from the district’s professional development calendar. Assessments and curriculum may also vary as they will be taking college level course assessments and will also need a different calendar for assessments. By having innovative status, West Early College can achieve its mission of preparing all students through a rigorous education plan beginning at middle school.

Identify the school’s target student population and community to be served. West Early College serves grades 6 -12 with approximately 700 students. The Free and Reduced Lunch (FRL) population is averaged at 95% for both the middle school and high school. We were comprised of the following demographic groups in 2017: 85% Hispanic, 7% Black, 4% White, >1% Asian and 2% Native American and >1.5% of two or more races. The English Language Learner (ELL) population is at 38% for the High School and 34% in the Middle School. The school is set in an urban setting in West Denver near downtown in a historic school building and location. Most students that attend West Early College do not

live within walking distance and require bus transportation mostly through public transit.

Articulate clear guiding purposes and priorities, which are meaningful, measurable and attainable: Goals for Students and Families ● Prepare all students (grades 6-12) for success beyond high school 100% of all middle school students will be exposed to pathway opportunities. ● 100% of all middle school students will be exposed to pathway opportunities. ● 100% of all middle school students on grade level in English (ELA) and Math. ● Increase high school graduation rates to 100% ● Engage families and community by 50% every year. ● Utilize targeted intervention for Special Education students and English Language Learners to show growth on the Colorado Growth Model by ten points. ● 100% of incoming 9th grade students will graduate with a professional certificate, Associate Degree and/or at least 12 college credits to be officially transcribed by the Colorado Community College System (CCCS) towards a four-year degree. ● 80% of all current students will graduate with the completion of college level English, Math or both. ● All teachers will substantially increase teaching effectiveness through targeted professional learning and 6-Step Observation / Feedback protocol. ● All teachers will emphasize collaborative practice, transparency and workplace success. ● West Early College will establish a mission-driven and data-informed professional climate through Professional Learning Communities (PLC). ● West Early College will maintain and deliver relevant, research-based professional learning on a weekly basis during early-release. ● West Early College will create professional growth opportunities through Teacher Leader Capacity program through DPS. ● West Early College will maintain and improve school culture practice in grades 6-12 through consistent classroom and behavioral expectations and routines. ● West Early College will implementation of Instructional Framework in all classrooms to provide instructional consistency in all student learning throughout the school.

Provide the entire school community as well as external stakeholders a clear, memorable picture of what the school aims to achieve. At West Early College, our school goal is to provide a program that serves the needs of all of our students. Our students need to be challenged, supported, and engaged. Therefore we have to create a learning environment that guides our students in this community in the right direction. We believe in setting high expectations because students will reach those expectations. Through our parent and alumni community, our staff community, our partner Universities, and Denver Public Schools partnerships with CareerConnect and Residency Hub we believe that we can provide opportunities for ALL West Early College students to be successful members of the Denver community.

Explain how the vision and mission support the mission of Denver Public Schools. Denver Public Schools mission is to provide all students the opportunity to achieve the knowledge and skills necessary to become contributing members in our society. West Early College model provides rigorous academics, especially in core subjects, that are supplemented by numerous opportunities that link learning to life and prepare students to be college and career ready.

This propels students toward their future and allows them to take concrete steps toward making college and career a reality. In accordance with the Denver 2020 Plan, West Early College plans to meet and exceed the Denver 2020 Plan by doing the following: ● Great Schools in Every neighborhood - We will be the “Great” school in the West Denver Enrollment Zone as we will be the only Early College and CareerConnect Residency Hub in the area. This will provide extensive opportunities for students, parents, and communities in our neighborhood to receive rigorous content and post-secondary opportunities. In the past two years, West Early College went from Red to Yellow making itself well on the way to becoming the best and greatest 6-12 school in the neighborhood. ● Foundation for Success in Schools - We will provide targeted academic interventions and strong academic support for students. All teachers will be ELA-E certified and will be trained for specific strategies that meet the needs of English Language Learners. In addition we have chosen to continue to support our English Language learners with Spanish instruction and bilingual support and materials even though we are no longer classified as a TNLI school. Special Education students will be targeted and supported. All teachers will be trained in specific strategies and best practices that meet the needs of our Special Education Students and English Language Learners. Teachers will also continue focused daily Data Driven conversations during daily Professional Learning Communities using student data and focusing on English Language Learners and Special Pops as the focus. ● All students are ready for career and college - Because we are 6-12, we will be able to provide students with the necessary skills and tools necessary to be college and career ready at the very early stages. West Early College teachers will use Early College Readiness Skills when planning and organizing instruction. Particularly focusing on writing to learn, collaboration and ownership of learning as the base of WEC’s instructional foundation. West Early College students will use Early College Readiness skills to demonstrate college readiness and preparedness for postsecondary success. ● Support for the Whole Child - We have the opportunity to work with a traditionally “Hard to Serve” population of students. Through our Multi-Tiered Systems of Support Protocol, our Mental Health Team, and our strong parent liaison’s, we are able to identify and serve the Social/Emotional needs of our students and families. ● Close the Opportunity Gap - The focus of the pathways 6-12 will provide students an individualized career plan with support from all adults and mentors throughout the building and community. With the proper structure and support, our students will not fall through the cracks. The ability to have an extended day schedule, early release day for professional development and freedom to use outside of district curriculum we will have additional resources to continue to close the opportunity gap and provide the services our students need.

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. We have identified limited instructional time on the traditional school day and school year calendar as a barrier. In addition, limited time in the conventional school year prevents students from catching up while also taking in new content and does not allow time to link learning to life and college/career in a significant way. Innovation status has permitted the implementation of a longer school day (8 hours) and longer school year (summer programming) to meet the academic needs for intervention and enrichment for college success. Limited opportunities to personalize instruction in regular classroom is another identified barrier which we have addressed through the MTSS process and Personalized Education Plan with the 4-

Year Plan of Study. In the past, teachers have had minimal planning time and professional learning opportunities which we have addressed through our additional days (on our calendar) and our weekly early-release professional learning. Our teachers also have daily collaborative PLC time in addition to daily planning time. Another major barrier that can be overcome by the innovation plan is the flexibility to add additional time for a scheduled advisory. Individual students enrolled in Early College Models can feel the stress brought upon them by rigorous expectations of college level classes. Students may be prepared academically for the challenge of concurrent enrollment classes yet social emotionally they may still be too young to handle the stresses of college expectations resulting in feeling overwhelmed or even lost. When a student feels this way success is exponentially harder to achieve. Research shows that students’ academic skills do not grow in isolation from their social-emotional development. Student performance (efficacy and academic outcomes) can be positively influenced by personalizing the learning environment to meet the most basic social needs of learners-to be recognized, appreciated and supported. Once students feel safe and connected they are equipped to rise to the high standards set by early college rigor. In order for students to do well in the early college model, their developmental needs must be concurrently addressed. (Poliner & LIeber, 2014) At West Early College, we strongly believe advisory is necessary not only for the social emotional success of our students, we also believe it is highly connected to lowering dropout rates, raising graduation rates, acceptance into college and completion of college as well as improving the trajectory for our students to continue their academic pursuits and post-secondary success after high school. As part of our mission and vision we believe when we link the academic and social/ personal dimensions of schooling together, school achievement and test scores rise and student potential flourishes.

Explain how you will leverage innovation status to improve school culture and achieve the vision and mission. By making significant structural reforms that allow for a longer day and year for students, students receive 345 additional hours of instruction. As well as all students receiving an advisory to support the social emotional needs, students receive one hour of extra instruction daily. This increased time in the classroom is instrumental in closing opportunity gaps and facilitating college/career transition. Our teachers also have daily collaborative PLC time in addition to daily planning time and embedded professional development. This time will also allow for deep data dives and into student data/ work to determine where students are not meeting the standard. Without the flexibility to the calendar.

Describe the research-based educational program the school will implement and how the program will produce gains in academic achievement. Provide an overview of the school’s research-based education program. West Early College will continue to partner with Denver Public School Career Connect pathway and Residency programs to provide career options and industry as well as professional certificate options to our students. The recent designation as a residency HUB will allow West Early College to be a center for other students to enroll in our program. We will continue to dual enroll students in concurrent enrollment courses through our partnership with Community College of Denver. Along with these three programs West Early College will also continue to implement Read 180 Universal and Math 180 as Research Based intervention programs at both the middle and high school level to close the gap in literacy in math so that our students can continue to be successful in the rigorous classes they are facing at the high school level.

See below for overview of each program: Early College Concurrent Enrollment Credit Overview:

Beginning in the fall of 2017 West Early College was approved as a State designated Early College model. Students will have the opportunity to earn both a high school diploma as well as up to 60 college credit hours or the equivalent of an associate degree. Through a partnership with Community College of Denver this allows students to take free college-level courses while in high school – including a fully –funded fifth year- and creates an intentional pathway that leads to a college degree. Additionally, students will also have the opportunity to explore career opportunities and earn an industry certificate in an area that interests them – such as accounting, graphic design and illustration, web research and more. Below are sample pathways for students to complete an Associates of Arts Degree, and a Certificate and Associates of Science in Computer Information Systems. All the attached pathways outline Denver Public Schools high school graduation requirements and college course work needed for degree/certificate completion. It is understood students will be ready for 100 level college course work at various stages of their high school career, therefore flexibility in course work attainment, either through accelerating or delaying until senior or 13th year, will be necessary.

