Application to D11 to operate a new

school

COPERNI 3

Mike Miles 1 Aug 2018

Table of Contents A. Executive Summary ....................................................................................................................6

B. Vision and Mission Statements ....................................................................................................9

C. Goals, Objectives, and Pupil Performance Standards................................................................ 12

D. Evidence of Support .................................................................................................................. 17

E. Researched-Based Educational Program ................................................................................... 24

F. Plan for Evaluating Pupil Performance ..................................................................................... 52

G. Budget and Finance................................................................................................................... 60

H. Governance ............................................................................................................................... 71

I. Employees .................................................................................................................................. 81

J. Insurance Coverage ................................................................................................................... 90

K. Parent and Community Involvement ......................................................................................... 91

L. Enrollment Policy ....................................................................................................................... 97

M. Transportation and Food Service ........................................................................................... 101

N. Facilities .................................................................................................................................. 102

O. Waivers ................................................................................................................................... 109

P. Student Discipline, Expulsion, or Suspension ........................................................................... 120

Q. Serving Students with Special Needs ....................................................................................... 123

R. Dispute Resolution Process ...................................................................................................... 128

S. School Management Contracts ................................................................................................ 129

Appendices ................................................................................................................................... 130

Appendix 1: Governance Bylaws .............................................................................................. 130

Appendix 2: Third Future Schools – Organization Chart ........................................................ 148

Appendix 3: Board Calendar Overview ................................................................................... 149

Appendix 4: Resumes of Mike Miles and Amanda Ortiz-Torres .............................................. 151

Appendix 5: Conflict of Interest Policy..................................................................................... 162

Appendix 6: Staff Grievances and Complaints ......................................................................... 163

Appendix 7: Job Descriptions ................................................................................................... 169

Appendix 8: 2019-2020 Academic Calendar ............................................................................. 181

Appendix 9: Student discipline and suspensions ....................................................................... 182

Appendix 10: Community Survey ............................................................................................ 187

Appendix 11: Research Documents – Samples ......................................................................... 188

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A note about our Network The entity that is seeking a charter contract from District 11 is Third Future Schools, a Colorado non-profit, organized to be a charter school network pursuant to the Charter Schools Network Act, C.R.S. 22-30.5-104.7. In accordance therewith, an entity is able to "hold one or more charter contracts through one or more authorizers for purposes of operating more than one school;" and "may be governed by a single governing body." Third Future Schools currently holds a charter contract with Aurora Public Schools for the Academy of Advanced Learning. At this time, the Academy is the only school in the network. Third Future Schools plans to expand and open multiple schools and hold multiple charter contracts in the future, including the one being sought with District 11 for Coperni 3. If a charter contract is granted, then Coperni 3 will be part of the Third Future Schools network, and will be governed by a single, network board of directors. If granted a charter contract by District 11, Coperni 3 will not be operated by or in conjunction with an Educational Service Provider. It will be part of the Third Future Schools network of charter schools. Coperni 3 will not be a separate or independent entity from Third Future Schools. It will operate as a network school in accordance with the powers and responsibilities created by the Charter Schools Network Act, C.R.S. 22-30.5-104.7.

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A. Executive Summary District 11 schools are working hard to change achievement outcomes for students. The challenges presented by poverty and language barriers are compounded by a changing workplace requiring new competencies and the ability to learn how to learn. Our team proposes a school that will close achievement gaps and prepare students for a Year 2030 workplace. We hope to work alongside district educators who believe all student can learn at elevated levels. The need. The numerous reform efforts across the country over the last two decades have not been able to change the trajectory for significant numbers of students living in poverty. This is not an indictment of teachers or administrators, but a recognition that the challenges presented by poverty and language barriers may require a different education system and a fundamentally different way of operating schools. In the central part of the district, in zip code 80909, the challenges are particularly acute. Approximately 80% of the students in this area are eligible for free and reduced lunch, which is higher than the District average of 59%. Similarly, the percentage of English language learners (21%) is higher than the District average of 12%. We fear that any gaps or inequities that currently exists in some parts of Colorado Springs and the Pikes Peak region will be exacerbated by the continual advance of technology and a workplace that requires stronger skills and places a premium on creativity and critical thinking. The Year 2030 workplace will be fundamentally different from the one that currently exists, and our public education system seems ill-prepared to educate students for that future. Even the schools and districts that have enjoyed strong academic progress now need to rethink what students have to know and do and build teacher capacity to deliver instruction in different ways. Time is against us. Coperni 3. Our team proposes the creation of a new school, Coperni 3, to serve K-8 students in the 80909 zip code of Colorado Springs. If approved, Coperni 3 would be the second school of the Third Future Schools network. Coperni 3 will start with grades K-6, with approximately 60 students per grade in August, 2019. The following school year (2020-2021), we will add sixty 7th graders, and then sixty 8th graders one year later. We want to serve an area of Colorado Springs that has a high concentration of poverty and/or disadvantaged students and plan to purchase a facility near the Citadel Mall area of town.

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Vision, mission, and culture. Our school, Coperni 3, will be a model for the next generation of schools. Working systemically and using sound, but different approaches to operating schools, we will prepare students, especially poor and minority students, for a Year 2030 workplace and college. The vision of Coperni 3 is founded on the notion that a Year 2030 workplace will require new skills and the ability to think critically.

Coperni 3 prepares students for college and the modern workplace. Through personalized learning and a focus on critical thinking skills, our school closes achievement gaps and allows every student to reach her/his potential.

Our mission focuses on building a high-performance and caring culture that has high expectations and where the main instructional delivery model is personalized learning.

A team of dedicated teachers and leaders, working in a high-performance and caring culture, maintains an intense focus on academic achievement and performance outcomes. Students find success and are engaged through personalized learning, which allows students to work at their own pace and learn in a way more suited to their strengths. Coperni 3 holds high expectations for students and staff and believes that everyone can create their future.

Key features. Coperni 3 will belong to a network of schools called Third Future Schools. As such it will build upon the success of the first school in the network that opened in Aurora in August 2017. It will also follow the principles of a new education system model. Among the many systemic and conceptual differences between Coperni 3 and traditional schools, five are the most important: 1) Modified personalized learning. Our unique model combines direct instruction and personalized learning, taking advantage of the strengths of both methods of delivering instruction. Students who are behind receive more time to learn specific objectives and those who are ahead are challenged. Learning is tailored to the individual student, and the student learns in the modality that best fits his needs and style of learning. 2) A different employee value proposition. We do not have a “salary schedule” based on years of experience. Instead, we have a differentiated compensation plan tied to specific competencies and proven ability to achieve performance and achievement outcomes. We offer among the highest salaries in Colorado and a chance to work in a high-performance culture. 3) A Year 2030 curriculum. At Coperni 3 students gain foundational skills and knowledge – reading, writing, math, and science. Additionally, and increasingly as they move to the higher-grade levels, students learn how to think rather than what to think. We also help students learn how to learn. Students achieve specific outcomes in problem solving, critical thinking and analysis, information literacy, communications, logic, problem-solving and decision-making, and computer programming.

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4) Checks and balances governance system. On March 9, 2018, the Board of Directors of Third Future Schools became the first school system in America to adopt a fundamentally unique way of governing schools. A three-legged governing system, with three sections – Board, CEO, and Council – ensures powers are balanced and checked, and provides a more functional governance system that is focused on the students and the outcomes that describe student success. 5) Partnerships to support student learning. Coperni 3 will partner with community groups and businesses to help provide greater learning opportunities in the arts, physical fitness, and other activities. The Colorado Springs Conservatory will provide instruction in music, dance, and the performing arts. We will also collaborate with the YMCA or a fitness center to provide physical education instruction. Other features include: • Open 6:30 a.m. until 6:00 p.m. The doors at Coperni 3 will open at 6:30 a.m. and close at

6:00 p.m. Before- and after-school care is free, and we provide after-school activities such as art, physical education, dance, tutoring, and educational computer games. Instruction starts at 8:00 a.m. and ends at 3:20 p.m.

• Social-emotional learning and leadership. Coperni 3 will promote and support social-

emotional learning. Students develop habits of success at all levels. At the middle level, the school will also help students develop leadership skills.

• Full-day kindergarten. Coperni 3 will offer full-day kindergarten for those parents who

want it for their child. Over the next two years, Coperni 3 will also implement multi-age groups or dyads: K-1, 2-3, 4-5, and 6-7. Students must demonstrate proficiency in the main competencies before moving to the next level.

Coperni 3 will also work with community leaders and organizations to provide wraparound services for students and parents. Eventually, the school will also work with partners to create a health clinic for students and their immediate family. The team. The team is led by Mike Miles, the former superintendent of Harrison School District 2 and Dallas Independent School District – districts that experienced significant growth in student academic achievement under his watch. Our Board and Council are also experienced professionals, most of whom have held leadership roles in schools or districts. Coperni 3 and the new education system is also supported by numerous leaders in the Colorado Springs community who desire the same goal: provide all students with the best education possible, allowing them to reach their potential.

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B. Vision and Mission Statements

The vision of Coperni 3 is founded on the notion that a Year 2030 workplace will require new skills and the ability to think critically.

Coperni 3 prepares students for college and the modern workplace. Through personalized learning and a focus on Year 2030 skills, our school closes achievement gaps and allows every student to reach her/his potential.

While there is no silver bullet in education, we believe that personalized learning – allowing students to learn at a pace and modality that best fits his learning style and capitalizes on his strengths – helps engage students and makes learning more meaningful and effective. Coperni 3’s schedule and physical layout will reflect the importance of personalized learning. Scheduling blocks of time for students to master different competencies allows students to move at their own pace (with guidance from teachers) and to spend more time on competencies with which they are having difficulty. The space will allow students to work in small groups, on individual tasks, or to receive direct instruction in a larger group. We also envision a Year 2030 workplace that requires different skills – information literacy (the ability to access, manage and analyze information), communications, critical thinking and analysis, decision-making and problem solving, creativity, use of mobile devices and computer programming, and others. Thus, Coperni 3’s curriculum includes these Year 2030 competencies. In the early grades (K-3), the primary focus is on reading, writing, math, and science. As students grow in their foundational skills, the thinking skills and “learning how to learn” will become a larger part of their education. Within three years of opening, Coperni 3 will significantly narrow achievement gaps and 95% of its students who have been enrolled at least two years at Coperni 3 will leave third grade being able to read proficiently. Students will progress in their main competencies and critical thinking skills and will be well prepared for a rigorous high school education and eventually enter college without the need for remediation or graduate with the skills needed to successfully engage a Year 2030 career.

Our mission focuses on building a high performance and caring culture that has high expectations and where the main instructional delivery model is personalized learning.

A team of dedicated teachers and leaders, working within a new education system, establishes a high performance and caring culture and maintains an intense focus on

Vision

Mission

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academic achievement and performance outcomes. Students find success and are engaged through personalized learning and a Year 2030 curriculum. Coperni 3 holds high expectations for students and staff and believes that everyone can create their future.

While the instructional program will be centered on personalized learning (which will be discussed in greater detail in Section E), Coperni 3 will be successful at holding high expectations for students and building a high performance and caring culture. We will be purposeful about following our Core Beliefs and about keeping an intense focus on academic achievement. A New Education System Our vision and mission statements recognized that the Year 2030 workplace will be fundamentally different from the one that currently exists and our public education system is not prepared to educate students for that future. The key challenges are systemic, and the root cause of public education’s inability to adapt is that educators are using an inherently flawed system. Our key insight is that tackling one part of a failing system is unlikely to get the transformation that is needed in education. Our core innovation is to create a new education system wholescale. Our new education system includes changes to governance, the employee value proposition, the curriculum, community engagement, and personalized learning. Our mission, how we intend to make our vision a reality, is aligned with the following principles of a new education system we are prototyping: 1. Use of time and space – In the New Education System (NES), learning happens everywhere.

Education instruction and services are brought closer to students (to their communities and homes). When and where students learn is also much more variable and tied to student needs and interests.

2. Student value proposition – NES shifts the focus from what schools require to what families demand. Ownership of student learning belongs to the student. Individual learning plans are tied to more than academic needs and includes support for the growth of the whole child and his social-emotional needs.

3. Family value proposition – Parents are aware of and have access to an expanded number of choices of schools and programs. The system is designed to respond to the needs of families

4. Employee value proposition – Compensation is tied to what the organization values. Time to innovate and to make improvements to the system are built into employees’ worktime. Jobs and career paths across the system are reimagined. The leaders and distinguished employees of the system determine minimum qualifications and competencies required for employment and bear the responsibility of growing the abilities of their employees at all levels.

5. Focus of learning – What students need to know and do is increasingly focused on “how to think” and the competencies needed for a Year 2030 workplace and society. Students also learn how to learn. Those who govern the system adjust what students need to learn based on changing workforce requirements, community interests, and societal changes.

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6. Community engagement -- Community groups bear the responsibility of educating students in many non-core subjects.

7. Governance model – The New Education System uses a governance model that ensures those who establish policies do not also operate the system’s schools, departments, or functions. Governing bodies in NES are charged with aligning the system to the principles and continuous innovation.

8. Accountability – NES is not driven by compliance and is held accountable to specific outcomes.

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C. Goals, Objectives, and Pupil Performance Standards Coperni 3 is focused on performance and achievement outcomes at all levels. We will develop a high-performance culture that embraces high expectations for getting results, high accountability and high levels of support. This focus on outcomes along with our goals and objectives will ensure that we meet the D11’s accountability metrics. Our goals include the measurements outlined in the Performance Frameworks: student achievement, academic growth, and achievement gaps. At the end of the day, students have to reach a level of proficiency that will allow them to be successful in college or a Year 2030 workplace. At the same time, we realize that many of our students will start two or more years behind academically. Thus, it will be important to collect both criterion-referenced data that assesses a student’s proficiency against a standard, and norm-referenced achievement data that compares a student’s proficiency relative to other students. For each achievement goal, we will have a “status” or criterion-referenced benchmark and a norm-referenced metric. We will also describe a growth measurement where appropriate. Achievement data will be reported regularly to D11 – at a minimum, quarterly. This data will include progress monitoring data for each of the goals and all common assessment data. In particular, NWEA MAP data and DIBELS data will be reported to D11 in October, January, March, and June. Goal 1 – Reading proficiency Goal 1a: In the 2019-2020 school year, Coperni 3’s students will exceed the District’s percentage of students who meet or exceed expectations on the PARCC exam for English Language Arts by at least five percentage points.

2017 Met or Exceeded Percentage -- ELA

Grade level D11 State Coperni 3 2019-2020 Goal

3 33.1 40.1 40 4 37.5 44.1 43 5 43.5 46.3 49 6 29.7 40.6 35

Goal 1b: In the 2019-2020 school year, Coperni 3 students will grow 1.6 years in reading as measured by the NWEA MAP assessment and using the mean RIT score for grades 1 through 6. Goal 1c: At least 60% of all students who have attended Coperni 3 for two or more years will meet or exceed expectation on the PARCC exam for English Language Arts/Literacy. That percentage will increase to at least 65% in a student’s third year at the school, and at least 70% in their fourth year.

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Goal 1d: In the 2020-2021 school year, Coperni 3’s median growth percentile on the PARCC exam for English Language Arts will exceed 55 for fourth, fifth, and sixth grades. [In 2017, D11’s MGP was respectively 44, 49, and 46.] Goal 2 – Math proficiency Goal 2a: In the 2019-2020 school year, Coperni 3’s students will exceed the District’s percentage of students who meet or exceed expectations on the PARCC exam for Math by at least five percentage points.

2017 Met or Exceeded Percentage -- Math

Grade level D11 State Coperni 3 2019-2020 Goal

3 34.9 40.0 40 4 29.8 34.0 35 5 32.6 33.6 40 6 19.2 30.9 30

Goal 2b: In the 2019-2020 school year, Coperni 3 students will grow 1.6 years in Math as measured by the NWEA MAP assessment and using the mean RIT score for grades 1 through 6. Goal 2c: At least 60% of all students who have attended Coperni 3 for two or more years will meet or exceed expectation on the PARCC exam for Mathematics. That percentage will increase to at least 65% in a student’s third year at the school, and at least 70% in their fourth year. Goal 2d: In the 2020-2021 school year, Coperni 3’s median growth percentile on the PARCC exam for Math will exceed 55 for fourth, fifth, and sixth grades. [In 2017, D11’s MGP was respectively 43, 50, and 31.] Goal 3 – Science proficiency Goal 3a: In the 2019-2020 school year, 35% of Coperni 3’s fifth grade students will meet or exceed expectations on the CMAS exam for Science.

2017 Met or Exceeded Percentage -- Science

Grade level D11 State Coperni 3 2019-2020 Goal

5 29.4 34.9 35 8 22.3 30.2 30

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Goal 3b: In the 2019-2020 school year, Coperni 3 students will grow 1.6 years in Science as measured by the NWEA MAP assessment and using the mean RIT score for grades 1 through 6. Goal 3c: At least 50% of all students who have attended Coperni 3 for two or more years will meet or exceed expectation on the CMAS exam for Science. That percentage will increase to at least 55% in a student’s third year at the school, and at least 60% in their fourth year. Goal 4 – Social Studies proficiency Goal 4a: In the 2019-2020 school year, 30% of Coperni 3’s fourth grade students will demonstrate strong or distinguished command on the CMAS exam for Social Studies.

2017 Met or Exceeded Percentage

Grade level State Coperni 3 2019-2020 Goal

4 24.8 30 7 18.7 25

Goal 4b: At least 40% of all students who have attended Coperni 3 for two or more years will demonstrate strong or distinguished command on the CMAS exam for Social Studies. That percentage will increase to at least 45% in a student’s third year at the school, and at least 50% in their fourth year. Goal 5 – English Language Proficiency Goal 5a: In the 2019-2020 school year, Coperni 3’s median growth percentile on the PARCC exam for English Language Arts for English Language Learners will exceed 55. [In 2017, D11’s MGP for English Language Learners was 42.] Goal 5b: In the 2019-2020 school year, Coperni 3’s median growth percentile on the PARCC exam for Math for English Language Learners will exceed 55. [In 2017, D11’s MGP for English Language Learners was 43.] Goal 6 – State accountability Coperni 3 will receive its first Performance Framework in 2021 (after the second administration of the state exams). This metric will be important for state-level accountability. Goal 6a: On the 2020-2021 Performance Framework, Coperni 3 will earn over 60% of the possible points as assessed by the State accountability system and will increase that percentage over time.

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2021 2022 2023 % of possible points 60% 65% 70%

Goal 6b: Coperni 3 will receive a “performance” rating in the 2020-2021 school year. Should the accountability measurements change at the State level, we will adjust our metrics accordingly. Goal 7 – Learn how to learn In the 2019-2020 school year, 75% of the students in grades 4 through 6 at Coperni 3 will receive a proficient score on the “Learn how to Learn” rubric. Goal 8 – Creation of a high-performance culture School culture trumps strategy over time. Coperni 3 will create a high-performance culture with core beliefs that guide behavior, and a shared and inspiring vision that guide key actions and priorities. Our culture will have high expectations for students and staff. A focus on outcomes will be the basis for both accountability and high levels of support. Coperni 3 will administer a staff climate and culture survey, a parent climate and culture survey, and a student climate and culture survey in the spring of 2020. We will meet the following goals:

• At least 85% of the staff agree or strongly agree that they are satisfied with the recognition they receive for doing a good job as measured by the spring climate survey.

• At least 85% of the staff agree or strongly agree with the Core Beliefs as measured by the spring climate survey.

• At least 85% of the staff agree or strongly agree with the direction of the school as measured by the spring climate survey.

• Coperni 3 will receive a “strong” rating on the system “Culture” rubric as assessed by the School leaders and CEO.

Goal 9: Parent and student satisfaction Given a choice, parents will choose a school and stay with a school that is meeting its student’s needs. At the same time, we recognize that our school will most likely include many transient families. We will work with our parents and families to keep them at school and in the community. The use of Student Learning Plans (SLPs) will help engage parents and allow them to more closely monitor the progress of their child in meeting clearly defined outcomes. This partnership

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will help with parent satisfaction. Coperni 3 will also administer a parent climate and culture survey and a student climate and culture survey in the spring of 2020. Goal 9a: At least 80% of the students enrolled at Coperni 3 for at least six months in the 2019-2020 school year will reenroll at Coperni 3 for the 2020-2021 school year. Goal 9b:

• At least 85% of the parents taking the survey agree or strongly agree with the direction of the school as measured by the spring climate survey.

• At least 85% of the parents taking the survey agree or strongly agree that the school is providing their child with a good education.

Goal 10: Student attendance In the 2019-2020 school year, average daily attendance at Coperni 3 will be at least 95% for 1st through 6th grade students. Because the instruction will be more personalized and students will be more engaged, we believe students will attend at higher rates. Soon after opening, we hope students and parents will believe that Coperni 3 is a safe place to learn and one that really cares about the student reaching his or her potential. Goal 11: Financial Solvency At the completion of FY2019-2020 school year, the actual expenditures will reflect that the school stayed within budget and within 90% of budget categories. Financial solvency is an important and attainable goal for us. For the start-up years (years 1 and 2) we expect to receive grant and foundation dollars in order to balance the budget. However, by year three we will be able to sustain Coperni 3’s core instructional programs without any additional dollars from outside foundations or agencies. However, we will continue to seek additional dollars from foundations, agencies, state and federal grants to enhance instructional programs and the delivery of those services. To ensure financial solvency and to ensure compliance with adopted budgets, we have allocated money each year to implement and monitor professional accounting procedures and processes.

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D. Evidence of Support Our goal is to open a school that serves predominantly poor and disadvantaged students. To that end, we plan to open a school in the 80909 area of D11. Target Area We want to serve the areas of Colorado Springs that have the highest concentration of poverty and/or disadvantaged students. One of the areas, our target area, is the 80909 zip code in which sits the Citadel Mall. We hope to find a facility in this area. Overall this part of Colorado Springs, the socio-economic levels are lower than most of the city, with FRL rates being between 70 and 80 percent. In and around the Citadel Mall area, the median household income is approximately $29,000. The demographics also varies, but generally there is a higher concentration of Hispanic families in this area. Our target area is close to 40% Hispanic, 10% African American, 8% multi-racial, and 40% White. Our students will come from older residential homes and low-income apartments.

Accordingly, we spoke with hundreds of people in that area of D11. We also spoke with hundreds of residents east of the 80909 zip code area in the 80915 area close to Powers Blvd. Lauren Hug of HugSpeak Consulting and several members of the Coperni 3 team canvassed people in the area to:

1. assess interest in and support for a new charter school in the Citadel Mall area of D11 2. assess what proposed school features are most appealing.

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Over the last two months, several future employees of Coperni 3, including the principal, office manager, and two staff members, spoke with over 600 individuals and small groups in and around the Citadel Mall. They not only spoke with people at the Mall, but also canvassed the neighborhood to the north and west of the Mall and spoke with people at Walmart, Safeway, and King Soopers near the Mall. All of the Coperni 3 team are bilingual and were able to engage the large Hispanic population in the area. Besides informing the families about the proposed school, the group gauged support for the various features of Coperni 3 and asked for input on what would resonate the most and the types of courses and programs were most appealing. They used the survey on the next page designed by Lauren Hug of HugSpeak to gauge interest and to determine whether a person intended to enroll. In just two months, 374 people turned in Intent to Enroll forms. Almost all of the respondents live in either the 80909 or 80915 zip code areas. Of those who described their ethnicity, 49% are Hispanic; 43% are Caucasian, and 6% are African American. Almost all of the respondents also expressed support for the unique features of the schools including opening from 6:30 a.m. until 6:00 p.m., being a K-8 school, and focusing on academic achievement. The keen support we received from this large sample of the community suggests that there is a demand for the type of school Coperni 3 represents. We received similar reactions when we canvassed the 80915 zip code area in February of 2018. Lauren Hug of HugSpeak conducted a similar survey to gauge interest in our type of school. We received a considerable amount of interest in the type of school and program Coperni 3 represents from people in the 80915 area (east of the Mall and close to Power’s Blvd., including some people who live just east of Power’s in D49). Over a three-week period in February 2018, Lauren’s team spoke with 423 people and conducted a survey east of the Mall and in three locations near Powers and/or the Cimarron Hills area:

• King Soopers at Constitution and Mark Sheffeld • Walmart Super Center at Powers and Space Center Drive • First & Main Shopping Center at Powers and Circle

The bulk of the face-to-face conversations occurred on weekends during high traffic times. The interviews and survey showed overwhelming support for a new charter school and its proposed features:

• 92% of survey respondents signed a statement of support for this new school concept. Out of 423 surveys completed, 388 people signed statements of support.

• Overwhelmingly, respondents said they would be interested in a school that has a strong anti-bullying policy (94%), focuses on academic achievement (93%), provides free before- and after-school care (91%), is open from 6:30am to 6pm (84%) and is located in the south end of Colorado Springs (84%).

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New School Intercept Survey OBSERVATION: M F

<30 30-45 45-60 60+

C L B A O K NK

INTRO: Hi! We’re talking to people about a new school coming to this area, and we’d love to ask you

a few really quick questions about what matters to you in a school!

QUESTIONS: Would you be interested in a school that …

is open from 6:30am to 6pm Y N provides free before- and after-school care Y N focuses on academic achievement and continues to Y N challenge students who are ahead has a strong anti-bullying policy Y N has strong security features Y N serves grades K-8 Y N is located in District 11 near Citadel Mall (see building photo) Y N

Which of the things we just talked about matter most to you in a school? (circle) I intend to enroll my child(ren) I support a new school like this coming to our area X ___________________________________________________________________________________ Phone: ________________________________ E-mail: __________________________________

My intended role is: (circle) PARENT EDUCATOR VOLUNTEER COMMUNITY SUPPORTER QUESTIONS FOR PARENTS ONLY

Which 3 extra class offerings interest you the most? Colorado Springs Conservatory PE Computer Science Virtual Reality MusicQuest Problem Solving & Decision Making Other____________________________ What time would you prefer for the school day to start? 7am 8am 9am Conclusion: Thank you so much for your time! Have a great day!

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• Serving grades K-6 was supported by the majority of respondents, but not with as large a margin as the other features. It was supported by slightly more than half (53%).

o Respondents had a variety of opinions on what grades a school should serve. A handful said 6th grade belonged in middle school. A handful said the school should serve K-8. A handful said the school should serve K-12.

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Based on our school in Aurora, we asked the community what they thought were the most important features of our prospective school. Many respondents (37%) found all prospective features of the school to be attractive, and had difficulty picking one that mattered to them most. “Strong anti-bullying policy” was the most popular single feature with nearly a quarter (24%) of respondents saying it mattered most to them. (While a strong anti-bullying policy is a feature most charter school parents support, the percentage here may be slightly inflated due in part to the Parkland shooting that happened just before the start of data collection.) “Academic achievement” was the second most popular single feature with a fifth of respondents (21%) saying it mattered most to them. Several respondents (3%) independently mentioned that security/safety was the thing that mattered most to them in a school.

While there seems to be a great deal of support for a charter school with our features in our target area, we recognize that actual enrollment will depend upon the actual location of our school and what we have to offer that is unique or stronger than what the other area schools are offering. Besides our conversations with community members in Colorado Springs, we have considerable evidence that our key features are particularly attractive to all parents. In Aurora, in a similar population of families, we were able to enroll approximately 500 students in our first year in an area that had two other elementary schools within a mile of our school. Parents tell us that the most important reasons they chose a Third Future School are:

• We have high academic achievement with a personalized learning model. • We are open from 6:30 a.m. until 6:00 p.m. with free before- and after-school care. • We provide a safe and orderly learning environment with a strong anti-bullying policy.

Our team understands that a great school is also supported by the broader community. We are already building that support and have received much interest and offers of support from many key stakeholders in Colorado Springs. CEO Mike Miles has met with numerous people and groups over the last couple of months to build support for a school network that is founded on the principles of our new education system. The table below outlines some of the people with whom Miles has spoken about our school. Most of them have expressed interest in seeing the opening of a new type of school. We are now at work getting individual letters of support from key stakeholders, including many on the chart on the next page. The letter of support is in the hands of several community stakeholders (the letter of support can be found on page 23). Signees of the letter so far include: Dan Malinaric, Vice President of Microchip Technology and Chair of the Board of Directors for the Colorado Springs Chamber of Commerce; Linda Weise, Executive Director of the Colorado Springs Conservatory; Lance Bolton, President of Colorado Community College; Damion LeeNatalie, Executive Director of Teach For America in Colorado; Scott Laband, President of Colorado Succeeds; and Tony Lewis, Executive Director of the Donnell-Kay Foundation. We feel confident we will have many more signees prior to the Board meeting to entertain our charter application.

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Future outreach

If our charter school is approved, and once we have identified a facility, we plan to spend a minimum of $70,000 on marketing and outreach. These efforts will include communications in numerous ways:

• Mailing postcards to targeted residences • Conducting a walking campaign to pass out flyers • Using six weeks of radio advertising • Boosting ads on Facebook • Conducting townhall and family meetings • Staging booths at various supermarkets and other high traffic areas

FIRST NAME LAST NAME ORGANIZATION TITLEPhil Lane Investment Management ManagerDan Malinaric Colorado Springs Chamber ChairmanKelley Pomis Teach for America-Colorado Springs Deputy Executive DirectorLance Bolton Pikes Peak Community College PresidentNicholas Gledich Colorado Springs School Distict 11 Superintendent Linda Weise Colorado Springs Conservatory Executive DirectorTheresa Null D11 Board Member Secretary of the BoardBob Null Former D11 Board Member RetiredSteve Schuck Parents Challenge FounderTed Harms The Anschutz Foundation Executive DirectorDamion LeeNatali Teach for America-Colorado Executive DirectorVan Schoales A+ Colorado CEOJen Walmer Democrats for Education Reform Executive Director Jeanne Frickey Stand for Children-Colorado Executive DirectorBen Lindquist Colorado League of Charter Schools PresidentAndre Spencer Harrison School Disrict 2 SuperintendentTony Lewis Donnell-Kay Foundation Executive DirectorZach McComsey The Legacy Institute CEOBoyd Williams YMCA of Pikes Peak Region President & CEOScott Laband Colorado Succeeds PresidentDeborah Hendrix The Links, Incorporated PresidentKristin Todd Daniels Fund Vice President - GrantsMary Seawell Gates Family Foundation Senior Vice President of EducationLuke Ragland ReadyCO PresidentTim Farmer Brad Miller Law Associate Attorney

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Coperni 3 – Community Support Letter

Dear School District 11 Board Members: Thank you for taking on the enormous responsibility of educating the children of Colorado Springs. We know that countless teachers and administrators in District 11 are also working hard to educate our city’s future workers and leaders. At the same time, we want to encourage you to continue to work with a sense of urgency and take bold steps to reform an education system designed for an industrial age and to build a system that will dramatically narrow achievement gaps and prepare students for a Year 2030 workplace and world. The passage of the mill levy override last year and the selection of a new superintendent provide the District with a great opportunity not only to upgrade its facilities, but also to modernize its operating principles and invest in innovative practices. To that end, we, the undersigned, encourage the District 11 Board to consider granting a charter to one of the few charter networks in the country creating a new education system based on fundamentally different operating principles. The network’s first school located in Aurora improved academic growth in both reading and math an average of two years in one year’s time as measured by the NWEA MAP assessments. Its next school, Coperni 3, will build on the success of the first school and stand as an even stronger model of what schools should look like in the Year 2030. It will eliminate achievement gaps for hundreds of at-risk students in Colorado Springs and provide them with the skills and competencies needed to help them compete in a Year 2030 workplace and world. Working closely with the District, Coperni 3 will provide the community’s parents with another high-quality choice. As the school’s model is designed to engage the larger community and break the constraints of an at-risk child’s zip code, Coperni 3 will strengthen the city’s connection to the District. We support the creation of such a school and stand prepared to help where and when we can. Sincerely,

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E. Researched-Based Educational Program

School culture is the “beliefs, values, and priorities of the organization that guide behavior and decision-making.” A positive and professional school culture is an integral part of the foundation upon which all great schools are built and it is the main reason Coperni 3 will have a strong education program. In order to create a high-performance culture, Coperni 3’s leaders will do the following:

○ Reinforce core beliefs and what the organization values most. These beliefs and values will guide Coperni 3’s actions and behaviors. We will continually raise awareness of the core beliefs with staff and stakeholders. We will be purposeful about developing staff understanding of the beliefs and ensure staff members recognize how the core beliefs manifest themselves in practice, in the classroom and in the school.

○ Create a shared and inspiring vision that drives priorities. We will hire staff members

who share the vision outlined earlier in this application. Still, over time, every staff member must have a chance to personalize their understanding of what success looks like in practice -- for the staff member individually and for the school as a whole. Also, we will ensure that our vision drives priorities and organizational behavior.

○ Set high expectations. A sense of high expectations will be reflected in all aspects of the

school from parent-school contracts to student habits of success, from teacher evaluations to the efficacy of the professional development. We recognize that there is not one program or initiative that can establish a culture of high expectations. Rather, such a culture is purposefully built through a thousand acts by students, teachers, and administrators that go beyond “good enough” to great.

○ Focus on outcomes. We believe that great schools get results. Our teachers and leaders understand that success or goal attainment has to be demonstrated. Coperni 3 will have a culture that establishes measurable outcomes,

especially around student proficiency and staff performance. We will use data and monitor progress toward key benchmarks and objectives.

○ Hold people accountable for outcomes and provide a high level of support. High

performance cultures value and reward people who “get the job done” and get it done right. Coperni 3 values effectiveness and the ability to achieve defined outcomes. At the same time, the students who attend Coperni 3 cannot afford to learn from an ineffective teacher. We will take purposeful steps to help ineffective teachers improve or, if necessary, remove

We believe that great schools get results. Our teachers and leaders understand that success or goal attainment has to be demonstrated.

High Performance Culture

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them from the system. High levels of support will match the level of accountability, as accountability without support only breeds a culture of fear.

○ Grow the level of autonomy to allow staff members to do their best work. In a

personalized learning environment, teachers need the freedom and decision-making authority to adjust instruction and student time to ensure students are learning effectively. Staff members will enjoy a great deal of autonomy from the outset; that autonomy will grow as teachers demonstrate the ability to reach key performance and achievement outcomes.

○ Support continuous improvement. Leaders of high performance cultures use continuous improvement models. We know that transformation takes time and one cannot reach challenging objectives without numerous smaller steps. At the same time, we will maintain a sense of urgency and expect progress. Our teachers and principal will be allowed to innovate and try strategies that are non-traditional. Mistakes and missteps will be viewed as a consequence of continually trying to improve; people and the organization will learn from any failures to become more effective.

Coperni 3’s educational program is designed around “personalized learning” concepts. Personalized learning is an approach to instruction that is centered on the student. It taps into a student’s needs, strengths, and interests to engage students and to provide a “best fit” education for each student. The instruction is tailored to the individual needs of the student, and students learn in a way that best meets their learning style. While personalized learning has different interpretations and is a relatively new method of delivering instruction, the initial research is promising and has shown that personalized learning has improved student outcomes.1 Coperni 3’s personalized learning model was developed by Mike Miles and combines direct instruction with personalized learning, taking advantage of the strengths of both methods while mitigating the challenges each method faces when implemented alone. The program is being used at the Academy of Advanced Learning in Aurora to great effect: students demonstrated twice the U.S. growth in reading and math as assessed by the NWEA MAP assessments. 1 The most comprehensive analysis to date has been done by the Rand Corporation. See for example two studies done by the Rand Corporation: 1) Continued Progress, Promising Evidence on Personalized Learning; John Pane, Elizabeth Steiner, Matthew Baird, and Laura Hamilton; November 2015, and 2) Informing Progress; John Pane, Elizabeth Steiner, Matthew Baird, Laura Hamilton, and Joseph Pane; July 2017.

In a personalized learning environment, teachers need the freedom and decision-making authority to adjust instruction and student time to ensure students are learning effectively.

Personalized Learning

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Overview Coperni 3’s personalized learning program features four distinguishing characteristics:

1. Learner Profile is a summary of the student’s academic history, strengths, interests, social-emotional needs, and how he learns best. It is developed with the student and the parents in order to let the school know how to differentiate instruction and provide a tailored education that meets the individual student’s needs and goals.

2. Student Learning Plan is the individualized, academic plan that will enable the student

to reach academic proficiency and meet his other learning goals. The plan outlines the student’s academic and other goals, how the instruction will be customized for the student, and how parents will support the student’s goals.

3. Flexible Learning Environment allows students to use time more effectively and allows the teacher to use multiple strategies to differentiate instruction. Students may receive some instruction in a large group (25 students) or work in a small group, with a partner, or by himself. With the help of technology, and because the doors of the school will be open from 6:30 a.m. until 6:00 p.m., students may also learn before school, after school, or at home.

4. Competency-Based Education allows students to learn at their own pace. If a student

has already mastered an objective or standard, they can move on to accelerated objectives or to a topic related to their other learning goals. If a student is struggling with a particular concept, she can take more time and received more individualized or small group instruction.

Coperni 3’s teachers and staff will meet with every parent or guardian and her student to review the student’s academic history, strengths, interests, and other needs. This “learner profile” will assist the teachers in developing an individualized Student Learning Plan. In this way we can tailor the student’s education to his or her needs and increase the student’s ownership over their learning. Students who need more time with the main competencies can get more time; students who have mastered the objectives already may move on to more challenging work or to work that is aligned with their interests. It is important to note that personalized learning as an instructional delivery model is unlikely to be maximally effective without highly trained and effective teachers who can guide students through their learning. Personalized learning cannot be the only instructional delivery model for diverse groups of students with different academic needs. In many cases, especially for students who are behind in core reading, writing, and math competencies, students will need direct instruction or guided small-group work.

In many cases, especially for students who are behind in core reading, writing, and math competencies, students will need direct instruction or guided small-group work.