Denver Public Schools Career Connect Overview: The DPS CareerConnect program prepares students for higher education and careers in some of Colorado’s highest-growth, highest-opportunity industries — such as advanced manufacturing, engineering and tech. Matching employable skills with workforce demand has been an issue among industries across the nation. DPS CareerConnect provides students with the opportunity to gain the knowledge, skills and credentials needed to secure careers in Denver’s fastest-growing fields. At West Early College, we will partner with DPS CareerConnect to provide students with two career pathways that prepare students for success in medical and technical careers. The DPS CareerConnect

program prepares students for higher education and careers in some of Colorado’s highest-growth, highest-opportunity industries. Through these programs, students will have the option to earn college credit and/or industry certifications, and participate in internships related to their chosen pathway. See below for sample pathways and modification for 6th-12th pathways.

Modifying for 6th – 12:

Our goal at West Early College is that middle school students have enough knowledge and skills to make an informed choice about their early college/CareerConnect pathway which begins in 9th grade. Through EXCITE, Middle schools students will take a suite of courses that will allow them to explore medical and technological careers and create an individual plan for their secondary studies. At the 8th grade, middle school students will be accuplaced to determine which college classes they will be able to register for at the 9th grade. If students are not ready at the 8th grade based on the diagnostic accuplacer, they will be placed in an accuplacer prep class during advisory. Every West Early College high school student will then choose a CareerConnect “major” and earn a DPS diploma and up to 36 college credits upon graduation. All students should be accuplaced at the 9th grade as well as through 11th grade following. Students also can elect to participate in an internship junior or senior year.

Denver Public Schools CareerResidency Program Overview: West Early College has been selected to host the CareerResidency Youth Apprenticeship Program with a planning and recruitment phase for 2017/18 and a launch and implementation phase for 2018/19. The CareerResidency Youth Apprenticeship Programs within DPS combine traditional high school classroom learning with on the job experiences and higher education. Students have access to: 1) Free higher education and training opportunities, by earning a HS diploma, credentials, certificates, college courses, and even fully stackable two year degrees. 2) Financial awards to earn money based on participation in the program. 3) More competitive college and career portfolios and 4) work experiences in high demand job fields. This three year program is available to incoming Denver Public Schools Juniors and seniors and will pilot four industries: advanced manufacturing, business, healthcare and technology.

Internships/Apprenticeships: The CareerResidency Program and HUB at West Early College will provide our students the option to participate in paid internships and apprenticeships. This program could be the bridge to our students who may not be taking the concurrent enrollment / associates degree option at the Community College level. We envision this CareerResidency Program being the program that allows our students on Individualized Education Plans the opportunities to graduate on a capstone portfolio through an Ace-Wes diploma using the HUB internships as their work study option.

Shared Adjunct Professors: West Early College also envisions sharing resources with the DPS CareerResidency Program and offering our students as well as other students who are accepted into the residency program more college class options throughout the day by sharing adjunct professors.

Summer Classes and Internships: The CareerResidency Program will require summer classes and internships therefore also requiring flexibility in extended year calendar.

Read 180 Universal and Math180 Intervention Programs Overview: READ 180 Universal is the leading blended learning solution that accelerates learning for struggling readers by merging the latest research in brain science, adaptive technology, professional development, and knowledge for school and life. Engineered to unlock the science behind reading success, READ 180 Universal incorporates the latest research on how the brain learns to read. MATH 180 is a comprehensive blended learning system of curriculum, instruction, assessment, and professional development designed to equip older struggling students with the knowledge, reasoning, and confidence to thrive in algebra. The housing and implementation of all of these programs will require flexibility in calendar as well as scheduling.

Provide an overview of the instructional philosophy and approach. What innovations, if any, will the school implement? Our school plan is organized on every level to maximize teaching effectiveness and student engagement. Our theory of action is driven by our recognition that student achievement will continue to improve dramatically when effective teachers are able to focus more time with far fewer students pursuing instruction that is relevant to students. West Early College is designed to provide a safe, rigorous, customized and future-focused and college ready educational environment for 6-12th students. Our instructional model is uniquely designed to allow teachers to get to know their students well by building on their strengths and interests while supporting needs and challenges. At every turn, teachers are expected to consider culturally relevancy in their planning by asking themselves questions such as: What vantage point/world view are my students coming from? Which role models from their own races,

locations of origin or language groups could be included in this unit to advance student’s understanding? Special Education services combine the best of inclusive learning with focused push-in services and resource classes. Our ELL program is designed specifically to lead to dual-language success. Our Early College model and CareerConnect and Residency pathways programs along with our internship opportunities will provide students options for academic success and post-secondary college and career readiness 6th through 12th. A well-rounded, rigorous and robust education is possible – and necessary – for all students. Negotiating, communicating, facilitating, debating, problem solving, project managing, innovating, budgeting are all essential workplace and societal skills that require people to read, write, speak and listen successfully, to utilize math skills successfully, and to evaluate, synthesize and organize information successfully. These skills are essential to most lucrative professions. They also are precisely the type of skills needed to address most of the world's challenges. Cultivating these 21st Century skills is fundamental to our program. Our multi-faceted and responsive school model ensures that each student can develop the academic skills and knowledge they need to be accepted into college or post-secondary training and the life skills and experiences they need to succeed once enrolled.

Summarize the school’s culture and learning environment (e.g., classroom-based, independent study, etc.). What innovations, if any, will the school implement? A strong school culture is critical to developing a sense of belonging and creating positive peer relationships: essential qualities that propel student achievement and build the confidence and life skills needed in high school and beyond. An inclusive model focusing on a student’s assets will provide proactive responses to needs. Culture building elements for all students include: ● Culture Week: 3-4 days at beginning of school year where students and staff bond through facilitated group activities. Diagnostic assessment and study habits training are a part of the program. All baseline testing is completed at this time eliminating having to do it in class time at the beginning of the year. ● Advisory Groups for Middle School (renamed College and Career Summits for seniors and sophomores/ and Freshman Seminars for freshmen): Ensure that all students are known well through an enduring relationship with a key adult. Advisors help students navigate through college concurrent enrollment rigor and meet their social emotional needs. ● Morning meetings: Whole school middle and high school separate weekly morning meetings allows for spirit and relationship building. Deans and student peers provide communication, P.R.I.D.E support and encouragement while emphasizing the value of FUN. ● Wellness Team: The school staff includes social worker, psychologist, nurse and counselors, as well as DPS student services staff and community-based partners who focus specifically on developing individual plans, small group interventions, and school-wide strategies for addressing the social and emotional wellbeing of our school community. ● P.R.I.D.E: Many of the reasons students cite in research for disengaging from school are addressed through reinforcement of the P.R.I.D.E acronym. P.R.I.D.E describes the behaviors staff and students are asked to demonstrate daily: Purpose, Respect, Integrity, Determination, and Engagement. ● P.R.I.D.E Ticket System: For students, understanding how our economy functions and how to participate within it is a critical part of preparing for self-sufficiency. P.R.I.D.E tickets track rewards for positive behaviors surrounding our school’s P.R.I.D.E values and allow students to participate in an economic model to further prepare them for success in the world after high school. ● Teachers will use Tier I interventions to engage students with ELL and SPED designations by scaffolding the language-rich curriculum for guided groups and customized activities. Engaging and collaborative opportunities provide students with opportunities to read, write and speak.

● All students, regardless of ability, will be encouraged to write to learn, collaborate and take on ownership of learning. ● We recognize the need to have flexibility in choosing curriculum that meets the needs of our students. ● For the 2018-2019 school-year, Middle School will utilize DPS Connected Math Curriculum, Expeditionary Learning for English Language Arts, and History Alive. ● For the 2018-2019 school-year, High School will utilize the DPS Curriculum for English Language Arts, Social Studies and Math and continue to use multiple resources for other contents. ● Every student attends Elective Courses daily. These include additional required core intervention courses, concurrent enrollment courses, arts, music, and fitness, advanced sciences and technology, and credit recovery.

Describe class size and structure. What innovations, if any, will the school implement? We will keep classes at 25 (125 per grade level) we will be capped at 125

Describe how the program will serve English language learners. What innovations, if any, will the school implement? West Early College will align with district procedures and school placements as well as assessment requirements and provide intensive (ELA-S) and sheltered English Instruction (ELA-E) for English language learners. As students enroll at West Early College they will be given the Home Language Questionnaire. Any student that comes from a home where another language is spoken will then be given the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS) Placement Test. This test measures speaking, listening, reading, and writing as required by NCLB and allows for the administration and teachers to have needed information to facilitate academic placement and identification of students eligible for ELL services.

Students will be grouped in core classes based on their need for ELA-S and English Language Development (ELD). Although West Early College no longer qualifies as a TNLI School, we value further development of heritage languages as a marketable job skill and therefore will support further language development in a native language class and/or advanced placement Heritage Spanish class. English Language Learners will be assessed on an ongoing basis in order to determine their growth and the appropriate course offerings needed to support further learning. West Early College expects ELL students to obtain the ability to read, comprehend, speak, and write to state standards. West Early College will also be offering the seal of Bi- literacy as an option by the 2019-20 school year.

For students identified as both ELL and SPED, the MTSS team will work with the Multilingual Assessment Services Team (MAST) from DPS to ensure students receive adequate services. West Early College will specifically seek out and give priority when equally qualified teachers have ELA training through the district as well as mandating the entire faculty to become ELA certified within three years.

There will be additional Resource teachers in order to serve the needs of all our students and keep students grouped by levels and allow teachers to have an extra planning period for paperwork and student monitoring. There will also be additional bilingual paraprofessional support in the classroom. Additionally, West Early College will have an Instructional Services Advisory Team (ISA) made up of an assistant principal, teachers and ELA-S support that will monitor ELD at the school ensuring placement, monitoring, classifying and exiting of ELL students.

Describe how the program will serve special education students. What innovations, if any, will the school implement? Compliance with Federal and State Special Education and Disability Laws: West Early College acknowledges and understands that it is subject to all federal and state laws and constitutional provisions prohibiting discrimination on the basis of disability, including the Individuals with Disabilities Education Act (IDEA), the Colorado Exceptional Children’s Educational Act (ECEA), Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). West Early College will be accountable to the Board of Education of DPS for purposes of assuring compliance with federal and state special education and disability laws. The special education director of the District will ensure West Early College’s compliance with special education and disability laws through annual audits of our special education program. West Early College understands that noncompliance with federal and state special education and disability laws may result in specific actions by the District. Responsibility for Special Education Services: West Early College acknowledges and understands that the special education director of the District is responsible for assuring that all special education students attending West Early College receive a free appropriate public education (FAPE) under the IDEA and the ECEA. West Early College will be responsible for providing special education instruction according to the individualized education programs (IEPs) for each student with a disability enrolled. West Early College will deliver instruction in the general education classes with push-in support from Special Educators while providing resource classes in core academic areas for general education support. West Early College will implement the Ace Cooperative Education (ACE) program to provide work experience, related classroom instruction and vocational transition planning for high school students in the Special Education and those considering career options. Instruction will focus on providing students with: 1) job skills and career exploration 2) improving their ability to interact positively with others, 3) specific skill training, 4) developing skills and attitudes that are relevant to the job, 5) entrepreneurship 6) personal finance/economics and independent living skills. Within this framework, West Early College will provide all necessary accommodations and instructional/curricular modifications as required by student IEPs. Least Restrictive Environment Requirement and Age-Appropriate Classrooms: West Early College will educate its special education students to the maximum extent appropriate in age-appropriate general education classrooms with needed accommodations, instructional/curricular modifications and other supports. The district will make available to West Early College its continuum of alternative placements if a student is unable to be involved in and progress in the general education classroom with such accommodations, instructional/curricular modifications and supports. If MTSS identifies such a student , West Early College will notify the District Special Education Director in a timely manner to determine if a re-evaluation is necessary and hold an IEP review meeting to discuss appropriate placement. Special Education Teacher Qualifications: Because West Early College is responsible for special education instruction to support students with IEPs, we acknowledge and understand that we are not exempt from special education credentialing requirements under the IDEA and the ECEA. WEC will hire special education teachers possessing a Colorado Teacher license with appropriate endorsements in SPED. Related Services: West Early College, through application of its staff or through contracts with qualified outside providers or the District, will provide all related services required by IEPs, including but not limited to: initial evaluations and re-evaluations, occupational therapy, physical therapy, paraprofessional services, school health care services, and school psychology services. Center Programs: West Early College will be operating a center program, specifically taking on responsibility for the Affective Needs students in the building. Graduation Requirements for Special Needs Learners: West Early College will follow DPS policy related to graduation requirements: “Students with severe and profound disabling conditions that interfere with their ability to meet the requirements for either of the above courses of study and have satisfied the requirements of an Individualized Education Program shall graduate with a high school diploma.”

Explain any academic services or programs that are supplemental to that which is included in DPS’s core curriculum. What innovations, if any, will the school implement West Early College will adopt the Denver Public Schools recommended curriculum in most areas and potentially supplemented by the following: Read 180 Universal: In order to close the gap in literacy and assure our students are on reading level, we will implement READ 180 Universal for students in the first and third percentile as determined by Scholastic Reading Inventory, CMAS, PSAT and SAT scores. READ 180 Universal, is a research based reading intervention program designed to support educators while helping struggling readers meet the rigorous expectations of the new standards and experience success on the new assessment. It is a blended learning program that accelerates learning for struggling readers by merging the latest research in brain science, adaptive technology, professional development, and knowledge for school and life. Engineered to unlock the science behind reading success, READ 180 Universal incorporates the latest research on how the brain learns to read. Phonics Boost /Blitz: a phonics program that re-teaches key skills essential for close reading and good comprehension. The approach is mature, engaging and motivational for older students. The instruction is specifically for students who struggle with reading multi-syllable words and words with advanced vowel patterns. This is phonics recast for older students. . Math 180: is a comprehensive blended learning system of curriculum, instruction, assessment, and professional development designed to equip older struggling students with the knowledge, reasoning, and confidence to thrive in algebra. Concurrent Enrollment Courses / DPS CareerConnect Pathway Courses: By infusing the Early College model and the Denver Public Schools CareerConnect pathway program, the master schedule at West Early College will be driven by class offerings and schedules of adjunct professors at the Community College of Denver, University of Colorado at Denver, Colorado Early College and Emily Griffith Technical School. DPS Career Residency Internships/Apprenticeships: Students will have the opportunities to work at paid and unpaid internships to experiences career options before choosing a career path. DPS Capstone Portfolio Option: A Capstone Portfolio is a pathway for students and teachers to monitor progress and show competency towards college and career readiness. It is designed around English and Math

Explain how the school will use innovation status to improve the education program to produce gains in academic achievement. Using this same innovation plan West Early College, moved points on the School Performance Framework and moved from red accredited on probation to yellow accredited on watch in two years. It is our hope that with approval of this revised innovation plan and the addition of the Early College Model, we will move the few points needed to Green Meets Expectation for the 2018-19 school year and Blue Exceeds for the 2019-20 School Year. Extended day changes in scheduling will continue to allow for 30% more learning time for students and significant professional development and common planning time for teachers. Early release day to use for professional development has proven effective in allowing teachers to receive the resources necessary to improve instructional practices as evident by our improved growth scores. Persistent progress monitoring through our data driven instruction and professional learning communities allowable through our extended day and the use of reading and math intervention programs will assure students continue on track in growth for literacy and math. This will allow us to continue to close the achievement gap so that our students can be on track for post-secondary success through our Early College model.

If you are requesting waivers to DPS core curriculum materials please complete Appendix A. N/A

Describe the school’s assessment plan and how it is critical for the school to produce gains in academic achievement. Provide an overview of the school’s proposed assessment plan. Describe any assessments that will supplement assessments required by DPS and the state.

West Early College will be using the following assessment cycles, assessments and supplemental assessments: Interim 8 week Assessment Cycles: West Early College will use a four 8 week assessment cycle with a time allotted for re-teaching. Tests will be given and upload through the District’s Illuminate Platform and administered 4 times during the year. These interim assessments are used to provide baseline data for students in three academic areas: writing, reading and mathematics. Using this measure, individual teachers and administrators will be able to target specific academic needs for individual students as well as define academic trends within groups of students to plan for remediation and extension. Teachers in collaboration with their content teams, have two options for assessments: Option 1: Create rigorous assessments in collaboration with planning partners within their content teams to be given on a 8-week cycle to be administered through the DPS Illuminate platform, or teacher made and administered. Teachers may pull from multiple resources including but not limited to previous Denver Public School interims, PARCC, CMAS, PSAT, SAT sample questions, and teacher written questions, in alignment with Common Core State Standards. Option 2: Administer the DPS Interim unit tests with a rigorous collaborative assessment given at the end of each chapter/ unit and aligned with District testing timelines. If Option 2 is chosen, the district Interim will be administered to provide baseline data for students in five academic areas: social studies, science, writing, reading and mathematics. Using these measures, individual teachers and administrators will be able to target specific academic needs for individual students as well as define academic trends within groups of students to plan. Implementation of a structured formative assessment 6th through 12th is in place at West Early College with two data days at the end of each cycle for teachers to review student data with their team, come up with trends and plan for reteach. These common formative assessments will be used as a baseline data point to drive instruction daily and weekly to meet the needs of the students while exposing students to higher level understanding of the standards. All teachers for all contents are using the common formative assessment cycles.

Scholastic Reading and Math Inventory: English and Math teachers will administer the Scholastic Reading and Math Inventory tests on a six week cycles to monitor student growth in fundamental skills on a shorter cycle and to provide a useful data set for differentiated groupings within classrooms

8 Week In-House Writing Baseline Process: This 3 time a year writing cycle is specifically aligned to our school goals of citing textual evidence, organizing a sequential, logical argument, and supporting that argument with relevant and fact based reasoning. By monitoring the growth (or lack thereof) based on disaggregated data, our staff can focus in on our gaps in our students’ writing and implement the six Early College strategies that is the basis of our Professional Development with our staff.