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Direct instruction is an instructional approach that is fairly structured and guided by the teacher.2 Teachers use different and engaging strategies to guide students through the learning of specific objectives. The proper and effective use of direct instruction can help students who might “get stuck” or frustrated when trying to learn content without a significant amount of assistance or guidance. Students who are behind academically sometimes need considerable guidance when learning difficult concepts or highly complicated skills such as reading or writing. At Coperni 3, students will not be left on their own to flounder – even in a personalized learning academic environment. The two strategies are not mutually exclusive, and effective teachers understand the potential of each in various situations. The combination of personalized learning and direct instruction used by effective teachers is ideal for all students and will be the norm at Coperni 3. Teachers will typically start their lesson during a block of time with direct instruction (with numerous multiple response strategies). The average class will have between 24 and 28 students. The teachers will be supported by learning coaches and, where appropriate, a special education, ELL teacher, or reading interventionist. Based on the learning objective and evidence of student success in accomplishing the objective, the teacher will then use a variety of personalized learning strategies. She may use small group instruction, ask a learning coach to help another group of students access content on the Internet, allow some students to work individually or in pairs, or continue with direct instruction for most of the students. Teachers and learning coaches will work closely together to help guide students and provide students with tiered support. The delivery of instruction matters, but must also be viewed in the context of a culture that is focused on academic achievement. Instruction must be purposeful and aligned.

Coperni 3 will have very tight alignment to the main and secondary competencies and standards. Student Learning Plans will be focused on student achievement or performance outcomes. Teachers and learning coaches will know the learning objectives for each student under their charge daily. They will also be clear about

when a student has learned what he or she has been asked to learn – demonstrations of learning. The demonstrations of learning will help determine whether a student needs additional instruction or a different intervention to reach proficiency on an objective or whether they have mastered the objective and can move on to accelerated learning goals. Teachers will have an “instructional calendar” to help determine the scope, sequence, and time period for learning the objectives for the average student. This will help teachers and learning coaches as they personalize the learning for students and develop Student Learning Plans and weekly objectives. 2 There is a rich research base on direct instruction. For a good summary, see A Brief Summary of Research on Direct Instruction, Jean Stockard, PhD, January 18, 2015.

The delivery of instruction matters, but must also be viewed in the context of a culture that is focused on academic achievement. Instruction must be purposeful and aligned.

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One of the keys to success at Coperni 3 is the continual monitoring of progress through the demonstrations of learning and also the continual review and establishment of weekly, individualized learning objectives for students. Every Thursday from 3:30 to 5:00 p.m., the teachers and learning coaches will meet in professional learning communities (PLCs) to review the student progress as measured by demonstrations of learning and any common assessments. Weekly student objectives will be reviewed by “level” teams prior to the meeting and discussed at the meeting for the students who are significantly behind. The PLC will make changes to the Student Learning Plan, weekly objectives, or to strategies being used in order to enhance student learning. The Learner Profile and Student Learning Plan The learner profile is a description of the student’s preferred learning style, strengths, challenges, and interests. Teachers use the information from the learner profile and collaborate with parents to develop a student learning plan. At Coperni 3 we will develop the student learning plan (SLP) with the student and the parents over the course of one month. The specific steps and timeline for the development of both the learner profile and the SLP is outlined on the next page. SLPs will be reviewed with parents in mid-September. They are, however, living documents that may be adjusted periodically based on new information from PLCs or as goals are accomplished. The learner profile template and the Student Learning Plan template are already developed and available.

The Learner Profile and Student Learning Plan

Enrollment period

Creation of learner profile

Development of Student

Learning Plans

Review/revise SLP with parents

• Begin gathering information about student needs • Ask for and record initial information about student interests

• Conduct in-person meetings with parents or guardians • Review/revise the SLP with parents • Outline actions parents will take to help students

accomplish their learning goals

• Create student academic and habits of success goals

• Outline actions students will take • Outline enrichment topics • Detail how learning will be personalized

and goals supported

• Review academic history • Student self-assesses strengths and challenges • Habits of success assessed by teacher and student • Teachers assess academic proficiency over four weeks • Initial content assessments conducted • Teachers and admin. assess need for additional

supports (IEP, 504, READ plan, etc.)

Prior to 2 Aug 2 Aug to 31 Aug 1 – 20 Sep 21 – 30 Sep

Mentors review SLP with students

Oct – May (first Friday)

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The LSAE model (our personalized learning model) LSAE is a personalized learning model that differentiates instruction for a given objective and that provides different strategies and supports for students who are still learning the objective, securing their knowledge and understanding, accelerated, or at a point where they can move to a topic that more closely aligns with their interests. While it is a student-centered approach, an important aspect is how the instruction is delivered. Thus, the delivery of instruction in an LSAE model includes both direct instruction and personalized learning. This applies to all core courses K-8.

For the first 30 to 40 minutes of class, the teacher will focus on a specific objective and use effective strategies to engage and teach student directly. The objective will be focused so that the average student will be able to learn it in one or two class periods. The use of multiple response strategies will ensure students are engaged and that the teacher is able to assess the level of learning. Checks for understanding and demonstrations of learning will further assist the teacher and learning coaches to determine the students’

level of understanding. After approximately 35 to 40 minutes, the students will engage in a demonstration of learning. Based on the DOL and the teacher’s assessment of the student’s level of proficiency, the teacher will divide students into three main groups:

1. Learning (L): those students who need more time or a different strategy to learn the objective.

2. Securing (S): those students who have grasped the concept and demonstrated an understanding of the objective. These students need time to practice and secure what they have learned. • As we progress as a school in the use of this model, we will begin to separate this

group into securing (S1) and secured (S2). The difference is one of degree. S1 students need practice and reinforcement. S2 students need reviews to maintain their proficiency and are not quite accelerated.

3. Accelerating (A): those students who are proficient with the objective and already have that knowledge secure. These students will be challenged to go deeper with the objective or move on to the next objective.

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A small percentage of students will be placed in a fourth group: Enriching (E). The students in this category know the objective so well that they are allowed to use the rest of the class period to work on their enrichment topics that will be outlined in their Student Learning Plan. We use the following color code to help students understand the LSAE model: The teacher will differentiate or personalize the learning for the three main groups and for the students who are enriching. Generally, the students who are learning will stay with the teacher in the classroom, and she will provide more instruction and help the students who are struggling most, often using a different strategy than the one she used with the entire class. The teacher may choose to send students into the team center or the computer lab. Students may work in small groups, in pairs, or by themselves. Diagram 3 shows four classrooms at Coperni 3. Each class has some students who are struggling, some who are generally securing their knowledge, and other students who are accelerating or enriching their education. After 30 to 40 minutes of direct instruction, students are divided into LSAE groups and continue to learn. Diagram 4 provides one example of how the teachers could separate students into LSAE groups. Learning coaches (LCs) start off by assisting teachers in the classroom and then support students in the team center. Notice that once students are separated into LSAE groups, class size decreases significantly. Thus, typical “class size” carries less meaning in a personalized learning model. Individual teachers determine how long the LSAE groups should work and when to reconvene the class to move on to the next objective or to reteach. The core classes are one hour and 45 minutes in length, and teachers have the autonomy to divide the time up in ways that will achieve learning outcomes for the students.

L S1 A E S2

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5th Gr. Math 5th Gr. Math 4-5 Math

T T T

LC

4th Gr. Read Computer lab 4th Gr. Read

T T

LC

Team Center

Diagram 1: This diagram depicts a typical section or grade level team (in this case, 4th and 5th grade team). Each section has an open area or “team center” that has student desks and is used for personalized learning after direct instruction.

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Professional Learning Communities and LSAE Every Thursday, from 3:30 to 5:00 p.m., teachers and learning coaches will convene professional learning communities (PLCs). These PLCs have the specific focus of assessing a student’s progress during the week and preparing for the extended LSAE time on Friday afternoons. During the PLC time, teachers and learning coaches will meet in level teams (K-1, 2-3, 4-5, 6-8). They will review the performance and progress of the students, taking into account the LSAE groups during the week and also the demonstrations of learning. Their assessment of student proficiency will be facilitated by the on-line student learning platform that we plan to use. [We will most likely use IXL or “Sensei” from Edmentum to help teachers keep track of student progress and analyze student data.] Teachers then fill out an LSAE card for each student.

Note: our curricular program and electronic platform compiles and tabulates proficiency data for the teachers and students. While we will eventually move to a “paperless” system, we believe it will be important for teachers to collaborate face to face and that the tangible card will help students know what they should be focused on and hold them accountable for good work during extended LSAE time.

In the example above, the teacher assessed the work and demonstrations of learning of Johnny Domingo, a fifth-grade student. They determined that regarding that week’s objectives, Johnny demonstrated that he was accelerated in reading, secured in his writing, still learning the math objectives, and secured in his knowledge of the science objectives for that week. The “1” indicates the area of greatest need and is the subject the student will work on first during extended LSAE time. A “2” is placed in the area that is next in priority with regard to objectives

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to learn or review. It is the subject the student will engage during the second half of extended LSAE time. Teachers mark a “3” for the third subject area, which the student will work on if he finishes his first and second outlined objectives. During the PLC, the teachers do not fill out the objectives for every individual student. Instead, they create an objective and demonstration of learning for each LSAE group (L, S1, S2, A) and post those on the white board in the team center or in the classroom. This type of LSAE card requires the teachers to consider weekly the progress of every student. It provides concise feedback to the student without requiring the teacher to spend too much time entering data or filling out paperwork. Still, the teachers will keep track of the objectives and DOLs that are created for each Friday’s LSAE time. They will keep an electronic record of each student’s progress as reflected by the LSAE card. Extended LSAE time Extended LSAE time begins after lunch on Friday and lasts for two hours and 20 minutes. Students begin in their homeroom and receive their individual LSAE card. The teacher may assign groups or allow students to form groups or work in pairs or alone. Students may work in the room or in the team center.

Students first write the objective for their first subject in the space provided. They then will work on that objective and activity for approximately 45 minutes or until they progress beyond their LSAE score for that subject. After that, the student writes the objective for the second subject identified on the card in the appropriate box. They work on that objective for approximately 45 minutes as well.

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Teachers and learning coaches move from group to group to answer questions and guide learning when necessary. Ten minutes before the end of the extended LSAE period, the student returns to the homeroom and quickly self-assesses their work and progress during extended LSAE time. The student places a checkmark on the LSAE card at the appropriate LSAE level. In the example on page 35, Johnny checked “S1” for math, indicating that he felt he learned the objective and made progress on math. He believes he still needs time to secure his learning. He also checked “S1” for writing even though he had been assessed at S2 by the teachers. Johnny explained in the notes on the opposite side of the card that he did not do well on the timed SCR. He had run out of time and had not varied the length of his sentences. After self-assessing, the students hand in the LSAE cards. These are kept by the teacher as a weekly record of performance and progress. They will be considered when it is time to write report cards.

Reading Instruction Our reading curriculum program begins with the Colorado Academic Standards (CAS). Instructional programs utilized by Coperni 3 will support instruction of the CAS. Collaborative curriculum mapping and lesson planning will guarantee vertical and horizontal articulation of the curriculum. Eighteen days have been built into Coperni 3’s calendar to allow for teacher training, data analysis, and curriculum mapping and planning. Seven of those days will occur before students begin their school-year. These days will be used to train teachers on DIBELS, using reading data to improve instruction, seven steps to a language rich classroom, and research based instructional practices. Reading instruction is preceded by a baseline assessment. DIBELS and NWEA MAP will be used to assess students’ current reading strengths and needs at each level K-6 (K-7 Year 2, and K-8 Year 3). From the data gathered, instructional structures (e.g. whole-group, small-group, one-to-one), lesson content, and progress monitoring plans will be developed. Each student will receive targeted reading instruction based on their strengths and needs. Through the Wilson Fundations program and Junior Great Books, a rich literacy program will solidify student’s foundational reading skills and knowledge as well as extend their analytical and critical thinking skills. The content of Fundations is based on reading research. Scientific evidence reveals that reading is the intersection of five critical components: phonemic awareness and phonics, fluency, vocabulary, and comprehension. Recent scientific evidence reveals that teaching students to read requires instruction in all of these (Stuebing, Barth, Cirino, Francis, &

Curriculum

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Fletcher, 2008).3 Fundations will provide teachers with all the tools and structures to personalize instruction for each student. Fundations can be utilized effectively with whole-group and small-group instruction and adjusted easily to meet specific targeted needs of individual students. The goal of The Great Books Foundation is to create a world of readers and thinkers by fostering an inquiry-based approach to reading and discussion for students in all walks of life.4 By utilizing the Junior Great Books program, our students will be taught to explore the ideas, meaning, and information found in everything they read. Literature used at all levels is rich, varied, authentic, and engaging. Students will be supported in an active search for meaning by reading closely, asking questions, and discussing actively. Program Description Wilson Fundations

Fundations® is a prevention and early-intervention program designed to help reduce reading and spelling failure. The program is aimed at students in grades K–3 and involves daily 30-minute lessons which focus on carefully-sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, spelling, and vocabulary development. Fundations® is designed to complement existing literature-based reading programs in general education classes, but can also be used in small groups of low-achieving or learning-disabled students for 40–60 minutes each day. Students rotate through different targeted interactive activities. The program is based on the principles of the Wilson Reading System®.

Junior Great Books

Great Books is a program that aims to improve the reading, writing, and critical thinking skills of students in kindergarten through high school. The program is implemented as a core or complementary curriculum and is based on the Shared Inquiry™ method of learning. The purpose of Great Books is to engage students in higher-order thinking and collaborative problem solving. It involves teachers focusing discussion on the interpretation of a text and students participating as partners in these discussions. The program includes both oral and written activities designed to help students think and talk about the multiple meanings of texts. Great Books reading selections are collections of traditional and modern literature. Typically, students read texts at least twice (either independently or with guided support), learn to ask questions, take notes, define vocabulary, and write about their reactions to what they have read. Teachers are trained by the Great Books Foundation to ask questions that encourage students to think about the meaning of what they have read. The program can be used with whole classes or selected groups of students.

3Stuebing, K. K., Barth, A. E., Cirino, P. T., Francis, D. J., & Fletcher, J. M. (2008). A response to recent reanalyses of the National Reading Panel Report: Effects of systematic phonics instruction are practically significant. Journal of Educational Psychology, 100(1), 123-134. doi: 10.1037/0022-0663.100.1.123. 4 “Research Base” Wilson Language Programs, Wilson Language Training. 27 Jan. 2016. http://www.greatbooks.org/about/.

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Through rigorous, targeted, personalized reading instruction, Coperni 3 will ensure that by the end of third grade all students are proficient readers. For students that join Coperni 3 below proficient in reading in third grade or beyond, our personalized learning model and Multi-tiered System of Supports (MTSS) will grow students to a proficient reading level within two years’ time. Our reading teachers will have proven success records in student achievement. In addition, we will attempt to hire reading teachers who are bilingual (as well as math/science teachers who are bilingual). MTSS will allow us to layer interventions as needed to build on student’s strengths and target their areas of need in a fluid and flexible manner.

MTSS Elements

Pre-Assessment All students are assessed in reading prior to the first day of school.

Gap Analysis Pre-assessment data is analyzed to assess the difference between current performance level and grade-level proficiency.

Individualized Goal Setting Personal, rigorous goals that sets growth expectations over time are made with students and parents.

Collaborative Instructional Planning

Intervention in lessons and intensity level are planned with a team of instructional experts.

Intensive Targeted Instruction Intervention is implemented focusing on the student’s area(s) of need.

Progress Monitoring Student academic growth is measured regularly and frequently to assess gains and new areas of need.

Purposeful Instructional Adjustments

Utilizing diagnostic information gained from progress monitoring assessments, interventions adjust to meet the student’s current need.

Application of New Learning As students gain new skills and understanding, their knowledge is applied to personal learning activities.

Ongoing Cycle of Success

Students are continually monitored as they learn and grow. New goals are made to address individual strengths and needs. Students move in and out of intervention at various levels of intensity appropriate to their needs.

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By beginning our reading instruction with CAS and baseline student reading data, utilizing Fundations and Junior Great Books as resources to teach, and providing personalized instruction throughout an extended learning day, all Coperni 3 students will become proficient readers and apply their reading skills to areas of interest and greater opportunities of learning in all subject areas. Writing Instruction Students learn to write best when they are writing for an authentic purpose about topics that interest them. Through the structure of Writer’s Workshop, students will decide what to write and for what purpose while being supported through targeted periods of direct instruction. The eWriteSteps program provides teachers with models, practice resources, interactive activities, and grammar instruction that can be tailored to specific classroom and student needs. The resources available to teachers were developed from Common Core State Standards (CCSS) and thus support aligned instruction with CAS. Writing skills taught will be practiced and applied in all content areas, but by providing direct instruction focused on specific writing skills students will have common tools and expectations to work from. Program Description eWriteSteps eWriteSteps is an evidence-based program that empowers K-5 teachers with complete

lesson plans that meet 100% of the Common Core Standards for writing and grammar. The comprehensive program gives educators and students everything they need to develop their craft with confidence. eWriteSteps is a digital writing and grammar curriculum that can be used with interactive whiteboards, visual projectors, computers, tablets, iPads, and document cameras.

Writers Workshop

Writer's Workshop is a teaching technique that invites students to write by making the process a meaningful part of the classroom curriculum. Ideally students are introduced to the process of writing in the early elementary grades and write daily through varied activities. In Writer's Workshop, upper elementary students organize thoughts to create a story or write about a given topic and develop it into an understandable narrative with a voice and focus that present information to the reader. Upper elementary students are able to use writing mechanics comfortably and the shift in their cognitive abilities to higher order thinking allows them to develop a more sophisticated sense of what makes good writing. While it is still important to allow students to choose a topic, students are now ready to learn about other types of writing such as persuasive arguments and compare and contrast assignments.

Teachers will start with the CAS to develop curriculum maps outlining when specific mini-lessons will be taught. The vertical and horizontal communication of these maps is crucial to ensure that students are supported across academic areas throughout the year. Professional development days will be utilized to share writing curriculum maps, writing rubrics, and grammar expectations. Whether writing in science, math, social studies, or reading, students will be held to the same expectations and standards.

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A minimum of three writing benchmark assessments will occur throughout the school-year. A baseline writing assessment will occur before students begin the school-year. A standard writing prompt will be utilized in each grade level and blind, collaborative scoring will ensure an objective assessment of each student’s writing strengths and needs. To score writing assessments, rubrics will be developed using PARCC and CAS expectations and scoring guidelines. Professional conversations around student levels of achievement and expected writing outcomes will drive instructional planning and writing interventions for students.

Math Instruction The Education Alliance (2006) looked at a variety of research studies and identified a list of instructional strategies that could be considered to be best practices in mathematics education.5 Eight practices were outlined that through the use of EngageNY math lessons, Coperni 3 will address in a systematic and personalized manner.

5 The Education Alliance. (2006). Closing the Achievement Gap: Best Practices in Teaching Mathematics. Charleston, WV: The Education Alliance.

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Best Practices in Mathematics Education: 1 Focus lessons on specific concept/skills that are standards-based

2 Differentiate instruction through flexible grouping, individualizing lessons, compacting, using tiered assignments, and varying question levels

3 Ensure that instructional activities are learner-centered and emphasize inquiry/problem-solving

4 Use experience and prior knowledge as a basis for building new knowledge

5 Use cooperative learning strategies and make real-life connections

6 Use scaffolding to make connections to concepts, procedures, and understanding

7 Ask probing questions which require students to justify their responses

8 Emphasize the development of basic computational skills

EngageNY Math was developed directly from the CCSS which Colorado has fully incorporated into the CAS. Each lesson in EngageNY addresses a specific evidence outcome. The lessons and their components were created collaboratively to embed the eight Standards for Mathematical Practice (SMP) and to address the developmental needs of children. Analysis of the EngageNY curriculum has shown that every lesson has a focused learning objective, is rigorous, and strongly supports SMPs.6 Program Description EngageNY Math

The main design principles in the New York State Common Core Learning Standards (CCLS) for Mathematics standards are focus, coherence, and rigor. These principles require that, at each grade level, students and teachers focus their time and energy on fewer topics, in order to form deeper understandings, gain greater skill and fluency, and more robustly apply what is learned. Focus in the curriculum is meant to give students an opportunity to understand concepts and practice with them in order to reach a deep and fluent understanding. Coherence in the curriculum means progressions that span grade levels to build students’ understanding of ever more sophisticated mathematical concepts and applications. Rigor means a combination of fluency exercises, chains of reasoning, abstract activities, and contextual activities throughout the module.

6“Reports” Edreports.org, Edreports.org. 5 Feb. 2016. http://www.edreports.org/reports/grade-level/eureka-math-g-overview.html

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Coperni 3 measures student academic success by each student’s ability to demonstrate proficient understanding and application of the CAS. By utilizing EngageNY, our math instruction will address the foundational concepts and skills Colorado has outlined as standards. Through the use of daily “demonstrations of learning” or “exit tickets,” mid-module assessments and end-of-module assessments, teachers will track each student’s acquisition and understanding of

each evidence outcome listed within the CAS K-8. Additionally, Coperni 3 will progress monitor students at least three times a year using NWEA MAP norm-referenced assessment to ensure our students are performing at levels at or above students on a broader scale. Teachers of Coperni 3 will follow a curriculum map aligned to our specific academic calendar which will allow for days of data collection, data analysis, and personalized learning plan development. The EngageNY Pacing Guide below outlines a sample of a fourth grade EngageNY module. By following our intentionally map math curriculum, teachers will be able to work collaboratively, both vertically and horizontally, to ensure all students are learning CAS. We will utilize our MTSS process to provide interventions and additional support to students that come to us behind or that struggle with specific mathematical concepts. Additionally, teachers will intentionally teach academic vocabulary and allow for student discourse throughout all math instruction to support English Language Learners in their acquisition of math knowledge. Module 1 23 Days EngageNY Pacing Guide – 4th Grade

Evidence Outcomes

Aug. 7 –

Sep. 8 19 Lessons

Generalize place value understanding for multi-digit whole numbers. 4.NBT.1 | 4.NBT.2 | 4.NBT.3

Number & Operations in Base Ten 4.NBT.1 | 4.NBT.2 | 4.NBT.3 | 4.NBT.4

Topic A:

Place Value of Multi-Digit Whole Numbers

Topic B:

Comparing Multi-Digit Whole Numbers

Topic C:

• Lesson 1: Objective: Interpret a multiplication equation as a comparison. • Lesson 2: Objective: Recognize a digit represents 10 times the value of what it represents in the

place to its right. • Lesson 3: Objective: Name numbers within 1 million by building understanding of the place

value chart and placement of commas for naming base thousand units. • Lesson 4: Objective: Read and write multi-digit numbers using base ten numerals, number

names, and expanded form. • Lesson 5: Objective: Compare numbers based on meanings of the digits, using >, <, or = to

record the comparison. • Lesson 6: Objective: Find 1, 10, and 100 thousand more and less than a given number. • Lesson 7: Objective: Round multi-digit numbers to the thousands place using the vertical

number line. • Lesson 8: Objectives: Round multi-digit numbers to any place using the vertical number line. • Lesson 9: Objective: Use place value understanding to round multi-digit numbers to any place

value.

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Operations & Algebraic Thinking 4.OA.3

Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.4

Use the four operations with whole numbers to solve problems. 4.OA.3

Rounding Multi-Digit Whole Numbers

Topic D:

Multi-Digit Whole Number Addition

Topic E:

Multi-Digit Whole Number Subtraction

Topic F:

Addition and Subtraction Word Problems

• Lesson 10: Objective: Use place value understanding to round multi-digit numbers to any place value using real world applications.

Mid-Mod Assessment

• Lesson 11: Objective: Use place value understanding to fluently add multi-digit whole numbers using the standard addition algorithm and apply the algorithm to solve word problems using tape diagrams.

• Lesson 12: Objective: Solve multi-step word problems using the standard addition algorithm modeled with tape diagrams and assess the reasonableness of answers using rounding.

• Lesson 13: Objective: Use place value understanding to decompose to smaller units once using the standard subtraction algorithm and apply the algorithm to solve word problems using tape diagrams.

• Lesson 14: Objective: Use place value understanding to decompose to smaller units up to 3 times using the standard subtraction algorithm and apply the algorithm to solve word problems using tape diagrams.

• Lesson 15: Objective: Use place value understanding to fluently decompose to smaller units multiple times in any place using the standard subtraction algorithm and apply the algorithm to solve word problems using tape diagrams.

• Lesson 16: Objective: Solve two-step word problems using the standard subtraction algorithm fluently modeled with tape diagrams and assess the reasonableness of answers using rounding.

• Lesson 17: Objective: Solve additive compare word problems modeled with tape diagrams. • Lesson 18: Objective: Solve multi-step word problems modeled with tape diagrams and assess

the reasonableness of answers using rounding. • Lesson 19: Objective: Create and solve multi-step word problems from given tape diagrams and

equations.

End-of-Module Assessment

Increasing the rigor in Math Coperni 3 will significantly increase the rigor of our math classes by integrating science and physics concepts into the math curriculum. This will provide a more real-world approach for the students and make the learning more relevant. We will pilot this approach in grades 1 through 3 in our first year and expand it the higher grades the following year. We will use resources developed by Physical Science Resource Associates, founded by Dr. Anatoliy Glushchencko, head of the physics department at the University of Colorado at Colorado Springs. Science and Social Studies Instruction Through combined decades of working in education, from classroom teacher to superintendent, Coperni 3 founders have learned that academic standards are best taught when teachers work collaboratively to understand evidence outcomes, develop lessons, acquire resources, create formative assessments, and analyze student progress. Coperni 3’s approach to teaching science and social studies will be based on this knowledge. Working directly from CAS, teachers will break down standards and evidence outcomes to

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develop engaging lessons that teach students the knowledge and skills expected at every grade level. Our priority will be to develop critical thinking skills within students and the application of standards within a context that is relevant and current. Our main science and social studies resource will be IXL, an engaging online curriculum for all subjects and grade levels. IXL adapts with students as they grow, offering challenges at just the right level to help them master new concepts. Teachers will also have access to Courseware through Edmentum and a physics and science application curriculum developed by PSRA, Physical Science Research Associates. Critical Thinking and Information Literacy At Coperni 3, students will gain foundational skills and knowledge in reading, writing, math, and science. Additionally, and increasingly as they move to the higher-grade levels, they will learn how to think rather than what to think. Students will achieve specific outcomes in problem solving, critical thinking and analysis, information literacy, logic, problem-solving and decision-making, and computer programming. A sample of our critical thinking and information literacy objectives is included on the next two pages. Additionally, our learn how to learn rubric is also included on the page following.

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Item No. Concept Objectives Notes/ resources IL 4.3a

Reliable sources Understand source reliability

IL 4.3b Determine the degree to which a source is reliable IL 4.3c Determine whether a source is primary and secondary

Item No. Concept Objectives Notes/ resources IL 6.1a

The Media

Define "the media" and what is “news” IL 6.1b Identify different types of news media IL 6.1c Evaluate the purposes of different types of news media IL 6.1d Determine the objectivity of information

Item No. Concept Objectives Notes/ resources IL 7.1a

Propaganda Understand the purpose of propaganda

IL 7.1b Recognize propaganda in communications IL 7.1c Identify propaganda techniques IL 7.2a Advertisement and

Marketing

Understand persuasive techniques in advertisement and marketing

IL 7.2b Identify fallacies of logic in advertising

Item No. Concept Objectives Notes/ resources IL 8.1a Social Media Understand how social media impacts the concepts of

objectivity and evidence

Information Literacy

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Item No. Concept Objectives Notes/ resources CT 4.1a Relevance and

correlation

Determine relevance to a subject CT 4.1b Determine if two variables are correlated CT 4.1c Use graphs to determine if two variables are correlated

Item No. Concept Objectives Notes/ resources CT 5.1a

Extrapolation Understand the concept of extrapolation

CT 5.1b Use math (ratios and proportions) to make comparisons CT 5.1c Extrapolate appropriately to make comparisons

Item No. Concept Objectives Notes/ resources CT 7.1a Scientific method Review the scientific method CT 7.1b Solve problems using the scientific method CT 8.1a Problem solving

Understand and apply a valid process for approaching problems or new ideas

CT 8.1b Use a problem-solving process to solve problems

Item No. Concept Objectives Notes/ resources CT 9.1d

Fallacies of logic Identify false analogy fallacy

CT 9.1e Identify straw man fallacy CT 9.1f Identify red herring fallacy

Critical Thinking

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Coperni 3 – Learn How to Learn Rubric

Skill Emerging Progressing Proficient

Und

erst

ands

his

le

arni

ng p

rofil

e

• Understands both her strengths and areas for improvement

• Knows what distracts her from learning, but sometimes does not avoid those distractions

• Unclear about the activities or topics that will hold her interest

• Reflects on her growth and on areas that need improvement

• Understands both her strengths and areas for improvement

• Selects a learning environment relatively free from things that will distract her

• Chooses activities, materials, or topics that hold her interest

• Reflects on her growth and on areas that need improvement

• Can articulate both her strengths and areas for improvement

• Uses knowledge of her learner profile to enhance learning

• Selects a learning environment relatively free from things that will distract her

• Chooses activities, materials, or topics that hold her interest

• Reflects on her growth and on areas that need improvement and makes a plan to improve

Man

ages

tim

e

• Pays attention to time to complete a task • Sometimes has trouble focusing or staying on

task • Works at an inconsistent pace: sometimes works

too slow or sometimes races through the material without learning the material well

• Pays attention to time to complete a task and usually finishes on time

• Works at a pace that supports learning o Does not work too slow, nor race through the

task • Does not procrastinate • Focuses on the task at hand

• Allows sufficient time to accomplish the task or assignment

• Accurately predicts how long a task will take to complete

• Does not procrastinate • Works at a pace that supports thorough

understanding o Does not work too slow, nor race through the

task • Focuses on the task at hand • Pays attention to time left to complete the task • Can prioritize tasks or subtasks

Est

ablis

hes g

oals

• When guided, creates short-term and long-term goals

• Creates SMART goals; may have difficulty making the goals measurable

• Needs help creating goals that will take advantage of areas of strength or address areas of weaknesses

• Creates a short-term goal; may need help breaking up large goals or long-term goals into smaller, more discrete objectives

• Creates SMART goals, but needs helps making the goals challenging

• Establishes goals that are relevant and addresses areas of strength or weaknesses of the learner profile

• Establishes challenging, but realistic goals • Creates “SMART” goals • Establishes goals that are relevant and addresses

areas of strength or weaknesses of the learner profile

• Adjust goals as appropriate based on progress or new information

• Can break up large goals into smaller, more discrete objectives

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Skill Emerging Progressing Proficient U

ses a

vaila

ble

reso

urce

s

• Asks for help when stuck • Takes the initiative to find resources, material, or

people to help move the learning process forward (as appropriate)

• Needs help to expand repertoire of resources that can assist in learning

• Needs help understanding the differences among resources and how they contribute to accomplishing the task at hand

• Asks for help when stuck • Takes the initiative to find resources, material, or

people to help move the learning process forward (as appropriate)

• Uses familiar resources to assist in learning; may not continue to seek more effective or more helpful resources

• Needs help understanding the differences among resources and how they contribute to accomplishing the task at hand

• Asks for help when stuck • Takes the initiative to find resources, material, or

people to help move the learning process forward (as appropriate)

• Uses a variety of resources to assist in learning • Understands the differences among resources

and how they contribute to accomplishing the task at hand

Col

labo

rate

s w

ith p

eers

whe

n ap

prop

riat

e

• Does not distract others from getting the group work done

• Listens to what others are saying, but does not listen actively nor try to understand the ideas of others

• Is unsure how to support others in their learning • Sometimes does not engage positively

• Works well with peers on group projects or assignments

• Listens well and tries to understand the ideas of others

• Is unsure how to support others in their learning • Engages positively, but may not understand or

directly try to support the goals of the group

• Works well with peers on group projects or assignments

• Listens well and tries to understand the ideas of others

• Supports others in their learning • Contributes to the goals of the group and

engages positively

Mon

itors

his

pr

ogre

ss

• Understands the tasks at hand, but is unclear how much growth needs to be made

• With guidance, monitors progress toward goal accomplishment, but needs help to gather and/or analyze the information

• Is unclear how to adjust work or behavior as a result of monitoring progress

• Understands what success looks like and how much growth needs to be made

• Monitors progress toward goal accomplishment, but needs help to gather and/or analyze the information

• Is unclear how to adjust work or behavior as a result of monitoring progress

• Understands what success and excellence looks like and how much growth needs to be made

• Monitors progress toward goal accomplishment • Uses a system to track progress regularly and

frequently • Adjusts work and behavior as a result of

monitoring progress

Follo

ws

habi

ts o

f su

cces

s

• Follows the school habits of success and is “learning” on the HOS rubric

• Fills out the habits of success self-assessment, but is not thoughtful about areas to improve or steps to take to improve

• Follows the school habits of success and is “securing” on the HOS rubric

• Assesses individual habits of success regularly, but may not follow through or take specific steps to improve

• Follows the school habits of success and is “accelerated” on the HOS rubric

• Assesses individual habits of success regularly and makes a plan to improve

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On-line programs As computer educational programs become more adaptive – adjusting for the student’s proficiency level – they will become an even greater resource for teachers to use and will supplement well the instruction from the teacher. These programs also help teachers differentiate instruction and tailor the activities for different groups of students. Students are able to track their own progress, and teachers are able to monitor student progress in real time. These adaptive programs are an essential part of our personalized learning model. In our personalized learning model, lessons and activities are differentiated in the core subjects daily. Students who have secured their learning of a particular objective or who are accelerated, are challenged with a higher-level activity such an adaptive program on-line. Students who are behind are also given on-line activities when the teacher feels it is appropriate. Teachers use three programs that “adapt” to a student’s ability level:

• IXL – an engaging online curriculum for all subjects and grade levels. IXL adapts with students as they grow, offering challenges at just the right level to help them master new concepts.

• Edmentum – an online curriculum that has numerous lessons and activities in most

subjects and grade levels. The lessons are differentiated to a student’s level and progress can be easily tracked by the teacher.

• Achieve 3000 -- provides a cloud-based solution that deliver daily differentiated instruction for nonfiction reading and writing that are precisely tailored to each student’s Lexile® reading level.

Students also have access to these on-line programs before school (6:30 to 8:00 a.m.) or after school (3:20 – 6:00 p.m.). Subjects taken on-line At Coperni 3 three courses are taken exclusively on line or virtually:

• Computer programming. All students in grades 3 through 8 will take computer programming. The main curriculum for this class will be provided on-line at code.org.

• MusiQuest. MusiQuest is an on-line program that allows children to learn music and create original songs. Students who sign up for this elective will learn music through this app.

• Virtual reality learning. In this elective, students use virtual reality goggles to learn about a myriad of educational topics and subjects. Lessons are prepared by a team of teachers who have volunteered to use this cutting-edge technology to help make learning more engaging and relevant.

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The Path to Success At Coperni 3, success will be defined as the mastery of CAS. Moreover, and increasingly as students move through higher grade levels, instruction will focus on teaching students how to think rather than what to think. Students will achieve specific outcomes in Year 2030 skills such as those mentioned above. Coperni 3 has outlined rigorous achievement goals for PARCC and CMAS. Students will reach success through the development of personal achievement goals in all academic areas, motivating learning opportunities, targeted intervention, relevant extensions, and engaging instruction. Our MTSS process will provide scaffolding and flexible support for students that need more intensive instruction to find success. Additionally, English Language Learners (ELLs) will be supported through a proven instructional model in all academic areas. All teachers of literacy, math, science, and social studies will be trained in The Sheltered Instruction Observation Protocol (SIOP) model of instruction for English learners. The SIOP Model consists of eight components (see table below) with 30 features that, when put into practice, support oral language development, academic language development, and encouraging teachers’ cultural sensitivity to the backgrounds of their students. All key components in the effective instruction of ELLs.7

Sheltered Instruction Observation Protocol (SIOP): Eight Components

1. Lesson preparation

The features under lesson preparation examine the lesson planning process, including the incorporation of language and content objectives linked to curriculum standards. In this way, students gain important experience with key grade-level content and skills as they progress toward fluency in the second language. Other features include the use of supplementary materials and meaningful activities.

2. Building background

Building background focuses on making connections with students’ background experiences and prior learning and developing their academic vocabulary. The SIOP Model underscores the importance of building a broad vocabulary base for students to be effective readers, writers, speakers, and listeners. In the SIOP Model, teachers directly teach key vocabulary and word structures, word families, and word relations.

3. Comprehensible input

Comprehensible input considers adjusting teacher speech, modeling academic tasks, and using multimodal techniques to enhance comprehension (e.g., gestures, pictures, graphic organizers, restating, repeating, reducing the speed of the teacher’s presentation, previewing important information, and hands-on activities). The academic tasks must be explained clearly, both orally and in writing, with models and examples of good work so students know the steps they should take and can envision the desired result.

4. Strategies The strategies component emphasizes explicit teaching of learning strategies to students so that they know how to access and retain information. Good reading comprehension strategies, for example, need to be modeled and practiced, one at a time with authentic text. SIOP teachers must scaffold instruction so students can be successful, beginning at the students’ performance level and providing support to move them to a higher level of understanding and accomplishment. Teachers have to ask critical thinking questions as well so that students apply their language skills while developing a deeper understanding of the subject.

5. Interaction Interaction features encourage elaborated speech and grouping students appropriately for language and content development. They need oral language practice to help develop content knowledge and second-language literacy; thus, student–student interaction is important and needs to occur regularly in each lesson. ELs need to practice important language functions, such as confirming information, elaborating on one’s own or another’s idea, and evaluating opinions.

7 Jennifer F. Samson and Brian A. Collins (2012). Preparing All Teachers to Meet the Needs of English Language Learners Applying Research to Policy and Practice for Teacher Effectiveness. Center for American Progress.

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6. Practice/ application

Practice/application calls for activities that extend language and content learning by encouraging students to practice and apply the content they are learning, as well as their language skills. It is important to build and reinforce reading, writing, listening, and speaking skills within content learning.

7. Lesson delivery

Lesson delivery ensures that teachers present a lesson that meets the planned objectives. Successful delivery of a SIOP lesson means that the content and language objectives were met, the pacing was appropriate, and the students had a high level of engagement.

8. Review/ assessment

English learners need to revisit key vocabulary and concepts, and teachers need to use frequent comprehension checks throughout lessons as well as other informal assessments to measure how well students understand and retain the information. Each SIOP lesson should wrap up with some time for review and assessment and time to determine whether the lesson’s objectives were met.