Early College Instructional Strategies: At West Early College, the requirement for our students to attend and succeed in a post-secondary institution is an expectation. We infuse the six Early College Instructional

Strategies into professional development for our staff members during our beginning of the year summer boot camp and twice a month for every educator. With the major focus on Writing to Learn, Collaboration and Ownership of Learning. These along with the following other early college strategies are the backbone of our instruction at West Early College: higher level questioning, reading to understand, scaffolding, and class communication.

Professional development: is given and is implemented into teachers’ daily instruction immediately in a four week feedback cycle. Teacher coaches, administration, and differentiated teacher support staff observe the following week to ensure that the professional development is being used and making an impact on student performance. This results-based professional development has driven the work in content level Professional Learning Communities and supports the overall improvement plan for the school’s monitoring and goals. Rigor, high expectations, and support is the key to building and maintaining a positive, academic culture at any given school and has proven a strong lever in moving our school to yellow on the school performance framework.

Professional Learning Communities: Teachers will continue to meet on a daily basis for 4 of the 5 days of the week to review student work and determine if the student is meeting the standard. Teachers are meeting in Content and are working together through a Data Driven Protocol and determining next steps answering the question “what does the student need to know and do, in order to meet the standard.” Teachers are then able to go back and plan and reteach on a daily and weekly basis always knowing what their students are able to know and do and not waiting for the 8 week assessment cycle or end of semester.

Student grading and Goals: Student grade point average will be monitored and recorded every grading period. This data will be used to determine student engagement in school. It is the assumption that students who have higher GPAs are more engaged, have a greater desire to achieve in school and are receiving adequate assistance to achieve their goals. The data will be used to further determine student engagement in specific courses and also as an indicator of how important the student believes the advisory / summit/ seminar program is to their well-being.

Graduation rate: will be recorded as a key indicator that the school is accomplishing the goal of graduating students who have struggled to earn a diploma. Graduation rate is calculated using the state’s definition based on a four-year cohort rate. In addition district and state assessments, teachers will administer formative assessments to monitor student progress and use a daily exit ticket strategy as well.

Explain how the school will measure and evaluate academic progress of individual students, Student cohorts, and the school throughout the school year and at the end of each year.

West Early College in collaboration with the School Leadership Team, Instructional Leadership Team, School Accountability Committee and Professional Learning Communities will measure and monitor individual students and student cohorts for the 2017 through 2019 school year using the following data and measured using the School Wide Unified Improvement Plan. The Unified Improvement Plan will be tracked and monitored on a monthly basis by administration and the Instructional Leadership team during Data Driving meetings held weekly and during CIG meetings held monthly by the Instructional Superintendent. Proficiency growth towards the following goals will be monitored on a monthly basis and tracked on the UIP tracker located on the Resource folder in West Early College Google folder.

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. Please see Measureable Goals chart above in addition to the following explanation: West Early College will continue to use data in the following way: Applying data through common planning time –Professional Learning Communities Each day, teachers have an average of 345 minutes of planning and Professional Learning Community (PLC) time. Teachers are able to meet together in content teams for planning as well as formative and summative assessment creation and data review through student work. Teachers plan how to group and re-group students, apply technology, re-plan and re-teach lessons, challenge students who understand the information and go deeper. Teachers look at student work on a daily basis to inform their instruction. Students will take a formative, end of unit assessment every eight weeks. Using the eight-week cycle data, teachers look at formative data to drive the instructional unit, weekly and daily plans for standards mastery. Early Release Professional Development – Teachers meet once a week on an early release day to receive professional development led by Instructional Deans in the building. This professional learning will be driven by the data collected during walk-throughs, observation/ feedback conversations and LEAP evaluations as well as School wide Focus determined by the Instructional Leadership Team the prior year. For the 2017-18 school year the focus is on the three Early College strategies of Writing to Learn, Ownership of learning and Collaboration. Strategies will be provided to teachers and teachers will be expected to implement those strategies during a 4 week cycle bringing back evidence of implementation. Evidence will also be collected during weekly Professional Development learning walk check-ins. Data should be evident in the improvement of instructional practices across grade levels 6 through 12. LEAP indicators should grow between 5s and 7s, showing an increase in distinguished teachers. Student data should continue to grow in MGP but more so in proficiency.

Describe the school’s proposed graduation and promotion policies. Explain policies and standards for promoting students from one grade to the next. Refer to Appendix B (Waivers) - West Early College to determine standards for promotion and retention. In Addition West Early College has opted into the Capstone plan for graduation option.

Provide the school’s exit standards for graduating students. West Early College seeks to maximize learning time in each category, exceeding DPS Board of Education requirements in most cases and utilizing learning time to achieve maximum growth through: 1) extending time in college and career transition and support through advisory/summit/seminar and morning meetings, concurrent enrollment, residency, apprenticeship and internship options, 2) providing a credit- rich model where students work toward mastery through meeting benchmarks, 3) extending the school year and day, 4) considering the acquisition of dual-language abilities to be critical for student success . To ensure that every student can succeed, we have built the following ● Constant data monitoring of student performance ● Wellness Team/MTSS intervention process ● Advisory/summit/seminar and morning meetings ● A credit rich model supported by a longer school day ● A partnership with Community College of Denver for concurrent enrollment opportunities and completion of an associate’s degree or up to 60 transferable college credit hours ● A partnership with Metropolitan State University for free tutoring/enrichment after school. ● A personalized College & Career Transition Plan for every student ● Completion of a CareerConnect Pathway and industry or professional certificate ● Opportunity to apply for the CareerConnect Residency HUB and participate in paid internships ● Opportunity to learn from multiple faculty and adjunct professors ● Numerous dual language speakers among the leadership and teachers to remove any barriers in engaging parents ● Language support in all content classes ● Strong intervention and special education support services for all students needing extra supports

Describe how and when promotion and graduation criteria will be communicated to parents and students. Parents will receive information in regard to promotion and graduation criteria through: 1) student handbook, 2) progress reports that indicate credits obtained toward graduation, 3) access to Infinite Campus, 4) twice annual meetings where students and parents review each individual student’s College & Career Education Plan with Counselors, College and Career Readiness Coordinator and/or Credit Recovery Coordinator, 5) College Senior nights 6) FAFSA nights 7) at Registration 8) during morning meetings and seminars/summits 8) on going OTG board in the office . Additionally, at the point a student becomes off-track for graduation, both parent(s) and student will be notified and a meeting will be scheduled by administrator or Counselor to determine a strategy to address the situation and get the student back on track.

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.) In addition to services provided for ELL and SPED students, West Early College will implement Multi-Tiered Systems of Support (MTSS) to help meet the needs of all students. RTI will be one of the key processes that drive access to special education services at West Early College with the goal that every student will be given the individualized attention they need to succeed. The purpose of MTSS is to use a proactive model to limit or prevent academic failure for students who are having difficulty learning by providing scientific research-based interventions to bring students up to grade level achievement as well as to identify Gifted and Talented students so they can achieve to their potential.

Although there is no single MTSS model, the many variations that have emerged use a two-to-five tiered model. Each tier provides increasingly individualized instruction, continuous monitoring of progress to calculate gains, and criteria for changing interventions and/or tiers through a regularly scheduled and systematic team decision-making process. West Early College plans to use a three-tiered system as follows and will follow CDE’s school and classroom rubrics to support implementation: ● Tier I - high quality instruction, regular assessment and behavioral supports provided in general education classrooms ● Tier II - small group instruction - intensive specialized interventions provided with consistency by highly trained teachers which includes progress monitoring and assessments presented at students’ instructional levels to measure growth towards benchmarks ● Tier III - individualized intervention by specialists and/or referral for special education or gifted programs. An MTSS team is in place to meet with teachers on a weekly basis during Professional Learning Communities and during early release Tuesdays. A protocol will be followed for referred students. Teachers will meet with the team to go over academic and social emotional issues interfering with the student’s success. Individual student strategies will be implemented and revisited on a bimonthly basis with follow up and further interventions if needed. Team Specialist at each Professional Learning Community will be responsible for follow up and follow through.

If you are requesting waivers to DPS graduation and/or promotion policies, please complete Appendix C. N/A

Describe the goals and specific gains in academic achievement the school will commit to as a result of securing innovation status. Innovation status will allow us to: ● Increased learning time for students ● Increased daily collaboration time for teachers ● School Calendar reflects additional time for data analysis and effective data driven instructional planning as well as increased professional learning/development. ● Continue the trajectory we are currently on. West Early College has made tremendous MGP and moved points on the School Performance Framework from red accredited on probation to yellow accredited on watch in two years. It is our hope that with approval of this revised innovation plan and the addition of the Early College Model, we will move the few points needed to Green, Meets Expectation for the 2018-19 school year and Blue Exceeds for the 2019-20 School Year.

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.

Academic Achievement Goals: School Performance Framework information shows that West Early College Status has grown: West Early College started as West Generation Academy in 2012/2013 School Year at 12%. In 2013/2014 School Year grew to 19.3%. Then under the first year of innovation in 2015-2016 School Year moved to 26.06% and second year of innovation 2016 - 2017 School year to 39.64%. This is a notable trend showing

approximately a 7% point increase each year and nearly doubling that increase this year. West Early College commits to: ● 55.5% on the SPF and Meeting Expectations (Green) for the 2017/2018 School Year ● 72.5% on the SPF and Meeting Expectations (Green) for the 2018/2019 School Year ● 80.0% on the SPF and Distinguished (Blue) for the 2019/2020 School Year

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? West Early College will continue to implement the following innovations: ● Increased learning time for students. ● Increased daily collaboration time for teachers (345 minutes planning and 48 minutes Professional Learning Communities). ● School Calendar reflects additional time for data analysis and effective data driven instructional planning as well as increased professional learning/development. ● Personalized learning focus: School is focusing on all students and using professional development, PLC, and planning time to use data and plan to meet the needs of our students. ● 8 week planning and assessment cycle: School focuses instruction around this cycle using formative assessments weekly to adjust instruction and meeting the needs of all students in particular focus on English Language Learners and Special Education Students addressing the achievement gap. At the end of each 8 week cycle, teachers use the data to reteach content one last time to meet the needs of individual students. ● Curriculum freedom: School reserves the right to choose curriculum that will best meet the needs of students either using district curriculum or the curriculum of choice. ● Advisory for all students to monitor social emotional impact of rigorous college readiness expectations.

Attach the school’s Unified School Improvement Plan (UIP) and briefly explain how the proposed innovation plan aligns with UIP goals. Granting Innovation status removes some of the state, local, restrictions to turnaround, allowing more flexibility around curriculum, and the length of the school day. West Early College is finally out of turnaround status and we attribute that to the flexibility given to us with the innovation plan and status. Our Unified Improvement Status was structured within the DPS Turnaround Plan of Tiered Support with a focus on the Major Improvement Strategies and continues to be centered on the five Major Improvement Strategies we have been focusing on. Our assignment to the West Denver Network (WDN) was intentional to provide strategic and focused support in three areas. With the West Denver Network support, we had monthly Continuous Improvement Guide (CIG) conversations and have continued to do so under our new network High School #4. Our three major levers of focus have been and will continue to be 1) observation and feedback 2) professional development/ professional teach communities, 3) and Culture. Our Major Improvement Strategies are: ● MIS 1 - Data Driven Instruction ● MIS 2 - Professional Learning in target areas ● MIS 3 - School Culture ● MIS 4- Implementation of the Early College model and College/Career Readiness ● MIS 5 - Parent and Community Engagement The progress we are making on our Unified Improvement Plan action steps is monitored using the SSP UIP

Tracker (noted in benchmark column with appropriate action step). Using the SSP UIP Tracker as a guide, discussion of our progress on implementation, as well as interim proficiency achievement data, is the focus of our conversations at our monthly CIGs with our new Instructional Superintendent and Data Partner.

Describe how the school will use time strategically to support the vision, mission and education program so as to produce gains in academic achievement. Time is used strategically daily and weekly during all Data Driven meetings, Instructional Leadership Meetings, and Professional Learning Community Meetings using protocols, data trackers and note takers. Protocols are used in all meetings with Objectives aligned to West Early College’s Mission and Vision. Time keepers and note takers are assigned so as to keep everyone on task focused on goals. Assessment Cycles are in 8 week cycles with Data Days for teachers to look at trends and specific reteach days and reassessment days. All of this data is monitored and documented now in Illuminate. Time lines are set for unit and lesson planning for teachers and team specialist and team leads hold teams accountable for submissions and time lines. The progress we are making on our MGP and building culture is all due to strategic time lines and planning aligned strategically with the West Early College UIP action steps and monitored using the SSP UIP Tracker. Accountability by all is the key to our current success. As well as a strong Data Driven Culture with a strong focus on re-teaching to the gap along with a strong MTSS structure for social emotional support of the whole child.

Describe any innovations to the school’s calendar and schedule under innovation status and how such changes will lead to increased student achievement. ● Students will attend school 8 hours each school day and fulfill the CDE requirements for seat time. This will give students the opportunity to have more instructional time daily ● Teachers will work 8 hours a day with early release one day a week for professional development. By doing this our teachers receive weekly professional development to stay current with our instructional craft and best practices. This allows our students the opportunity to receive instruction on a consistent basis in all of their classes. Due to the CareerConnect Residency HUB and additional concurrent enrollment classes at the High School level beginning at 9th grade next year, there is a strong possibility the West Early High School will move towards a modified Block Schedule to allow for more flexibility for the scheduling of these classes and availability of adjunct professors schedules. See below for possible block schedule scenarios.

Attach the school’s proposed calendar and daily schedule of classes under innovation status. Include both a teacher and student schedule.

Possible High School Student Block Schedule

HS Teachers are expected to receive 1 full Period of Time off per day for personal planning/PLC in alignment with the DCTA contract.

Middle School Schedule

Teacher Schedule Student Schedule Period 1: 7:30-8:33 Period 1: 7:30-8:33 6th Grade Math 6th Grade Math Period 2: 8:37-9:37 Period 2: 8:37-9:37 6th Grade Math 6th Grade Language Arts Period 3: 9:41-10:41 Period 3: 9:41-10:41 6th Grade Math 6th Grade Social Studies

MS Lunch→ 10:45-11:30 MS Lunch→ 10:45-11:30

Period 5: 11:37-12:19 Period 5: 11:37-12:19 6th Grade Math 6th Grade Math

Period 6: 12:23-1:23 Period 6: 12:23-1:05 6th Grade Math 6th Grade Science Period 7: 1:27-2:27 Period 7: 1:10-1:53 PLAN Elective Period 8: 2:31-3:30 Period 8: 1:57-2:40 Common Planning (PLC) Career Connect Pathway Exposure - on a wheel course for Quarters

Summarize the length of the school day, including start and dismissal times. Both student and teacher school days are from 7:30-3:30.

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. ● Language Arts - 450 mins / week = ~270 hours/year ● Math - 450 mins / week = ~270 hours/year ● Science - 225 mins/ week = ~135 hours/year ● Social Studies - = ~135 hours/year

Summarize the total number of hours and days allocated for tiered interventions, enrichment, tutoring and other non-academic activities. The design of our West Early College model allows for time to be spent delivering intervention and enrichment strategies throughout the course of the day. These include: Core Content Classes – Core Content Class teacher teams also function as MTSS teams making it possible for Tier I and Tier II interventions to take place during core classes which will take place for in 55 -minute class each day at middle school and 1:48 minutes at high school. After school tutoring - Students are recommended for Tier 2 interventions that occur after school on a daily basis. The school has a site-administrator that organizes this support and hires outside mentors and support for interventions. This is a grant funded program. Monthly MTSS focus and planning with all grade level teams. ** The goal is to serve each student and personalize a way to ensure that our students reach their education goals. Our school imbeds their interventions throughout the academic program and throughout their regular class time. Our teachers have been trained on small group instruction, personalized instruction, assessing Math Fellows- Math Fellows co- teach at the middle school level providing an extra block of math support at the middle school level. For those students at a higher need of support, Math 180 is offered as a blended learning intervention math support offering students an additional math block. All middle school students receive two hours of math instruction or math enrichment depending on data results and determination of team. Read 180- Students needing Reading intervention on 1st through 10th percentile are placed in an additional block of reading in a blended learning reading intervention at both the middle school and high school. These students receive two hours of targeted reading support every day. There are two Math 180 and two Read 180 teachers dedicated as FTE for targeting reading and math interventions teaching 5 sections of 15 students in each class. ELD Resource Teachers- Two teachers support English language development self-contained for an additional English language acquisition class at the middle level for English Language learners at levels 1- 3 and not re-designated by the ISA team. Each teacher has a caseload of approximately 40 students and each student receives a double block of English language acquisition or English language arts. Throughout the day with language support. At the High School two Resource teachers push in with regular content teachers in Science and English Language Arts. Bilingual Para support is also provided as a push in model for language support at both the middle and high school level for tutoring, push in and pull out for tutoring, make up work and or test taking. Spanish ELA-S instruction is also provided with 50-50 Spanish

English instruction at both middle and high school for social studies and math. Special Education Services- are provided at both the middle and high school level for English Language Arts and Math as a push in and pull out model. Two teachers at each level. West Early College also houses an Affective Needs Program with two affective needs paraprofessional support staff pushing in for social emotional support. Credit Recovery- Credit Recovery Classes are scheduled all 9 periods a day with approximately 15-25 students give or take in each class. Students work their way in and out of the class units recovery past failed classes. Students are tutored through Metro state tutors in the class as they work through their units of study Saturday School- is offered to students who are off track to graduate or require compensatory education for excessive absences.