The programs Coperni 3 has chosen to teach the standards and Year 2030 objectives are researched based with a proven record of effectiveness. More importantly, the overarching drive of all we do in the classroom will be the student. It will be the students that drive our instructional decisions. Their individual levels of academic achievement, their strengths, their needs, their interests, their progress, and their successes.

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F. Plan for Evaluating Pupil Performance Assessment Overview We believe the key to student success is to first begin with the end in mind. Without a clear set of expectations and a well-defined picture of success, teachers will not be able to effectively provided aligned instruction with targeted learning goals. Coperni 3 has explicitly outlined academic expectations in all academic areas to address not only CAS, but essential Year 2030 skills and knowledge to ensure the future success of each of our students. We are results oriented and seek continual improvement. We know that only by working together we can effectively address the needs of our students. As Robert DuFour and colleagues conclude, “…members of a Professional Learning Community realize that all of their efforts in these areas- a focus on learning, collaborative teams, collective inquiry, action orientation, and continuous improvement- must be assessed on the basis of results rather than intentions.”8 Assessment is the tool Coperni 3 will use to guide purposeful decisions about instruction, professional development, teacher support, student support, program implementation, and to ultimately measure success. Initial Screening Within the first three weeks of school, Coperni 3 teachers will assess each child in reading and math. DIBELS Next (K-3) and NWEA MAP (K-8) will be used to pinpoint current levels of achievement as well as diagnostic information to inform instructional decisions. Assessment results will determine individual Student Learning Plans and goals. Collaboratively, teachers will analyze student strengths and needs to determine targeted small-group instruction content and student groupings. Those students who achieve below benchmark will begin the year with interventions in place with immediate access to a tiered level of support. Those students who achieve above benchmark will also have immediate access to extensions that will continue to challenge and motivate them. Within the first month of school, students will also participate in a writing benchmark assessment. The writing assessment will be developed by Coperni 3, will be aligned to CAS and will be assessed by teachers through a blind, collaborative scoring process. Rubrics used to score writing pieces will be based on PARCC writing rubrics and end-of-year CAS expectations for each grade level. As turnover occurs and new students arrive throughout the year, these same initial assessments will be conducted to determine how to best support the student’s assimilation into current instruction and to provide the student with personalized learning beginning their first day of school at Coperni 3. From initial screening assessments, student reading, writing, and math goals will be developed. When appropriate, gap analyses will be conducted to plot rigorous and appropriate goals for individuals. Goals will not only include specific data points for students and teachers to aim for, but specific practice and strategy goals that formulate the qualitative expectations for students. Goals will be communicated with both students and parents and will define what each person

8 DuFour, R., DuFour, R., Eaker, R., Mary, T. (2010). Learning by Doing: A Handbook for Professional Learning Communities at Work Second Edition. Bloomington, IN: Solution Tree Press

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involved—student, parent, and teacher—will do to ensure goals are reached within the timeframe given. NWEA MAP Student Status Norms: Published August 2015

Daily Demonstrations of Learning and Classroom Assessment While norm-referenced assessments provide an effective checkpoint of student achievement and progress, daily formative assessments such as ongoing checks for understanding and ‘exit tickets,’ or daily demonstrations of learning, are essential to effective personalized instruction for every student. Coperni 3 teachers will be well versed in multiple techniques that allow them to continually check for student understanding during instruction allowing them to make immediate adjustments in their lessons to serve students best. Demonstrations of Learning will allow teachers to purposefully adjust the following day’s instruction to reteach or reinforce knowledge or skills students need. Periodic class quizzes and unit assessments will more formally measure student retention and application of information. Teachers will also utilize this data to collaboratively assess the effectiveness of their instruction. Working as a team to teach all students, teachers will be able to learn and grow from each other’s strengths and instructional effectiveness. If certain classrooms of students demonstrate better understanding of a skill or concept taught, the horizontal articulation of curriculum maps will allow teachers to learn from their peers so that they can then reteach concepts utilizing more effective strategies.

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In order for daily demonstrations of learning and classroom assessments to guide instruction effectively, teachers must have a clear idea of achievement targets. Every lesson will have a learning objective that describes what students should know and be able to do by the end of that lesson. Classroom assessments will be based on CAS and content previously taught. The expectation will be that students will have mastered all content on classroom assessments. For those students that have not, teachers will utilize classroom assessment results to adjust their instruction for both whole-group and small-group instruction. Lessons will continually be differentiated to meet the learning goals and needs of students. This is the core aspect of our LSAE, personalized learning model. Regular Common Formative Assessments Common formative assessments will be developed from the CAS based on aligned instructional curriculum maps to ensure students are fully understanding and applying CAS in reading, writing, math, and science. Collaborative, blind scoring and data analysis will support informed instructional decisions for individual students and will be the basis for instructional decisions made such as intervention groupings, teacher-student ratio decisions, and instructional one-on-one conferring content. Common formative assessments will happen at least twice a year in each content area between initial screening assessments and benchmark assessments. Month Type of Assessment

August DIBELS benchmark; Initial Screener/MAP Benchmark Assessment – Reading, Math, Science; Writing assessment

September October MAP Benchmark Assessment

November Common Formative Assessment - ELA, Math December DIBELS benchmark; Common Formative Assessment - Science, Social Studies January MAP Benchmark Assessment -- Reading, Math, Science; Writing assessment February Common Formative Assessment - ELA, Math, Science, Social Studies March April State Testing (PARCC/CMAS) – ELA, Math, Science, Social Studies May DIBELS benchmark; MAP Benchmark Assessment -- Reading, Math, Science;

Writing assessment Interim Assessments NWEA MAP, a nationally normed assessment providing both achievement data and diagnostic information, will be utilized at least three times a year to measure student growth and achievement in reading and math. NWEA Student Status and Growth Norms will provide information about how Coperni 3 students are achieving on a broader scale. Assessment information will be used to adjust student goals and both assessment results and individual student goals will be shared with students and parents.

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READ Act and Kindergarten School Readiness The READ Act of 2012 has been implemented to ensure students significantly lacking reading knowledge and skills are provided with the best possible instruction and support in order to guarantee their growth and future success in reading. Following the Colorado Department of Education’s requirements and guidelines, Coperni 3 will begin by utilizing DIBELS Next to initially screen all kindergarten through third grade students within the first 30 days of school. Any student who scores “below benchmark” on the DIBELS Next Benchmark Assessment will be tested again within 30 school days using the DIBELS Next Progress Monitoring probes. Students will be assessed with all probes for sub-test(s) in which the student scored below benchmark on the initial assessment. If any of the follow up probes show the student performing “well below benchmark,” that student will be considered to have a Significant Reading Deficiency (SRD) and will receive a READ Plan after a diagnostic assessment is administered. The NWEA Children's Progress Academic Assessment (CPAA), a READ Act approved diagnostic assessment, will be administered within 30 days of determining SRD status. Results will be utilized to develop a READ Plan. READ Plans will be shared with students and parents. Clear goals based on targeted needs, strategies for school and home, and progress monitoring parameters will be communicated in the READ Plan. The plan will be updated at least annually until the child is determined to be functioning independently at grade level based on a body of evidence which includes scores from PARCC and/or state board approved interim assessments. The funding provided to support SRD students will be utilized following all parameters provided. Per-pupil intervention monies for students with SRD may go towards: (1) purchasing tutoring services in reading; (2) providing other targeted, scientifically- or evidence-based intervention services including the necessary materials to support interventions for students with an SRD; or (3) operating a summer school literacy program. As part of the allowable use around scientifically-or evidence-based intervention services, funds may be used to purchase diagnostic assessments on the approved assessment list and to provide the professional development needed for teachers to use READ assessments or provide scientifically- or evidence-based intervention services. Coperni 3 will carefully consider the needs of our SRD students and utilize funding in a way that will be most impactful in supporting their success. Along with READ Act rules and guidelines, Coperni 3 will comply with all Kindergarten School-Readiness parameters. Coperni 3 will assess kindergarteners using the Desired Results Developmental Profile for Kindergarten (DRDP‐K). This assessment is approved by CDE and measures all required areas of development and learning defined by school readiness legislation: early literacy, mathematics, social, physical, language, and cognitive development. Results provide a clear picture of where a student is performing compared to research-based age expectations and can show student growth over time. Working from the DRDP-K assessment results, Individual School-Readiness Plans will be developed for each student and will include student strengths and next steps in academic and developmental domains.

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State Assessments Third through eighth grade students will participate in all PARCC and CMAS assessments designed for their particular grade level. All administration requirements will be met and timelines will be followed. Assessments results will be utilized to measure student and school achievement and progress. Specific status, relative, and growth metric measures outlined previously demonstrate the value Coperni 3 places on State assessment results. Information gleaned from PARCC and CMAS reports will be used to make instructional adjustments and professional development decisions. Results will be shared with students, parents, D11, and greater community.

Assessment Type of Assessment Description & Purpose Academic

Area Assessed Grades Assessment Time-Frame

Desired Results Developmental Profile for Kindergarten (DRDP‐K)

Criterion Based

Measure the required areas of development and learning defined by school readiness legislation

-Social/Emotional -Physical -Language -Cognitive -Literacy -Math

K

Once in the Fall within the first 60 days of enrollment

DIBELS Next (READ Act approved screener)

Norm-Reference

Screening tool used to identify students that are Significantly Reading Deficient (SRD) as outlined by CDE for READ Act

-Reading K-3 Within the first 30 school days of enrollment

Northwest Evaluation Association (NWEA) Children's Progress Academic Assessment (CPAA) (READ Act approved diagnostic assessment)

Norm-Referenced

Diagnostic tool for students identified as SRD to assist in the development of READ Plans

-Reading K-3 Within the first 30 school days of enrollment

NWEA Measures of Academic Progress (MAP) for Primary Grades (MPG)

Norm-Referenced

interim assessment to measure growth and current levels of academic performance

-Reading -Math K-2

August December May

NWEA Measures of Academic Progress (MAP)

Norm-Referenced

Compares one test taker’s performance against the performance of same-grade peers nationally

-Reading -Math 3-8

August December May

Common Formative Writing Assessment

Achievement Coperni 3 Criterion Based Assessment

Interim assessment to identify individual student acquisition of CAS writing standards

-Writing K-8 Fall (Aug) Winter (Jan) Spring (May)

PARCC ELA and Math State Assessment

Standards-based summative assessment designed to measure the degree to which students have mastered the CAS in English language arts and math

-English Language Arts -Math

3-8

Within the spring testing window provided by CDE

CMAS Science State Assessment

Standards-based summative assessment designed to measure the degree to which students have mastered the CAS in science

-Science 5, 8

Within the spring testing window provided by CDE

CMAS Social Studies State Assessment

Standards-based summative assessment designed to measure -Social Studies 4, 7

Within the spring testing window

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the degree to which students have mastered the CAS in social studies

provided by CDE

WIDA ACCESS State Assessment

English language proficiency assessment for ELLs to provides educators and parents information about the English language proficiency levels

-Listening -Speaking -Reading -Writing

K-8

Within the winter testing window provided by CDE

Data Analysis and Communication Coperni 3 will utilize an internal database to analyze and communicate student achievement and growth data. Data will be collected in a manner that breaks down specific areas of strength and need. Data will be shared with teachers and parents to support collaboration allowing for a full understanding of how to best personalize instruction for each child. Specifically, achievement data will be shared in the following ways:

• We will report summary data of our DIBELS and NWEA and CMAS assessments on our website in charts that will be easy to understand.

• We will hold two academic awards assembly during the year. At each assembly, we will review our summary data.

• We will hold three parent-teacher conferences and will review a student’s academic performance and progress on their student learning plan during these conferences.

• We will publish an annual report for our parents which will include achievement data as well as progress on our academic goals.

• We will supplement our website and Facebook information with emails (via Constant Contact) that highlight achievement data during select times of the year.

• We will make quarterly reports to the authorizer outlining our achievement and our progress on our goals.

Data analysis days will occur at least quarterly for each grade-level. These days will allow for teachers to work collaboratively with instructional interventionists and coaches. Teams will track student progress, identify individual areas of need, and plan instruction in reading, writing, math and science. Additionally, grade levels and/or content departments will meet weekly in professional learning communities (PLCs) to support ongoing analysis of student understanding and progress. To help track and manage data, Coperni 3 will utilize a student information system (SIS) and data management software. Infinite Campus will house our student information and support data management. Both our SIS and in-house data tracking system will support our assessment of current achievement levels and progress over time. Longitudinal data gathered will not only allow us to track student progress over time but overall program effectiveness as well. Our budget supports our plans to assess and progress monitor students. For assessments (DIBELS and NWEA), we have budgeted $10,000 annually. For our student information system (Infinite Campus) we have budgeted $10 per student. Progress monitoring and academic data analysis will also be conducted through our on-line program, IXL. We will use a CDE CCSP

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grant to purchase an on-line curriculum. We estimate that it will cost $30,000, which will include software to help teachers assess student proficiency and progress in real time. Unified Improvement Plan Coperni 3 will write an annual Unified Improvement Plan (UIP) as part of CDE’s accountability process. Our UIP will include the school’s demographic information, achievement and growth data, growth and achievement gap analyses, performance reflections, trend analysis, identification of root causes, and action steps for improvement. We will share our UIP annually with all stakeholders along with achievement data which will be reported at a minimum, quarterly to D11. In the unlikely event that our school fails to meets its achievement goals, the leadership team will review the Unified Improvement Plan and adjust it to address concerns or deficiencies. Because progress is monitored regularly throughout the year, the leadership team will take action to make improvements and take corrective actions mid-year and also after each administration of the NWEA MAP assessments. Specifically, the principal (Amanda Ortiz-Torres) and CEO (Mike Miles) will monitor the progress of school-wide outcomes and the proficiency of each teacher in 14 competencies, including the ability to narrow achievement gaps. Teachers who cannot accomplish achievement goals will be coached and given tailored support. If the quality of instruction does not improve and the teacher fails to get achievement results after support and coaching, they may be removed from their position. Multi Tired System of Support (MTSS) The overarching goal of Coperni 3 is student achievement. Thus, at any point a student is not achieving at or above grade-level standards in reading, writing, or math, intervention will take place. The degree and length of intervention will be determined by the student’s area and level of need. Needs may be based in language acquisition, learning holes or gaps, behavior, cognitive needs, processing needs, or a variety of other areas. Coperni 3 will utilize an MTSS process to best serve our students. Collaborative teams of teachers will work with the student and parents to provide targeted and appropriate interventions to close any identified gaps and provide a continuum of support throughout the student’s time with us. Interventions will be layered and flexible, fluidly changing as the student’s needs do.

MTSS: Descriptions of Layered Supports Academic Focus Behavioral Focus Tier I Support • Consistent, explicit standards-driven

instruction • Teachers use school-wide academic

vocabulary and structures • Differentiated, engaging, culturally relevant

teaching

• Consistent, explicit behavioral expectations • Teachers use school-wide language and

strategies • Differentiated, engaging, culturally relevant

interactions • Positive and sincere classroom community and

relationships

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• Supportive classroom community and relationships

• Effective social-emotional learning • Teachers uses formative assessment to

continuously adjust student learning goals • Teachers analyze assessment data to adjust

curriculum and instruction • Individual, small group, and whole class

interventions support • Effective implementation of individual

learner plans

• Application of social-emotional learning and attention to needs

• Proactive behavioral intervention strategies • Effective de-escalation and redirection

strategies • Teachers analyze class behavioral data to

adjust instruction and procedures • Individual, small group, and whole class

interventions support • Effective implementation of individual

behavior plans Tier II Support • Targeted academic interventions and

learning extensions for individuals and small groups

• Progress monitoring to guide intervention/extensions design and instruction

• Problem solving team, including parents, may participate in intervention/extensions development

• Written student academic plan reflects collaborative problem-solving process

• Targeted function-based behavioral interventions for individuals and small groups

• Progress monitoring to guide intervention plan and guides ongoing support

• Problem solving team, including parents, may participate in guiding intervention development

• Written plan reflects collaborative problem-solving process

Tier III Support • Intensive (e.g. more time, smaller ratio), customized

academic interventions and learning extensions for individuals based on student strengths

• Frequent progress monitoring to measure progress and guide intervention/extensions design

• Written plan reflects collaborative problem-solving process

• Regular and frequent communication of progress with stakeholders

• Intensive (e.g. frequent feedback, consistent incentives), function-based behavioral interventions for individuals

• Frequent progress monitoring to measure progress and guide intervention/extensions design

• Written plan reflects collaborative problem-solving process

• Regular and frequent communication of progress with stakeholders

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G. Budget and Finance Annual Budget Pages 62 and 63 detail our 5-year budget (and zero-year budget). We know that the Aligning resources to instructional and academic objectives while maintaining financial viability was paramount in creating this budget. Our experience in Aurora with the Academy informed our budget and finance section. Our ability to operate a quality school is based on the following concepts and assumptions: • Enrollment. Our initial polling in the 80909 zip code part of the district suggests that there

is demand in the area for our type of personalized learning school. Our 6:30 a.m. to 6:00 p.m. hours will also be a great draw. We believe we will also be able to attract students from neighboring District 11 and Harrison. We were able to open our Aurora school at scale with 500 students in grades K-6. Nevertheless, in order to budget conservatively, we are estimating only 420 students for the first year. We add 60 7th-graders in the 2020-2021 school year and 60 8th-graders in the 2021-2022 school year.

• PPOR. District 11’s estimated PPOR for the 2018-2019 school year is $8,038.30. We kept the PPOR stable for the 2019-2020 school year (no increase over the 2018-2019 school year) and then increase PPOR by two percent for the 2020-2021 school year and each year after that.

• Outside funding. We assume that we will have to raise considerable funding for “zero year”

– the planning, renovation, and preparation to start the 2019-2020 school year. We raised $2,000,000 for the school in Aurora, and our goal is to raise at least $1,000,000 for Coperni 3. We expect to receive a CCSP grant with the first installment ($195,000) coming in the 2018-2019 school year. We also expect to use $350,000 in outside contributions to help us with our first year of operations. You will note that our budget quickly reduces the outside donations – it is $200,000 in Year 2 and 100,000 in Year 3. By Year 3, we will have a healthy enough fund balance that we will not have to rely on any outside funding (although we will continue to try to get some outside funding to add to our programs).

• Back-office support. Coperni 3 will be part of a network established by Third Future Schools. However, the budgets will be distinct and back-office support will be budgeted for each school. We have budgeted $40,000 for Accounting, $10,000 for Legal fees, and $10,000 for Audit fees. We include technology support under technology equipment and service.

• D11 fee. We budgeted 5% of PPOR annually for this fee.

• Mill Levy. We budgeted $2,500 per student for mill levy revenue.

• Other services. We would like to work with the District 11 for nutrition services.

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Financial Stability Our 5-year budget focuses on maintaining financial stability while meeting the financial capital needs required to provide a high quality instructional environment. As evident in the 5-year budget, the first two years need support from outside foundations and agencies. The financial stability comes in year 3 when the fund balance is healthy enough to operate solely on per pupil funding and state or federal grants. Of course, we will still attempt to raise some outside money in order to expand our programs. We believe our assumptions are conservative and will lead to financially viable operations. Accuracy of Data We understand the importance of financial viability to the overall success of the school. Reliable data was obtained in a variety of methodologies including current practices and estimates for each budget line item by extrapolation from the current budget for our school in Aurora. The Budget also includes $40,000 dollars each year to contract for the accounting and finance function to maintain accurate and timely financial data to monitor compliance with adopted budgets. Revenues Revenues are budgeted with a conservative perspective, anticipating relatively slow economic growth in the state over the 5-year period. The primary source of revenue for Coperni 3 will be per-pupil funding received through our authorizer. Using information from District 11 and Colorado Department of Education, we took the 2018-2019 PPOR ($8,038.30) and kept it stable for the 2019-2020 school year, thereby ensuring that we were estimating conservatively. To enhance the financial viability and supplement per pupil state funding, Coperni 3 will apply to various foundations. Although we would not rely on grant funding for operational expenditures, they would be very beneficial for startup instructional supplies and equipment along with the capital facility requirements for delivering high quality instruction. The intent of being financially sound by year 3 will remain the primary financial goal; this would be significantly enhanced by successful procurement of private foundation and agency support. Expenditures The budgeted expenditures were developed by prioritizing expenditures to align with our educational goals and objectives. The budget line items are similar to our school in Aurora, Academy of Advanced Learning. Salaries consume the largest portion of our budget and will be detailed below. The other large expenditure is for our building mortgage. We have set aside $300,000 for the first-year interest-only mortgage payment and then $650,000 a year after that. Another $110,000 is for building maintenance and utilities.

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Estimated Budget 18/19

Estimated Budget 19/20

Estimated Budget 20/21

Estimated Budget 21/22

Estimated Budget 22/23

Estimated Budget 23/24

Physical Count 0 420 480 540 590 610Funded Pupil Count 0 394.8 454.8 514.8 564.8 584.8Per Pupil Revenue 0 8,038.30 8,199.07 8,363.05 8,530.31 8,700.91

Revenue

Grants-Capital Construction 100,327 115,574 130,821 143,527 148,609 Grants-Title IV 2,500 2,500 2,500 2,500 2,500

ELPA 9,000 9,000 9,000 9,000 Title I 70,000 70,000 70,000 70,000 Mill Levy 987,000 1,137,000 1,287,000 1,412,000 1,462,000 Read Act 80,000 80,000 50,000 50,000 CDE Start-up Grant 195,000 195,000 195,000

Contributions/Grants Undesignated 600,000 350,000 200,000 100,000 50,000 - Loans 5,800,000

Student Activities/Fundraising 20,000 20,000 20,000 20,000 20,000 Per Pupil Funding 3,173,521 3,728,935 4,305,297 4,817,918 5,088,295 Total Revenue 6,595,000 4,828,347 5,558,009 6,004,618 6,574,945 6,850,404

Expenditures Elementary School Teachers Salaries 1,724,000 1,823,480 1,841,715 2,053,549 2,074,085 Middle School Teachers Salaries - 283,000 526,000 531,260 536,573 Life Insurance 1,000 1,000 1,000 1,000 1,000

Medicare Teachers 24,998 30,544 34,332 37,480 37,855 PERA Teachers 351,696 429,722 483,014 527,301 532,574

Health Ins.Teachers 172,400 210,648 236,771 258,481 261,066

Contracted Substitutes 15,000 15,000 15,300 15,606 15,918 Assessments 8,000 10,000 10,200 10,404 10,612 Printing/Copier 14,000 16,000 18,000 18,360 18,727 Student Activities/Fundraising 20,000 20,000 20,000 20,000 20,000 Supplies-Inst 20,000 20,400 20,808 21,224 21,649 Curriculum 90,000 25,000 10,000 10,000 10,000 10,000 Electronic Media 30,000 30,000 30,600 31,212 31,836 Furniture-Inst 110,000 40,000 40,800 5,000 5,000 5,000 Technology Equip and service 90,000 80,000 80,000 15,000 15,000 15,000 Equipment-Inst 5,000 5,100 20,000 20,400 20,808 SPED Teachers-Salaries 124,000 126,480 127,745 129,022 130,312 Medicare-SPED 1,798 1,834 1,852 1,871 1,890

PERA-SPED 25,296 25,802 26,060 26,321 26,584 Health-SPED 12,400 12,648 12,774 12,902 13,031

Other student services 60,000 60,000 60,000 60,000 60,000

Title IV 2,500 2,500 2,500 2,500 2,500

Professional Development 10,000 10,200 10,404 10,612 10,824 Travel 2,000 2,000 2,000 2,000 2,000 District Charter School Fee 158,676 186,447 215,265 240,896 254,415 Supplies 20,000 8,000 8,000 8,000 8,000 8,000 Legal Fees 5,000 10,000 10,000 10,000 10,000 10,000 Audit Fees 10,000 10,000 10,000 10,000 10,000 Salary-CEO 50,000 51,000 51,510 52,025 52,545 Medicare-CEO 725 740 747 754 762

PERA-CEO 10,200 10,404 10,508 10,613 10,719

Health Ins-CEO 5,000 5,500 6,050 6,655 7,321

Coperni 3Proposed Five Year Budget

Prepared 7/14/18

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Salary-Principal 110,000 112,200 113,322 114,455 115,600 Medicare-Principal 1,595 1,627 1,643 1,660 1,676

PERA-Principal 22,440 22,889 23,118 23,349 23,582

Health Ins-Principal 11,000 12,100 13,310 14,641 16,105 Purchased Services-Marketing 70,000 5,000 5,100 5,202 5,306 5,412 Purchased Services-Nursing 20,000 20,400 20,808 21,224 21,649 Salary-Assistant Principals 155,000 158,100 159,681 161,278 162,891 Medicare-Assistant Principals 2,248 2,292 2,315 2,339 2,362

PERA-Assistant Principals 31,620 32,252 32,575 32,901 33,230

Health Insurance-Assistant Principals 15,500 15,810 15,968 16,128 16,289

Salary-Office Staff 95,000 96,900 97,869 98,848 99,836 Overtime-Office Staff 8,000 8,160 8,242 8,324 8,407 Medicare-Office Staff 1,494 1,523 1,539 1,554 1,570

PERA-Office Staff 21,012 21,432 21,647 21,863 22,082

Health Ins.-Office Staff 9,500 9,690 9,787 9,885 9,984

Purchased Services 100,000 5,000 5,000 5,000 5,000 5,000 Equipment Rental 10,000 10,200 10,404 10,612 10,824 Telephone 1,000 1,020 1,040 1,061 1,082 Postage 1,000 1,020 1,040 1,061 1,082 Advertising 20,000 20,000 10,000 10,000 10,000 Travel & Reg. 3,000 3,000 3,000 3,000 3,000 Student Data Base Fee 4,500 4,800 5,400 5,900 6,100 Supplies-Principal 3,000 3,000 3,000 3,000 3,000 Dues & Fees 5,000 5,000 5,000 5,000 5,000 PERA-Accounting 8,160 8,323 8,490 8,659 8,833

Accounting 10,000 40,000 40,800 41,616 42,448 43,297 Bank Charges 2,500 2,550 2,601 2,653 2,706 Accounting Software 500 2,000 2,040 2,081 2,122 2,165 Custodial Contract 90,000 91,800 93,636 95,509 97,419 Grounds maintenance and snow removal 20,000 20,400 20,808 21,224 21,649 Water & Sewer 20,000 30,000 30,600 31,212 31,836 32,473 Repairs/Maintenance 20,000 20,400 20,808 21,224 21,649 Building mortgage or and loan repayment 150,000 300,000 650,000 650,000 650,000 650,000 Custodial Supplies 15,000 15,300 15,606 15,918 16,236 Gas & Electric 30,000 60,000 61,200 62,424 63,672 64,946

90,000 91,800 93,636 95,509 97,419

Security 6,000 6,120 6,242 6,367 6,495 Transportation 70,000 25,000 25,000 25,500 26,010 26,530 Colorado Springs Conservatory 80,000 81,600 83,232 84,897 86,595 Instruction-Field Trips 30,000 30,600 31,212 31,836 32,473 Internet Services 5,000 5,100 5,202 5,306 5,412 Ins-Prop & Liab 20,000 20,400 20,808 21,224 21,649 Ins-Unemployment 20,000 15,000 15,300 15,606 15,918 Ins-Workers Comp 15,000 15,300 15,606 15,918 16,236 Food Service Fee 5,000 5,100 5,202 5,306 5,412 Buiding Purchase and Improvements 5,800,000 200,000 150,000 100,000 50,000 50,000 Contingency 5,000 25,000 25,000 25,000 25,000 Total Expenditures 6,565,500 4,672,257 5,537,197 5,790,287 6,077,082 6,149,879

Revenues over Expenditures 29,500 156,090 20,812 214,331 497,863 700,525

Fund Balance

Beginning Fund Balance 29,500 185,590 206,402 420,733 918,596 Ending Funding Balance 29,500 185,590 206,402 420,733 918,596 1,619,121

Ending Fund Balance Breakdown

TABOR Reserves 144,775 161,895 175,294 193,303 201,567 Unreserved Fund Balance 29,500 40,815 44,507 245,439 725,292 1,417,554 Total Ending Fund Balance 29,500 185,590 206,402 420,733 918,596 1,619,121

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Personnel Salary and benefits are a significant portion of the annual budgeted expenditures. Coperni 3 values strong leadership and effective teachers proficient in delivering personalized learning methodologies that are critical to success of this school. The instructional and support staffing is outlined below. [SPED teachers are listed separately in the budget.]

Minimum MaximumKindergarten/ 1st Grade $50,000 $62,000 $55,0002nd Grade Read/Write $53,000 $65,000 $60,0002nd Grade Math $50,000 $62,000 $55,0002nd Grade Science $50,000 $62,000 $55,0003rd Grade Read/Write $60,000 $80,000 $70,0003rd Grade Math $53,000 $65,000 $60,0003rd Grade Science $53,000 $65,000 $60,0004th and 5th Grade Read/Write $58,000 $75,000 $65,0004th and 5th Grade Math $55,000 $70,000 $60,0004th and 5th Grade Science $55,000 $70,000 $60,0003rd - 5th Gr. Critical Thinking and Information Literacy

$55,000 $70,000 $60,000

6th Grade Read/Write $65,000 $85,000 $75,0006th Grade Math $58,000 $75,000 $60,0006th Grade Science $58,000 $75,000 $60,0006th - 8th Gr. Critical Thinking and Information Literacy

$58,000 $75,000 $65,000

7th Grade Read/Write $58,000 $75,000 $65,0008th Grade Read/Write $60,000 $80,000 $70,0007th and 8th Grade Math $58,000 $75,000 $65,0007th and 8th Grade Science $58,000 $75,000 $60,000Art -- (2 - 8) $42,000 $50,000 $45,000Physical Ed. -- (2 - 8) $42,000 $50,000 $45,000Reading Interventionist (K-6) $60,000 $80,000 $70,000Special Education $58,000 $75,000 $65,000Learning Coach (K - 3) $38,000 $42,000 $40,000Learning Coach (4 - 6) $40,000 $44,000 $42,000Learning Coach (7 - 8) $44,000 $50,000 $48,000Permanent Substitute 30,000 $42,000 $38,000

Coperni 3 Teacher Compensation -- 2019-2020

Colorado Springs

PositionSalary Range Minimum for

High Performers with 3yrs of Exp.

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The Board of Directors of Coperni 3 will determine compensation packages for staff with specific competencies and ability to achieve performance and achievement outcomes. These salaries will be the highest in the Pikes Peak region. A 5% cost of living adjustment over 4 years has been built into the budget. The Administration and Support personnel are critical in providing the leadership, support and resources for the instructional staff that will support instruction at the most effective level. The administrative and support staffing is outlined below.

Benefits The budget has included PERA, Medicare, Health, Dental, and Vision insurance as part of the benefits package calculation. We have calculated benefits at 35% of total salaries. This is comprised of PERA blended rate of 20.15%, Medicare of 1.45% and Health, Dental, and Vision of 13.05%. Allocation of Resources Per Student, Staff or Classroom To ensure resources get to each student, staff, and classroom, an allocation formula was used to provide for a systematic manner that addressed identified needs at the most appropriate level. Coperni 3 wants to provide each learning environment with the adequate resources and trained personnel to optimize time on task. The supplies, books and periodicals, furniture, professional education and technology will be allocated in this manner and listed below once the budget becomes solvent. Per Student Budgeted Expenditures

Expenditure Budgeted Amount Per Student Supplies $75 Per Student Books and on-line resources $170 Per Student Furniture $340 Per Student

Position SalaryPrincipal $110,000

Asst. Principal $85,000 Asst. Principal $70,000

Office Manager $60,000 Asst. Office Manager $35,000

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Per Staff Budgeted Expenditures

Expenditure Budgeted Amount Per Staff Purchased Services-Professional Education Sv $455 Per Staff Travel/Entrance/Registration $278 Per Staff Furniture $750 Per Staff

Per Classroom Budgeted Expenditures

Expenditure Budgeted Amount Per Classroom Printing $1000 Per Classroom Technology Equipment $5000 Per Classroom

Authorizer Cost We placed the authorizer cost at 5% of PPOR, but understand that this figure may be a gross estimate. We hope to purchase nutrition services from District 11. We believe we will have a high enough FRL student count to keep these costs low. Coperni 3 will also work with District 11 to place students with severe disabilities. Additional Instructional Expenses Coperni 3 will have more textbook and software needs in the initial years as we build our curricular resources. In our zero year and first year, our main curricular expenses will be for Fundations (K-2 literacy), Wonders (2-8 language arts), and IXL, our on-line resource. Instructional Furniture, Equipment and Non-Capital Expenditures Furniture, equipment and non-capital expenditures are some of the major expenditures in the first 2 years because of the start-up cost of opening a new school. Many of these costs were determined by quotes from vendors that are familiar with furnishing a Year 2030 classroom. We anticipate on applying for and receiving grants to assist the majority of these startup cost. We will apply for and expect to receive a Colorado Charter School Program start-up grant. We will also approach several Colorado and national foundations to raise money to renovate and outfit our school. After the first 2 years, there are reoccurring replacement cost budgeted for furniture and equipment.

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Additional Support Expenses Facilities. The biggest support expense is building rental or purchase. We are currently looking for a building of at least 65,000 square feet in size. This will eventually accommodate approximately 650 students. Utilities have been estimated based on industry standards and other charter school operations at $0.80 per square foot. Insurance. This budget includes insurance estimated costs for general liability, school professional liability, sexual molestation and abuse liability, building contents, workers compensation and unemployment insurance. Purchase Services. Coperni 3 believes in financial accountability, operational standards and public transparency. As part of a network of schools, Coperni 3 will contribute to the salary of a director of finance, who will provide accounting and finance support and arrange for legal and auditing services. $40,000 has been budgeted for Coperni 3’s portion of these expenditures. Advertising/Marketing. We will use $70,000 in zero year to promote the school, attract high quality staff and develop marketing materials. This budget substantially reduces in subsequent years. Contingency. The contingency budget is currently $25,000 annually after the first year. Our intentions are to increase this as successful grants are awarded and our startup cost can be funded by other sources. By the end of year 5 the school anticipates having 90 days of operating cash reserves. Tabor Taxpayer Bill of Rights requires a 3% fund balance reserve, which Coperni 3 intends to comply with, and is budgeted for annually. Financial Management and Accounting Coperni 3 will manage and account for their financial resources and expenditures in accordance with Colorado Department of Education Chart of Accounts in a manner that is transparent and builds public trust and confidence. Coperni 3 will follow best practices of internal financial controls including up-to-date policies and procedures that will produce timely and accurate financial statements that will be posted on the school’s website to comply with the transparency requirement. The Board of Directors is ultimately responsible and accountable for the financial oversight and success of the school. The Board of Directors, as members of the network Board already in existence, has a Treasurer with financial expertise to oversee a Finance Committee. The Board Treasurer and Finance Committee recommends to the Board annually, after completing a competitive bid process, a Certified Public Accounting firm to conduct an independent financial

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audit of the financial records and prepare Financial Statements in accordance with Government Accounting Standards. All management letter concerns will be addressed immediately and appropriate action will be taken to correct the auditor’s recommendations. The financial audits will begin fieldwork in July and August of each year and submit to D11 by September 30th of each year. The School will also comply with the Colorado Department of Education timelines for submission of the annual audit. The Board of Directors has adopted financial policies and procedures that administration complies with to insure financial solvency and to adhere to the compliance of strict internal controls. The Board has adopted appropriate policies and procedure that will ensure the resources are allocated and expensed to enable the school to achieve expected outcomes. As part of a network, Coperni 3 will have a finance director. Third Future Schools has also contracted with Cheryl Serrano of Serrano Consulting for accounting and financial services. As mentioned earlier the budget has $40,000.00 for accounting and financial services budgeted annually. We feel confident this is adequate for Coperni 3’s portion of those services. Coperni 3 feels confident that the conservative assumptions used in preparing the 5-year budget will provide a financial road map to a successful and financially stable school. The financial sustainability will allow the school to provide innovative and sound instructional services to all students. This work is the most important work of our time and alternatives for student learning is the pathway for success. Financing the Facility [This section is repeated under the Facilities section.] Facilities budget We believe the 5-year budget outlined on pages 62 and 63 represents a fairly conservative estimate of our expected revenues and planned expenditures. Based on our estimates the facilities budget will consume approximately 13% of PPOR and 9% of our overall budget the first year. It increases in the second year because we will be paying principal and interest. However, percentages will decrease over time because of the increase in enrollment.

We plan on buying a facility that is fairly open, such as a box store similar to the Hobby Lobby we converted into our school in Aurora. We plan to buy a facility that has at least 65,000 square feet of usable space. With such a scenario, the cost of the building will probably be similar to

2019-2020 2020-2021 2021-2022 2022-2023 2023-2024Per Pupil Funding 3,173,521 3,728,935 4,305,297 4,817,918 5,088,295 Total Revenue 4,828,347 5,558,009 6,004,618 6,574,945 6,850,404 Building Mortgage & interest 300,000 650,000 650,000 650,000 650,000 Utilities 90,000 91,800 93,636 95,509 97,419 Misc. Maintenance 20,000 20,400 20,808 21,224 21,649 Total Cost of Facility 410,000 762,200 764,444 766,733 769,068

Per Pupil Cost (%) 12.9% 20.4% 17.8% 15.9% 15.1%% of Overall Budget 8.5% 13.7% 12.7% 11.7% 11.2%

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the cost of the renovations. The schedule of sources and uses on page 108 outlines the total “zero year” costs. We estimate that we will be able to purchase a facility for $3.0 million and renovate the building for $2.8 million. Financing Our model is dependent upon our enrolling 420 students in the first year and approximately $1,000,000 in grants and contributions in Zero Year. While this may seem a stretch for a start-up school, our team is experienced and we were able to enroll 491 students at our school in Aurora even though we planned on 420 students. We recognize that every location is different, but are confident that our model and school will attract the necessary numbers of students. For the Academy of Advanced Learning, we were also able to raise $1.52 million for planning and launching the school. Another $290,000 was awarded for use after our first year and $390,000 for the CSSP grant from CDE for years 2 and 3. The chart below details the grants and contributions we received in 2017 to plan and launch our school in Aurora. We plan to approach many of the same funders and some new ones to plan and launch our school in Colorado Springs. We believe that $1 million in grants and contributions in Zero Year is doable. Indeed, at the time of this writing, we have received initial commitments from Walton Family Foundation for $325,000 and from New School Venture Fund for $215,000. Additionally, in August, the Daniels Fund Board will entertain our application for $250,000 over two years. We will apply for the Colorado Charter Start-up Program (CCSP) grant in October 2018 per CDE’s schedule.