Describe the enrollment procedures and practices of the school with innovation status. 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. West Early College will be utilizing the DPS enrollment system. The school’s administrative team and School Leadership Team and Restorative Justice Deans are executing a robust marketing and recruitment plan to make every effort to fully enroll each grade level. Examples of activities include advertisements being placed in newspapers (Spanish & English), making phone calls, flyers to attendance zone area going door-to-door in the boundary zone, open houses, principal visits to all 5th and 8th grade guidance counselors as well as with teachers and parents at feeder schools. Other marketing initiatives include, bold fence signs, revised and upgraded Facebook page, communication School Way App, Upgraded WEB page and visits by Restorative Justices to community partners for donations and partnership opportunities, Robo calls, radio and television spots on EDUCA and Telemundo. West Early College has increased enrollment over the past two year. Currently 9th grade has a waiting list which has never happened in the past. This was due to the positive turnaround effort experienced by our current families, the emphasis placed on serving the families by the hiring of two strong restorative justice coordinators that are well known in the community, our community liaisons, and the huge grassroots door to door recruiting and door-to-door registration. We also believe the strong publication and marketing around the Early College Model and offering of free college classes to our families has enticed many families to join our community that as well as our improved scores and change of status from turnaround Red improvement school to Yellow has changed the culture and community impression of West Early College.

Please attach any written enrollment documents, including the Student Handbook, and/or forms that will be provided to or required of students and families. -See attached.

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. Describe any innovations in the school’s personnel policies under innovation status and how these changes will produce gains in academic achievement. West Early College will have autonomy to recruit staff and make offers to candidates outside of the traditional district hiring calendar. The principal or his/her designee will work with the district Human Resources office to post teaching positions through the district website. The school will also engage in

independent outreach efforts to recruit candidates outside of the centralized recruitment channels, but will require that any interested candidates apply through the district site. The ability to be ahead of the game and recruit highly qualified teachers before all other schools, would give us the opportunity to impact student achievement as we would have the most skilled teacher in front of our students.

All eligible applications for posted teaching positions will be provided to the school principal for selection using locally-designed processes. The principal or his/her designee will consider candidates from the direct placement process; however, the school shall not be required to select or accept teachers through direct placement or to alter the hiring schedule or selection process in a way that gives preference to direct placement teachers. The school would not take placement teachers as it would disrupt the already set learning environment and instructional focus thus providing consistency and improved achievement. The principal will consult with district HR partners and staff and incorporate hiring best practices at the school level where it is found to be appropriate. Teaching positions that are responsible for pathway courses, electives, and or enrichment or intervention instruction will require or be able to obtain a Colorado CTE license or be able to obtain one in lieu of a traditional teacher certificate. Because we are trying to recruit career skilled adults in specific fields, it will be difficult to find qualified teachers in the area of study that we need them to present to our students. By having the career skilled adult, our students will have a first-hand experience and receive first-hand knowledge in that course of study.

Our school will create a New Teacher Induction Program to support new teachers as they join the school community. We believe that new teachers coming into this new environment need additional support “Catching Up” to their colleagues who have been in the building prior. We will set up monthly meetings for teachers to meet with administration to discuss upcoming learnings/understandings that will support them along providing best instructional practices in their classroom. Ambassadors will be assigned to new teachers in order to check in and be the liaison between administrators for support.

West Early College will also encourage current teaching staff with 18 hours or close to in English and Math to participate in mini cohorts offered by the district to complete their Masters in order to be qualified to teach concurrent enrollment classes as part of our Early College Model. We will also encourage current teachers to return to school and obtain their Masters in other areas where our students can benefit from taking concurrent enrollment courses in the areas of computer sciences and medical pathways. At West Early College we believe in growing our own adjunct professors so our students can benefit from the close relationships they have built with their current teachers.

Describe any innovations in the school’s staffing plan under innovation status and how these changes will produce gains in academic achievement. Describe all non-teaching staff positions and how they will contribute to achieving the school’s goals. West Early College plan includes appropriate administrative and support staff to successfully implement the school. Current staff includes a shared nurse, shared librarian shared athletic director, our own social worker, psychologist, , shared speech pathologist, , school technology partner, middle school counselor, high school counselor, office support secretary I, office support secretary II, college readiness coordinator, family and community liaison, attendance liaison, two affective needs para support, two bilingual para support, two ELD teachers at the middle level, two Resource Teachers, one pass room paraprofessional, two restorative justice coordinators, and one credit recovery coordinator. In subsequent years, this team will include expanded non-instructional support that includes a principal-in-residency or administrative assistant or intern.

In addition to this staff, a small percentage of teachers will provide limited non-instructional support in targeted roles through the Teacher Leadership Collaboration Design. While the primary responsibility of these teachers is to teach, their secondary role will include teacher coaching and support for a small caseload of students. These include Team Specialist to lead Professional Learning Communities, Team Leads to coach and evaluate part time and teach part time as well as two teacher Ambassadors to support new teachers in order to help alleviate turn around in teachers.

Secretaries, paraprofessionals, custodians and facilities managers will be employed at West Early College in accordance with the terms and conditions of employment agreed upon between the District and Denver Association of Office Professionals (DAEOP), Denver Federation of Paraprofessionals (DFP), Facilities Managers Association (FMA), and Communication Workers of America (CWA). The school will schedule staff based on the needs of students and the mission and vision of the school. The school will maintain minimum pay thresholds consistent with the MOU and/or respective agreements.

West Early College leadership will collaborate with the district regarding the selection and placement of all personnel including secretaries, paraprofessionals, custodians, facilities managers, and food service personnel. In the event that a classified staff member is not performing at the satisfactory level according to the classified performance evaluation scale, the school will work with the district to remove the staff member. The West Early College Executive Principal or Middle School Principal will be the ultimate decision makers regarding the selection and hiring of classified personnel.

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

Having two Team Leads helping with evaluations will reduce the number of teachers on each caseload and will provide more time for observations and feedback. This feedback will allow for rich conversations with teachers and improvement in academic achievement. Each Administrator and evaluator is committed to giving seventeen observation and feedback sessions to each teacher in the building. This has proven to be highly effective in the turnaround of this building in the past and will be a continued practice under this new innovation plan if accepted. Having the extra time for professional development and extended day allows for subcommittees and professional development time and planning. Without the innovation plan this structure would not be as effective. There would not be time for socio emotional student support, whole child support or time for student engagement.

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 student achievement. Explain the strategies and processes to identify and recruit faculty, support staff and administrative staff. The school leadership will execute a multi-faceted staff recruitment and selection process to bring the best possible faculty and staff to the school. The recruitment process will include a wide variety of strategies:

● Information sessions throughout the city. ● Outreach to teacher training programs including local colleges and universities, teacher residency programs. ● Marketing and media campaigns locally and nationally. ● Presentations at local conferences and staff development initiatives within DPS and beyond. As described in this document, including Appendix E, West Early College 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 or temporary placements of teachers by the District. ● Hire part-time staff on fractional increments that meet the needs of the school. ● Create non-traditional job descriptions, which may include adding roles aligned to the model and mission to any job description. ● Hire non-licensed teachers for non-core subjects who are not required to meet NCLB highly qualified criteria; the school will hire teachers who meet the highly qualified requirements for all core content classes. ● Create a professional development program that supports the innovation plan. West Early College 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 students, staff, and programs. ● Create a process to evaluate and improve teacher performance. ● Create a process to address under-performing employees.

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.

Describe selection criteria and other qualifications for faculty, support staff, and administration that will ensure vision, mission and academic plan fit with the school. A multi-faceted and model-aligned selection process will guide staffing decision-making. We recognize that the unique qualities of the Early College Model will require effective teachers who are committed to personalized instruction and collaborative practice. Teachers are selected by the school principals in collaboration with school leadership and the personnel committee. The principals may choose to engage additional staff and community members in the initial screening processes. The hiring process steps may include: ● Step 1: Candidates submit resume and cover letter. ● Step 2: Resumes are screened based on current hiring needs. ● Step 3: Selected candidate interviewed by the Principals, School Leadership Team and representatives of the personnel committee. ● Step 4: Selected candidates are invited to teach a model lesson to students, submit a recorded lesson or allow personnel committee members to observe a lesson outside of West Early College Campus. ● Step 5: Selected candidates references are checked. ● Step 6: A conversation regarding the expectations of teachers at West Early College takes place with the candidate and the Principals. ● Step 7: A job offer is made.

West Early College will seek teachers with strong content knowledge, ability and desire to work collaboratively to build on another’s strengths, ability to use a variety of data in quick cycles to inform instruction, and a desire to relentlessly pursue student and school success within a culture of continuous improvement. In addition, our selection criteria will evaluate a candidate’s commitment to invest in the social and emotional needs of students and desire to work with students in a high needs campus. West Early College will also seek teachers committed to the Early College Model who believe that all students can be successful in concurrent enrollment classes with the proper supports. West Early College will hire highly qualified teachers and staff who are committed to staying at West Early College for at least 3 years. Career and Technology teachers will be selected based on their expertise in the Technology and Medical Sciences field. Master Teachers in English and Math will be highly sought after as adjunct professors for high school concurrent enrollment opportunities for our students. A strong recruiting effort will be made to recruit and keep teachers with a Masters in their content area for future developing of these in-school adjunct professors.