The CEO is the person responsible for fundraising and conducted most of the fundraising efforts last year. The Board has a limited role in fundraising. They will raise approximately $3,000 for student awards and for items to support teacher morale.

2017 2018 2019Charter School Growth Fund $200,000Daniels Fund $250,000 $150,000Gates Family Foundation $100,000Bill and Melinda Gates $100,000Anschutz Foundation $100,000New School Venture Fund $250,000 $70,000 $70,000Walton Family Foundation $325,000Colorado Department of Education $195,000 $195,000 $195,000

TOTAL $1,520,000 $415,000 $265,000

AmountSource

Grants and Contributions for the Academy of Advanced Learning

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Borrowing money We are also confident that we will be able to borrow the money to purchase and renovate a facility. We estimate that we will have to borrow $5.8 million. We have already spoken with Jane Ellis from Charter Facility Solutions and have a preliminary agreement for CFS to provide us a low-interest loan (3.5%) for approximately $1.2. We also have spoken with Sarah Garrett from Low Income Investment Fund (LIIF), a non-profit community development lender, and have a preliminary agreement to borrow $4.6 million from LIIF. In total, we will raise and borrow $6.80 million. $340,000 will go towards planning and preparation for launch. A good portion of that amount is the lease or mortgage for Zero Year. We are conservatively estimating that we will have to begin paying part of the monthly mortgage once we actually start on the renovations. We plan to be solvent and not reliant on any contributions or grants by the end of our third year. In Year 2 we plan to raise $200,000. That amount decreases to $100,000 in Year 3. We will then have a fund balance of approximately $420,000. We will not have to rely on any contributions at that point, but will still attempt to raise $50,000 in Year 4.

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H. Governance Coperni 3 is part of a network governed by Third Future Schools. Third Future Schools is a 501c(3) organization and that runs a network of charter schools and, more important, is creating a new education system. Third Future Schools governance structure is unique: it is the only school governance entity in the United States that creates checks and balances between the Board and CEO by empowering a third section known as the Council. Governance of schools and entities in this new education system is thus the joint responsibility of three elements: the CEO, the Board of Directors, and the Council. These three entities have the following broad duties and responsibilities:

• The Chief Executive Officer (CEO) is responsible for the day-to-day operations of the system and for accomplishing the key academic and performance goals. She manages the entire operation and ensures actions are aligned with Board policies and that the organization is financially sound.

• The Board of Directors (Board) monitors adherence to the established policies, approves the budget, hires the CEO, evaluates the CEO, approves academic and performance goals, and collaborates with the Council and CEO to create a strategic vision.

• The Council collaborates with the Board and CEO to establish the strategic vision, assesses the accomplishment of academic and performance goals, ensures that the Board does not make decisions or take any action that are operational, ensures that the system is aligned with its core principles, and ensures that the system continues to improve and innovate.

The attached Governance Bylaws outlines the specific duties of the three entities and details the methods and processes by which the governance structure shall function. The chart on page 73 summarizes the powers and responsibilities of the three governing entities. Key concepts are explained below. Key concepts and features of the governance structure

• Checks and balances. Currently in almost every school governance system in the nation, there is no significant check on Board powers and poor behavior by Board members. Yes, for the most egregious offenses, Board members can be recalled or removed, but this rarely happens and is almost always politicized. Our governance system recognizes that there can be few checks in a system with just two entities, especially if one controls the other.

Our system adds a third entity – the Council – to ensure adequate checks and balances to ensure the entire system runs efficiently and in the best interests of students.

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• Clear delineation between policy and operations. Our governance system ensures that

there is clearer delineation between the creation of policy and operating the system. We ensure that the CEO and staff are the ones making decisions and taking action to manage and operate the schools. The Board is kept from making operational decisions disguised as policy or from controlling certain aspects of operations through the use of the budget process. Instead, the CEO and staff are allowed to fulfill their responsibilities without undo interference from the Board, and he is held accountable to the Board for clear academic achievement and performance metrics.

• Accountability for Board members. In our system, at large Board members can be

removed when it is in the best interest of the system to do so. The Council is empowered to remove Board members who violate policies or interferes with the work of the staff to the detriment of the organization. The Council may ask for a recall of the parent-elected Board members.

• Dormant authority. While the Council may remove Board members, much of the rest of their authority is actually dormant; that is, their power is activated only when the CEO and Board cannot decide on the budget or performance goals, or when there is some other dispute between the two parties.

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Summary Chart – Responsibilities and Authority of CEO, Board, and Council

Item CEO Board (7 members) Council (5 members) Notes

Budget • Submits budget • Approves budget (total

allocated amount by fund) • May revise and adopt budget • Council acts only if Board

and CEO cannot agree on a budget

Policy • Approves changes and

additions to policies and monitoring expectations

• Oversees monitoring expectations/ outcomes

• Oversees compliance with other policies

• Approves changes and additions to policies and monitoring expectations

• All three sections must agree to any change to the monitoring expectations or policies

Operations • CEO and staff make all

operational decisions • Board prohibited from taking

any operational action or making any operational decision

• Council may adjudicate disputes regarding Board interference with operations

• Council’s decision is binding

Achievement and Performance Goals

• Develops academic achievement and performance goals

• Approves academic achievement and performance goals

• May revise and adopt academic achievement and performance goals

• Council acts only if Board and CEO cannot agree on the goals

• CEO may be removed for failing to meet these goals

Strategic vision • Created in collaboration with Board and Council

• Created in collaboration with CEO and Council

• Created in collaboration with CEO and Board

•

Hiring CEO • Majority vote • Minimum 3-yr contract; only

the Board may hire a CEO or renew his contract

Removing CEO • At least 5 members must

agree to remove • Must approve removal with

4 members • For cause • May include achievement or

performance goals

Removing at-large Board members

• May remove appointed, at large Board members with approval of 4 members

• Council may initiate recall of parent-elected Board members

Innovation • Council may require up to

5% of PPOR to be used for innovation

• Innovation defined and determined by the Council

Changing the Bylaws • Must approve a change to the bylaws

• At least 5 members must agree to change the bylaws

• At least 4 members must agree to change the bylaws

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Summary of responsibilities The specific and general powers and responsibilities are outlined in detail in the Governance bylaws at Appendix A. Broadly, the Board and Council have the following responsibilities:

Board 1) Monitor 15 “operational expectations” 2) Ensure compliance with other policies required by State or Federal laws. 3) Hire and evaluate the Chief Executive Officer (CEO). 4) Provide financial oversight

a) Review and approve the budget (total allocated amount by fund) b) Review financial statements at least quarterly c) Conduct an annual financial audit

5) Review and approve academic and performance goals established by the CEO. 6) Collaborate with the CEO and Council to create a strategic vision. Council

1) Adjudicate disputes between the CEO and Board with regard to responsibilities and

authority, ensuring that the Board does not interfere with the operational decisions and actions of the CEO and her staff, and that both the Board and the CEO are able to fulfill the responsibilities outlined in these bylaws.

2) Remove at large Board members who violate these bylaws or established policies or who otherwise do not act in the interests of the school system.

3) Initiate a recall of parent-elected Directors should the Council determine that the interests of the school system will best be served by a recall of the parent-elected Director.

4) Revise and approve the total allocated amount by fund should the Board and CEO fail to agree on a budget by 1 May before the start of the new fiscal year, or, should a revised budget be needed, if the CEO and Board fail to agree on a revised budget by 15 Nov after the start of the fiscal year.

5) Revise and approve the academic achievement and performance goals should the Board and CEO fail to agree on them by 1 September after the start of the school year.

6) Assess the system’s accomplishment of the academic achievement and performance goals and provide input to the Board for the CEO’s evaluation.

7) Collaborate with the CEO and Board to create a strategic vision. 8) Make recommendations to the CEO to ensure that the system continues to improve

and innovate. The Council may require the use of up to 5% of the per-pupil operating revenue (PPOR) for system innovation as defined and determined by the members of the Council.

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The organization chart below shows the Board’s and Council’s relationship with the organization:

The Third Future Schools Board The Third Futures Schools Board has great knowledge of education and how to help all students learn. They also have numerous contacts and advisors to support the operation of a charter network. This team has also been on the cutting edge of educational reform and has the desire and skill set to innovate and develop an adaptive school system that will meet the needs of students graduating in the Year 2030 and beyond. The Board of Third Future Schools recently adopted the new bylaws attached to this application and are in the process of selecting the Council. Two of the Board Members, Tammy Clementi and Dwight Jones, have moved to the Council. The Board will select one at-large director and one parent-elected director, bringing their number to five. A parent-elected Director will be elected by parents of Coperni 3 at the end of May 2020. Short bios of our current Board members follow:

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Rachel Ngola, President Rachel Ngola is Vice President of Finance at Cresa where she provides comprehensive financial analysis to strategic real estate decisions. With a background in consulting and banking, she brings strategic thinking, structured problem solving and corporate finance to the board. She is an Aurora Public Schools parent and advocate for ensuring quality school options exist across the district, for all students.

Aljean Tucker, Board Secretary/Treasurer Aljean Tucker is presently a national consultant. She is committed to schools who work with students who have unique challenges to learning. As the Assistant Superintendent of Curriculum and Instruction in the Harrison School District, Ms. Tucker raised expectations for principals and teachers and greatly improved the quality of instruction for all students.

Dr. Pati Montgomery, Vice President Pati Montgomery is the founder and President of Schools Cubed, an educational consulting group that takes under- or low-performing schools and works with district and school leaders to create self-sustaining, high-achieving school systems. Prior to founding Schools Cubed, Pati served as the Executive Director of the Office of Literacy in the Colorado Department of Education where she helped schools improve reading instruction and academic outcomes for students across Colorado. Pati has also served as a principal and Executive

Director of Strategic Compensation in the Jeffco School District. The Council Two members of the Board moved to the Council on July 1, 2018. They are Tammy Clementi and Dwight Jones (see bios below). The other three members of the Council are Scott Laband, Lance Bolton, and Jeani Frickey.

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Dr. Tammy Clementi, Council Member D r. Tammy Clementi serves as one of five national directors of academic planning for Houghton Mifflin Harcourt. In her role she works with senior district decision makers to craft powerful approaches to improve teacher effectiveness, transform schools and maximize student achievement. Her passion and purpose are to work closely with schools and districts in their efforts to close the achievement gap for students of poverty and color. She served in Colorado Public Education for 27 years with her last role as Chief

Academic Officer in Aurora Public Schools.

Dwight Jones, Council Member Dwight D. Jones is the Vice President of National Urban Markets. Dwight has a demonstrated history of working in the education management industry and is skilled in literacy, staff development, educational leadership, leadership development, and program development. He is a strong business development professional with a Bachelor of Science (BS) focused in Education from Fort Hays State University. Dwight is also the former Commissioner of Education for the State of Colorado. Dwight has spent most of his adult life supporting teaches and leaders, and advocating for children, especially

students who are challenged by poverty and other barriers. Key Staff The current CEO is Mike Miles:

Mike Miles is the chief executive officer of Third Future Schools and the co-founder of the Academy of Advanced Learning charter school in Aurora, Colorado. A leader in education reform, Mike devotes his time to creating schools that will prepare students for a Year 2030 workplace. Prior to his latest work, Mike served three years as the superintendent of the Dallas Independent School District. Under his leadership, Dallas implemented ground-breaking initiatives, established a high- performance culture, and experienced significant growth in student achievement. Prior to Dallas, Mike successfully transformed the Harrison School District in Colorado Springs, narrowing achievement

gaps and taking the district off the State's academic watch list. As an instructional leader and professional developer, Mike has also helped teachers and administrators in school districts nationally to improve instruction and raise achievement.

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Mike has also served the public interest as a soldier and statesman. A former officer in the Army Ranger Battalion, Mike's military experience includes leading counter terrorism training operations. Mike later served in the U.S. State Department as a Soviet analyst and member of the Bureau of Intelligence and Research. He then served as a diplomat to Poland and Russia at the end of the Cold War, finishing his State Department work as the Special Assistant to the Ambassador to Russia. Mike holds degrees from the U.S. Military Academy at West Point, the University of California at Berkeley, and Columbia University. He is married to Karen Miles and has three children: Nicholas (26), Madeleine (24), and Anthony (16). He is a Fellow of the 19th class of the Pahara-Aspen Education Fellowship and a member of the Aspen Global Leadership Network. The proposed principal of Coperni 3 is Amanda Ortiz-Torres:

Amanda Ortiz-Torres will be the principal of Coperni 3. Amanda has been in education for the past 14 years in Colorado and Hawaii. Her teaching years include kindergarten, first grade, sixth grade, high school math, and ESL pull-out; co-teaching; and ESL center-based instruction. Amanda also has five years of experience as a school administrator including instructional coach, assistant principal, and elementary principal. Within the 14 years of educational experience, she worked in a variety of school environments including public, alternative education, center-based instruction, dual language programing, and blended learning. Most recently, Amanda served as the Reading Interventionist for the Academy of Advanced Learning and

supported the school’s unique personalized learning model. Amanda obtained an undergraduate degree from the University of Northern Colorado, a masters’ degree in Teaching English as a Second Language/Curriculum Development from Hawaii Pacific University and a doctoral degree in Educational Leadership from University of Denver. Selection of the Board Article II of the bylaws describes how members of the Board shall be selected. Board and Council Training The Board and Council will conduct a retreat in the summer of 2018 (and again in the summer of 2019). They will hire the League of Charter Schools to conduct some of the training. The Board and Council will receive training in policy governance, a model created by Dr. John Carver and designed to help the governing body focus on outcomes rather than processes or means to achieve results or the implementation of the Action Plan. The governing entities will also review

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the monitoring expectations and the academic achievement and performance goals for the upcoming school year. This training will also include Board and Council responsibilities and legal obligations with regard to the Open Meetings Act, Colorado Public Records Act, and Board Conflict of Interest and Family Educational Rights and Privacy Act (FERPA). The Board President and Council President will be responsible for ensuring the Board and Council respectively abide by the Open Meetings Act and the Colorado Public Records Act. The Secretary of the Board and Council will be responsible for taking minutes and posting a copy of the minutes on Coperni 3’s website within 48 hours of the meeting. The meeting dates and times will follow the bylaws and the Board Calendar. Meeting agendas will be posted in accordance with the Open Meetings Act. Board and Council training on roles, broad responsibilities, expectations, policy governance, and legal responsibilities will occur annually at a retreat. New Board and Council members will receive onboarding training including the same topics within two months of the time they are elected. Board will conduct ongoing training and capacity building per the Board calendar at Appendix 3. PAC and SAC Each school in the network will have two committees – the Parent Advisory Committee and the School Advisory Committee – that will operate independent of the Board. The purpose of the SAC is to inform, encourage and provide opportunities for parent and community members to be involved in the planning and evaluation of the school’s instructional program and quality improvement processes. The SAC makes recommendations concerning the school’s performance and assesses the progress toward accomplishing the goals and accountability metrics outlined in the School’s Action Plan. They discuss implementation of the school’s plan and assess the school’s performance relative to the accreditation contract with D11. Final decision-making authority rests with the CEO receiving the recommendation from the SAC. The SAC has seven voting members consisting of:

1. CEO – The CEO of the school or the CEO’s designee. 2. Teacher – One teacher who provides instruction at the school. 3. Three parents or legal guardians – Three parents or legal guardians of students

enrolled in the school 4. Community – Two persons from the community (not otherwise included above) at least

one of whom, if practical, represents the business community. “Community” is defined broadly to mean lives or owns a business in Colorado Springs and is not a relative of or a legal guardian of a student attending the school they represent.

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Most important, the SAC will make quarterly presentations to the Board and discuss the progress of the school in meeting accountability metrics. The Parent Advisory Committee will be convened by the principal of the school and include parents and groups of parents who would like to create a parent organization and provide input to the leadership team. The leadership team will work with the parents to develop bylaws and manner of operating that will meet the interests of the parents and also the interests of the school in providing the best education possible for students. One of the key responsibilities of the PAC will be to help elect three Parent Directors who will serve on the Board of Directors (see Board bylaws – Appendix 1). Evaluation of the CEO The CEO will be the Board’s only employee, and the Board will be responsible for his evaluation. The CEO’s evaluation will be based on outcomes in four areas: 1. Student achievement outcomes. Six of

the 11 accountability goals are tied to student achievement results. This area represents 30% or 30 points of the evaluation.

2. Other accountability metrics. Five of the 11 accountability goals assess school effectiveness outcomes that are not directly related to achievement. They are outlined in this charter application. This area represents 20% of the evaluation.

3. System performance. System performance looks at the CEO’s ability to develop a high performing culture and an organization that works systemically and effectively. It is assessed by Third Future Schools’ system rubric. System performance represents 20% of the evaluation.

4. Performance rubric. This area assesses the CEO’s overall leadership and includes establishing a shared vision of success, establishing goals and clarifying purpose, maximizing human potential and inspiring the staff, communicating well, and making effective decisions. It is assessed by the “leadership” section of the principal evaluation rubric. Leadership represents 30% of the evaluation.

The Board will review the CEO performance in these areas in December or January (mid-year) and provide a summative evaluation in July after the end of the school year.

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I. Employees Our school design is largely based on a system model that holds leadership density, staff capacity, and culture as foundational aspects of any effective organization. Thus, Coperni 3 will seek to have high caliber leaders and a staff that is effective and high performing. It has developed a flexible staffing model that will allow it to attract some of the best and brightest teachers in the state and nation. Leadership team The network has a CEO and each school will have both a principal and two assistant principals. The Chief Executive Officer (CEO) is overall responsible for the success of the school. He is the keeper of the vision and mission and guides the staff in the accomplishment of specific goals and objectives to accomplish the mission and realize the vision. He builds community support and works to integrate the school into a larger educational ecosystem. The CEO works closely with the principal to seek out talent and grow the capacity of the staff. He is supervised by the Board of Directors and is the main conduit of information to the Board. The job description, including responsibilities can be found at Appendix 7. The Principal is responsible for the day-to-day operation of Coperni 3. She creates a safe and orderly learning environment and implements the instructional program to accomplish the mission and the vision of the school. She leads and motivates staff to strive for superior performance and helps all children succeed and raise student proficiency. She is supervised by the CEO. The job description, including responsibilities can be found at Appendix 7. Our Principal Evaluation Rubric also describes the specific actions and behaviors expected of the principal. Two assistant principals and a counselor will also be part of the leadership team. The assistant principals will support the principal in the day-to-day operations of Coperni 3. In a supporting role, they have the same responsibilities as the principal: create a safe and orderly learning environment, implement the instructional program to accomplish the mission and the vision of the school, lead and motivate staff to strive for superior performance, and help all children succeed and raise student proficiency. They are instructional leaders and coach and evaluate teachers and learning coaches. The assistant principals are able to step in as principal in the principal’s absence. They are supervised by the Principal. We do not envision having a counselor until Year 3 or 4. The counselor will support students with social-emotional needs and habits of success. She will also be on the leadership team and assist in the day-to-day operation of Coperni 3. The counselor at Coperni 3 will also assist with both internal and external communications. Detailed lists of responsibilities and qualifications for the assistant principals and counselor are at Appendix 7.

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The organization chart on page 75 shows the leadership team’s organizational relationship and chain of decision-making and can also be found at Appendix 2. Teachers and Learning Coaches Coperni 3’s design and personalized learning focus will attract teachers and staff members who want to work with students who struggle academically. The school’s high-performance culture will attract those who want to be part of a team that works together to achieve outcomes. Our teachers and staff will expect strong coaching, high expectations, and leadership. They will also experience a lot of praise and positive reinforcement as well as celebrations for small and large successes. Coperni 3’s flexible staffing will require great communication up front to help applicants understand the model and the qualifications and responsibilities for each position. The general teacher qualifications and responsibilities are partially described below. Appendix 7 has more detailed job descriptions for the following staff positions:

• Teacher • SPED Teacher • ELD Teacher • Personalized Learning Teacher • Learning Coach

Coperni 3’s teachers help students improve academic proficiency and build habits of success. They create a safe and orderly learning environment for students who are assigned to their class and for all the students in the school. They deliver high-quality instruction and work with colleagues to accomplish Coperni 3’s mission and vision. They are supervised by the CEO, principal, and/or assistant principal. Our teachers will have to have proven leadership abilities and experience getting results. They must also be willing to teach in a personalized learning environment. The teachers must have the following qualifications: • Bachelor’s degree • Experience working with or teaching children • Three years of demonstrated results improving student academic achievement in a core

content area • Demonstrated leadership abilities • Experience leading a team of adults or working on a high-performance team • Willingness to work in and contribute to a high-performance culture • Willingness to work in a personalized learning environment

Teacher responsibilities can be found at Appendix 7.

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Coperni 3 will designate three Personalized Learning Teachers. Personalized Learning (PL) teachers instruct students and also coach teachers and learning coaches in personalized learning strategies and how best to help students meet their Student Learning Plans (SLPs). They are instructional coaches who also teach. Thus, they also create a safe and orderly learning environment for students who are assigned to their class and for all the students in the school. They deliver high-quality instruction and work with colleagues to accomplish Coperni 3’s mission and vision. They are supervised by the CEO, principal, and/or assistant principal. In addition to the teachers, a personalized learning environment requires guides and small group instructors. Our Learning Coaches will fulfill this role. Learning coaches have greater responsibilities than paraeducators. They support teachers in the delivery of high-quality instruction and teach and instruct students as guided by lead teachers. They coach and guide students in a personalized learning environment and focus on the goals and objectives outlined in the Student Learning Plans. Learning coaches may sometimes teach a group of students directly. They create a safe and orderly learning environment for students who are assigned to their group and for all the students in the school. They work with colleagues to accomplish Coperni 3’s mission and vision. They are supervised by personalized learning teachers or lead teachers. Recruiting and Hiring We expect to be able to recruit highly effective teachers and learning coaches because of the inspiring instructional program, the opportunity to make a real difference for children, and our differentiated salaries. Because we will differentiate compensation based on the outcomes our students require and because our school’s design prioritizes teacher competencies rather than years of experience, we are able to pay higher salaries than average and will be able to attract top talent. For example, the compensation for our 6th grade reading and writing teacher will be set at a minimum salary of $75,000 if the candidate has at least three years of experience with proven achievement results. More years of experience do not equate to higher salaries. The third-grade reading teacher will receive $70,000. Learning coaches earn approximately $42,000. Teachers are required to show at least three years of demonstrated results improving student academic achievement in a core content area. So, while it is unlikely that we will have educators new to the profession apply for one of our teaching positions, we may have new teachers apply for a learning coach position. At the same time, it is very likely that we will have teachers who have been in the profession only a few years apply for the teaching positions. The Principal or CEO may make exceptions to the “three-year guideline” if through the interview process they determine that a new teacher has the skill set to be an effective teacher. In order to recruit and hire the highly effective staff Coperni 3 needs, the Principal will be identified by February 2019 and will work with the CEO to hire staff by June 2019. (Amanda Ortiz-Torres is our proposed principal.) As soon as Third Future Schools receives authorization from District 11 to open Coperni 3, it will update Coperni 3’ school website and give teacher candidates advanced notice that the school will be hiring beginning in February of 2019.

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The CEO and Principal will take the following steps to hire the staff:

1. Advertise and post job opportunities (school website, education websites, newspapers, social media, schools of education, earned media)

2. Develop an online application process • The process screens for the qualification outlined in the job descriptions, including

evidence of leadership and ability to get student achievement results • The process requires a resume, written answers to questions, and college transcript

Minimum MaximumKindergarten/ 1st Grade $50,000 $62,000 $55,0002nd Grade Read/Write $53,000 $65,000 $60,0002nd Grade Math $50,000 $62,000 $55,0002nd Grade Science $50,000 $62,000 $55,0003rd Grade Read/Write $60,000 $80,000 $70,0003rd Grade Math $53,000 $65,000 $60,0003rd Grade Science $53,000 $65,000 $60,0004th and 5th Grade Read/Write $58,000 $75,000 $65,0004th and 5th Grade Math $55,000 $70,000 $60,0004th and 5th Grade Science $55,000 $70,000 $60,0003rd - 5th Gr. Critical Thinking and Information Literacy

$55,000 $70,000 $60,000

6th Grade Read/Write $65,000 $85,000 $75,0006th Grade Math $58,000 $75,000 $60,0006th Grade Science $58,000 $75,000 $60,0006th - 8th Gr. Critical Thinking and Information Literacy

$58,000 $75,000 $65,000

7th Grade Read/Write $58,000 $75,000 $65,0008th Grade Read/Write $60,000 $80,000 $70,0007th and 8th Grade Math $58,000 $75,000 $65,0007th and 8th Grade Science $58,000 $75,000 $60,000Art -- (2 - 8) $42,000 $50,000 $45,000Physical Ed. -- (2 - 8) $42,000 $50,000 $45,000Reading Interventionist (K-6) $60,000 $80,000 $70,000Special Education $58,000 $75,000 $65,000Learning Coach (K - 3) $38,000 $42,000 $40,000Learning Coach (4 - 6) $40,000 $44,000 $42,000Learning Coach (7 - 8) $44,000 $50,000 $48,000Permanent Substitute 30,000 $42,000 $38,000

Coperni 3 Teacher Compensation -- 2019-2020

Colorado Springs

PositionSalary Range Minimum for

High Performers with 3yrs of Exp.

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3. Screen applications and invite top candidates to in-person interviews 4. Conduct performance interview in which the candidate will have to teach a short lesson,

write a short essay, and respond to different scenarios 5. Conduct a follow-up interview for candidates who pass the performance interview 6. Check references and previous employment, conduct state and federal background

checks, verify qualifications, and check social media information 7. Hire top candidates

During the in-person interview the CEO and/or principal will ensure that the candidate understands the key features of the school (i.e., personalized learning, a Year 2030 curriculum, and flexible staffing) and the school schedule and calendar. The leaders will be clear about the different employment policies and practices that will exist at Coperni 3 as opposed to traditional schools. Coperni 3’s teachers will also have a one-year employment contract. However, during the first 90 calendar days from the date of hire, a Coperni 3 teacher shall be considered probationary and TFS may end the employment of the teacher for any or no reason. Also, prior to October 1, 2019, TFS may end the employment of a teacher or teachers in the case of lower than expected enrollment or for any other fiscal exigency. We will also explain, however, that the school is devoted to continual improvement and the concept of coaching, which includes high levels of support and an interest in seeing everyone progress and succeed. Management and Evaluation A central tenet of Coperni 3 is a focus on outcomes instead of processes. The specific goals and objectives outlined in this application include specific, measurable outcomes. Additional indicators of success are included in the section on goals and will be detailed in the School Action Plan. Teachers are hired based on demonstrated competencies and past demonstrated ability to produce results. Student Learning Plans will include measurable goals and targets for each student. All of these outcomes will be assessed through the processes described below. School Level The success of the school will be assessed by the main 11 goals outlined in Section C of this charter application. The staff and leadership team will review progress on these goals quarterly. The school will also make a report to the School Accountability Committee of the status of these goals. In December, the CEO and an independent team of school leaders will conduct a mid-year review of the school. This mid-year review will assess the amount of progress made on the School Action Plan, the quality of the instructional feedback given to teachers, the degree to which teachers are effectively using personalized learning strategies, the percentage of students meeting at least 80% of the goals and targets outlined in the Student Learning Plans, the level of curriculum alignment, and the indicators of a high-performance culture.

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In May, the CEO and an independent team of school leaders will conduct a “systems review.” This type of school assessment was created by founder Mike Miles and used in several districts over the last ten years. The systems review assesses the school’s leadership density, staff capacity, culture, processes, and ability to implement well. Additionally, the assessed areas of the mid-year review are revisited and assessed again. The results of these mid-year and systems reviews will be shared with staff and will be the basis of professional development. The CEO and principal will continuously monitor and analyze the data from the quarterly review of goals, the mid-year review, and the systems review to make course corrections and to strengthen the instructional program. Coperni 3 will also keep data via a “dashboard” of leading indicators, which will be noted and updated on the school’s website. The dashboard will have the latest information we have related to the 11 main goals (six of which are tied to academic achievement). The dashboard will also have other leading indicators that describe the effectiveness of the school and the work of its staff. Staff Level Coperni 3’s design centers on effective teachers and their ability to deliver high quality instruction. We will be purposeful about assessing teacher effectiveness and providing the supports to continually improve the quality of the instruction. The CEO, principal, and assistant principals will all be instructional leaders who will provide effective instructional feedback. They will be assisted by the Personalized Learning Teachers, who will coach the teachers on the use of personalized learning strategies. The CEO and Principal will assess the quality of the instructional feedback using a rubric designed by Mike Miles. The key will be to provide instructional feedback in a way that is supportive and motivating. While Coperni 3 will hire very competent teachers, it will continue to grow staff capacity. Every teacher will receive four spot observations each semester that will result in written feedback and a feedback session with one of the school leaders. Learning coaches will also receive four spot observations each semester and feedback sessions with lead teachers or administrators. The spot observations will be used to inform the teacher’s or learning coach’s summative evaluation. Every teacher will also receive a formal observation each semester and a mid-year performance conference to review progress toward goals and achievement metrics. The summative evaluation and conference will take place in May or June. In future years, proficient teachers will receive only three spot observations each semester and one formal observation in the year. Coperni 3 will request a waiver to CRS 22-9-106 regarding the performance evaluation system in order to adjust its evaluation system when appropriate. However, Coperni 3’s system will be rigorous and exceed the requirements outlined in SB 191.

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Coperni 3’s teachers will receive points in four areas:

1. Teacher performance competencies (30 pts. possible)

2. Student achievement data (30 pts. possible)

3. School goals (30 pts. possible) 4. Student survey (10 pts. possible)

Based on the total point score, teachers will receive one of five evaluation ratings: Unsatisfactory, Progressing, Proficient I, Proficient II, and Exemplary. These ratings will be used to help teachers grow and become more effective. They will also help us determine the strength of our hiring decisions and enable the school to adjust its recruitment strategies if necessary. Most of the progress monitoring of achievement and performance outcomes will be done by the staff members themselves. Every Thursday from 3:30 to 5:00 p.m., teachers and learning coaches will participate in professional learning communities (PLCs) to review data and the student demonstrations of learning (DOLs). They will assess progress and determine interventions and strategies for helping students move forward on their Student Learning Plans. Student Level Students will also be part of a culture focused on outcomes. Student outcomes are divided into three areas: main competencies, secondary competencies, and accelerated competencies. These competencies are the outcomes for students and are described more specifically in the Student Learning Plan. At the beginning of the year, Coperni 3 will work with parents and students to develop a Student Learning Plan for each student. These plans will become the focus for the student’s efforts and will guide the work of the teachers and learning coaches. Progress toward the goals and outcomes of the SLPs will be assessed daily by the student and weekly by the staff. Thursday’s PLC will be the formal time teachers and learning coaches monitor progress on the SLPs, but teachers will collaborate frequently during the week to assist students on their SLPs. Professional Development Even though we will hire highly effective teachers with proven ability and success, our unique school design and personalized learning program will require a significant amount of professional development. To start the school, we will conduct 6 days of professional

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development for all staff members before students arrive. This professional development will occur between 24 July and 1 August 2019. Teachers will receive training in the following areas:

• School vision and mission, goals and objectives • The characteristics of a high-performance culture • Teaching in a personalized learning environment • Working in professional learning communities • Student competencies • Student Learning Plans • Habits of Success • Supporting SPED and ELL students • Curriculum alignment – lesson objectives and demonstrations of learning • Multiple response strategies • Leadership • Staff handbook and Board policies (including student discipline, FERPA, and employee

policies) Many of these topics will be revisited throughout the year. Teachers and learning coaches will attend 13 professional development days throughout the school year. The calendar has these days built in as days without students (see calendar at Appendix 8). The CEO and principal will determine the professional development needs of the staff and establish the professional development schedule. [A big part of their job description and evaluation rubric is the development of staff capacity to provide high quality instruction.] The agenda for each PD day will vary depending upon the identified need at the time. However, the PD days will generally include three hours of training, two hours of PLCs to review Student Learning Plans, and three hours of teacher work time. All of the planned professional development will be part of the individual employee agreement that we will develop with each employee. In other words, staff members will start on 24 July as part of their employee agreement. Therefore, there will be no additional cost for this training besides any purchased services we may use. In future years, Coperni 3 will continue to provide approximately 5 days of professional development before the start of school. Teachers new to the school will have to learn how best to operate in our culture and within a personalized learning environment. Returning teachers will have a chance to review key trainings and work on areas for improvement. On-the-Job Coaching The largest part of Coperni 3’s professional development plan is the coaching and on-the-job training that our teachers and learning coaches will experience regularly and frequently. Our model invests heavily in the concept of “coaching.” Thus, we have three administrators who are instructional leaders and will be able to devote a lot of time to coaching and developing

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teachers. Coperni 3 will also have three Personalized Learning Teachers, who will also coach teachers (see job descriptions at Appendix 7), particularly on personalized learning strategies. Combined with the PLC structure and a continuous improvement mindset, we will create an environment in which a community of learners can thrive. Our budget includes funding for each of these coaching positions. It also includes $10,000 for additional professional development. After our first year, we will seek grant money or contributions to allow our teachers to visit other successful schools and out-of-state conferences. Professional development will also take place among the teachers themselves during the professional learning communities (PLCs) every Thursday. Every Thursday from 3:30 to 5:00 p.m., teachers and learning coaches will participate in PLCs to review data and the student demonstrations of learning (DOLs). They will monitor progress and determine interventions and strategies for helping students move forward on their Student Learning Plans. These PLCs will provide teachers the opportunity to learn from each other and grow professionally. Using and Monitoring Professional Development The professional development from the on-the-job coaching and the professional learning communities will be used to support teachers and guide the support to enable teachers to accomplish their individualized goals and meet the teaching competencies. Thirty percent of a teacher’s evaluation is tied to teacher competencies as well as teacher improvement goals established at the beginning of the year in a conference between the teacher and the evaluator. The evaluator will monitor a teacher’s progress and suggest professional development that will assist in the attainment of those goals. The PD needs of each teacher will be part of the face-to-face discussion that will take place at the spot observation feedback session or the mid-year or end-of-year evaluation conference. The professional development that takes place on the planned PD days before school and during the year is tied to the school instructional program and, in large part, the 11 accountability goals. Thus, the success and effectiveness of the professional development on these days are related to the effectiveness of the school and the degree to which it accomplishes the accountability goals. It will be the responsibility of the CEO and principal to monitor the training and analyze its impact on the outcomes outlined in the school’s Action Plan and the accountability metrics. Employee Policies Appendices 5 and 6 outline policies related to staff grievances, complaints, and compliance. Other employee policies are included in a staff handbook. The handbook, which will be posted on-line, includes policies on employee agreements, compensation structure, employment practices, benefits, leave policies, dress code, grievance policies and procedures, conflict of interest, harassment, drug free workplace, classroom practices, and evaluation system.

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J. Insurance Coverage The Finance Director has worked with school insurance brokers to provide coverage for various aspects of our school in Aurora and has provided an estimate for Coperni 3’s budget. The insurance coverage includes comprehensive general liability with $1,000,000 per occurrence and $2,000,000 in aggregate that will include liability, property damage, crime, abuse and molestation, employee benefits liability, professional liability, and employment practices. Additional coverage of $1,000,000 has been included for errors and omissions. Once a facility is identified and purchased, contents and property insurance will be obtained. Automobile insurance will also be secured if vehicles are owned and operated. Anticipated costs are reflected in the budget. Worker’s compensation is also included in the budget per state law and will be in place before workers start. Coverage shall include all members of the staff. Errors and Omissions coverage shall include the members of the Board of Directors and Council. The School will create and maintain an emergency management plan. The school will develop a crisis response plan and crisis team consisting of the Principal, an assistant principal, two certified teachers, and two parents of children attending the school. The plan will include annual training for all school employees. The School will work with local agencies and law enforcement to develop the plan and to train staff. The School will instruct and train pupils by means of drills so that in an emergency, students will know how to react in the shortest possible time without confusion or panic. These emergency drills will be conducted at least once a month during the school term, with alternating emergency scenarios. The primary spokesperson for designated crisis team will be the Principal or designee. The emergency management plan will insure that staffs are all trained and familiar with lockdown, evacuation and tornado plans. Every adult in the building will have proper identification. As the School will use technology to personalize learning, it will employ a consultant (Colorado Computer Support) to provide advice and technology controls and safeguards to ensure proper use of the technology and to ensure the safety of students and staff. Training on the proper use of technology and student and staff safeguards will be conducted before the start of school.