Describe any innovations in the school’s compensation system under innovation status and how these changes will lead to increased student achievement. N/A

Describe any innovations in the school’s professional development plan under innovation status and how these changes will lead to increased student achievement. The Professional Development plan under the innovation plan will continue as a cyclical schedule with Instructional Deans presenting a strategy around Writing to Learn, Ownership of Learning, or Collaboration. Teachers will be given two weeks to go and implement the strategy then bring back evidence of the implementation with share out with peers. One Tuesday out of the month will be designated for content and grade level collaboration so that middle school can meet together while high school meets together to satisfy grade level and content cross content need. With next year’s block schedule possibility for high school professional development will look differently and whole school professional development may have to take place during district Teal and Green days instead of early release. There will have to be creative scheduling taking place to make this happen.

Explain career growth and development opportunities for staff to maximize the contribution and retention of highly effective employees. With early release Tuesdays, teachers are provided with embedded / in-house professional development and learning. This time will count towards career growth and professional learning hours towards recertification. Teachers will also be able to receive 17 observation and feedback sessions from their evaluators throughout the year. This constant feedback will allow for growing our own strong and highly effective instructional leaders.

The use of Teacher Collaborative Leaders in the building has allowed us to build our own leaders and coaches in the building. The Team Lead and Senior Lead opportunities have given our school a sense of grow our own evaluators and administrators and has provided our campus with a sense of trust and collaboration. West Early College has also historically supported Ritchie Interns and Administrative Assistants in the past. These leaders have grown in the building and have become trusted leaders and coaches valued by their peers.

Describe how the school’s culture and leadership team will support the professional growth of all teachers. The growth of teachers throughout their careers is a priority and supported through a multi-faceted process: ● Daily 55 minute planning and 55 minute common PLC time for middle school ● 348 minutes planning with new block schedule a possibility ● A one to two-week summer institute for pre-service professional development for all staff. ● Adjunct professor opportunities with Community College of Denver. ● Paid opportunities for teachers as Team Specialist, Team Leads and Ambassadors. ● A structured and supported PD sequence that supports differentiated teacher growth and development through weekly early release professional learning and bi-monthly observation/feedback coaching sessions.

Describe the school’s plan to cultivate future leadership capacity. West Early College continues to build a strong leadership pipeline by establishing a principal residency program and utilizing DPS’ residency programs. West Early College has engaged in a District’s Teacher Leadership Collaborative where we utilize teachers to coach and also evaluate teachers. We plan to continue utilize our Senior Team leads through the DPS Teacher Leadership Collaboration Program to support all of our teachers with observations and weekly feedback sessions to increase quality instruction in all classrooms. This type of support has given each one of our teachers in the building a specific coach (Senior Lead, Instructional Coach, Teacher Effectiveness Coach, and/or administrator of their own).

Explain how the school will demonstrate a spirit of collaboration so as to share innovative practices across the entire district. The executive principal will collaborate and meet with the DPS innovation design team once a month to gather information both beneficial and detrimental to the innovation process. Administration will also meet with West Leadership Academy administration during weekly shared campus meetings to share what is working and what needs revamping.

Describe any innovations in the school’s performance management system under innovation status and how these changes will lead to increased student achievement. N/A

Describe policies and procedures for establishing individual employee goals. Each teacher will be observed by a member of the school’s leadership team designated by the principals. Performance evaluations are scheduled for all teachers twice a semester using the DPS LEAP Framework for Effective Teaching. The evaluator will provide each teacher with post evaluation feedback, including insight on areas of strength and areas for improvement. Together, the individual teacher and principal will set goals for professional growth and develop a Teaching Effectiveness Plan for achieving those goals. These Teaching Effectiveness Plans will provide the necessary road map for each teacher to improve each area to a level of Effective or Distinguished. Teachers will also receive twelve additional informal observations with direct feedback.

Describe policies and procedures for evaluating staff, providing feedback and celebrating excellence. The Denver Public Schools, Leading Effective Academic Practice (LEAP) Teacher evaluation system will be utilized in conjunction with the 6 Step Observation/Feedback RELAY model. All teachers will receive the minimum amount of LEAP evaluations as required by Denver Public Schools. Teachers will also receive weekly/bi-weekly observation and feedback. Teacher supports are tracked on a West Early College Teacher Support Matrix that is updated weekly by all evaluators. Non-classified staff will be evaluated with the Denver Public Schools evaluation system.

Describe who is involved in the evaluation process, how feedback will be provided, and how often. The principals are the primary evaluators and will provide feedback through individual teacher meetings as well as written feedback following each evaluation. Additionally, assistant principals, principals in residence and other persons in leadership roles such as Team Leads and Senior Leads may also conduct evaluations at the request of the principal. In any circumstance in which a teacher receives a Not Meeting/low Approaching rating in any category from an evaluator who is not the principal, the evaluation process will be immediately referred to the principal. The principal will then conduct his/her own evaluation of the teacher.

Explain how the school will handle unsatisfactory leadership and teacher performance. As noted, performance evaluations will be completed each semester for each teacher using the DPS LEAP framework. The performance framework at West Early College is designed to create clear pathways for teachers to reach and sustain a rating of “Effective” or “Distinguished”. Evaluations will be used to develop personalized Teaching Effectiveness Plans: articulating essential feedback, tools, mentoring and support. A teacher rated as Not Meeting on any indicator of the evaluation framework during any performance evaluation will receive a Focused Teaching Effectiveness Plan detailing areas targeted for immediate improvement. This plan will provide for more intentional, regular support from the principal so that deficiencies are addressed and appropriate improvement is achieved in the noted areas. If concerns are not addressed within a reasonable timeframe, a formal Performance Evaluation may be performed in accordance with the provisions of Article 10 of the DCTA Agreement. If warranted, a Remediation Plan may also be developed and implemented in accordance with Article 10.7 of the DCTA Agreement.

Describe how the performance management system will be used to drive improvements in teacher effectiveness and student achievement. The performance management system detailed above is designed to ensure that all students have effective instruction daily and that all teachers have clear pathway for professional growth. Additionally, the school leadership team can utilize the data from the Teaching Effectiveness Plans to drive the professional development content for the twice annual grade level conferences based on the common needs of teachers that surface. The performance management system will be evaluated and may be modified once the initial teaching staff is hired. Subsequent changes to the teacher evaluation plan may be implemented during the second year as well as during on-going years of the school’s operation in accordance with the innovation law.

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. West Early College, Administrative Team will include a full-time Executive Principal and full time Middle School Principal, one full time Assistant Principal or two if budget allows, Deans of instruction and Restorative Justice Coordinators. These changes will allow for consistent alignment for grades 6-12 while providing teachers focused support.

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. Ana Mendoza Executive Principal, West Early College Ana Mendoza brings over 32 years of leadership experience to the West Early College campus. Her experience and success in turnaround schools has led to school improvements in several districts in Colorado and Texas. A graduate of the University of Texas at El Paso and Sul Ross State University, she brings a wealth of knowledge and expertise especially in the area of second language learners and special education and school reform.

Kurtis Quig, Middle School Principal, West Early College Kurtis Quig has dedicated his career as a leader to supporting students at the middle school level. His past 17 years of experience as a teacher and an instructional leader has proven to be effective as he has facilitated schools to tremendous growth in regards to overall proficiency and over growth in student achievement. A graduate of Kelly Walsh High School, in Casper, Wyoming, Kurtis Quig received his bachelor's degree from the University of Mary, North Dakota and his master’s degree from the University of Colorado at Denver.

Mia Martinez Lopez, Assistant Principal, West Early College Mia Martinez Lopez has a lifelong commitment to the Denver community through her work as a secondary teacher, dean and assistant principal. Mia has worked in the North and West Denver neighborhoods for over 17 years to serve the community that she loves as a native and a resident. Mia is passionate about the academic success of her students and their holistic growth. Mia received a bachelor's degree from Metropolitan State College of Denver and a master's degree from Regis University.

Provide a detailed leadership succession plan which engages the school’s parents and teachers to ensure consistency and stability in implementing the mission and vision of the innovation plan. If there is a change in leadership, describe the process the community will engage in to identify and recommend qualified candidates. The leadership succession plan is intended to ensure continuity in the implementation of the educational program outlined in the innovation plan in the event of school leadership changes. From the onset, West Early College will work to cultivate a strong pipeline of emerging leaders who are well prepared to lead and manage a school using turn around best practices. West Early College will facilitate the principal replacement process beginning with internal candidates who will have the opportunity to be vetted by the School Leadership Team and DPS Instructional Superintendent. It would be the recommendation that the succession follow a consistent process with the opportunities given to the middle school principal and the assistant principal currently in line first. A turnaround school on a strong trajectory such as the one West Early College is on, needs consistency and

stability and therefore a process for a handoff should take place should the executive principal leaves. If neither of the two current administrators want the succession in position then the School Leadership Team can recruit and vet principal candidates posting nationally as well as in the district. Feedback from interviews will be used to recommend at least two qualified candidates who will move forward to the Superintendent.