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K. Parent and Community Involvement Initial Parent Involvement The leadership team believes that a school cannot thrive without community support nor a student reach his potential without the engagement of the family. Thus, we will work hard at building community support for Coperni 3 and involve parents and stakeholders in its development. Over the several months the founding team has conducted a survey to gather input from families and community members in both southern Colorado Springs and in the 80909 zip code (see survey at Appendix 10). A team of canvassers have also spoken individually with several hundred parents in southern Colorado Springs and several hundred more in the area around the Citadel Mall area. As a result, over 374 student already intend to enroll in Coperni 3. Should D11 authorize the school, the Coperni team will continue to meet with parents and community members to ask for input and suggestions to make the school one to which the parents can be proud to send their child. We will also employ Lauren Hug of HugSpeak, a communications and marketing company, to grow parent interest and to identify groups of parents who will be interested in our school. Coperni 3’s website is already accessible to let people know about the school and program while noting that the school has not yet received authorization from D11. Once the school receives authorization, the Coperni team will advertise on the website several “town hall” meetings where parents and other stakeholders can learn more about Coperni 3 and sign up for ways to contribute to the opening of the school. Once we receive charter authorization, we will hire two people to walk selected neighborhoods to drop flyers and also talk with potential families about Coperni 3. They will recruit parents to help with the development of the school and to help prepare the school for its first year. They will also begin to recruit students and ask that they fill out our on-line registration forms. Family-School Partnerships to Support Student Learning Coperni 3’s personalized learning model requires every student to have a Student Learning Plan. The SLP is based on an individual learning profile of the student. Within a week before or after the start of school, Coperni 3 will engage every family to discuss their child’s learning profile and to develop the Student Learning Plan. In this way, the parents will be more engaged in their child’s performance at the school from the very start. The personalized learning teachers and other teachers will communicate with parents when students are not making sufficient progress on their SLP or if the SLP needs to be adjusted. Coperni 3’s schedule and calendar will also strengthen the partnership with families. Our flexible morning schedule is designed to support parents and caters to their unique work schedule or transportation situation. At the other end of the day, we will encourage parents to “hang out”

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at Coperni 3 with their child after school. Any parent may use our computers or internet after school and before 6:00 p.m. when the school closes. Our three parent-teacher conferences will also be conducted in a way that caters to our parents’ work schedules. Each set of conferences will take place over three days and two evenings. Parents will be able to sign up for a time that fits their schedule. School will still be in session so students will not lose instructional time and will be available to attend the conference with the parent and teacher. Our student habits of success program is another way Coperni 3 will strengthen the school-family partnership. We will invite selected parents to our monthly celebrations to recognize students who have demonstrated habits of success or strong academic growth. We will also hold an academic awards assembly in January and May of 2020. These assembly drew large audiences in Coperni 3’s sister school in Aurora (see pictures below).

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Involving Community Organizations Community engagement comes in many forms, and our goal is to create synergies between the school and other community-based organizations in order to best serve the families of Colorado Springs. There are several school-related challenges that a strong community network can help to solve, including:

• Volunteer Opportunities • Afterschool Programs • Family Services • Job Opportunities • Neighborhood Safety • Housing • Transportation • Economic Development

Over the next year, the founding team will meet with community leaders and representatives of organizations in Colorado Springs to explain the uniqueness of Coperni 3 and solicit support. At each meeting we will explore opportunities to collaborate and work in reinforcing ways. We will also determine ways in which the organizations can support our students after school with volunteers, mentors, resources, or donations. A good example of our outreach efforts is the meetings CEO Mike Miles has already had with various groups and individuals in Colorado and Colorado Springs in December 2017 to explain the new education system model that Coperni 3 will use and to solicit support for a new school. The following people or groups attended one of several meetings hosted by Miles:

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Our outreach efforts will help us build relationships and work in reinforcing ways to support our students in school and in life. Parent volunteers There is no requirement for parents to volunteer at the school. We recognize that many of our parents will not be in a position to volunteer. We, however, will encourage parents to volunteer and will keep updated a list of specific ways parents can help at the school. We have established a goal of receiving 800 volunteer hours for the first year. We will establish a baseline our first year and hope to grow the number of hours over time. Role for Parent and Community Volunteers There are several roles that parent and community volunteers can take up. Perhaps the most significant would be to serve as one of two Parent Directors. The Board of Directors bylaws call for three members of the Board to be parents of students in the schools (see Appendix 1). We will also call on parents to be on the Parent Advisory Committee (PAC). The PAC will have tremendous ability to provide input and shape the operations of the school to better engage parents and support the school-parent partnership. Other roles and activities include:

FIRST NAME LAST NAME ORGANIZATION TITLEPhil Lane Investment Management ManagerDan Malinaric Colorado Springs Chamber ChairmanKelley Pomis Teach for America-Colorado Springs Deputy Executive DirectorLance Bolton Pikes Peak Community College PresidentNicholas Gledich Colorado Springs School Distict 11 Superintendent Linda Weise Colorado Springs Conservatory Executive DirectorTheresa Null D11 Board Member Secretary of the BoardBob Null Former D11 Board Member RetiredSteve Schuck Parents Challenge FounderTed Harms The Anschutz Foundation Executive DirectorDamion LeeNatali Teach for America-Colorado Executive DirectorVan Schoales A+ Colorado CEOJen Walmer Democrats for Education Reform Executive Director Jeanne Frickey Stand for Children-Colorado Executive DirectorBen Lindquist Colorado League of Charter Schools PresidentAndre Spencer Harrison School Disrict 2 SuperintendentTony Lewis Donnell-Kay Foundation Executive DirectorZach McComsey The Legacy Institute CEOBoyd Williams YMCA of Pikes Peak Region President & CEOScott Laband Colorado Succeeds PresidentDeborah Hendrix The Links, Incorporated PresidentKristin Todd Daniels Fund Vice President - GrantsMary Seawell Gates Family Foundation Senior Vice President of EducationLuke Ragland ReadyCO PresidentTim Farmer Brad Miller Law Associate Attorney

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• After school monitor • Parking lot assistant (for drop off and pickups) • Support in the cafeteria • Helper for after school activities • Classroom helper or monitor • Field trip helper • Front office helper • Event helper • Assembly coordinator • Organizer or support for monthly parent meetings • Translator

Communicating with Parents and Stakeholders Because many of our parents do not speak English or may not have access to computers, we will have to communicate through multiple mediums. One vehicle will be the use of a phone application developed for the school. This will allow parents to access information via their cell phone. We will also use our website and social media – Facebook, Twitter, etc. – to provide information about the school and upcoming events. At registration, we will ask parents the manner with which they would like to receive information and communications. We will use the preferred vehicle to communicate with our parents. Other mediums for communications will be a weekly newsletter, weekly key message email, notes from the CEO, emails, letters sent home with students, and a parent bulletin board in the school. We will make every effort to have most of our communications written in English and in Spanish. Coperni 3 will also host monthly breakfast meetings with parents to provide information and to listen to parent thoughts and concerns. Gaging Parent Satisfaction Ultimately parents are satisfied if they reenroll their child in Coperni 3. Coperni 3’s Goal 9 is related to parent satisfaction and gages parent satisfaction in this way: At least 85% of the students enrolled at Coperni 3 for at least six months in the 2017-2018 school year will reenroll at Coperni 3 for the 2018-2019 school year. Coperni 3 will also administer an annual parent survey. Two questions in particular will help gage parent satisfaction.

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1. At least 85% of the parents taking the survey agree or strongly agree with the direction of the school as measured by the spring climate survey.

2. At least 85% of the parents taking the survey agree or strongly agree that the school is providing their child with a good education.

The principal will be responsible for administering the survey, compiling results and analyzing the results. The first survey will be taken in May of 2020. The CEO and school leadership will use the results to improve school-family relations for the following year.

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L. Enrollment Policy We believe there is a demand for more choices in the target area. Coperni 3 will provide a personalized learning methodology that will appeal to students who want a more individualized education. Our extended hours (6:30 a.m. to 6:00 p.m.) will also be attractive to many families. Still, we realize that we will have to work hard at enrollment in order to start with 420 students. We will use our website, advertise on local radio, use social media, and hold small community meetings to inform people about our school and build support in the community. We will also use these media to inform people about the enrollment process and lottery. Our marketing campaign will begin as soon as we receive authorization. Significantly, we will hire two people who have close connections with the communities, especially in our target area, to help us advertise and recruit students and families. They will also help us hold local meetings and focus groups to inform the community about Coperni 3 for the purposes of recruitment and enrollment. We will be particularly sensitive to the needs of our families with English Language Learners. Much of our communications will also be translated into Spanish. We will reach out to other community leaders who will be able to help us communicate with diverse families whose first language is neither English nor Spanish. We also would like to collaborate with D11 to ensure there is good two-way communication. Enrollment Process

Enrollment Timeline* Registration forms available on website January 1, 2019 Last day to register in order to participate in lottery March 17, 2019

Enrollment lottery March 20, 2019 Notification of acceptance or notice of waitlist March 25, 2019

Parent decision to enroll student April 1, 2019 Students accepted off waitlist April 5, 2019 First day of school August 1, 2019

* Similar timelines will be reflected in subsequent years, with exact dates posted on our website. Coperni 3 is an open enrollment school. Enrollment is available to all students without regard to race, creed, color, sex, national origin, religion, sexual orientation, ancestry, disability, socio-economic status or other protected category. Coperni 3 also does not screen on academic ability. If the number of applications received by March 17, 2019 exceeds the number of spots available (60 students per grade – K through 6), a random public lottery will be used to determine who

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will be able to attend Coperni 3. We will advertise the public lottery via email of all applicants, our website, and social media. The lottery will be publicly advertised and take place at the school site or another public space (if the site is not accessible due to renovations) on March 20, 2019. Student names for the lottery will be associated with a specific number on a lottery ball. The balls will be placed in a lottery ball cage. One of our board members or member of the school leadership team will draw the balls from the cage. A family is not required to attend the lottery to earn a seat. All students of eligible age (no younger than 5 by October 1, 2019 or, for the 6th graders, determined by the last grade completed by October 1, 2019) and who have submitted a complete application by the March 17, 2019 deadline will be eligible for the public lottery. This process will be managed by the Principal of Coperni 3. Priority Enrollment The following students will be granted priority enrollment:

• Siblings of currently enrolled students or of students who receive a spot through the lottery. Siblings are defined as children whose primary guardian(s) is also the primary guardian(s) of other children already enrolled in Coperni 3. Guardian in this instance is defined as one who has custody of the children at least 50% of the time. Children may include half-siblings, step-siblings, adopted siblings, cousins, nieces or nephews who are being cared for as primary dependents.

If a child is drawn for an enrollment spot at Coperni 3, their siblings will be automatically granted enrollment if there is space available in their grade level. The school will ensure families are aware that sibling slots are not guaranteed and dependent on space available. In future years, siblings of currently enrolled students will not have to participate in the lottery and will be automatically granted a seat if there is space at their grade level.

• Children of Coperni 3 employees. Children of Coperni 3 employees who work at least

half-time will be exempt from the lottery. An employee is a person who has a signed employee agreement or contract with Coperni 3. There will be a limit of 10% on the percentage of students to be enrolled as children of staff members. However, we expect this percentage to be less than 3%.

• Disadvantaged students. No other student will be given priority admission. We are

specifically targeting the students in south Colorado Springs for enrollment. Since the percentage of disadvantaged students in this area is higher than the rest of the district, we believe that it is not necessary to provide weights for disadvantaged students at this time, as the overwhelming majority of our students will be disadvantaged. Should the percentage of applicants by grade who are eligible for free or reduced lunch fall below 70%, the school will weight each FRL student by a factor of 2 in future drawings.

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Waitlists Once 60 students have been selected by lottery for a particular grade, the remaining eligible students at that grade will be placed on a waitlist by order in which their names were drawn during the lottery. As spots open up, students will be selected from the waitlists in the following order:

1. Sibling waitlist. Siblings of enrolled students who were not given a seat due to lack of space at their grade level will be selected from the waitlist first.

2. Enrollment waitlist. Students who were waitlisted in the lottery will be selected from the

waitlist in the order in which they were drawn. Waitlists will be maintained and will apply for the duration of one school year. New families who want to enroll in the school the following year, must apply and enter a lottery for the following year. Notification of Receipt of Application Families will be notified by email of the receipt of their application within three business days of submitting the completed application. After the lottery and within 48 hours, families will be notified of selection and be asked to enroll. If the child did not receive a seat, the family will be notified as to their position on the waitlist. Families of selected students will have until April 1, 2019 (or three weeks after the lottery in subsequent years) to accept the seat in Coperni 3. If they select to enroll their student, Coperni 3 will let them know that they are in receipt of their acceptance. Yearly Affirmation of Reenrollment Families with Coperni 3 students will have to notify intent to continue in the school in the subsequent year by March 15 (or the closest date if a weekend). We will send out an intent to return form via email or mail by the first week of March. If a family does not make this commitment, they will automatically be placed on the waitlist without priority status. For purposes of reenrollment, if a family has more than one student, each student will be treated individually. This means that the parent must commit to reenroll each student. Should the parent only reenroll one student, for example, the other siblings will be placed on a waitlist and will not receive priority placement. Withdrawal Policy Each family that selects to withdraw a student from the school will be asked to complete a withdrawal packet, including a questionnaire regarding reasons for withdrawal, a release form for pertinent academic records and legal documents (IEPs, etc.), and contact information for the receiving school.

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Transfer Policy Families transferring to Coperni 3 mid-year will submit and sign transfer paperwork and meet with the Principal or Assistant Principal before the student begins at Coperni 3. The Principal will collaborate with the parents to determine the most appropriate start date. Coperni 3 will request academic records, including IEPs or 504s, from the student’s previous school and families will sign a Release of Information to ensure the school is able to obtain all records. Coperni 3 will provide all students with their final academic report upon transferring from the school to ensure that the receiving school has the most up-to-date and accurate assessment of the student’s academic performance. The receiving school and parents will also receive an assessment of progress on the Student Learning Plan and suggestions on how to continue to support academic progress for the student. The Office Manager will oversee this process and oversee the proper release of information, procuring and providing information from and to schools, and ensuring compliance with HIPPA and FOIA. All students who transfer into Coperni 3 will participate in baseline reading and math assessments to determine placement and specific student needs related to proficiency in reading and math. Teachers will develop a Student Learning Plan within two weeks of the day the student starts at Coperni 3.

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M. Transportation and Food Service Transportation For its first year, Coperni 3 does not intend to provide bus transportation to and from school. We are, however, hoping to receive additional donations or contributions to be able to do so. We would contract with a private transportation company to provide services. Durham Transportation estimates the cost of two bus routes (approximately 70 students riding each bus) would cost approximately $80,000 a year. Depending upon the ultimate location of the building, providing bussing would be very helpful to our parents and cost effective. We have not built to-and-from-school transportation into the budget in order to be conservative in our initial years and because much will depend upon the location of the facility. Regardless of the provision of bus routes, our parents will benefit from the flexible morning schedule. Instruction starts at 8:00 a.m., however the doors of the school will open at 6:30 a.m. and will close at 6:00 p.m. This will help parents who have limited means to transport their child to school and who use the same vehicle to go to work. The early opening and late ending time will help with carpooling and provide parents with more options with regard to dropping off and picking up their student. We will purchase two 14 passenger vans in order to transport students to the Colorado Springs Conservatory. We have also budgeted $20,000 for transportation to and from the Conservatory. We have also budgeted $20,000 a year for field trips as our students will benefit greatly from the learning that can come from well-designed field trips that reinforce or expand on the standards. We will also seek outside funding to supplement our budgeted amount to provide our students even more opportunities to learn from a broader educational ecosystem. Should we have students on IEPs or 504s that require transportation, we will work closely with the parents to ensure student needs are met. Food Service We intend to contract with D11 to provide meals for our students. Reimbursements will be managed through the district food service office. If the district is unable to provide food service, we will contract with a local vendor to provide lunch meals. We anticipate a high percentage of students being eligible for free or reduced lunch prices (probably close to 75%). We will make every effort to have families complete the eligibility forms early. The completion of this form will be part of the registration process. We will also support parents in the submission of these forms during Back to School night and when we develop Student Learning Plans with the parents. Students who cannot pay for a meal or who forget their lunch will be provided a meal. We will work with parents to ensure FRL forms are submitted or student meals are paid for in a timely manner.

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N. Facilities Target Area We want to serve the areas of Colorado Springs that have the highest concentration of poverty and/or disadvantaged students. One of the areas, our target area, is the 80909 zip code in which sits the Citadel Mall. We hope to find a facility in this area. Overall this part of Colorado Springs, the socio-economic levels are lower than most of the city, with FRL rates being between 70 and 80 percent. In and around the Citadel Mall area, the median household income is approximately $29,000. The demographics also varies, but generally there is a higher concentration of Hispanic families in this area. Our target area is close to 40% Hispanic, 10% African American, 8% multi-racial, and 40% White. Our students will come from older residential homes and low-income apartments.

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Facility Needs and Components Coperni 3 will start with approximately 420 students (60 students per grades K-6) and grow to 480 students in the following year. At full enrollment with grades K through 8, we estimate that we will have 650 students. We estimate that the school’s instructional program and concept requires approximately 100 square feet per student. Thus, our facility should have approximately 65,000 square feet.

• Classroom. The personalized learning model allows for flexible and variable learning spaces. Students will spend some time in traditional settings, but will also spend a considerable amount of time in small group work, working individually or in pairs, or working on-line. As a result, we will need approximately 22 classrooms to start and two team centers of around 2,400 square feet each where students can work individually or in pairs. We prefer to find a facility that has a fairly open floorplan. We could also renovate warehouse space to suit the school’s needs.

• Restrooms. We suspect any facility we purchase will need renovating in order to

increase the number of toilets. We will also need to have restrooms in our kindergarten rooms.

• Teacher workspace. We envision having at least two teacher planning rooms. These

rooms will be for planning, collaboration, and teacher meetings. They will also house the copiers, some supplies, and curricular materials.

• Office. We require a main office space near the front of the building and an office for the

leadership team. We also need a room for meetings with families or students that will afford some privacy.

• Multipurpose space. We are looking for a facility that would also have an open space

large enough (3,000 to 3,500 square feet) to serve as a cafeteria, gym, or assembly area. The space would also double as student learning areas.

• Parking. We require a facility with approximately 60 parking spaces for staff and

visitors. An ideal location would also have additional parking on the street or nearby to accommodate community members and stakeholders who visit or provide after school activities and other services for the students.

• Ease of access. Our facility will have to have road space for easy drop off and pick up.

Eventually, we plan to bus some of our students, so the facility would ideally have enough road space to create a bus lane or a separate area for busses to drop off and pick up students.

• Outdoor play area and outdoor gym. The ideal facility will have an outdoor area

where students can play and take recess. We anticipate working with community groups or private funders to build a playground area for the school. We also want enough outside space to build a covered outdoor gym.

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Coperni 3’s facilities will meet all occupancy requirement, building codes, ADA requirements, and health and safety requirements. We have made arrangement for Dave Roudebush of BCD Consulting to ensure we acquire a facility that meets the safety needs of our students and meets all legal requirements. BCD Consulting will also plan the renovation to match the facility to our instructional program within our planned budget. The team and BCD Consulting will work with the City of Colorado Springs and D11 to consider and resolve conflicts and concerns related to the facility and its use. The old Macy’s at the Mall We are currently in negotiations to buy 100,000 square feet of the old Macy’s store at the Citadel Mall. We believe this facility meets all of the requirements outlined above and is located in our target area.

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Financing the Facility Facilities budget We believe the 5-year budget outlined on pages 62 and 63 represents a fairly conservative estimate of our expected revenues and planned expenditures. Based on our estimates the facilities budget will consume approximately 13% of PPOR and 9% of our overall budget the first year. It increases in the second year because we will be paying principal and interest. However, percentages will decrease over time because of the increase in enrollment.

We plan on buying a facility that is fairly open, such as a box store similar to the Hobby Lobby we converted into our school in Aurora. We plan to buy a facility that has at least 65,000 square feet of usable space. With such a scenario, the cost of the building will probably be similar to the cost of the renovations. The schedule of sources and uses on page 108 outlines the total “zero year” costs. We estimate that we will be able to purchase a facility for $3.0 million and renovate the building for $2.8 million. Financing Our model is dependent upon our enrolling 420 students in the first year and approximately $1,000,000 in grants and contributions in Zero Year. While this may seem a stretch for a start-up school, our team is experienced and we were able to enroll 491 students at our school in Aurora even though we planned on 420 students. We recognize that every location is different, but are confident that our model and school will attract the necessary numbers of students. For the Academy of Advanced Learning, we were also able to raise $1.52 million for planning and launching the school. Another $290,000 was awarded for use after our first year and $390,000 for the CSSP grant from CDE for years 2 and 3. The chart below details the grants and contributions we received in 2017 to plan and launch our school in Aurora. We plan to approach many of the same funders and some new ones to plan and launch our school in Colorado Springs. We believe that $1 million in grants and contributions in Zero Year is doable. Indeed, at the time of this writing, we have received initial commitments from Walton Family Foundation for $325,000 and from New School Venture Fund for $215,000. Additionally, in August, the Daniels Fund Board will entertain our application for $250,000 over

2019-2020 2020-2021 2021-2022 2022-2023 2023-2024Per Pupil Funding 3,173,521 3,728,935 4,305,297 4,817,918 5,088,295 Total Revenue 4,828,347 5,558,009 6,004,618 6,574,945 6,850,404 Building Mortgage & interest 300,000 650,000 650,000 650,000 650,000 Utilities 90,000 91,800 93,636 95,509 97,419 Misc. Maintenance 20,000 20,400 20,808 21,224 21,649 Total Cost of Facility 410,000 762,200 764,444 766,733 769,068

Per Pupil Cost (%) 12.9% 20.4% 17.8% 15.9% 15.1%% of Overall Budget 8.5% 13.7% 12.7% 11.7% 11.2%

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two years. We will apply for the Colorado Charter Start-up Program (CCSP) grant in October 2018 per CDE’s schedule.

The CEO is the person responsible for fundraising and conducted most of the fundraising efforts last year. The Board has a limited role in fundraising. They will raise approximately $3,000 for student awards and for items to support teacher morale. Borrowing money We are also confident that we will be able to borrow the money to purchase and renovate a facility. We estimate that we will have to borrow $5.8 million. We have already spoken with Jane Ellis from Charter Facility Solutions and have a preliminary agreement for CFS to provide us a low-interest loan (3.5%) for approximately $1.2. We also have spoken with Sarah Garrett from Low Income Investment Fund (LIIF), a non-profit community development lender, and have a preliminary agreement to borrow $4.6 million from LIIF. In total, we will raise and borrow $6.80 million. $340,000 will go towards planning and preparation for launch. A good portion of that amount is the lease or mortgage for Zero Year. We are conservatively estimating that we will have to begin paying part of the monthly mortgage once we actually start on the renovations. We plan to be solvent and not reliant on any contributions or grants by the end of our third year. In Year 2 we plan to raise $200,000. That amount decreases to $100,000 in Year 3. We will then have a fund balance of approximately $420,000. We will not have to rely on any contributions at that point, but will still attempt to raise $50,000 in Year 4.

2017 2018 2019Charter School Growth Fund $200,000Daniels Fund $250,000 $150,000Gates Family Foundation $100,000Bill and Melinda Gates $100,000Anschutz Foundation $100,000New School Venture Fund $250,000 $70,000 $70,000Walton Family Foundation $325,000Colorado Department of Education $195,000 $195,000 $195,000

TOTAL $1,520,000 $415,000 $265,000

AmountSource

Grants and Contributions for the Academy of Advanced Learning

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Facilities Search As noted earlier, we are in negotiations to buy 100,000 square feet of the former Macy’s department store in the Citadel Mall. We have engaged Gary Feffer, a seasoned commercial real estate expert, to help us purchase this property or, should that one fall through, to search for available properties of approximately 65,000 square feet or larger. We believe there will be several choices in the Citadel Mall area.

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Overall project management $30,000Communications, marketing, student recruitment, and website

$70,000

Zero Year lease or mortgage $100,000Finance and accounting $10,500Supplies, equipment, software $20,000Misc. expenses $5,000Legal fees $5,000Office manager beginning in Mar 2019

$25,000

Principal, part-time, beginning in Mar 2019

$30,000

Other staff support or purchased services

$45,000

Purchase of facility $3,000,000Loan origination and other fees $150,000

Hard construction costs

HVAC and ductwork; lighting and electrics; plumbing; interior walls; carpet and flooring; fire suppression and safety; city fees, permits, and other fees; general contractor profit

2,480,000$

Contingency 70,000$

Technology infrastructure 80,000$ Furniture 110,000$ Curriculum and on-line resources 90,000$ Chromebooks 40,000$ Other supplies and equipment 50,000$

6,660,500$

Walton Family Foundation grant $325,000CCSP grant $195,000New School Venture Fund grant $215,000Daniels Fund grant $150,000Charter School Growth Fund $100,000Other Grants $50,000Charter Facility Solutions loan $1,200,000Low Income Investment Fund loan $4,600,000

6,835,000$

Schedule of Sources and UsesCoperni 3 Purchase and Renovation

Architect and soft costs $250,000

Building purchase

Renovation Costs

Architect; owner's rep

Start-up costs

Total Zero-Year Costs

Total Sources

Sources

Planning and Preparation

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O. Waivers Coperni 3 is committed to following all laws and policies that are not waived by the State or D11. The following laws and policies are granted automatic waivers from the State.

Coperni 3 intends to request the following automatic waivers from the State and D11: C.R.S. § 22-32-109 (l)(f) Boards of Education – Specific Duties – Personnel This provision requires the Board of Education to employ all personnel and fix their compensation. Rationale: A key aspect of Coperni 3 is its flexible staffing model. In this model, staff compensation is tied to specific outcomes and the competencies that are needed to teach in each area. Salaries will be very differentiated, allowing Coperni 3 to pay high salaries to those with key skillsets (such as teaching reading to students who are three years behind) and lower salaries to support teachers or learning coaches. Years of experience and college credit will not determine salary levels. Coperni 3 requests statutory duties under this statute be waived and that Coperni 3 be allowed to establish its own terms and conditions for employment and for compensation. All Coperni 3 staff will be employed on at at-will basis. Replacement Plan: Page 64 outlines the teacher and learning coach positions and the differentiated salaries. Coperni 3 intends to have individual contracts with each employee that molds the value proposition in a way that benefits the employee and Coperni 3. In this way Coperni 3 will attract highly-effective teachers for the students who need them the most, and the school will still keep overall salary costs on a par with other traditional schools.

Statutory Citation Description22-32-109(1)(b), C.R.S. Local board duties concerning competitive bidding22-32-109(1)(f), C.R.S. Local board duties concerning selection of staff and pay22-32-109(1)(n)(II)(A), C.R.S. Determine teacher-pupil contact hours22-32-109(1)(t), C.R.S. Determine educational program and prescribe textbooks22-32-110(1)(h), C.R.S. Local board powers-Terminate employment of personnel22-32-110(1)(i), C.R.S. Local board duties-Reimburse employees for expenses22-32-110(1)(j), C.R.S. Local board powers-Procure life, health, or accident insurance22-32-110(1)(k), C.R.S. Local board powers-Policies relating the in-service training and official conduct22-32-110(1)(y), C.R.S. Local board powers-Accepting gifts, donations, and grants22-32-110(1)(ee), C.R.S. Local board powers-Employ teachers’ aides and other non-certificated personnel22-32-126, C.R.S. Employment and authority of principals22-33-104(4) Compulsory school attendance-Attendance policies and excused absences22-63-301, C.R.S. Teacher Employment Act- Grounds for dismissal22-63-302, C.R.S. Teacher Employment Act-Procedures for dismissal of teachers22-63-401, C.R.S. Teacher Employment Act-Teachers subject to adopted salary schedule22-63-402, C.R.S. Teacher Employment Act-Certificate required to pay teachers22-63-403, C.R.S. Teacher Employment Act-Describes payment of salaries22-1-112, C.R.S School Year-National Holidays

Charter School Automatic Waivers as of 1/1/15

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Financial Impact: The cost for the unique employment plan has been budgeted and Coperni 3 will remain within its budget. This waiver request has no financial impact on the Authorizer. How the Effectiveness of the Waivers Will Be Evaluated: The effectiveness of this plan will be assessed by the effectiveness of the teachers who are hired and the results that they achieve based on established outcomes and goals. C.R.S. §22-32-109(1)(n)(II)(A) Board of Education – Specific Duties – Teacher Pupil Contact Hours This provision is in regards to Teacher Pupil Contact Hours. Rationale: Coperni 3’s use of personalized learning strategies requires the use of flexible scheduling – students who struggle with challenging content or who need to catch up in their proficiency should be afforded more time. Replacement Plan: All students will meet the minimum number of contact hours required by law. Our schedule is designed to provide students many more contact hours than what is required – our school year will have 183 student-teacher contact days and the school day is also longer than the average school. Financial Impact: The school anticipates that the requested waivers will have no financial impact on the Authorizer. However, we will approach Nutrition Services to see if it can support Coperni 3 during the days when the district is not in session. In this case, there may be a financial impact, but Coperni 3 will absorb the costs. How the Effectiveness of the Waivers Will Be Evaluated: The waiver will allow our students to have more instructional time and will greatly impact student academic achievement and performance because of the increased, relevant time on task. C.R.S. § 22-32-109 (l)(t) Boards of Education – Specific Duties – Educational Program This provision grants boards of education authority to determine the educational program to be carried on in schools of the district and to prescribe textbooks. Rationale: Coperni 3 is designed with a unique instructional program that combines direct instruction with personalized learning. Personalized learning requires the use of a variety of materials and resources, including on-line programs and applications, in order to differentiate instruction and tailor the education to every child’s strengths, interests, and needs. This waiver will allow Coperni 3’s Board to determine the education program and resources of Coperni 3. Replacement Plan: Coperni 3 has a unique instructional program and curriculum that is detailed in this application. The program will be rigorous and meet the standards outlined by the state. Financial Impact: This request for a waiver has no financial impact on the Authorizer.

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How the Effectiveness of the Waiver Will Be Evaluated: The impact of this waiver will be determined by the effectiveness of the instructional program and assessed by the degree to which the goals outlined in this charter application are met. C.R.S. § 22-32-110 (1) (h) Local Board Powers – Terminating Personnel C.R.S. § 22-32-110(1)(i) Local Board Powers – Reimbursement of employee expenses C.R.S. § 22-32-110(1)(j) Local Board Powers – Life, Health, or Accident Insurance C.R.S. §22-32-110(1)(k) Local Board Powers – In-Service training C.R.S. §22-32-110(1)(ee) Local Board Powers – Employment of Non-Certified Personnel These provisions are related to personnel matters, including conditions of employment, professional development, and rules for terminating employees. Rationale: Coperni 3 requests that these requirements be waived or delegated from the Authorizer to the CEO and Board of Directors of Coperni 3. All of our employees will be hired on an at-will basis. Our model requires flexibility in staffing and individual contracts dependent upon the outcomes that are required and the skillset of the employee. Our success is dependent upon our ability to hire highly-effective teachers and to differentiate professional development, evaluations, and compensation based on the accomplishment of specific performance and achievement goals. Our high-performance culture will provide high support and also high accountability. Thus we need to be responsible for creating our own terms and conditions of employment, policies, rules and regulations, and termination. Replacement Plan: Our charter application outlines the staffing model, salary structure, evaluation system, and professional development plan as well as other employment considerations. The staffing model in particular is unique and is detailed in section I of this application. Financial Impact: The school anticipates that the requested waivers will have no financial impact upon the Authorizer or the school. How the Effectiveness of the Waivers Will Be Evaluated: The effectiveness of this plan will be assessed by the effectiveness of the teachers and other employees who are hired and the results that they achieve based on established outcomes and goals. C.R.S. §22-32-110(1)(y) Local Board Powers – Accepting Gifts, Donations, and Grants This provision outlines policies relating to accepting gifts, donations, and grants.

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Rationale: The start-up years for Coperni 3 is partly dependent upon gifts, donations, and grants. Without initial support, the school’s budget will not be met and it will not be solvent by the end of the first year of operation. Our Board needs the ability to accept gifts, donations, and grants and use them in the way that best meets the needs of Coperni 3. Replacement Plan: The sources and uses chart on page 108 includes “zero year” funding and outside resources for the first year. This budget outlines our plans for the use of donations and grants that will help us become solvent by the end of the first year of operation. Financial Impact: The school anticipates that the requested waivers will have no financial impact on the Authorizer. How the Effectiveness of the Waivers Will Be Evaluated: The effectiveness of this plan will be evaluated by auditing our financial statements and the School’s financial solvency at the end of the first year of operating. C.R.S. § 22-32-126 Employment & Authority of Principals This provision authorizes Board of Education to employ Principals. Rationale: Coperni 3 will have a unique leadership structure, with a CEO responsible for the mission, vision, overall accountability, and the financial viability of the school (see job description at Appendix 7), and a principal responsible for the day to day operation of the school. Coperni 3 will be responsible for its own personnel matters, including employing the CEO and principal and establishing its own terms and conditions of employment, policies, rules and regulations. Replacement Plan: Coperni 3 has outlined the organizational structure and has created job descriptions and listed qualifications for the CEO and the principal. The relationship between the Board and the CEO is also detailed in the charter application’s section on Governance. Financial Impact: The school anticipates that the requested waivers will have no financial impact upon the Authorizer. How the Effectiveness of the Waivers Will Be Evaluated: The effectiveness will be assessed by the accomplishment of the school’s goals as outlined in the charter application and the School Action Plan. C.R.S. § 22-63-402 Services and Disbursements This provision outlines prohibitions against disbursements of district monies to a person who does not hold a teacher certificate. Rationale: A key aspect of Coperni 3 is its flexible staffing model. In this model, staff compensation is tied to specific outcomes and the competencies that are needed to teach in each area. Some outcomes can only be accomplished by licensed professionals with high skills; other outcomes can be accomplished by non-certificated personnel. We have designed a staffing

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model that allows for learning coaches to deliver some of the instruction under the guidance of a certified teacher. Our design relies on differentiated competencies depending upon the outcome being sought. Our design also relies on differentiated compensation, allowing Coperni 3 to pay high salaries to those with key skillsets (such as teaching reading to students who are three years behind) and lower salaries to support teachers or learning coaches. Replacement Plan: The chart on page 64 outlines the teacher and learning coach positions and the differentiated salaries. Coperni 3 intends to have individual contracts with each employee that molds the value proposition in a way that benefits the employee and Coperni 3. In this way Coperni 3 will attract highly-effective teachers for the students who need them the most, and the school will still keep overall salary costs on a par with other traditional schools. Financial Impact: The cost for the unique employment plan has been budgeted and Coperni 3 will remain within its budget. This waiver request has no financial impact on the Authorizer. How the Effectiveness of the Waivers Will Be Evaluated: The effectiveness of this plan will be assessed by the effectiveness of the teachers and learning coaches who are hired and the results that they achieve based on established outcomes and goals. C.R.S. § 22-63-403 Payment of Salaries This provision governs the payment of salaries upon termination of the employment of a teacher. Rationale: A key aspect of Coperni 3 is its flexible staffing model. In this model, staff compensation is tied to specific outcomes and the competencies that are needed to teach in each area. Salaries will be very differentiated, allowing Coperni 3 to pay high salaries to those with key skillsets (such as teaching reading to students who are three years behind) and lower salaries to support teachers or learning coaches. Years of experience and college credit will not determine salary levels. Coperni 3 requests statutory duties under this statute be waived and that Coperni 3 be allowed to establish its own terms and conditions for employment and for compensation. All Coperni 3 staff with be employed on at at-will basis. Replacement Plan: The chart on page 64 outlines the teacher and learning coach positions and the differentiated salaries. Coperni 3 intends to have individual contracts with each employee that molds the value proposition in a way that benefits the employee and Coperni 3. In this way Coperni 3 will attract highly-effective teachers for the students who need them the most, and the school will still keep overall salary costs on a par with other traditional schools. Financial Impact: The cost for the unique employment plan has been budgeted and Coperni 3 will remain within its budget. This waiver request has no financial impact on the Authorizer. How the Effectiveness of the Waivers will be Evaluated: The effectiveness of this plan will be assessed by the effectiveness of the teachers who are hired and the results that they achieve based on established outcomes and goals.

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C.R.S. § 22-63-301 Transfer Employment, Compensation and Dismissal Act C.R.S. § 22-63-302 Procedures for Dismissal of Teachers These provisions outline the process for terminating a non-probationary teacher and the mid-term termination of an annual contract. Rationale: The staff at Coperni 3 will be at will. They will be evaluated based on specific competencies and ability to achieve established performance and achievement outcomes. Our teachers will be highly successful and our culture will be one of high support and high accountability. Progressing teachers will be supported and developed. However, poor performance cannot be tolerated in a high-performance culture. Replacement Plan: Our plan for staff development and evaluation are outlined in this charter application. There will be a tremendous amount of professional development and on-the-job coaching with a lot of feedback. Teachers will have specific performance and achievement goals. Their continued employment will be dependent upon their progress and ability to accomplish those goals. Financial Impact: The school anticipates that the requested waivers will have no financial impact on the Authorizer. How the Effectiveness of the Waivers Will Be Evaluated: The effectiveness of this plan will be assessed by the effectiveness of the teachers who are hired and the results that they achieve based on established outcomes and goals. C.R.S. § 22-63-401 Transfer Employment, Compensation and Dismissal Act This provision authorizes a district board of education to adopt a salary schedule and place teachers on the schedule. Rationale: Coperni 3 will be successful because it will be able to hire high quality teachers who have demonstrated the ability to get achievement outcomes. Our compensation will be based on specific competencies and the outcomes that are required. Compensation will be differentiated. We will individualize teacher compensation based on unique employee value propositions. Additionally, our workday and year will look considerably different from that of a traditional school. Replacement Plan: Coperni 3’s salaries are outlined on page 64. The staff salaries are very differentiated and compensates some teachers much more than others depending upon the competencies and outcomes we are looking for. Total compensation for salaries is still within the typical budget for salaries used by most traditional schools. Financial Impact: The school anticipates that the requested waiver will have no financial impact on the Authorizer.

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How the Effectiveness of the Waiver Will Be Evaluated: The effectiveness of this plan will be assessed by the effectiveness of the teachers who are hired and the results that they achieve based on established outcomes and goals. C.R.S. § 22-32-109 (l)(b) Boards of Education – Specific Duties – District Administration This provision grants the board of education the authority to adopt policies and prescribe rules and regulations for efficient administration of the district. Rationale: Coperni 3 has a unique instructional program and flexible staffing model. It will operate as an independent school and will have its own policies, rules, and regulations, subject to the contract with D11. Replacement Plan: Coperni 3’s Board of Directors will adopt policies and the CEO will establish rules and regulations for the school. Financial Impact: The school anticipates that the requested waiver will have no financial impact on the Authorizer. How the Effectiveness of the Waiver Will Be Evaluated: The impact of this waiver will be determined by the overall ability of Coperni 3 to accomplish its mission and realize its visions. This will be assessed by the degree to which the goals outlined in this charter application are met. Coperni 3 intends to request the following additional waivers from the State and D11:

C.R.S. § 22-63-201 Teacher Licensure This provision describes the requirement for teachers to hold a certificate.