Describe your plan to ensure a robust and participatory governance structure that will provide accountability and support to the school. West Early College will be governed by the DPS Board of Education in accordance with the School Innovation Plan. The West Early College principals will have the authority set forth this innovation plan to manage the school. The principals will be held accountable and supported the School Leadership Team, the School Advisory Committee, the DPS Office of School Reform and Innovation, and the Denver Public Schools Superintendent’s Office. Instructional Leadership Team: The school leadership team will include: the principal, assistant principal, and principals-in- residency and four teacher leaders, selected by the principal. The leadership team will make decisions about hiring and dismissal of staff, including being engaged in the process to select a new leader in the event that the current executive principal leaves the school. They will also weigh in on decisions regarding educational structures and schedules, curriculum, programs, community involvement, and budget and resource allocation. The instructional leadership team will meet once a week or less to discuss and plan professional development for teachers, monitor calendars, update policies and shape the school culture. The leadership team will continually cultivate new leaders and help ensure that the teachers that serve West Early College students are the most dedicated, reflective and effective in facilitating student learning. The leadership team will be held accountable by the executive principal.

Describe the parent and community engagement plan that will be implemented to support the school’s mission. School Advisory Committee: School Advisory Committee will consist of a business representative, teachers, a paraprofessional, students, the office manager/ principals secretary, two parent representatives appointed, alumni and a community partner. The executive principal or designee will determine the total composition of the team. This team will serve instead of a CSC. The School Advisory Committee will meet monthly or as needed and support the School Leadership Team in securing resources and developing community partnerships necessary for success and will hold the School Leadership Team accountable for reaching implementation and achievement of the school goals. The School Advisory Committee will review academic, organizational, and financial data and evaluate progress toward performance and implementation benchmarks quarterly. Student data analyses will be presented by the Instructional Leadership Team (ILT) and disaggregated by academic subjects, student groups, grade level, and teacher. The committee will make recommendations for improvement based on trends and concerns that emerge.

The School Leadership team: will make adjustments to the educational programming, scheduling, staffing, and resource allocations based on recommendations. The executive principal will distribute a summary of data trends and committee recommendations and actions to be taken to students, parents, and the community via a quarterly report and the school website. The committee will be held accountable for their participation in board meetings and active advocacy for the school. All members will participate in annual self-evaluation and will receive feedback from their peers on the impact of their involvement in

school outcomes Parent and Student Engagement: West Early College wants to see parental engagement to the largest extent possible, knowing that it is a critical factor for success for the community, parents and students to feel like West Early College is their community. We want to build a culture where parents are at the school on a regular basis for a variety of activities and the school is a central hub for the community. Some of the opportunities for parent involvement are described below: ● Coffee with the Principal Meetings - First Fridays of the month ● Field Trips to Colleges and Universities – Once a month ● Class meetings- Once a semester ● Back to School Night ● FAFSA Night ● College Application Day ● Title I meeting ● Data Meeting and Assessment Day- getting to know your student’s data ● Game night at the middle school ● Alumni Association Meeting ● Parent Teacher Student Led Conferences ● Singing Christmas Tree ● Signing and review of college and career education plans ● English Classes ● Infinite Campus Classes ● Leadership Classes with I Stand for Kids Organization ● Volunteering ● Parent Store ● Computer Classes

Advisory Bodies: West Early College has begun the process of building a School Advisory Committee (SAC) that will include the principal and an appropriately balanced number of teachers, education support employees, students, parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school. Members may be elected by peers (students/teachers/support employees) while business and community members may be appointed. The SAC will be advisors on decision-making related to policies, procedures, events, etc. that impact the school community and where the constituent groups represented need to buy in. Some of these situations could include whether or not students should wear uniforms, how the newly developing reputation at West Early College can draw students and families as a great middle and high school choice, etc. Officers will be elected from the group after a group of initial meetings. Neither the principal nor a student can serve as the board chairman. The executive principal will also seek to find members from the community to serve on DPS’ broader group of advisory councils such as the Latino Education Advisory Council and the Gifted & Talented Advisory Council.

Describe how innovation status will be used to leverage parental involvement. Parent and family is a priority to the school. Because of the extended day through the innovation plan, Daily morning meetings are able to hold at the beginning of the day. The innovation plan also allows us to hire more than one Community Liaison. West Early College currently houses, a family and community Liaison, and an attendance liaison to serve the high needs neighborhood community.

Describe any community partnerships needed to implement the school’s innovation plan. It will be essential to form partnerships with DPS CareerConnect personnel as well as Denver Metro area businesses in the technology and medical fields, such as Galvanize, and Denver Health. It will also be crucial to the Early College model to continue to partner with Community College of Denver, and expand to four year universities such and the University of Colorado at Denver and Metro State University. It would also be in the best interest of West Early College to become a better neighbor with surrounding neighborhood families that may not have students at our school to build better relationships with them and the nearby art district.

Describe any other community partnership or services you anticipate developing as a result of innovation status. West Early College has partnered with, and is consulting with, organizations including but not limited to: Colorado Uplift, NEWSED, Community College of Denver, CU Succeeds, and Metropolitan State University of Denver. It would also be in the best interest of West Early College to become a better neighbor with surrounding neighborhood families that may not have students at our school to build better relationships with them. West Early College should partner with Su Teatro, and other local Art District businesses since our students do not have art classes at this time. As part of our Med Connect pathway, internships with the nearby veterinarians Max Fund should also be sought out as well as partnerships with the local graphic design companies.

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

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. At the core of the model is a recognition that schools and districts are under increasingly tight financial pressures and that sustainable innovation must be accomplished with the funds that are currently available within the school system. West Early College has evaluated the resources necessary to implement this model, has considered the funding available through district resources. The school is projected to be financially stable on an ongoing basis after that point as well. Using the financial model provided, a five-year budget reflecting major revenue and expense items and key assumptions can be easily created at this time. Moving forward, the budget should balance each year and reflect financial stability for the next three to five years. The West Early College budget will be on Actuals.

Provide a budget narrative describing the financial plan that includes an explanation of the school’s path to financial stability. 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. As we move toward the first year as an officially designated Early College Model, we have become self- sustaining, maintaining the essential components of the model through small class sizes and CareerConnect classes that provide college and career experiences as well as concurrent enrollment classes in partnership with Community College of Denver.

Currently the West Early College General Budget is stable and projected to be in the black for the first time in two years since its adoption two years ago by this administration. Our student activity funds are

also at a balanced state at this time and will be able to support the needs of our concurrent enrollment students and co-curricular activities. A change in bookkeeping staff and secretarial staff has helped keep the budget at an all-time healthy balance with resources and expenditures being monitored. It is crucial to budget carefully for concurrent enrollment classes, materials and cost of adjunct professors as our classes increase we may need to supplement those costs.

Explain major revenue sources, including any funds originated from private sources. 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. N/A

Highlight additional operating costs resulting from the unique attributes of the innovation proposal. Explain specific resources, material, equipment, staff, programs and policies that create additional operating costs (e.g., longer school year and school day). West Early College currently operates without additional funds aside from the general budget.

Highlight one-time implementation costs that will be incurred during the planning year and/or year one of operating with innovation status. West Early College has incurred $250,000 in intervention resources cost for licenses, additional teachers, and materials to close the gap in reading and math. It has also incurred the cost of a negative balance of $275,000 carryover in the first year of the new administration. It has been an uphill battle every year trying to recover that negative balance since there was low enrollment that first year. This will be the first year where we may not have that carry over again since enrollment is high. Intervention licenses should decline after this year since we continue to close the gap effectively. West Early College will also incur the cost of adjunct professors if we do not “grow our own” in future years to support our early college model.

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). Increased Learning Time: West Early College brings remarkable efficiencies to the operation of the school. This includes an extended school day and year for all students: adding 30% more learning time without increasing school costs. In fact, students beginning with West Early College will benefit from nearly three years of additional instruction by the time they graduate versus a student attending a school with a traditional schedule as well as benefit from a fifth year of high school specifically for college course enrollment. Increased Professional Development: Early release schedule allows for extended embedded professional development and no need for sending staff to professional development outside of city or state / paying for travel and registration fees.

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. Identify the person(s) who will directly manage and oversee the school’s budget. The budget will be managed directly by the executive principal, middle school principal, office support manager/ principal secretary, Instructional Leadership Team and School Advisory Committee.

Describe any other innovations not yet explained in the application and how such innovations will lead to increased student achievement. N/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. N/A

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. Please see attachment: “DPS Waivers”

Article 32.5-108(4) of Title 22 of the Colorado Revised Statutes (the Innovation Schools Act of 2008) 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.” See appendix: “State Waivers” for a detail of state statutes requested to be waived and a discussion of how the school intends to comply with intent of the statutes being waived.

Provide evidence of administrative and faculty support. Attach evidence that the majority of administrators support the innovation proposal. Ana M Mendoza, West Early College Executive Principal; Kurtis Quig, West Early College Middle School Principal; Mia Martinez Lopez, West Early College Assistant Principal, Zach McDowell Pathways Director, SLT were involved in the revisions of the plan. No new changes are being sought after.