Rationale: A key aspect of Coperni 3 is its flexible staffing model. In this model, staff members are hired based on specific competencies and the ability to achieve specific outcomes. Teacher certification at the elementary level are generally too broad and do not provide enough information about a candidate’s specific competencies. Additionally, Coperni 3 has several content areas which are not traditionally taught by the average school, including critical thinking and analysis, information literacy, problem-solving, and computer programming. Our staffing model rests in large part on our ability to hire the teachers that can teach the relevant content and get the results required regardless of their licensure status.

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Replacement Plan: Coperni 3’s job descriptions outline rigorous qualification and hiring criteria. The minimum qualifications will ensure teachers are high quality and are effective at teaching the content required. (See Appendix 7.) Financial Impact: This waiver request has no financial impact on the Authorizer. How the Effectiveness of the Waivers Will Be Evaluated: The effectiveness of this plan will be assessed by the effectiveness of the teachers and learning coaches who are hired and the results that they achieve based on established outcomes and goals.

C.R.S. § 22-9-106 Local Board of Education – Duties – Performance Evaluation System This section requires the adoption of written evaluation systems and outlines requirements for such evaluations systems. Rationale: The founding team has considerable experience in creating effective evaluation systems. Coperni 3’s system will be rigorous and tied to specific outcomes. Compensation will also be tied to outcomes. Performance will be assessed through attestations of specific competencies. Replacement Plan: Coperni 3 will meet and exceed the standards established in SB 10-191. It will use a competency-based rubric to assess performance and to help with the development and growth of the teachers. On-the-job and continuous coaching will be a key part of the evaluation system. Evaluations will be tied to performance and achievement outcomes. Compensation will also be differentiated based on the outcomes defined in the performance evaluation system. Financial Impact: This waiver has no additional financial impact on either the Authorizer or Coperni 3. How the Effectiveness of the Waivers Will Be Evaluated: The overall effectiveness of staff as assessed through the accomplishment of performance and achievement metrics will improve over time. At the same time, and to prevent the inflation of evaluations, the improvement in staff proficiency will be correlated with the increase in student achievement. C.R.S. §22-32-109(1)(n)(I) Board of Education – Specific Duties – School Calendar C.R.S. §22-32-109(1)(n)(II)(B) Board of Education-Specific Duties – District Calendar C.R.S. §22-32-109(1)(n)(II)(B) Board of Education – Specific Duties – National Holidays C.R.S. §21-1-112 Board of Education –School Year - National Holidays These provisions outline requirements regarding the school calendar, District calendar, national holidays, and the start and end dates for the school year.

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Rationale: Coperni 3’s school year has 183 student instructional days. The school day is also longer than the average school. In total, Coperni 3’s 2nd through 5th grade students will experience an additional 245 instructional hours during the school year. Many of our students will be two or three years behind when they enroll, so they will need the additional time. We match the District on national holidays and, in large part, on the days the District is closed to students. Still, Coperni 3 needs to establish its own calendar and start and end days in order to best meet the needs of its students and fulfill its instructional program. Replacement Plan: Our school’s calendar is at Appendix 8. Coperni 3 starts the week prior to the start of most schools in Colorado Springs and finishes a week later. Coperni 3 observes the same key national holidays and has aligned much of the rest of the calendar with D11’s calendar. Financial Impact: The school anticipates that the requested waivers will have no financial impact on the Authorizer. However, we will approach Nutrition Services to see if it can support Coperni 3 during the days when Aurora is not in session. In this case, there may be a financial impact, but Coperni 3 will absorb the costs. How the Effectiveness of the Waivers Will be Evaluated: The waiver will allow our students to have more instructional time and will greatly impact student academic achievement and performance because of the increased, relevant time on task. C.R.S. § 22-63-201 Employment Certificate Required C.R.S. § 22-63-202, C.R.S. Teacher Employment, Contracts in Writing-Duration-Damage provision These provisions outline prohibitions against entering into an employment contract with a person who does not hold a teacher certificate or letter of authorization. They also prescribe specific elements of the annual term or non-probationary teacher contracts used by districts. Rationale: A key aspect of Coperni 3 is its flexible staffing model. In this model, staff compensation is tied to specific outcomes and the competencies that are needed to teach in each area. Some outcomes can only be accomplished by licensed professionals with high skills; other outcomes can be accomplished by non-certificated personnel. We have designed a staffing model that allows for learning coaches to deliver some of the instruction under the guidance of a certified teacher. Our design relies on differentiated competencies depending upon the outcome being sought. Our design also relies on differentiated compensation, allowing Coperni 3 to pay high salaries to those with key skillsets (such as teaching reading to students who are three years behind) and lower salaries to support teachers or learning coaches. Replacement Plan: The chart on page 64 outlines the teacher and learning coach positions and the differentiated salaries. Coperni 3 intends to have individual contracts with each employee that molds the value proposition in a way that benefits the employee and Coperni 3. In this way Coperni 3 will attract highly-effective teachers for the students who need them the most, and the school will still keep overall salary costs on a par with other traditional schools.

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Financial Impact: The cost for the unique employment plan has been budgeted and Coperni 3 will remain within its budget. This waiver request has no financial impact on the Authorizer. How the Effectiveness of the Waivers Will Be Evaluated: The effectiveness of this plan will be assessed by the effectiveness of the teachers and learning coaches who are hired and the results that they achieve based on established outcomes and goals.

C.R.S. § 22-63-206 Teacher Employment, Compensation and Dismissal Act This provision permits transfer of teachers between schools upon recommendation of District’s chief administrative officer. Rationale: Coperni 3 will have individual contracts with employees dependent upon clear outcomes and the skillset to accomplish those outcomes. Traditional qualifications – years of experience and college credit – play no role in the hiring process at Coperni 3. Instead, demonstrated performance in getting results is the main criteria. Thus, Coperni 3 should have the authority to hire the teachers who fits its design and high-performance culture. Additionally, all Coperni 3 employees will be at will. Replacement Plan: Coperni 3 has outlined key qualifications and has a plan to hire teachers who have necessary competencies, a record of success in getting student achievement outcomes, and the willingness to work in a high-performance culture. We have no provision for transfers. Financial Impact: The school anticipates that the requested waivers will have no financial impact on the Authorizer or the school. How the Effectiveness of the Waiver Will Be Evaluated: The effectiveness of this plan will be assessed by the effectiveness of the teachers who are hired and the results that they achieve based on established outcomes and goals. C.R.S. § 22-63-203 Probationary Teachers – Renewal and Non-Renewal of Employment Contract This provision governs the renewal and non-renewal of teacher contracts. Rationale: A key aspect of Coperni 3 is its flexible staffing model. In this model, staff compensation is tied to specific outcomes and the competencies that are needed to teach in each area. Salaries will be very differentiated, allowing Coperni 3 to pay high salaries to those with key skillsets (such as teaching reading to students who are three years behind) and lower salaries to support teachers or learning coaches. Years of experience and college credit will not determine salary levels. Coperni 3 requests statutory duties under this statute be waived and that Coperni 3 be allowed to establish its own terms and conditions for employment and for compensation. All Coperni 3 staff with be employed on an at-will basis.

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Replacement Plan: The chart on page 64 outlines the teacher and learning coach positions and the differentiated salaries. Coperni 3 intends to have individual contracts with each employee that molds the value proposition in a way that benefits the employee and Coperni 3. In this way Coperni 3 will attract highly-effective teachers for the students who need them the most, and the school will still keep overall salary costs on a par with other traditional schools. Financial Impact: The cost for the unique employment plan has been budgeted and Coperni 3 will remain within its budget. This waiver request has no financial impact on the Authorizer. How the Effectiveness of the Waivers Will Be Evaluated: The effectiveness of this plan will be assessed by the effectiveness of the teachers who are hired and the results that they achieve based on established outcomes and goals.

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P. Student Discipline, Expulsion, or Suspension Several member of the founding team for Coperni 3 has had many years of public school experiences. We know and understand that a safe, inclusive and accepting school environment is a necessary condition for student success. Students cannot be expected to reach their full potential in an environment where they feel insecure and/or intimidated. As was mentioned earlier in this application, Coperni 3 will create a high-performance culture with core beliefs that guide behavior, and a shared and inspiring vision that guide key actions and priorities. Our culture will have high expectations for students and staff. A focus on outcomes will be the basis for accountability, responsibility and high levels of support. Building a positive and inclusive school climate requires a focused effort on developing healthy and respectful relationships throughout the school and surrounding community. High-performance cultures have high expectations for all children – they believe that all children can learn and they act upon that belief. Just as the health of a child is not solely dependent on the nearest hospital or the quality of the medical staff, a child’s education is not the sole responsibility of the school. We believe that it takes a village to educate a child and that it is our responsibility to engage parents and community stakeholders to support our work. Coperni 3 will partner with community organizations to provide after-school activities, mentoring and tutoring services, wraparound services, and other resources to help our students’ success. We will partner with parents to develop individualized learning plans and to help parents monitor the progress of their child in meeting clearly defined outcomes. While we believe personalized learning will reduce the number of discipline issues because students will be more engaged in their learning, we are under no illusion that discipline issues will not arise. Coperni 3 envisions a multi-faceted approach to discipline; using habits of success and character education intertwined with a progressive discipline process. The school leadership team has considerable experience in using habits of success. Coperni 3 will use the following characteristics of success:

• Be at school and on time • Respect others • Take responsibility for your actions • Persevere • Strive for accuracy • Do you best work • Engage positively

Every Friday, students will engage in discussions and scenario studies of the various habits of success. They will receive “habits of success” tickets when they are observed exhibiting such behavior. These tickets can be redeemed for rewards and special privileges. We will recognize students publicly and at assemblies.

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We believe, too, that it is our responsibility to actively engage parents and also create the conditions by which parents and guardians can access the school, teachers, and information about their student. Habits of success “report cards” will be given to each student and students’ progress on these characteristics will be discussed at each of the four parent-teacher conferences. We will communicate with our limited English speaking parents in a language they can understand or seek others methods to communicate with them. We have also designed Coperni 3’s school hours to support and engage parents who have challenging work schedules or who have limited time or capacity to fully contribute to the education of their child. Coperni 3’s approach to making our school safe involves:

• Establishing clear and high behavioral expectations for conduct and behavior, • Promoting positive student behavior, • Preventing inappropriate behavior (habits of success), • Ensure consistency and equitable treatment for all students, • Providing early and ongoing interventions, and • Practicing progressive discipline by addressing inappropriate behavior with appropriate

consequences. Coperni 3 will develop a Code of Conduct policy and Handbook focused on the practice of progressive discipline. Progressive discipline is an approach that promotes positive student behavior through “teachable moments” and uses incremental interventions whenever possible, to teach pro-social behavior.9 It has several important elements, including:

• Engaging parents, • Helping students learn from their mistakes, • Offering guidance and support interventions, • Students taking responsibility for their actions (habits of success), and • Providing a range of disciplinary responses.

Progressive discipline seeks concurrent accountability and behavioral change. The goal is prevention of a recurrence of negative behavior by helping students learn from their mistakes. Types of guidance and support interventions could mean peer mediation, mentoring, conflict resolution, behavioral contracts, referral to pupil services, referral to a community-based organization and intervention by counseling staff, to name a few. Progressive discipline also provides a tiered system of disciplinary responses. Those responses include many important considerations to include: age and maturity of students; prior disciplinary record; nature, severity and scope of behavior; circumstances/context of infraction; student’s IEP and/or accommodation plan, if applicable.10

9 Office of Safety and Youth Development, New York City Dept. of Education. Understanding Progressive Discipline: Discipline Code, 2013 10 Office of Safety and Youth Development, New York City Dept. of Education. Understanding Progressive Discipline: Discipline Code, 2013

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There are, of course, some behaviors that require immediate disciplinary action and will not be tolerated. They include but are not limited to the following: threats to student/school employees, use of or distributing controlled substances on school property, tampering with fire safety equipment, bomb threats, and possession of dangerous weapons. While the progressive discipline approach is not unique, it will allow for flexibility in meeting the minimum statutory requirements for student discipline. Coperni 3 intends to request from the authorizer, during charter establishment contract negotiations, that we have the authority to suspend, expel, or deny admission of students who have exhibited extremely unsafe or dangerous behavior in the last year. Coperni 3’s student discipline and suspension policy can be found at Appendix 9. Coperni 3’s leadership team will review D11 School District’s Policy JKD-JKE-R to ensure alignment with District 11.

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Q. Serving Students with Special Needs In the last ten years, major strides have been made to ensure equal opportunity for all Americans. Federal legislation entitling students with disabilities appropriate educational programming delivered in the least restrictive environment and innovative interventions have become commonplace, the norm, and the legal requirement in all public educational settings. IDEA, to include free appropriate public education (FAPE), presumes that the first placement option considered for an eligible child with a disability is the regular classroom the child would attend if he or she did not have a disability. Research indicates that meaningful inclusion is beneficial to children with and without disabilities across a variety of developmental domains and educational grade levels. Research also suggests that children’s growth and learning is related to their peers’ skills and the effects are most pronounced for children with disabilities. 11 Beyond the research cited in this section, Coperni 3’s staff will use the excellent resources provided by the Colorado Department of Education to guide and support how the school serves students with special needs. Two documents in particular, Read Plans and Students with Disabilities and the 2015-2016 Colorado Instructional Accommodations Manual (A Guide to the Selection and Implementation of Accommodations for Students with a Disability), are included in Appendix 11. [We included only the first 15 pages of the Accommodations Manual because of the size.] Coperni 3 administration will meet the needs of all students with disabilities and comply with all regulations the IDEA and ECEA. Primarily, students at Coperni 3 will receive special education services in two categories; those students receiving services in the general education setting greater than eighty percent, and those receiving services in the general education setting forty to seventy nine percent. The vast majority of students in District 11 fall into these two setting codes. Coperni 3 will directly employ all special education services and be staffed to appropriately meet all direct services minutes. All special education teachers will be licensed by CDE and hold the special education generalist certification. Coperni 3 will comply with the District 11 recommendations on student/teacher ratio as it entails to their special education population. We have budgeted for two full-time special education teachers for 420 students (see page 62). We have also included $60,000 for additional special education services (such as speech-language support). We will make a budget adjustment should additional support be required. In addition, special education teachers at Coperni 3 will follow the District 11 procedures manual as it relates to all special education issues and IEP compliance. Coperni 3 welcome District 11 staff to the school to review and audit IEPs as needed. Coperni 3 will utilize the same IEP database, the state approved Enrich system, that District 11 currently uses to ensure real-time IEP compliance. Coperni 3 administration understand that District 11 will not provide any related services. This includes: speech, OT, PT, mental health services, school psychologist/social work, audiology,

11 Odom, Samuel, et. all. Inclusion for Young Children with Disabilities, Dec. 2011; Vol. 33

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cognitive testing, and assistive technology-to include direct and indirect services with stated related services. Therefore, Coperni 3 administration will outsource these services to other agencies in order to meet the related services needs for students with disabilities. All related service minutes, to include direct and indirect services, will be met with licensed and credentialed staff in accordance to the IEP that that team sets. Child Find obligations will be as well through a combined effort of contracted providers. Coperni 3 administration will provide District 11 a full and complete staffing roster, with credentials, to ensure compliance with IDEA and ECEA regulations at request. At Coperni 3, we intend to integrate students with disabilities into the fabric of everyday school life and the school’s personalized learning model. We believe that meaningful inclusion in high-quality programs where they are provided with individualized and appropriate support, holding high expectations, and using evidence-based services (Multi-Tiered System of Supports), children with disabilities can reach their full potential. The school will not discriminate on the basis of eligibility category, but instead look at each student’s individual need (IEP) and determine the best course of action and services. We anticipate, 10% of the student population will need mild to moderate special education services that can be delivered in a personalized learning model that includes inclusion and pull-out services. We intend to hire two certified special education teachers. The school will not offer center-based programming for students that are severely cognitively disabled or require intense and self-contained behavior programming. It is also our intention to build a culture of inclusion from the “ground up.” While building a culture of inclusion has to be supported by empirical and legal foundations; it will also require a community-based approach. One that brings families, advocates, developmental specialists, early childhood programs, schools, LEAs, and State leaders together. In addition, building a culture of inclusion within the school requires a strong partnership between the general education teachers and the special education teachers. Team teaching and/or co-teaching will be the norm when the delivery method is direct instruction. When the delivery method is personalized learning, students with disabilities will have individualized instruction based on the Student Learning Plan and IEP. These two instructional models are interchangeable and is dictated by student needs based on formative assessment. This instructional system allows for constant adaptation to student learning that is the foundation of the intent of an Individualized Education Plan. The personalized learning approach to instruction is particularly important for special education students and English Language Learners. Our SPED-certified will be trained in personalized learning. Using this approach, they will be able to help students overcome academic challenges or language barriers and reach their full potential. Knowledge and competencies in child development, early childhood pedagogy, and individualizing instruction will be the hallmarks of our high-quality and inclusive learning environment fostering the development of all children.12 Our accountability system will also include a re-evaluation of the students individualized education plan (IEP), when required and recommended, to ensure that placement decisions are individualized and consistent with the requirements for eligible children under the IDEA. In 12 Irvin, Dwight. Inclusive Classroom – Focus on Autism and Other Developmental Disabilities, Sept. 2015; Vol. 30, pp 131-142

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addition, a universal screening process will be implemented for all students. Universal screening consists of two types of tools – quantitative and qualitative. The quantitative data are data collected through cognitive ability testing and the qualitative data consists of interviews, observations and recommendations of parents and teachers. Universal screening supports cultural fairness and non-biased testing in identification assessment.13 The school will comply with all District 11 special education requirements found in their Procedures Manual, as well as attend any required training. The school will follow all federal, state, and district mandates that pertain to identification, eligibility, child find, FAPE, and LRE. Gifted and Talented According to the National Association for Gifted Children,

Gifted individuals are those students who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).

One of our core beliefs at Coperni 3 is high expectations for all students. The development of ability or talent is a lifelong process and various factors can either enhance or inhibit the development of abilities. We believe our personalized learning approach is a perfect “fit” for students with exceptional abilities where the instruction is tailored to the individual needs of the student and where students may work on “accelerated competencies” once they have mastered main and secondary competencies. While we will not offer honors classes in the traditional sense, students will learn in the modality that best fits his/her needs and style of learning and they will be able to work at their own pace. For the gifted student, if they have mastered an objective or standard, they can move on to accelerated objectives and competencies or to a topic related to their other learning goals. In this way, we can tailor the student’s education, and align with the Advanced Learning Plan, to his or her needs and increase the student’s ownership over their learning; they can participate in creating their own future in the classroom, rather than just on paper. Organizing students into levels instead of grade allows for multi-aged groups within a level. For example, a second-grade student may be included in a classroom or subject with mostly 3rd graders. A fourth grader might be paired with a fifth grader for a particular project, and then may join a small group of fourth graders for a different subject. Subject acceleration is a flexible approach which can advance a student in one field, such as math or language, without changing other studies, such as information literacy or science. Acceleration presents gifted children academic materials that are commensurate with their ability and preparedness.

13 Colorado Department of Education, Office of Gifted Education, Gifted Identification Guidebook, 2016

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All identified Gifted Learners will have a complete and standards-based Advanced Learning Plan that aligns with other federal/state required plans. This is to include ELLPs, ICAPs, and IEPs. Advanced Learning Plans will follow all requirements of District 11 and the school will follow the Gifted identification procedures as outlined by D11 to ensure we meet the state’s requirement of Gifted portability. Staff will attend all required Gifted Education meetings and participate in Gifted student-centered events. English Language Learners There are a substantial number of students in District 11 and our target area who are English Language Learners. We are thus charged with providing evidence-based English language proficiency programs for English Language Learners to enable them to develop and acquire English language proficiency while achieving and maintaining grade-level performance in academic content areas.14 Coperni 3 is committed to providing appropriate language assistance services and programs that meet the civil rights requirements and best meet the needs of our English Language Learners. We will identify students using District 11’s required procedures. This is to include administration of the Home Language Survey for all students, administration of the WAP-T language assessment when needed, and determination of second language status. English language students will be appropriately monitored at three stages: 1) while they are receiving services, 2) as they are meaningfully participating in the standard instructional program and 3) until they have exited from the services and program. In addition, as with all of our students, English Language Learners will have measurable achievement objectives. [According to the Colorado Department of Education, all LEAs/APS, receiving a Title III subgrant, are required to meet two Annual Measurable Achievement Objectives (AMAOs) and a third AMAO based on AYP information. The English language proficiency AMAOs are calculated based on data from the Colorado English Language Assessment (CELA Proficiency)]. Our goal is to enable English Language Learners to attain both English proficiency and parity of participation in the standard instructional program within a reasonable amount of time.15 As mentioned above, Coperni 3’s personalized learning approach to instruction is particularly important for special education students and English Language Learners. SPED and ELL students will be able to take more time in the academic areas in which they struggle, learn in the manner that maximizes their ability to understand and master the material, and receive even more individualized instruction. School staff will participate in District 11 professional learning communities that focus on English Language Learners, as well as other professional development offerings. Recruiting, developing and retaining excellent and effective educators are essential in order to ensure that our English language program successfully achieves our objectives. We intend to

14 HB14-1298, re-enacted English Language Proficiency Act (ELPA) 15 Title 1 and Title 3, U.S. Department of Education, Office of English Language Acquisition

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hire teachers who are highly qualified in their field as well as those who are trained to support English language students. Both our SPED-certified and ELL-certified teachers will also be trained in personalized learning. Lastly, communication with parents provides a foundation for students’ academic success and creates a welcoming school community.16 Coperni 3’s instructional program partners with parents and families to develop the learner profiles and individualized Student Learning Plans. We are committed to working with and communicating with all of our parents and in that spirit, we will provide our limited English proficient parents with access to all the necessary information about their child’s education in a language they can understand. The school will be vocal and support D11 as they engage their parent/guardian population through the ELL parent meetings.

16 English Learner Tool Kit, U.S. Department of Education Office for Civil Rights and the U.S. Department of Justice, 2016

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R. Dispute Resolution Process The dispute resolution process will start with negotiating a fair and collaborative contract with the authorizer. The founding team will work hard to maintain strong relationships with the D11 in order to serve all students well. Should a dispute arise, the CEO will first work directly with the appropriate representative from the District to resolve the issue. Should it be necessary, Coperni 3 or D11 will initiate a resolution to dispute an action, policy, or provision of the authorizer or of the school. We will follow CRS 22-30.5-107.5 (Dispute Resolution) and the steps outlined below.

• Provide written notice that Coperni 3 intends to invoke this section. This notice will contain a brief description of the matter in dispute and the scope of the disagreement.

• Within thirty days after receipt of the written notice, Coperni 3 will work with D11 to use an alternative dispute resolution process to resolve the issue and involve a neutral third party to help adjudicate.

• The neutral third party shall prepare final written findings within one hundred twenty days after receipt of the written notice.

• Should both Coperni 3 and D11 agree to be bound by the written findings, the findings shall be final.

• If the parties do not agree to be bound by such written findings of the neutral third party, Coperni 3 and D11 will appeal such findings to the state board.

• The party who wishes to appeal such findings shall provide the state board and the other party with a notice of appeal within thirty days after the release of such findings, and the notice of appeal shall contain a brief description of the grounds for appeal.

• The state board may consider said written findings or other relevant materials in reaching its decision. The decision of the state board shall be final.

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S. School Management Contracts Third Future Schools does not intend to contract with a school management organization to operate Coperni 3.

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Appendices

Appendix 1: Governance Bylaws

Third Future Schools Bylaws

ARTICLE I Name and Fiscal Year

Section 1. Name. The name of the organization shall be Third Future Schools. Section 2. Fiscal Year. The fiscal year of Third Future Schools (“TFS” or “Corporation”) shall be from 1 July to 30 June.

ARTICLE II Board of Directors

Section 1. Number. TFS shall have a Board of Directors (“Board”) consisting of seven (7) voting members (“Directors”). Four (4), “at-large” members shall be selected by the current Board of Third Future Schools by majority vote. Three (3) “parent-elected” Directors will be nominated by either the CEO or the at-large members and elected by majority vote of parents with students enrolled at a TFS school and who choose to participate in the election. Section 2A. Term. Directors shall hold three-year terms. The number of terms is unlimited except that a Director may only serve two consecutive terms. In accordance with this section, parent-elected Directors, should they wish to continue serving after their current term, must stand for reelection by the parents in May at the end of the parent-elected Director’s term. To the extent possible, the Board shall take necessary and appropriate action to set up a cycle that will ensure that terms are staggered in such a way that approximately one-third of the Directors’ terms expire each year. Section 2B. Vacancies and Appointments. New Directors will be appointed to vacancies or at the expiration of the term of at-large Director positions by nomination and agreement of at least a majority of at-large Board members. Parent-elected Directors will not vote on the at-large Director positions. Should the at-large Directors be unable to agree by a majority on an appointment, then the CEO will cast the deciding vote. Vacancies of the parent-elected Director positions will be filled at the next scheduled election, unless a special election is called by majority vote of the Board. Section 3B. Nomination. At least ninety (90) days prior to the election the CEO will make a call for applications from interested candidates for parent-elected Director positions. The CEO may nominate up to two people for each parent-elected Director vacancy. By a majority, the

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Board may nominate up to two people for each parent-elected Director vacancy. Nominations must be announced no later than thirty (30) days prior to the election. The Board and CEO may choose to leave the position vacant for a year if both the CEO and the Board find no acceptable candidates. Section 4. Elections. Parent-elected Director elections shall be held in May or June. Special elections may be held at other times to fill vacancies caused by death, resignation, or removal, in accordance with these bylaws. To ensure fairness, during any such election, each Family shall be entitled to one vote. A Family is defined as parents or guardians with at least one child or charge enrolled, without regard to the number of children enrolled in the School or the number of parents/guardians a student has. If a dispute arises as to which parent will cast the Family’s vote, it shall be the primary custodial parent listed as such on the student’s enrollment information. It shall be the responsibility of the Board to adopt policies or resolutions regarding election procedures, carry out regular and any special elections, fix the form of ballots, select election dates, rule on any election dispute, designate Directors or employees to carry out tasks necessary for conducting the election, take remedial measures (such as, for good cause, adjusting dates otherwise established in these bylaws or in any adopted election policy), and adopt any other resolution that may be necessary or appropriate to assure that the elections are properly conducted. The use of any part of school buildings or grounds for electioneering for specific candidates in parent-elected Director elections is prohibited, except that the school can organize forums, debates, or other events in which each candidate is invited and provided, as nearly as practicable, equal access and opportunity to speak and at which candidate literature may be distributed. Newly elected Directors shall assume office at the first Board of Directors meeting following their election. All final decisions regarding disputes in the election of parent-elected Directors will be made by the Board of Directors. Section 5. Ex Officio Members. The Chief Executive Officer and one member of the Council, selected by a majority vote of the Council, shall be ex-officio, non-voting members of the Board. Section 6A. Specific Responsibilities and Duties. The Board has the following specific roles and responsibilities:

7) Monitor 15 “operational expectations” outlined in these bylaws. 8) Ensure compliance with other policies required by State or Federal laws. 9) Hire and evaluate the Chief Executive Officer (CEO). 10) Provide financial oversight

a) Review and approve the budget (total allocated amount by fund) b) Review financial statements at least quarterly c) Conduct an annual financial audit

11) Review and approve academic and performance goals established by the CEO. 12) Collaborate with the CEO and Council to create a strategic vision.

Section 6B. General Expectations. Additionally, the Board is expected to:

1) Uphold the mission and vision of Third Future Schools and ensure that the vision provides a compass for key decisions of the leadership team.

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2) Provide counsel and advice to the CEO through the Board President. 3) Establish trust among the Board, CEO, Council, staff, parents, and community. 4) Carry out duties or responsibilities in accordance with applicable state and federal law. 5) Perform any duty or responsibility as required by any contract, including any charter

contracts. 6) Support the organization in obtaining adequate resources. 7) Enhance the public image of TFS. 8) Regularly evaluate the Board’s performance and take steps to improve it.

Section 6C. Individual Director Responsibilities and Duties. The individual Director roles, responsibilities, and expectations are as follows:

1) Support the decisions of the Board. 2) Follow group norms established by the Board. 3) Recognize that authority rests only with the Board as a whole and not in its individual

members. 4) Bring any personal conflicts of interest to the attention of the Board President as soon as

possible. Recuse yourself from deliberations and voting in connection with the conflicts. 5) Channel requests for information through the Board President. 6) Direct requests by the media about school policy or issues related to TFS to the Board

President or CEO. 7) Support the mission and vision of TFS. 8) Enhance the public image of TFS. 9) Represent the entire TFS community rather than any one part or a particular interest or

constituency. 10) Foster openness and trust among the Board, the Council, the administration, the faculty,

the students, the parents/guardians, and the public. 11) Be fully informed on issues that require a decision by the Board. 12) Prepare for all meetings by reading the materials provided in advance. 13) Attend meetings of the Board and be prepared to discuss the items on the agenda. 14) Read and respond as necessary to internal correspondence and communications and be

available by phone, text, or email and respond in a timely manner. 15) Understand that the director’s role is oversight and not involvement in administration of

the management process. 16) Communicate promptly any significant concern or complaint to the CEO and then let the

CEO deal with the issue. The CEO or his designee is to provide resolution feedback to the Board member as appropriate.

Section 7. Restrictions and Checks and Balances. To ensure the Board of Directors does not improperly expand its responsibilities and authority, and to ensure that it does not encroach upon the responsibilities and authority of the CEO or Council as outlined in these bylaws, the following restrictions and parameters shall be adhered to: 1) Policies and Regulations. The current TFS Board will adopt the monitoring expectations

and the policies required by State or Federal law at the time of the adoption of these bylaws. Any additional policies or changes to policies or monitoring expectations must be approved

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by a majority of the Board, the CEO, and a majority of the members of the Council. The CEO is charged with making regulations to carry out policies and also to make regulations that help with the operation of the school system. Only the CEO may make regulations. Regulations are not subject to review by the Board. If the Board believes a regulation is inconsistent with policy or other applicable requirements, the Board may request a review of the regulation by the Council. The Council may review a regulation at the request of the Board and, if it determines it is warranted by a majority vote, require the CEO to re-write a regulation consistent with instructions from the Council.

2) Hiring the CEO. The Board shall hire the CEO by majority vote. The initial contract for

the CEO will be for no less than a three-year term. The Board may choose to extend or renew the contract of the CEO at any time. The Board shall not write a contract for any CEO that runs counter to any part of these bylaws.

3) Removal of the CEO. Five members of the Board may vote to remove the CEO for cause,

as such terms is defined in the CEO’s contract, but shall include failure to achieve academic and performance goals. However, the removal of the CEO will also require approval of at least four members of the Council.

4) Budget. The Board approves the total allocated amount by fund of the budget submitted by

the CEO. The Board is not allowed to change any other part of the budget, except as outlined by law. The Board may reject a budget (total allocated amount by fund) with which it does not agree. Should the Board not accept a budget submitted by the CEO, the CEO must revise and resubmit a budget to the Board. Should the Board not accept the resubmission, the Council has the authority to accept the revised budget or make changes to the total allocated amount by fund and adopt the official budget by a majority vote of the Council. The Board must then adopt the budget approved by the Council. This same process shall apply to any budget revisions.

5) Requests for information. The Board as a whole may request information from the CEO in

order to fulfill its oversight responsibilities and other duties. Should the requests for information begin to interfere with the effective operation of the school system or take too much time from staff responsibilities as determined by the CEO, the CEO may ask the Council to make reasonable restrictions on the Board’s requests. The Council may make such restrictions and these restrictions shall be binding.

6) Academic Achievement and Performance Goals. The Board approves the academic

achievement and performance goals submitted by the CEO. The Board is not allowed to change the goals; the Board may reject the set of academic and performance goals. Should the Board not accept the academic achievement and performance goals submitted by the CEO, the CEO must revise and resubmit them to the Board. Should the Board not accept the resubmission, the Council has the authority to accept the goals or make changes to the goals and adopt the official academic achievement and performance goals by a majority vote of the Council. The same process shall be followed for any revisions to the academic achievement and performance goals.

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7) Interactions with staff. The CEO shall be the Board’s only employee. The Board shall make no requests nor require any action of any other staff member. Should the school system grow considerably, the Council may choose to require the CEO to provide the Board with a secretary or office manager whose duties will be determined by the CEO at the time such secretary or office manager is hired.

8) Audits and investigations. At the direction of the Board, and in accordance with applicable

requirements, the CEO will hire an independent financial auditor to audit the school system’s finances annually. The Board will conduct no other audit or investigation of the staff. Should the Board believe there is cause to investigate the CEO or the school system for waste, fraud, or abuse, it will make a request for an investigation to the Council. The Council will review the request and make a determination whether an independent, outside investigation or audit shall be made. The Council may not initiate an investigation and may only act upon a request from the Board. Should the Council determine a request should be acted upon, the Council will employ the appropriate person or agency and oversee the investigation.

9) Interference. Should the CEO determine that the Board or any Board Director is unduly

interfering with his or his staff’s ability to fulfill their responsibilities or that the Board or any Board Director is unduly involving itself in operational or managerial decisions or actions, he may request that the Council intervene. The Council will review the request and may restrict the Board from specific actions or decisions that it believes is interfering with the operations or management of the school system. These restrictions shall be binding.

Section 8A. Resignations. Any Director may resign at any time by giving written notice to the President or Secretary of the Board. Such resignation shall take effect at the time specified therein; and, unless otherwise stated therein, the acceptance of such resignation shall not be necessary to make it effective. Section 8B. Removal. Any at-large Director of the Board may be removed at any time with or without cause, by an affirmative vote of four members of the Council and when, in the Council’s judgment, the best interests of TFS are served by the removal. Four members of the Council may also initiate a recall of a parent-elected Director(s) by a vote of four members. Any recall election initiated shall be conducted within 30 days of the date initiated by the Council and shall be conducted under the same provisions of these bylaws, as appropriate, related to regular elections. If such a recall election is initiated, the parent-elected Director(s) will be removed if two-thirds of the votes cast by Families in the recall election approve of the removal of the parent-elected Director(s).

ARTICLE III Meetings of the Board of Directors

Section 1A. Meetings. The Board of Directors will meet at least once every two months to discuss TFS operations and to hear reports and updates from Board members and to discuss

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business related to their duties and responsibilities outlined in these bylaws. All actions taken by the Board of Directors will require a majority vote of a quorum of Directors present at the meeting or as outlined in these bylaws. Each meeting of the Board shall be considered a different session from other such meetings; thus, motions or questions from one session or meeting can be renewed in another meeting, in accordance with the applicable section of Roberts Rules of Orders. The Board shall be subject to and hold meetings in accordance with the Colorado Open Meetings Act. Section 1B. Roberts Rules of Orders. The Board shall use Roberts Rules of Order as a reference and a guide to conduct meetings. Section 2. Notices. Notice, including agenda information where possible, of any meetings of the Board at which the Board takes any action or at which a majority or quorum of the Board is or expected to be in attendance, will be posted at least twenty–four hours in advance. The posting of such a notice shall be one means of providing full and timely notice to the public of such meetings and that the location for the posting of notice shall continue in effect until changed by subsequent official action by the Board of Directors. Section 3. Agenda. A proposed agenda for all Board of Directors meetings will be posted with the required 24-hour notice if possible. Section 4. Minutes. Approved minutes of all public board meetings will be placed in a notebook in the office of TFS and on the school’s website in prompt manner and will be available for review at any reasonable time. Section 5. Quorum and Constitution of Majority. For voting purposes, a quorum shall consist of a majority of those Board members eligible to vote. Throughout these bylaws, except where specifically designated, a “majority” shall mean a majority of the members present for a vote including the members participating by phone or video conference. No action may be taken nor decision made without a quorum. Section 6. Executive Sessions. All regular and special meetings of the Board of Directors shall be open to the public, except that, upon a vote of two-thirds of the members present, an executive session may be held to discuss any matter as permitted under the Colorado Open Meetings Act. The motion requesting the executive session shall state the nature of the matter to be discussed. Only those persons invited by the Board may be present during the executive session. The Board shall not make final policy decision, nor shall any resolution, rule, regulation, or formal action or any action approving a contract or calling for the payment of money be adopted or approved at any session which is closed to the general public. Matters discussed during executive sessions shall remain confidential among those attending. The Secretary of the Board of Directors shall maintain topical minutes of all executive session items that then result in public Board action. Section 7. Special Meetings. Special meetings of the Board may be called by or at the request of the President or by a majority vote of the Board members. Special meetings must meet posting requirements stated in CRS 22-32-108. The Board may fix any place or time as the place for

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holding any special meetings. Special meetings of the Board shall follow the rules and regulations of a regular public Board meeting.

ARTICLE IV Officers of the Board

Section 1. Officers. The Officers of the Board of Directors shall consist of President, Vice-President, Secretary, and Treasurer. Any voting member of the Board shall be eligible to hold Board office. Section 2. Election and Term. The Board shall elect, by a simple majority of eligible voting members, its Officers at the first regular public meeting of the fiscal year of the Board of Directors. They shall serve for a term of one year and until their successors are elected and qualified or until their resignation, removal, death. Section 3. Vacancies. An Officer elected to fill a vacancy shall serve for the unexpired term of his predecessor in office. Section 4. President. The President shall preside at all meetings of the Board of Directors. The President shall execute contracts when authorized by the Board, except where required or permitted by law to be otherwise signed and executed and except where the signing and execution thereof shall be expressly delegated by the Board of Directors to some other Officer or agent of Third Future Schools. In general, the President shall perform all duties and may exercise all rights as are incident to the Office of President of the Board of Directors and such other duties as may be prescribed by the Board of Directors or these Bylaws. Section 5. Vice President. The Vice-President shall have all the powers and perform all the duties of the President in the absence of the President. The Vice- President shall perform such other duties as from time-to-time may be assigned to him by the President or by the Board of Directors. Section 6. Secretary. The Secretary shall keep full minutes of all the meetings of the Board of Directors. The Secretary shall attend the meetings of the Board of Directors and shall act as clerk thereof and record all the acts and votes and the minutes of all proceedings in one or more books to be kept for that purpose. Section 7. Treasurer. The Treasurer shall oversee the financial transactions and financial reports prepared for the Board and shall see that proper financial procedures are being followed as established by the Board. Section 8. Resignations and Removal. Any Officer may resign at any time by giving written notice to the President or Secretary of the Board of Directors. Such resignation shall take effect at the time specified therein; and, unless otherwise stated therein, the acceptance of such resignation shall not be necessary to make it effective. Any Officer may be removed as an Officer at any time, with or without cause, by an affirmative vote of a two-thirds majority of the

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Board members whenever, in their judgment, the best interests of Third Future Schools are served by the removal.

ARTICLE V The Council

Section 1. Number. TFS shall have a Council consisting of five (5) voting members. Section 2. Term. Council members shall hold three-year terms. The number of terms is unlimited except that a Council member may only serve two consecutive terms. To the extent practical, a cycle shall be established so that the terms are staggered in such a manner that approximately one-third of the Council members’ terms expire each year. Section 3. Vacancies and Appointments. New members will be appointed to vacancies of the Council by nomination and a two-thirds majority vote of the Council. If the Council fails to obtain a two-thirds majority to appoint a new Council member, then the CEO shall appoint a Council member from those candidates nominated by the Council. Section 4. Selection of the First Council. The CEO will nominate and a majority of the Board will confirm the original five members of the Council. Thereafter, the Council may get input from the CEO or the Board when filling vacancies, but is not required to do so. Section 5. Ex Officio Members. The Chief Executive Officer and one member of the Board, selected by a majority vote of the Board, shall be ex-officio, non-voting members of the Council. Section 6A. Specific Responsibilities and Duties. The Council has the following specific roles and responsibilities:

9) Adjudicate disputes between the CEO and Board with regard to responsibilities and authority, ensuring that the Board does not interfere with the operational decisions and actions of the CEO and her staff, and that both the Board and the CEO are able to fulfill the responsibilities outlined in these bylaws.

10) Remove at large Board members who violate these bylaws or established policies or who otherwise do not act in the interests of the school system.

11) Initiate a recall of parent-elected Directors should the Council determine that the interests of the school system will best be served by a recall of the parent-elected Director.

12) Revise and approve the total allocated amount by fund should the Board and CEO fail to agree on a budget by 1 May before the start of the new fiscal year, or, should a revised budget be needed, if the CEO and Board fail to agree on a revised budget by 15 Nov after the start of the fiscal year.

13) Revise and approve the academic achievement and performance goals should the Board and CEO fail to agree on them by 1 September after the start of the school year.

14) Assess the system’s accomplishment of the academic achievement and performance goals and provide input to the Board for the CEO’s evaluation.

15) Collaborate with the CEO and Board to create a strategic vision.

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16) Make recommendations to the CEO to ensure that the system continues to improve and innovate. The Council may require the use of up to 5% of the per-pupil operating revenue (PPOR) for system innovation as defined and determined by the members of the Council.

Section 6B. General Expectations. Additionally, the Council is expected to:

1) Uphold the mission and vision of Third Future Schools and ensure that the vision provides a compass for key decisions of the leadership team.

2) Provide counsel and advice to the CEO through the Council President. 3) Establish trust among the Council, CEO, and Board. 4) Abide by state and federal law. 5) Support the organization in obtaining adequate resources. 6) Enhance the public image of TFS. 7) Regularly evaluate the Council’s performance and take steps to improve it.

Section 6C. Individual Director Responsibilities and Duties. The individual Council member roles, responsibilities, and expectations are as follows: 1) Support the decisions of the Council. 2) Follow group norms established by the Council. 3) Recognize that authority rests only with the Council as a whole and not in its individual

members. 4) Bring any personal conflicts of interest to the attention of the Council President as soon as

possible. Recuse yourself from deliberations and voting in connection with the conflicts. 5) Channel requests for information through the Council President. 6) Direct requests by the media to the Council President or CEO. 7) Support the mission and vision of TFS. 8) Enhance the public image of TFS. 9) Represent the entire TFS community rather than any one part or a particular interest or

constituency. 10) Foster openness and trust among the Council, the Board, the administration, the faculty, the

students, the parents/guardians, and the public. 11) Be fully informed on issues that require a decision by the Council. 12) Prepare for all meetings by reading the materials provided in advance. 13) Attend meetings of the Council and be prepared to discuss the items on the agenda. 14) Read and respond as necessary to internal correspondence and communications and be

available by phone, text, or email and respond in a timely manner. 15) Understand that the Council’s role is oversight and not involvement in administration of the

management process. 16) Communicate promptly any significant concern or complaint to the CEO and then let the

CEO deal with the issue. The CEO or his designee is to provide resolution feedback to the Council member as appropriate.

Section 7. Restrictions and Checks and Balances. To ensure the Council does not expand its responsibilities and authority, the following restrictions and parameters shall be adhered to:

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1) Policies and Regulations. The current TFS Board will adopt the monitoring expectations

and the policies required by State or Federal law at the time of the adoption of these bylaws. Any additional policies or changes to policies or monitoring expectations must be approved by a majority of the Board, the CEO, and a majority of the members of the Council. However, the Council may not initiate any change to policy or monitoring expectations. The CEO is charged with making regulations to carry out policies and also to make regulations that help with the operation of the school system. Only the CEO may make regulations. Regulations are not subject to review by the Council or the Board. Regulations are not subject to review by the Board. If the Board believes a regulation is inconsistent with policy or other applicable requirements, the Board may request a review of the regulation by the Council. The Council may review a regulation at the request of the Board and, if it determines it is warranted by a majority vote, require the CEO to re-write a regulation consistent with instructions from the Council.

2) Hiring the CEO. The Council shall have no role nor exert any influence over the hiring of

the CEO or the renewal of her contract, except as expressly provided in these bylaws.

3) Requests for information. The Council as a whole may request information from the CEO in order to fulfill its oversight responsibilities and other duties. Specifically, the Council may request information:

a) Needed to approve the budget, but only in the case when the Board and CEO cannot agree on the budget (as outlined in these bylaws).

b) Needed to approve the academic achievement and performance goals, but only in the case when the Board and CEO cannot agree on the achievement and performance goals (as outlined in these bylaws).

c) Needed to assess accomplishment of the academic achievement and performance goals.

d) Related to the possible removal of an at large Board member or possible recall of a parent-elected Director.

e) Needed to help develop the strategic plan. f) When the CEO believes the Board is interfering or involving itself with operational

decisions or actions, and the Council needs to adjudicate the dispute.

4) Interactions with staff. The Council shall make no requests nor require any action of any staff member other than the CEO. Should the school system grow considerably, the Council may choose to require the CEO to provide the Council with a secretary or office manager whose duties will be determined by the CEO at the time such secretary or office manager is hired.

5) Audits and investigations. The Council may not initiate an investigation of the school

system or any person in the school system and may only act upon a request from the Board. Should the Council determine a request should be acted upon, the Council will employ the appropriate person or agency and oversee the investigation.

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Section 8A. Resignations. Any Council member may resign at any time by giving written notice to the President or Secretary of the Council. Such resignation shall take effect at the time specified therein; and, unless otherwise stated therein, the acceptance of such resignation shall not be necessary to make it effective. Section 8B. Removal. Any member of the Council may be removed at any time with or without cause, by an affirmative vote of four members of the Council and when, in the Council’s judgment, the best interests of TFS are served by the removal.

ARTICLE VI Meetings of the Council

Section 1A. Meetings. The Council will meet at least once every six months to hear reports and updates from the CEO and to discuss business related to their duties and responsibilities outlined in these bylaws. All actions taken by the Council will require a majority vote of a quorum of Council members present at the meeting or as outlined in these bylaws. The Council shall be subject to and hold meetings in accordance with the Colorado Open Meetings Act. Section 1B. Roberts Rules of Orders. The Council shall use Roberts Rules of Orders as a reference and a guide to conduct meetings. Section 2. Notices. Notice, including agenda information where possible, of any meetings of the Council at which the Council takes any action or at which a majority or quorum of the Council is or expected to be in attendance, will be posted at least twenty–four hours in advance. The posting of such a notice shall be one means of providing full and timely notice to the public of such meetings and that the location for the posting of notice shall continue in effect until changed by subsequent official action by the Council. Section 3. Agenda. A proposed agenda for all Council of Directors meetings will be posted with the required 24-hour notice if possible. Section 4. Minutes. Approved minutes of all public Council meetings will be placed in a notebook in the office of TFS and on the school’s website in prompt manner and will be available for review at any reasonable time. Section 5. Quorum and Constitution of Majority. For voting purposes, a quorum shall consist of a majority of those Council Members eligible to vote. Throughout these bylaws, except where specifically designated, a “majority” shall mean a majority of the members present for a vote including the members participating by phone or video conference. No action may be taken nor decision made without a quorum. Section 6. Executive Sessions. All regular and special meetings of the Council shall be open to the public, except that, upon a vote of two-thirds of the members present, an executive session may be held to discuss any matter as permitted under the Colorado Open Meetings Act The

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motion requesting the executive session shall state the nature of the matter to be discussed. Only those persons invited by the Council may be present during the executive session. The Council shall not make final decisions nor take formal action related to the budget at any session which is closed to the general public. Matters discussed during executive sessions shall remain confidential among those attending. The Secretary of the Council shall maintain topical minutes of all executive session items that then result in public Council action. Section 7. Special Meetings. Special meetings of the Council may be called by or at the request of the President or by a majority vote of the Council members. Special meetings must meet posting requirements stated in CRS 22-32-108. The Council may fix any place or time as the place for holding any special meetings. Special meetings of the Council shall follow the rules and regulations of a regular public Council meeting.

ARTICLE VII Officers of the Council

Section 1. Officers. The Officers of the Council shall consist of President, Vice-President, and Secretary. Any voting member of the Council shall be eligible to hold Council office. Section 2. Election and Term. The Council shall elect, by a simple majority of eligible voting members, its Officers at the first regular public meeting of the fiscal year of the Council. They shall serve for a term of one year and until their successors are elected and qualified or until their resignation, removal, death. Section 3. Vacancies. An Officer elected to fill a vacancy shall serve for the unexpired term of his predecessor in office. Section 4. President. The President shall preside at all meetings of the Council. In general, the President shall perform all duties and may exercise all rights as are incident to the Office of President of the Council and such other duties as may be prescribed by the Council or these Bylaws. Section 5. Vice President. The Vice-President shall have all the powers and perform all the duties of the President in the absence of the President. The Vice- President shall perform such other duties as from time-to-time may be assigned to him by the President or by the Council. Section 6. Secretary. The Secretary shall keep full minutes of all the meetings of the Council. The Secretary shall attend the meetings of the Council and shall act as clerk thereof and record all the acts and votes and the minutes of all proceedings in one or more books to be kept for that purpose. Section 7. Resignations and Removal. Any Officer may resign at any time by giving written notice to the President or Secretary of the Council. Such resignation shall take effect at the time specified therein; and, unless otherwise stated therein, the acceptance of such resignation shall not be necessary to make it effective. Any Officer may be removed as an Officer at any time,

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with or without cause, by an affirmative vote of four members of the Council and approved by the CEO whenever, in their judgment, the best interests of TFS are served by the removal.

ARTICLE VIII Chief Executive Officer

Section 1. General. The Chief Executive Officer (CEO) shall serve as chief administrator for the day-to-day operations of the school system and, in collaboration with the Board and Council, serve as the keeper of the vision and mission of the school. The CEO shall account to and serve at the direction of the Board. Section 2. Responsibilities and Duties. The CEO responsibilities and expectations are as follows:

1) Assume administrative responsibility and leadership for the planning, operation,

supervision, and evaluation of the instructional programs 2) Keep staff focused on outcomes and student performance and academic achievement 3) Establish a high-performance culture and effective school system 4) Hire a high-quality staff and expand staff capacity in the delivery of high-quality

instruction in a personalized learning environment 5) Expand leadership density 6) Ensure compliance with applicable laws, the charter contract, Board policies and to meet

monitoring expectations 7) Keep the Board and Council informed; communicate and collaborate with the Board and

Council 8) Establish priorities and follow through on priorities that are aligned with TFS’s vision

and mission 9) Guide staff in the accomplishment of the system’s goals and objectives as outlined in the

Action Plan 10) Ensure adequate funding for the school system and ensure the school system is properly

resourced 11) Coach and evaluate principals 12) Create and manage the budget, ensuring the financial health of the school system 13) Work with the principals to assign staff 14) Work with the principals to terminate or suspend an employee’s employment when

necessary 15) Prepare recommendations for policies to be adopted by the Board and Council, develop

regulations to implement adopted policies, and oversee the implementation of adopted policies

16) Oversee the submission of reports as required by state or federal law, rule, or regulations 17) Build relationships with community members and organizations to support student

learning and to advocate for the staff 18) Create and maintain a positive image of the school

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ARTICLE IX School System Accountability Committee

Section 1. School System Accountability Committee (SAC). A Board committee will be responsible for the organization and coordination of the School System Accountability Committee. The purpose of the Accountability Committee is to meet state reporting requirements for accountability. The Committee shall be appointed and have the responsibilities designated for School Accountability Committees in C.R.S. 22-7-401. Section 2. Other Parent Groups. The CEO may convene other parent groups for input or advice or other reasons in support of the school or the school system and it mission.

ARTICLE X Contracts and Grants

Section 1. Contracts. All contracts in amounts exceeding $2,500, before or after being executed, shall be presented to the Board at one of its public meetings for purposes of monitoring spending activities. The CEO may enter into any contract and execute and deliver any instrument in the name of and on behalf of Third Future Schools under $50,000, or as approved by the Board. Any contract above $50,000 must be reviewed and approved by the Board before it can be executed, unless it is a matter of clear emergency and the CEO must act in order to serve the best interests of Third Future Schools. If there is ever a dispute between the CEO and the Board with regards to entering in to any contract, at the request of the CEO or the Board the Council will intervene and the decision of the Council shall be final. Section 2. Grants. The Board or CEO may accept on behalf of Third Future Schools any contribution gift, grant, bequest or device for the general purposes or for any special purpose of Third Future Schools. Section 3. Loans. No loans shall be contracted on behalf of the Corporation and no evidences of indebtedness shall be issued in its name unless authorized by a resolution of the Board of Directors. Such authority may be general or confined to specific instances. No loan or advance to, or overdraft of funds by an officer or member of the Board of Directors otherwise than in the ordinary and usual course of the business of the corporation, and on the ordinary and usual course of the business or security, shall be made or permitted. No loans shall be made by the corporation to any of its Directors, Council members, or officers. Any Director or officer who assents to or participates in the making of any such loan shall be liable to the corporation for the amount of such loan until the repayment thereof.

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ARTICLE XI Books and Records

Third Future Schools shall keep current records and shall also keep minutes of the proceedings of its Board of Directors and the Council and shall keep at its registered or CEO office a record giving the names of the Board of Directors and Council, operating committees, and minutes. All approved records of Third Future Schools are considered public documents and may be inspected at any reasonable time. However, student records, personnel records and any other record protected under privacy laws are excluded.

ARTICLE XII Indemnification

No Director of the Board or member of the Council shall be personally liable for any obligations of the Corporation (Third Future Schools) or for any duties or obligations arising out of any acts or conduct of said Director or member performed for or on behalf of Third Future Schools. Third Future Schools shall and does hereby indemnify and hold harmless each person and their heirs and personal representatives who shall serve at any time hereafter as Director or member of the Board or Council of Third Future Schools, from and against any and all claims, judgments and liabilities to which such persons shall become subject by reason of either heretofore or hereafter serving as D i r e c t o r o r member of the Board or Council of the Corporation, or by reason of any action alleged to have been heretofore or hereafter taken or refrained from by any such Board Director or Council member, and shall reimburse each such Director or member of the Board or Council for legal and other expenses reasonably incurred in connection with the defense of any such claim or liability; including the power to defend such person from all suits or claims as provided for under the provisions of the Colorado Nonprofit Corporation Act or the corporation code of any state in which Third Future Schools transacts business; provided, however, that no such person shall be indemnified against, or be reimbursed for, any expense incurred in connection with any claim or liability arising out of such person’s own negligence or willful misconduct. The rights accruing to any person under the foregoing provisions of this section shall not exclude any other right to which such person may lawfully be entitled, nor shall anything herein contained restrict the right of Third Future Schools to indemnify or reimburse such person in any proper case, even though not specifically herein provided for. Third Future Schools, its Board Directors, Council members, employees and agents shall be fully protected in taking any action or making any payment or in refusing to do so in reliance upon the advice of counsel. The indemnification herein provided shall not be deemed exclusive of any other right to which those seeking indemnification may be entitled under any bylaw, agreement, vote of Board or Council members or otherwise, both as to action in an official capacity and as to such person who has ceased to be a Director or member of the Board or Council, employee, or agent, and shall inure to the benefit of the heirs and personal representatives of such person.

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ARTICLE XIII Insurance

By action of the Board of Directors, notwithstanding any interest of the Directors in this action, Third Future Schools may purchase and maintain insurance, as the Board of Directors deems appropriate, on behalf of any person who is or was a Board Director, Council member, Officer, employee, fiduciary, or agent of Third Future Schools, or who, while a Board member, Council member, Officer, employee, fiduciary or agent of Third Future Schools, is or was serving at the request of Third Future Schools as a Board member, Council member, Officer, partner, trustee, employee, fiduciary or agent of any other foreign or domestic corporation or of any partnership, joint venture, trust, other enterprise, or employee benefit plan, against any liability asserted against, or incurred by, that person in any such capacity or arising out of their status, whether or not Third Future Schools would have the power to indemnify that person against such liability under the provisions of Article XII of these bylaws or applicable law.

ARTICLE XIV Miscellaneous

Conveyances and Encumbrances. Property of the corporation may be assigned, conveyed or encumbered by such officers of the corporation as may be authorized to do so by the Board of Directors, and such authorized persons shall have power to execute and deliver any and all instruments of assignment, conveyance and encumbrance; however, the sale, exchange, lease or other disposition of all or substantially all of the property and assets of the corporation shall be authorized only in the manner prescribed by applicable statute.

Designated Contributions. The corporation may accept any contribution, gift, grant, bequest or devise that is designated, restricted or conditioned by the donor, provided that the designation, restriction or condition is consistent with the corporation’s general tax-exempt purposes. Donor-designated contributions will be accepted for special funds, purposes or uses, and such designations generally will be honored. However, the corporation shall reserve all right, title and interest in and to and control over such contributions and shall have authority to determine the ultimate expenditure or distribution thereof in connection with any such special fund, purpose or use. Further, the corporation shall acquire and retain sufficient control over all donated funds (including designated contributions) to assure that such funds will be used exclusively to carry out the corporation’s tax-exempt purposes.

References to Internal Revenue Code. All references in these bylaws to provisions of the Internal Revenue Code are to the provisions of the Internal Revenue Code of 1986, as amended, and to the corresponding provisions of any subsequent federal tax laws.

Principles of Construction. Words in any gender shall be deemed to include the other gender; the singular shall be deemed to include the plural and vice versa; the words “pay” and “distribute” shall also mean assign, convey and deliver; and the table of contents, headings and underlined paragraph titles are for guidance only and shall have no significance in the interpretation of these bylaws.

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Severability. The invalidity of any provision of these bylaws shall not affect the other provisions hereof, and in such event these bylaws shall be construed in all respects as if such invalid provision were omitted.

ARTICLE XV Conflicts of Interest

Definition. A conflict of interest arises when any “responsible person” or any “party related to a responsible person” has an “interest adverse to the corporation.” A “responsible person” is any individual in a position to exercise substantial influence over the affairs of the corporation, and specifically includes, without limitation, Directors, Council members and officers of the corporation. A “party related to a responsible person” includes his or her family (including spouses, parents, children, grandchildren, or siblings, or the spouse of any of the foregoing), an estate or trust in which the responsible person or any member of his or her family has a beneficial interest or a fiduciary responsibility, or an entity in which the responsible person or any member of his or her family is a director, trustee or officer or has a financial interest. “An interest adverse to the corporation” includes any interest in any contract, transaction or other financial relationship with the corporation, and any interest in an entity whose best interests may be impaired by the best interests of the corporation including, without limitation, an entity providing any goods or services to or receiving any goods or services from the corporation, an entity in which the corporation has any business or financial interest, and an entity providing goods or services or performing activities similar to the goods or services or activities of the corporation. If a responsible person is aware that the corporation is about to enter into any transaction or make any decision involving a conflict of interest, (a “conflicting interest transaction”), such person shall: (i) immediately inform those charged with approving the conflicting interest transaction on behalf of the corporation of the interest or position of such person or any party related to such person; (ii) aid the persons charged with making the decision by disclosing any material facts within the responsible person’s knowledge that bear on the advisability of the corporation entering into the conflicting interest transaction; and (iii) shall recuse from any deliberations on the vote to approve or not the conflicting interest transaction, and the responsible party shall not be entitled to vote on the decision to enter into such transaction or not. Approving a Conflict of Interest. The corporation may enter into a conflicting interest transaction provided either: (i) The material facts as to the responsible person’s relationship or interest and as to the conflicting interest transaction are disclosed or are known to the Board of Directors or to a committee of the Board of Directors that authorizes, approves or ratifies the conflicting interest transaction, and the Board or committee in good faith authorizes, approves or ratifies the conflicting interest transaction by the affirmative vote of a majority of the disinterested Directors on the Board or committee, even though the disinterested Directors are less than a quorum; or (ii) The conflicting interest transaction is fair as to the corporation.

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ARTICLE XVI Procedure to Amend These Bylaws

The bylaws may be amended, altered, or repealed and new bylaws adopted upon proper notice and approval by the CEO, four members of the Council, and five members of the Board of Directors. Should there not be a CEO or requisite number of members of the Board or Council needed to amend the bylaws, an amendment shall not be brought to a vote until there is a CEO under contract and at least four filled positions on the Council and at least five filled positions on the Board.

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Appendix 2: Third Future Schools – Organization Chart

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Appendix 3: Board Calendar Overview

Board Calendar Overview – 2019-2020 July 2019 – Board Retreat 1. Getting to know you 2. Norms 3. Bylaws 4. Vision and mission 5. Goals and key performance indicators 6. Instructional program 7. Policies 8. Committees 9. Financials 10. Staffing August 2019 1. Academic review 2. Habits of Success 3. Enrollment and staffing 4. Facilities 5. Parent Advisory Committee 6. School Accountability Committee 7. Financials September 2019 1. Academic review 2. Enrollment update 3. Annual policy review

a. Attendance policy b. Enrollment policy c. Facility use policy d. Grading policy e. Student retention and acceleration

policy 4. Financials

October 2019 1. Academic status review 2. Celebrations 3. PAC and SAC Committee reports 4. Revised budget review 5. October count review 6. Annual policy review

a. Visitor and volunteer policy 7. Financials November 2019 1. Academic review 2. Accountability progress report 3. Staff performance review 4. 2020-2021 Calendar review 5. Financials December 2019 1. Academic review 2. Celebrations 3. Mid-year feedback and evaluation of

CEO 4. Annual staff, student, and parent surveys 5. PAC and SAC Committee reports 6. Annual policy review

a. Electronic device policy b. Financial planning and budgeting

policy c. Fiscal accounting policy d. Internal audit policy e. Credit card policy f. Authorized signature and

purchasing policy

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January 2020 – State of School 1. Academic progress 2. Accountability progress report 3. Teacher, student, and parent testimonials 4. Celebrations February 2020 1. Academic review 2. Board self-evaluation 3. Financials 4. Annual policy review

a. Kindergarten program and policy b. Student uniform policy c. Student discipline policy

March 2020 1. Academic reports 2. Celebrations 3. PAC and SAC Committee reports 4. Accountability progress report 2019 –

2020 Goals and key performance indicators

5. Financials April 2020 – Board retreat 1. Annual report 2. Academic review 3. 2020-2021 Action Plan 4. Proposed 2020-2021 Budget 5. Financials 6. SAC nominations for Parent Directors

7. Annual policy review a. Employee handbook b. Employee communications policy c. Employee dress code policy d. Employee leave and compensation

policy e. Parent communications policy f. Parent and student handbook

8. After school activities review May 2020 1. Academic review 2. Teacher, student, and parent climate

surveys 3. Systems review 4. Staff performance review 5. Accountability progress report 6. Financials 7. Parent Directors election results 8. PAC and SAC Committee reports Jun 2020 1. 2019-2020 Academic data review 2. 2019-2020 Accountability report 3. Climate survey results 4. 2020-2021 Board officer election 5. Parent Directors on-boarding 6. 2020-2021 Board calendar 7. 2020-2021 enrollment and staffing

projections 8. Financials

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Appendix 4: Resumes of Mike Miles and Amanda Ortiz-Torres

F. Mike Miles fmikemiles@gmail.com 719 352-9121 (c)

Experienced leader with demonstrated success in transforming school districts and turning goals and ideas into action. A former Army officer and U.S. Diplomat with the leadership, vision, and courage to guide educational reform. Will lead:

• Innovation to create the next generation of schools

• Expansion of schools that prepare students for a Year 2030 workplace

• Community engagement

• Significant improvement of student achievement

• Talent management and development to improve outcomes

• A high-performance culture and one that puts children first

EDUCATION United States Military Academy, West Point, New York Bachelor of Science, Engineering (English minor), Jun 1978 Leningrad State University, St. Petersburg, Russia Graduate of Intensive Language Program, Feb 1986 - Jun 1986 University of California, Berkeley, California Bachelor of Arts, Slavic Languages and Literature, Dec 1986 Columbia University, School of International and Public Affairs, New York Master of International and Public Affairs, May 1989. Specialization: Soviet Studies. Graduate of W. Averell Harriman Institute for the Advanced Study of the Soviet Union University of Colorado, School of Education, Colorado Springs Alternative Licensure Program, May 1996. Principal Licensure Program, Oct 1998

Soldier, Diplomat, Educator, Leader

As a young cadet, I added Cyrano de Bergerac to my list of heroes. In him I saw that combination of martial skill and enlightenment that I myself struggled to develop. I aspired to be a modern-day Cyrano – a Renaissance man, a poet and a fighter, a man of thought and a man of action. Thus, at West Point I resolved to be as good at crafting a line of verse as planning a night assault, as committed to philosophy as the study of war.

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Fellow, Pahara-Aspen Institute, Aspen, Colorado, Oct 2017 Fellow, Broad Superintendents Academy, Los Angeles, California, 2011 WORK EXPERIENCE HIGHLIGHTS Educator CEO, Third Future Schools June 2016 - present Colorado Springs, CO

• Designed and earned authorization for a fundamentally different type of charter school to close achievement gaps and prepare students for a Year 2030 workplace

• Created a revolutionary educational system to meet the needs of the modern learner

Co-founder, Third Future Consultants Aug 2015 – Jul 2017 Colorado Springs, CO

• Helped school and district leaders build effective schools • Supported the turnaround of low performing and struggling schools • Provided professional development focused on strengthening leadership density,

high quality instruction, a high-performance culture, and effective instructional program

Superintendent, Dallas Independent School District Jul 2012 – Jul 2015 Dallas, TX

• Guided a leadership team that transformed a large, urban school district, laying the foundation for great student success and a high-performance culture

• Developed and implemented the most rigorous pay-for-performance teacher and principal evaluation systems in the nation

• Established a clear focus on the quality of instruction and student outcomes, and created support systems for teachers and principals

• Oversaw the largest student achievement growth of any large, urban district in Texas; the graduation rate improved from 81 to 86 percent; and the District established a national standard for the number of minority students passing the Advanced Placement exams

• Established system-wide performance indicators and created an electronic dashboard to monitor progress

• Led other key reform initiatives to align the curriculum, prioritize resources,

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expand community engagement, grow investments in early childhood, and expand school choice options

Superintendent, Harrison School District 2 Jul 2006 – Jul 2012 Colorado Springs, CO

• Transformed the District, significantly improving the quality of instruction and raising student achievement

• Expanded leadership capacity and increased the organization’s systemic effectiveness

• Designed and implemented a rigorous, first-of-its-kind pay-for-performance system in the nation

• Led other key reform initiatives to end social promotion, develop a Year 2020 curriculum, and produce college and career ready graduates

Other educational experiences: • Assistant Superintendent for Curriculum and Instruction

(School District 8, Fountain, CO, Jun 2003 – Jun 2006) • Principal, Fountain Middle School

(School District 8, Fountain, CO, Oct 1999 – Jul 2003) • Teacher, Fountain-Ft. Carson High School

(School District 8, Fountain, CO, Aug 1995 – Aug 1999) Diplomat Foreign Service Officer, U.S. Department of State Jul 1990 – Jan 1995

• Served as U.S. diplomat in Moscow, Russia and Warsaw, Poland • As Special Assistant to the U.S. Ambassador to Russia, helped coordinate the

Embassy’s response to key policies and events at the end of the Cold War Policy Analyst and Research Specialist Sep 1989 – Jun 1990 U.S. Department of State

• Soviet Desk -- made policy recommendations and wrote talking points for use

by the Secretary of State during high-level discussions with the Soviets on German reunification, chemical weapons, NATO and other issues

• Bureau of Intelligence and Research (INR) -- analyzed intelligence information and wrote reports for the President’s and Secretary of State’s morning summary

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Soldier Officer, United States Army Jun 1978 – Jul 1983

• Commanded a 150-man Infantry Rifle company, Ft. Lewis, WA. • Trained and led a Special Operations Team of the Army’s elite Rangers • Established protocols and procedures for hostage rescue in countries hostile to

the U.S. • Completed advanced training at specialized military schools including Ranger,

Airborne, Air Assault and Special Operations Training OTHER PROFESSIONAL ACTIVITIES Education Consultant (2003 – 2012; 2015 – present)

• Provided professional development in curriculum alignment, systems thinking, action planning, and leadership for the Colorado Department of Education (CDE), New Jersey Department of Education, Colorado Association of School Executives (CASE), and over thirty school districts in Colorado and New Jersey

• Established and conducted the Western Colorado Educators’ Conference and the Southern Colorado Educators’ Conference to help bring quality professional development to the rural districts of Colorado

• Presented at numerous conferences, including for CASE, CDE, and the Association for Supervision and Curriculum Development

Adjunct University Faculty

• Taught Educational Politics and Supervision and Evaluation of Instruction for the University of Colorado at Colorado Springs (2006-2009)

• Taught in the Weekend School Executive Preparation Program and Supervision and Evaluation of Instruction for the University of Denver (2008-2009)

Education Committees and Boards

Current

• Board member of Colorado League of Charter Schools • Board member of A+ Colorado • Board member of Teach for America in Colorado • Board member of the National Council on Teacher Quality • Member of Chiefs for Change

Other

• Expert Advisory Group, Principal Talent Management Project, George W. Bush Institute

• Member of the Governor’s Education Leadership Council appointed by Governor John Hickenlooper

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• Member of the Pikes Peak Community College Advisory Council appointed by the Colorado State Board for Community Colleges

• Member of the Standards and Review Committee appointed by Colorado Commissioner of Education Dwight Jones

• Member of the Technical Working Group of the Center for Comprehensive School Reform and Improvement located in Washington, D.C.

• Member of the state Technical Advisory Panel for the Longitudinal Analysis of Student Assessment created by Colorado Governor Bill Ritter

• Member of the state RTI (Response to Intervention) Implementation Team appointed by former Colorado Commissioner of Education William Moloney

COMMUNITY SERVICE AND LEADERSHIP Committees and Boards

• Chairman of the Colorado Springs YMCA Board of Directors (2011) • Black Leadership Forum, Colorado Springs (2000-2012) • Colorado Springs Sustainable Funding Committee (2009) • Pikes Peak YMCA Pioneering Healthier Communities Committee (2009) • Colorado College Business and Community Alliance Board (2008-2010) • Citizens Project, Colorado Springs (1998-2001) • Vice President, Human Relations Coalition Board of Directors, Colorado Springs

(1996-2001) • University of Colorado Dean’s Advisory Committee (1998-2001)

Leadership training

• Colorado Springs Leadership Institute (2008) • Center for Creative Leadership Community Leadership Program (2001) • Bighorn Center Political Development Program (2001-2002) • Leadership Pikes Peak (1997)

HONORS, RECOGNITION, AND AWARDS

• Dr. Nolan Estes Leadership Ascension Award, University of Texas, Austin (2014) • Vista Award, Public Relations Society of America (2012) • Civic Innovator Award, UCCS Center for the Study of Government (2011) • Man of Distinction Award, Colorado Prince Hall Foundation (2011) • Honorary Citation in the U.S. Congressional Record (2011) • Colorado Communicator of the Year Award (2010) • NAACP Freedom Fund Award for Leadership in Education (2010) • Urban Peak Colorado Springs Pathmaker Award (2009) • Colorado Springs Urban League Community Service Award (1998) • U.S. Department of State Meritorious Service Medal (1994)

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• Presidential Management Internship (1989) • Mellon Fellowship in the Humanities (1987) • Army Commendation Medals (1978-1983)

PUBLICATIONS

• Teacher Compensation Based on Effectiveness, a report published by the Thomas B. Fordham Institute, Mar 2012

• Leadership Development for Educators, book co-authored with Herb Rubenstein and Laurie Bassi, Rowman and Littlefield Publishers, Nov 2009

• Systems Thinking in Practice, web cast developed for The Center for Comprehensive School Reform and Improvement, Mar 2007, http://www.centerforcsri.org/webcasts/webcast3

• Operationalizing Systems Thinking, CASE Leadership Series, Colorado Association of School Executives, Winter 2006, pp. 15-17

• Fixing the Teacher Evaluation Mess, article published in ASQ Primary and Secondary Education Brief, Jul 2009 and in Education News Colorado, Jun 2009

SELECTED KEYNOTES AND PRESENTATIONS • Implementing a New Education System – presentation at the Colorado League

of Charter Schools Conference, Denver, Colorado, 2 Mar 2018 • Leading Large Urban Districts: Reflections and Challenges – presentation at

America Succeeds’ Edventure Summit, Boise, Idaho, 10 Sep 2015 • Transforming Urban Districts – presentation at the National Excellence in Urban

Education Symposium, Dallas, Texas, 21 May 2015 • Expanding Summer Learning – keynote address to educators assembled by the

Wallace Foundation at its summer learning conference, Dallas, Texas, 25 Mar 2015 • Measuring principal effectiveness – presentation at the NSBA 75th Annual

Conference, Nashville, Tennessee, 21 Mar 2015 • Systemic alignment of supervisor, principal, and teacher evaluations –

presentation at the AASA Conference, San Diego, California, 27 Feb 2015 • Revolutionizing Teacher Compensation – presentation at the TASBO 69th

Annual Conference, Houston, Texas, 18 Feb 2015 • Decision-making During the Ebola Crisis – presentation at the TASA Midwinter

Conference, Austin, Texas, 27 Jan 2015 • Measuring Teacher Effectiveness – presentation at the TASA Midwinter

Conference, Austin, Texas, 26 Jan 2015 • Leadership and Character in Education – keynote speech to the Dallas Boy

Scouts’ Whitney M. Young Jr. Character Luncheon, Dallas, Texas, 14 Nov 2014 • Cultivating Strong Leadership for Our Great City Schools – presentation at

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the Council of Great City Schools 58th Annual Fall Conference, Milwaukee, Wisconsin, 24 Oct 2014

• Leading transformational Change – Presentation to Louisiana Superintendents Circle Meeting sponsored by Stand for Children Louisiana, New Orleans, Louisiana, 27 Jun 2014

• Measuring teacher and principal effectiveness – Presentation to a group of North Carolina legislators sponsored by BEST, Raleigh, North Carolina, 28 May 2014

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AMANDA ORTIZ-TORRES, Ph.D. 730 Platt Lane, Palmer Lake, CO 80133

(719) 339-0914 – atorres@aalk8.org PROFESSIONAL EDUCATOR

Committed to the concepts of developing personalized learning environments that maximize learning experiences, so each student can meet his/her own potential.

“As the world becomes more inter-connected organizations that will truly excel in the future will be (those)… that discover how to tap people’s commitment and capacity to learn.” Peter Senge ‘The Fifth Discipline’

EDUCATION

Ph.D. Educational Philosophy, policy, and Administration University of Denver Denver, Colorado Administrative Licensure, Colorado Initial Administrative License University of Denver Denver, CO Principal Licensure, Colorado Initial Principal License 0444523 University of Denver Denver, CO Master of Arts, Teaching English as a Second Language Hawai'i Pacific University Honolulu, HI Bachelor of Science, Elementary/Mathematics Education (Academic Distinction) University of Northern Colorado Greeley, CO Education Endorsement. English as a Second Language University of Northern Colorado Greeley, CO Professional Teacher License. Colorado Elementary Education License 0428499 Colorado Springs, CO

November 2012 August 2010 May 2009 May 2006 May 2003 May 2003 June 2009

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WORK EXPERIENCE

Third Future Schools, Aurora CO

Academy of Advance Learning 2017-Present

Assistant Principal K-8

As assistant principal I will implement and support a personalized learning model that will maximize student learning. I will coach teachers on delivering effective instruction and building habits of success for all students.

Reading Interventionist/ELD Coordinator

As reading interventionist and ELD coordinator I was responsible for writing READ plans, ELD plans, plan for effective instruction and coach teachers on best practices for struggling readers and learners of a second language.

Falcon School District 49, Falcon CO 2014-Present

K-12 Assistant Principal

I was responsible for providing assistance to the Principal with leadership, direction, supervision, operations and accountability at Patriot Learning Center. Patriot Learning Center is an alternative middle and high school that creates a nurturing and safe learning environment for students with behavioral, cognitive and social needs.

Harrison School District Two, Colorado Springs CO 2009-2014

Elementary Principal- Monterey Elementary School, HSD2

Supervised 54 staff members including 28 certified teachers, 2 instructional interventionist and one AP. Monterey is a center-based site for all Non-English Proficient (NEP)ELL leaners. This year we focused our need on providing language rich environments for all classrooms by ensuring students have multiple opportunities to speak, listen, read and write. I was successful in completing all principal responsibilities.

Assistant Principal – Sierra High School. HSD2

Supervised 17 Math and Science Teachers. Organized and implemented instructional strategies through professional learning communities. All assistant principal duties as well.

English as a Second Language Supervisor, Central Office Administration

Supervised middle and high school teacher on instructional coaching and implementation. Wrote ESL curriculum and assessments.

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Academy School District Twenty, Colorado Springs, CO 2007 – 2009

Elementary Teacher– Woodmen-Roberts Elementary, School District 20

Provided educational services in the core content areas of English as a Second Language to elementary students ESL Coordinator – School District 20, Central Administration Office Coordinated the Adult ESL courses for School District 20.

Teacher– Woodmen-Roberts Elementary, School District 20

Provided educational services in the core content areas of math, science, and social studies to students in the role of a Kindergarten Teacher. Central and Windward School District, Honolulu, HI 2004-2007 Teacher - Hau’ula Elementary Provided educational services in the core content areas of math, science, and social studies to students in the role of First Grade Teacher. Teacher- - Central Middle School, District 20 Wrote a variety of lessons for ESL instruction to provide support for classroom teacher to implement. As a resource teacher, I focused on setting up activities for students to work in small groups, building on pre-literacy skills and oral communication. Resource Teacher- Kailua Elementary A served as Resource Teacher for grades K-3 students and parents. Englewood School District, Englewood, CO 2003-2004 Teacher - - Flood Middle School Provided educational services in the core content areas of math, science, and social studies to students in the role of Sixth Grade Teacher. Professional Development Workshops / Experience

Restorative Justice MClass READ Act Classroom Management DIBELS ADMAS 50 ILP Writing ESL Strategies Leadership Skills Student-Centered Learning SIOP ACCESS

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HOPE Foundation Student Engagement TCAP LAS Links Read About Web Design Discipline Management ELP Writing McRel ELL Leadership Academy COTESL Member NTESL Member NABE IB-PYP Trained PBS Trained RtI Implementation Soccer Coach Volleyball Coach Science Club Supervisor

Educational Technology

Proficient in the use and application of Power School /Infinite Campus (a school-preferred system for student records), Excel, Word

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Appendix 5: Conflict of Interest Policy

Board Member Conflict of Interest Policy Board members are expected to avoid conflicts of interest involving all matters considered by the Board. A conflict of interest exists when a member is confronted with an issue in which the member has a personal or financial interest or an issue or circumstance that could render the member unable to devote complete loyalty and singleness of purpose to the public interest. 1. If a Board member has a personal or financial interest in any matter being considered by the Board, the member shall disclose such interest to the Board, shall not vote on the matter, and shall not attempt to influence the decisions of other Board members. 2. A member of the Board shall not also be an employee of the District, nor shall a member receive any compensation for services rendered to the District. This provision shall not prohibit members from receiving reimbursement for authorized expenses incurred during the performance of board duties. 3. The Board shall not enter into any contract with any of its members or with a firm in which a member has a financial interest. 4. A Board member is expected to avoid conflict of interest in the exercise of the member's fiduciary responsibility. Accordingly, a Board member may not: a. disclose or use confidential information acquired during the performance of official duties as a means to further the Board member's own personal financial interests or the interests of a member of the Board member's immediate family; b. accept a gift of substantial value or economic benefit which would tend to improperly influence a reasonable person, or which the Board member knows or should know is primarily for the purpose of a reward for official action; c. engage in a substantial financial transaction for private business purposes with a person whom the Board member directly supervises; d. perform an official act which directly confers an economic benefit on a business in which the Board member has a substantial financial interest or is engaged as a counsel, consultant, representative or agent. Board members will affirm annually that they have read this policy and that they have no known or suspected violations of this policy.

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Appendix 6: Staff Grievances and Complaints Nondiscrimination/Equal Opportunity (Complaint and Compliance

Process) Coperni 3 is committed to providing a working and learning environment that is free from unlawful discrimination and harassment. Coperni 3 shall respond to reported concerns and complaints of unlawful discrimination and/or harassment; take action in response when unlawful discrimination and/or harassment is discovered; impose appropriate sanctions on offenders in a case-by-case manner; and protect the privacy of all those involved in unlawful discrimination and/or harassment complaints as required by state and federal law. Under certain circumstances, the complaint may be referred to law enforcement for investigation. Coperni 3 has adopted the following procedures to promptly and fairly address concerns and complaints about unlawful discrimination and/or harassment. Complaints may be submitted informally or formally. Notwithstanding any of the procedures outlined below, the CEO or Board President of Coperni 3 may refer any incident or complaint to legal counsel should either deem it in the best interest of Coperni 3 to do so. Definitions The term "compliance officer" means an employee designated to act as such by the Board of Directors. That individual shall be identified by name, address and telephone number. If the designated individual is not qualified or is unable to act as such, the CEO shall designate an administrator who shall serve until a successor is appointed by the Board. The term "aggrieved individual" shall mean a student, the parents or guardians of a student under the age of 18 acting on behalf of a student, a student 18 or over, or an employee of Coperni 3, who is directly affected by an alleged violation of Coperni 3 policies prohibiting unlawful discrimination or harassment. Compliance officer's duties The compliance officer shall be responsible for conducting a confidential investigation and coordinating all complaint procedures and processes, for any alleged violation of federal or state statute or Coperni 3 policy prohibiting unlawful discrimination or harassment. The compliance officer's duties shall include providing notice to students, parents/guardians of students and employees concerning the compliance process available, dissemination upon request of information concerning the forms and procedures for the filing of complaints, investigation of all complaints and coordination of the hearing procedures. The compliance officer may act as the hearing officer. Complaint procedure An aggrieved individual who believes he or she has been subject to unlawful discrimination or harassment in violation of law and Coperni 3 policy is encouraged to report the incident as

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provided in Coperni 3 policy. All reports received by teachers, counselors, principals or other Coperni 3 employees shall be forwarded to the compliance officer. Any aggrieved individual may file, with the compliance officer, a complaint charging Coperni 3, another student or any school employee with unlawful discrimination or harassment. The complaint shall be in writing and shall describe with reasonable specificity the nature of the complaint. Upon receiving a complaint, the compliance officer shall confer with the aggrieved individual as soon as is reasonably possible in order to obtain a clear understanding of the basis of the complaint and to discuss what action the aggrieved individual is seeking. At the initial meeting, the compliance officer shall explain the avenues for informal and formal action, provide a description of the complaint process, and explain that both the victim and the individual alleged to have engaged in prohibited conduct have the right to exit the informal process and request a formal resolution of the matter at any time. The compliance officer shall also explain that whether or not the individual files a formal complaint or otherwise requests action, Coperni 3 is required by law to take steps to correct the unlawful discrimination or harassment and to prevent recurring unlawful discrimination, harassment or retaliation against anyone who makes a report or participates in an investigation. The compliance officer shall also explain that any request for confidentiality shall be honored so long as doing so does not preclude Coperni 3 from responding effectively to the prohibited conduct and preventing future prohibited conduct. Following the initial meeting with the aggrieved individual, the compliance officer shall attempt to meet with the individual alleged to have engaged in prohibited conduct and his or her parents/guardians, if the individual alleged to have engaged in prohibited conduct is a student, in order to obtain a response to the reported harassment. Such person(s) shall be informed only of those facts which, in the compliance officer's judgment, are necessary to achieve a full and accurate disclosure of material facts or to obtain an informal resolution. The compliance officer may consider the following types of information in determining whether unlawful harassment occurred:

1. statements by any witness to the alleged incident, 2. evidence about the relative credibility of the parties involved, 3. evidence relative to whether the individual alleged to have engaged in prohibited conduct

has been found to have engaged in prohibited conduct against others, 4. evidence of the aggrieved individual's reaction or change in behavior following the

alleged prohibited conduct, 5. evidence about whether the alleged victim and/or aggrieved individual took action to

protest the conduct, 6. evidence and witness statements or testimony presented by the parties involved, 7. other contemporaneous evidence, and/or 8. any other evidence deemed relevant by the compliance officer.

In deciding whether conduct is a violation of law or policy, all relevant circumstances shall be considered by the compliance officer, including:

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1. the degree to which the conduct affected one or more students' education or one or more

employee's work environment, 2. the type, frequency and duration of the conduct, 3. the identity of and relationship between the individual alleged to have engaged in the

prohibited conduct and the aggrieved individual and/or alleged victim, 4. the number of individuals alleged to have engaged in the prohibited conduct and number of

victims of the prohibited conduct, 5. the age of the individual alleged to have engaged in the prohibited conduct and the aggrieved

individual and/or alleged victim, 6. the size of the school, location of the incident and context in which it occurred, 7. other incidents at the school. The compliance officer shall determine whether the matter should proceed formally or informally. At any time, the aggrieved individual may request an end to an informal process and begin the formal compliance process. On the basis of the compliance officer's investigation and if the aggrieved individual requests that the matter be resolved in an informal manner and the compliance officer agrees that the matter is suitable for such resolution, the compliance officer may attempt to resolve the matter informally. The compliance officer shall prepare a written report containing findings and recommendations, as appropriate, to the CEO. The compliance officer's report shall be advisory and shall not bind the CEO or Coperni 3 to any particular course of action or remedial measure. However, the report may be used by the CEO or other Coperni 3 administration officials as a basis for disciplinary or other appropriate action. Formal complaint process If the aggrieved individual requests a formal complaint process, the compliance officer shall transfer the record within five school days to the CEO or designee for formal resolution and so notify the parties by certified mail. After reviewing the record made by the compliance officer, the CEO or designee may gather additional evidence necessary to decide the case and/or determine that a hearing is necessary. At such time the matter should be referred to an administrative hearing officer for further fact-finding. The hearing officer will be an administrative employee of Coperni 3 designated by the CEO. The hearing shall be informal. The hearing officer shall provide the affected person a written statement of charges, evidence and reasons supporting the proposed adverse action. A student shall be entitled to be represented by his/her parent or by an attorney. An employee shall be entitled to be represented by an attorney or other representative of his/her choice. The complainant shall appear at the hearing and shall be entitled to present testimony and other evidence. Formal rules of evidence shall not apply. The compliance officer or designee may

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represent Coperni 3 at the hearing and shall likewise be entitled to present testimony and other evidence. The hearing shall be closed to the public. The hearing officer shall make a written recommendation to the CEO based upon evidence presented at the administrative hearing. Within 10 school days of receiving the record from the hearing, the CEO or designee shall determine any action deemed appropriate. Coperni 3 action Whether or not a formal complaint is filed, Coperni 3 shall take appropriate action to end the prohibited conduct, to make the victim whole by restoring lost educational or employment opportunities, to prevent the prohibited conduct from recurring and to prevent retaliation against anyone that reports unlawful discrimination or harassment or participates in an unlawful discrimination or harassment investigation. All parties, including the parents/guardians of all students involved, shall be notified by the CEO of the final outcome of the investigation and all steps taken by Coperni 3. If disciplinary action is recommended for a student or employee, that action shall proceed in accordance with applicable Coperni 3 policy. Remedial and/or disciplinary actions shall include measures designed to stop the prohibited conduct, correct its negative impact on the affected individual, and ensure that the prohibited conduct does not recur. Nothing contained herein shall be interpreted to confer upon any person the right to a hearing independent of a Coperni 3 policy, administrative procedure, statute, rule, regulation or agreement expressly conferring such right. This process shall apply, unless the context otherwise requires and unless the requirements of another policy, procedure, statute, rule, regulation or agreement expressly contradicts with this process, in which event the terms of the contrary policy, procedure, law, rule, regulation or agreement shall govern.

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Staff Grievances

It is Coperni 3’s desire that procedures for settling differences provide for prompt and equitable resolution at the lowest possible administrative level and that each employee be assured an opportunity for orderly presentation and review of grievances without fear of reprisal. If the Supervising Administrator (principal or assistant principal) has initiated a written Letter of Reprimand or Remediation Plan to the employee, the employee may respond with their own written statement or rebuttal within five (5) working days. These documents will become part of the employee record. These documented actions are not grievable. The content of an evaluation and the ratings given shall not be grievable under Coperni 3's grievance process. A "grievance" is defined as an alleged material violation of Coperni 3 Policies or Board of Directors Governing Policies that apply to all employees. When an employee perceives a violation of Coperni 3 Policy, Board Governing Policies and/or statute, the employee is encouraged to bring the issue to their Supervising Administrator or the CEO. At Level I of the grievance process, the Supervising Administrator and employee will make every effort to reach resolution in a collaborative fashion. If the Supervising Administrator does not have the authority to resolve the issue, the Supervising Administrator will refer the employee to the next level of the grievance process. Nothing in this policy shall be construed to imply in any manner the establishment of personal rights not explicitly established by statute or Coperni 3 Policy. Neither shall anything in this Policy be construed to establish any condition prerequisite relative to non-renewal of contracts, transfer, assignment, dismissal, or any other employment decision relating to school personnel. All employment decisions remain within the sole and continuing discretion of the Administration and/or Board, as appropriate, subject only to the conditions and limitations prescribed by Colorado law.

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Public Concerns and Complaints Policy

Constructive criticism motivated by a sincere desire to improve the quality of the educational program or to equip the schools to do their tasks more effectively is welcomed by the Board of Directors (Board). The Board believes that complaints and grievances are best handled and resolved as close to their origin as possible. Therefore, the proper channeling of complaints involving instruction, discipline or learning materials will be as follows:

1. Teacher 2. Principal 3. CEO 4. Board of Education

Any complaint about school personnel shall always be referred back through proper administrative channels before it is presented to the Board for consideration and action. When a complaint is made directly to an individual Board member, the procedure outlined below shall be followed:

1. The Board member shall refer the person making the complaint to the principal or CEO.

2. If the person will not personally present the complaint to the principal or CEO, the Board member shall then ask that the complaint be written and signed. The Board member may then refer the complaint to the principal or CEO for resolution.

3. If at any time the person making a complaint feels that a satisfactory reply has not been received from a principal, that person should be advised to consult with the CEO and, if still not satisfied, to request that the complaint be heard by the Board of Directors.

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Appendix 7: Job Descriptions

Description The Chief Executive Officer (CEO) is overall responsible for the success of the school. He is the keeper of the vision and mission and guides the staff in the accomplishment of specific goals and objectives to accomplish the mission and realize the vision. He is supervised by the Board of Directors. Qualifications • Bachelor’s degree; Masters preferred • Successful experience leading a school, district, or large organization • Demonstrated leadership and experience leading teams in complex organizations or complex

environments • Demonstrated experience managing change or educational reform • Knowledge of curriculum and instructional delivery • Demonstrated ability to lead a group of people to the accomplishment of challenging goals or

on a journey they would not ordinarily take on their own Responsibilities • Assume administrative responsibility and leadership for the planning, operation, supervision,

and evaluation of the instructional programs • Keep staff focused on outcomes and student performance and academic achievement • Establish a high-performance culture and effective school system • Hire a high-quality staff and expand staff capacity in the delivery of high-quality instruction

in a personalized learning environment • Expand leadership density • Ensure compliance with Board policies and directives • Keep the Board informed; communicate and collaborate with the Board and individual

members of the Board • Establish priorities and follow through on priorities that are aligned with Coperni 3’s vision

and mission • Guide staff in the accomplishment of the Schools goals and objectives as outlined in the

School Action Plan • Ensure adequate funding for the school and ensure the school is properly resourced • Coach and evaluate the principal • Create and manage the budget, ensuring the financial health of the school • Work with the principal to assign staff • Work with the principal to terminate or suspend an employee’s employment when necessary • Prepare recommendations for policies to be adopted by the Board and oversee the

implementation of adopted policies; • Oversee the submission of reports as required by state or federal law, rule, or regulations

CEO

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• Build relationships with community members and organizations to support student learning and to advocate for the staff

• Create and maintain a positive image of the school

Description The Principal is responsible for the day-to-day operation of Coperni 3. She creates a safe and orderly learning environment and implements the instructional program to accomplish the mission and the vision of the school. She leads and motivates staff to strive for superior performance and help all children succeed and raise student proficiency. She is supervised by the CEO. Qualifications • Master’s degree • Successful experience leading a school, district, or organization • Demonstrated leadership and experience leading teams in complex organizations or complex

environments • Demonstrated experience managing change or educational reform • Knowledge of curriculum and instructional delivery • Demonstrated ability to lead a group of people to the accomplishment of challenging goals or

on a journey they would not ordinarily take on their own Responsibilities • Manage the day-to-day operation of Coperni 3, including implementing and monitoring

plans, procedures, programs, and systems to achieve clearly defined and desired outcomes • Nurture self-awareness

o Self-assesses strengths, areas for growth, and preferences o Reflects on her actions; acts with courage and integrity

• Establish a shared vision of success o Reinforce Core Beliefs o Guide staff to a shared vision o Establish goals and clarify purpose

• Lead change • Maximize human potential and inspire staff • Demonstrate other leadership skills

o Communicate well and practice sense-making o Make effective decisions o Demonstrate broad perspective

• Operate systemically o Identify and pay attention to system connections o Focus on leverage points o Strengthen system components

• Create a high performance and adaptive culture

Principal

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o Distribute decision-making o Develop an adaptive culture o Hold the staff and the organization accountable for outcomes

• Design and execute action plans o Assess need o Design an effective action plan o Implement the Action Plan well and in a way to meet the accountability metrics o Monitor progress of staff members and the school

• Guide the instructional program o Maintain an intense focus on student academic achievement and maintain a strong

instructional core o Improve the quality of instruction o Assess student learning

• Evaluate staff o Grow staff capacity and leadership density o Provide effective coaching and professional development o Facilitate individual growth of teachers and other staff members o Strengthen leadership capacity

• Recruit and retain effective teachers o Work with the CEO to recruit and hire effective teachers o Retain effective teachers o Create a positive work environment and a high-performance culture

• Communicate with external and internal stakeholders o Communicate with staff and practice sense-making o Build positive relations with parents and other school stakeholders o Use different media to communicate key messages

• Perform other duties as assigned

Description The assistant principal will support the principal in the day-to-day operations of Coperni 3. In a supporting role, she has the same responsibilities as the principal: creates a safe and orderly learning environment, implements the instructional program to accomplish the mission and the vision of the school, leads and motivates staff to strive for superior performance, and helps all children succeed and raise student proficiency. She is an instructional leaders and coaches and evaluates teachers and learning coaches. The assistant principal is able to step in as principal in the principal’s absence. She is supervised by the Principal. Qualifications • Master’s degree • Demonstrated leadership and experience leading teams in complex organizations or complex

environments

Assistant Principal

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• Demonstrated experience managing change or educational reform • Knowledge of curriculum and instructional delivery • Demonstrated ability to lead a group of people to the accomplishment of challenging goals • Willingness to work in and to help create a high-performance culture Responsibilities

These responsibilities are the same as the Principal’s except that the Assistant Principal is in a supportive and subordinate role to the Principal. The Principal may adjust these responsibilities so that the Assistant Principal focuses on some areas more than others. The Principal may further revise this list to take advantage of the Assistant Principal’s strengths and mitigate weaknesses.

• Manage the day-to-day operation of Coperni 3, including implementing and monitoring plans, procedures, programs, and systems to achieve clearly defined and desired outcomes

• Nurture self-awareness o Self-assesses strengths, areas for growth, and preferences o Reflects on her actions; acts with courage and integrity

• Establish a shared vision of success o Reinforce Core Beliefs o Guide staff to a shared vision o Establish goals and clarify purpose

• Lead change • Maximize human potential and inspire staff • Demonstrate other leadership skills

o Communicate well and practice sense-making o Make effective decisions o Demonstrate broad perspective

• Operate systemically o Identify and pay attention to system connections o Focus on leverage points o Strengthen system components

• Create a high performance and adaptive culture o Distribute decision-making o Develop an adaptive culture o Hold the staff and the organization accountable for outcomes

• Design and execute action plans o Assess need o Design an effective action plan o Implement the Action Plan well and in a way to meet the accountability metrics o Monitor progress of staff members and the school

• Guide the instructional program o Maintain an intense focus on student academic achievement and maintain a strong

instructional core o Improve the quality of instruction o Assess student learning

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• Evaluate staff o Grow staff capacity and leadership density o Provide effective coaching and professional development o Facilitate individual growth of teachers and other staff members o Strengthen leadership capacity

• Recruit and retain effective teachers o Work with the CEO to recruit and hire effective teachers o Retain effective teachers o Create a positive work environment and a high-performance culture

• Communicate with external and internal stakeholders o Communicate with staff and practice sense-making o Build positive relations with parents and other school stakeholders o Use different media to communicate key messages

• Perform other duties as assigned Description The counselor will support students with social-emotional needs and habits of success. She coordinates with parents and provides information to parents to help students progress and succeed in school. She assists with the development of Student Learning Plans, paying particular attention to goals related to social-emotional needs. She will also be on the leadership team and assist in the day-to-day operation of Coperni 3. The counselor at Coperni 3 will also assist with both internal and external communications. Qualifications • Bachelor’s degree; Master’s preferred

o Degree in counseling or the behavioral sciences preferred • Experience working with or teaching children • Experience counseling students • Three years of demonstrated results improving student academic achievement in a core

content area (preferred) • Demonstrated leadership abilities • Experience leading a team of adults or working on a high-performance team • Willingness to work in and contribute to a high-performance culture

Responsibilities • Counsel students, parents, and guardians for the purpose of enhancing student success,

academically, socially, and emotionally, in school • Counsel individuals and small groups of children toward social and emotional growth • Support students (and staff) with life events that negatively impact a student’s health,

welfare, or ability to succeed at school

Counselor

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• Coordinate with teachers, administrators, or community (e.g. courts, child protective services, etc.) for the purpose of providing/receiving requested information and/or making recommendations

• Monitor students' progress for the purpose of identifying issues and taking appropriate action for increasing student success

• Prepare reports and correspondence for conveying information and to document activities and provide reference material

• Support the creation of a safe and positive educational climate in which students may learn • Develop Student Learning Plans and support students in accomplishing their learning

objectives • Support students in the development of habits of success • Work with colleagues and the administration to accomplish the school’s goals as outlined in

the School Action Plan • Expand personal leadership skills • Participate in professional learning communities and function well as part of a team • Read and stay abreast of current topics in education • Manage student behavior in the school by invoking approved disciplinary procedures when

appropriate • As part of the leadership team, assist the principal and assistant principal in the day-to-day

operation of the school • Assist with internal and external communications • Perform other duties as assigned, including assisting with test administration Description Coperni 3’s teachers help students improve academic proficiency and build habits of success. They create a self and orderly learning environment for students who are assigned to their class and for all the students in the school. They deliver high-quality instruction and work with colleagues to accomplish Coperni 3’s mission and vision. They are supervised by the CEO, principal, and/or assistant principal. Qualifications • Bachelor’s degree • Experience working with or teaching children • Three years of demonstrated results improving student academic achievement in a core

content area • Demonstrated leadership abilities • Experience leading a team of adults or working on a high-performance team • Willingness to work in and contribute to a high-performance culture • Willingness to work in a personalized learning environment

Teacher

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Responsibilities • Plan, prepare and deliver instructional lessons and activities • Create a safe and positive educational climate in which students may learn • Develop Student Learning Plans and support students in accomplishing their learning

objectives • Teach an aligned curriculum – be clear about what students need to know and how they will

demonstrate what they have learned • Maintain a focus on student academic and performance outcomes • Use both direct instruction and personalized learning strategies • Differentiate instruction and implement Student Learning Plans in a way that maximizes time

on task, student engagement, and student learning • Support students in the development of habits of success • Be creative in finding on-line resources and materials to supplement instruction and support

personalized learning • Work with colleagues and the administration to accomplish the school’s goals as outlined in

the School Action Plan • Expand personal leadership skills • Participate in professional learning communities and function well as part of a team • Assess student proficiency, monitor student progress, and provide grades in accordance with

school procedures and regulations • Read and stay abreast of current topics in education • Utilize curricula that reflect the diverse educational, cultural, and linguistic backgrounds of

the students served • Tutor students on an individual basis. • Observe and evaluate student's performance • Manage student behavior in the classroom by invoking approved disciplinary procedures • Communicate with and engage parents and families to support student learning and habits of

success • Perform other duties as assigned Description Coperni 3’s teachers help students improve academic proficiency and build habits of success. Special Education teachers primarily support students with IEPs or 504s, but they also help all students who have challenges learning and raising proficiency. They create a self and orderly learning environment for students who are assigned to their class and for all the students in the school. They deliver high-quality instruction and work with colleagues to accomplish Coperni 3’s mission and vision. They are supervised by the CEO, principal, and/or assistant principal. Qualifications • Bachelor’s degree • Certification for providing special education services

SPED Teacher

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• Experience working with or teaching children with disabilities or who have been assessed as needing special education services

• Three years of demonstrated results improving student academic achievement in a core content area or for special education students

• Demonstrated leadership abilities • Experience leading a team of adults or working on a high-performance team • Willingness to work in and contribute to a high-performance culture • Willingness to work in a personalized learning environment Responsibilities • Assess students to determine the need for special education services • Prepare IEPs or 504s for students who qualify • Follow IDEA regulations and comply with other federal and state laws and policies

concerning special education services • Provide services to assigned students in support of their IEPs and Student Learning Plans • Plan, prepare and deliver instructional lessons and activities • Create a safe and positive educational climate in which students may learn • Develop Student Learning Plans and support students in accomplishing their learning

objectives • Teach an aligned curriculum – be clear about what students need to know and how they will

demonstrate what they have learned • Maintain a focus on student academic and performance outcomes • Use direct instruction, personalized learning, and special education strategies to help student

gain proficiency • Differentiate instruction and implement Student Learning Plans in a way that maximizes time

on task, student engagement, and student learning • Support students in the development of habits of success • Be creative in finding on-line resources and materials to supplement instruction and support

personalized learning • Work with colleagues and the administration to accomplish the school’s goals as outlined in

the School Action Plan • Assess student proficiency, monitor student progress, and provide grades in accordance with

school procedures and regulations • Read and stay abreast of current topics in education • Utilize curricula that reflect the diverse educational, cultural, and linguistic backgrounds of

the students served • Tutor students on an individual basis • Observe and evaluate student's performance • Manage student behavior in the classroom by invoking approved disciplinary procedures • Communicate with and engage parents and families to support student learning and habits of

success • Expand personal leadership skills • Participate in professional learning communities and function well as part of a team • Perform other duties as assigned

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Description Coperni 3’s teachers help students improve academic proficiency and build habits of success. English Language Development (ELD) teachers additionally support English language learners (ELL) to access content and gain understanding. They create a self and orderly learning environment for students who are assigned to their class and for all the students in the school. They deliver high-quality instruction and work with colleagues to accomplish Coperni 3’s mission and vision. They are supervised by the CEO, principal, and/or assistant principal. Minimum Qualifications • Bachelor’s degree • Certification for providing ELD services • Experience working with or teaching children • Three years of demonstrated results improving student academic achievement in a core

content area or for English language learners • Demonstrated leadership abilities • Experience leading a team of adults or working on a high-performance team • Willingness to work in and contribute to a high-performance culture • Willingness to work in a personalized learning environment • Bilingual teachers preferred Responsibilities • Assess students to determine the need for ELD support and services • Use strategies to support English language learners grow in their English proficiency and to

access and learn other academic subjects • Comply with federal and state laws or directives (OCR) concerning educating ELL students • Provide services to ELL students in support of their Student Learning Plans • Plan, prepare and deliver instructional lessons and activities • Create a safe and positive educational climate in which students may learn • Develop Student Learning Plans and support students in accomplishing their learning

objectives • Teach an aligned curriculum – be clear about what students need to know and how they will

demonstrate what they have learned • Maintain a focus on student academic and performance outcomes • Use direct instruction, personalized learning, and ELL strategies to help student gain

proficiency • Differentiate instruction and implement Student Learning Plans in a way that maximizes time

on task, student engagement, and student learning • Support students in the development of habits of success • Be creative in finding on-line resources and materials to supplement instruction and support

personalized learning • Work with colleagues and the administration to accomplish the school’s goals as outlined in

the School Action Plan

ELD Teacher

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• Expand personal leadership skills • Participate in professional learning communities and function well as part of a team • Assess student proficiency, monitor student progress, and provide grades in accordance with

school procedures and regulations • Read and stay abreast of current topics in education • Utilize curricula that reflect the diverse educational, cultural, and linguistic backgrounds of

the students served • Tutor students on an individual basis. • Observe and evaluate student's performance • Manage student behavior in the classroom by invoking approved disciplinary procedures • Communicate with and engage parents and families to support student learning and habits of

success • Perform other duties as assigned

Description Coperni 3’s teachers help students improve academic proficiency and build habits of success. Personalized Learning (PL) teachers instruct students and also coach teachers and learning coaches in personalized learning strategies and how best to help students meet their Student Learning Plans (SLPs). They create a self and orderly learning environment for students who are assigned to their class and for all the students in the school. They deliver high-quality instruction and work with colleagues to accomplish Coperni 3’s mission and vision. They are supervised by the CEO, principal, and/or assistant principal. Minimum Qualifications • Bachelor’s degree • Experience working with or teaching children • Three years of demonstrated results improving student academic achievement in a core

content area • Demonstrated leadership abilities • Experience leading a team of adults • Experience working on a high-performance team • Willingness to work in and contribute to a high-performance culture • Willingness to work in a personalized learning environment Responsibilities • Expand knowledge of and skill in the use of personalized learning strategies [Coperni 3 will

train the PL teacher before the start of school] • Coach other teachers in the creation of Student Learning Plans and the use of personalized

learning strategies • With the other PL teachers, ensure the creation of effective Student Learning Plans for all

students

Personalized Learning Teacher

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• Monitor and assess staff proficiency in PL and provide appropriate supports • Monitor and assess student progress on Student Learning Plans • Coach and support staff in revising Student Learning Plans • Plan, prepare and deliver instructional lessons and activities • Create a safe and positive educational climate in which students may learn • Teach an aligned curriculum – be clear about what students need to know and how they will

demonstrate what they have learned • Maintain a focus on student academic and performance outcomes • Use direct instruction and other strategies to support learning • Differentiate instruction and implement Student Learning Plans in a way that maximizes time

on task, student engagement, and student learning • Support students in the development of habits of success • Be creative in finding on-line resources and materials to supplement instruction and support

personalized learning • Work with colleagues and the administration to accomplish the school’s goals as outlined in

the School Action Plan • Expand personal leadership skills • Participate in professional learning communities and function well as part of a team • Assess student proficiency, monitor student progress, and provide grades in accordance with

school procedures and regulations • Read and stay abreast of current topics in education • Utilize curricula that reflect the diverse educational, cultural, and linguistic backgrounds of

the students served • Tutor students on an individual basis. • Observe and evaluate student's performance • Manage student behavior in the classroom by invoking approved disciplinary procedures • Communicate with and engage parents and families to support student learning and habits of

success • Perform other duties as assigned

Description Coperni 3’s learning coaches help students improve academic proficiency and build habits of success. They support teachers in the delivery of high-quality instruction and teach and instruct students as guided by lead teachers. They coach and guide students in a personalized learning environment and focus on the goals and objectives outlined in the Student Learning Plans. Learning coaches may sometimes teach a group of students directly. They create a self and orderly learning environment for students who are assigned to their group and for all the students in the school. They work with colleagues to accomplish Coperni 3’s mission and vision. They are supervised by personalized learning teachers or lead teachers. Qualifications

Learning Coaches

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• Two years of college • Experience working with or teaching children • Demonstrated leadership abilities • Experience working on a team • Willingness to work in and contribute to a high-performance culture • Willingness to work in a personalized learning environment Responsibilities • Plan, prepare and deliver instructional lessons and activities on assigned content (particularly

art, music, physical education, or computer programming) • Create a safe and positive educational climate in which students may learn • Teach and support an aligned curriculum – be clear about what students need to know and

how they will demonstrate what they have learned • Maintain a focus on student academic and performance outcomes • Use direct instruction and other strategies to support learning • Differentiate instruction and implement Student Learning Plans in a way that maximizes time

on task, student engagement, and student learning • Support students in the development of habits of success • Be creative in finding on-line resources and materials to supplement instruction and support

personalized learning • Work with colleagues and the administration to accomplish the school’s goals as outlined in

the School Action Plan • Expand personal leadership skills • Participate in professional learning communities and function well as part of a team • Assess student proficiency, monitor student progress, and provide grades in accordance with

school procedures and regulations • Read and stay abreast of current topics in education • Utilize curricula that reflect the diverse educational, cultural, and linguistic backgrounds of

the students served • Tutor students on an individual basis. • Manage student behavior in the classroom • Communicate with and engage parents and families to support student learning and habits of

success under the direction of the PL teacher or lead teacher • Perform other duties as assigned

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Appendix 8: 2019-2020 Academic Calendar

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Appendix 9: Student discipline and suspensions

Student Discipline The Board believes that effective student discipline is a prerequisite for sound educational practice and productive learning. The objectives of disciplining any student must be to help the student develop a positive attitude toward self-discipline and socially acceptable behavior. All policies and procedures for handling general and major student discipline problems shall be designed to achieve these broad objectives. Disorderly students shall be dealt with in a manner which allows other students to learn in an atmosphere which is safe, conducive to the learning process and free from unnecessary disruptions. The Board in accordance with state law has adopted a written student conduct and discipline code based upon the principle that every student is expected to follow accepted rules of conduct and to show respect for and to obey persons in authority. The code also emphasizes that certain behavior, especially behavior that disrupts the classroom, is unacceptable and may result in disciplinary action. The code shall emphasize proportionate disciplinary interventions and consequences and keeping students engaged in learning. All Board-adopted policies and Board-approved regulations containing the letters "JK" in the file name constitute the discipline section of the legally required code. Immunity for enforcement of discipline code An act of a teacher or other employee shall not be considered child abuse if the act was performed in good faith and in compliance with Board policy and procedures. A teacher or any other person acting in good faith and in compliance with the discipline code adopted by the Board shall be immune from criminal prosecution or civil liability unless the person is acting willfully or wantonly. Remedial discipline plans The principal may develop a remedial discipline plan for any student who causes a material and substantial disruption in the classroom, on school grounds, in school vehicles or at school activities or events. The goal of the remedial discipline plan shall be to address the student's disruptive behavior and educational needs while keeping the child in school. Discipline of habitually disruptive students Students who have caused a material and substantial disruption in the classroom, on school grounds, in school vehicles or at school activities or events three times during the

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school year shall be declared habitually disruptive students. Any student enrolled in Coperni 3 may be subject to being declared a habitually disruptive student. Declaration as a habitually disruptive student may result in the student's expulsion. Distribution of conduct and discipline code The CEO shall arrange to have a copy of the conduct and discipline code provided once to each student and once to each new student in Coperni 3. The CEO shall ensure reasonable measures are taken to ensure each student is familiar with the code. Copies shall be posted in each school of the district. In addition, any significant change in the code shall be distributed to each student and posted in each school. The Board shall consult with administrators, teachers, parents, students and other members of the community in the development of the conduct and discipline code. Remedial discipline plans 1. The principal may develop a plan for any student who causes a material and substantial disruption in the classroom, on school grounds, in school vehicles or at school activities or events. The goal of the remedial discipline plan shall be to address the student's disruptive behavior and educational needs while keeping the child in school. 2. To develop the plan, the principal will arrange for a meeting with the student, the student's parent/guardian and any members of the staff whom the principal believes should attend. 3. The purpose of the meeting will be to address the reasons for the student's disruptive behavior and to establish goals, objectives and timelines to modify such behavior. A written plan will be prepared which addresses the student's disruptive behavior, educational needs and what steps are necessary to keep the child in school. The plan will include incentives for good behavior and consequences if the student violates the plan. 4. The plan may be written in the form of a contract which the student and the parent/guardian will sign and date. 5. The parent/guardian will be provided a copy of the remedial discipline plan and it will be placed in the student's cumulative file. Habitually disruptive students A student will be declared "habitually disruptive" if three times during the course of the school year the student causes a material and substantial disruption in the classroom, on school grounds, in school vehicles or at school activities or events. 1. The student and the parent/guardian will be notified in writing of each disruption which counts toward declaring the student habitually disruptive. The student and parent/guardian will also be notified in writing and by telephone or other oral communication of the definition of "habitually disruptive student." 2. A student who has been declared habitually disruptive may be suspended or expelled in accordance with Board policy.

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LEGAL REFS.: C.R.S. 18-6-401 (1) (definition of child abuse) C.R.S. 22-32-109.1 (2)(a) (adoption and enforcement of conduct and discipline code) C.R.S. 22-32-109.1 (2)(a)(I) (school district shall take reasonable measures to familiarize students with the conduct and discipline code) C.R.S. 22-32-109.1 (2)(a)(I)(C) (discipline of habitually disruptive students is required part of safe schools plan) C.R.S. 22-32-109.1 (9) (immunity provisions in safe schools law) C.R.S. 22-33-106 (1) (grounds for suspension, expulsion and denial of admission) C.R.S. 22-33-106 (1)(c.5) (habitually disruptive students)

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Suspension/Expulsion of Students Policy The Board of Directors (Board) shall provide due process of law to students, parents/ guardians and school personnel through written procedures consistent with law for the suspension or expulsion of students and the denial of admission. The Board and its designee(s) may consider the following factors in determining whether to suspend or expel a student:

1. The student's age; 2. The student's disciplinary history; 3. The student's eligibility as a student with a disability; 4. The seriousness of the violation committed by the student; 5. The threat posed to any student or staff; and, 6. The likelihood that a lesser intervention would properly address the violation.

As an alternative to suspension, the principal or designee may permit the student to remain in school with the consent of the student's teachers if the parent/guardian attends class with the student for a period of time specified by the principal or designee. If the parent/guardian does not agree or fails to attend class with the student, the student shall be suspended in accordance with the accompanying regulations. This alternative to suspension shall not be used if expulsion proceedings have been or are about to be initiated or if the principal or designee determines that the student's presence in school, even if accompanied by a parent/guardian, would be disruptive to the operations of the school or be detrimental to the learning environment. Delegation of authority 1. The Board of Education delegates to CEO or the principal of Coperni 3 or to a person designated in writing by the principal the power to suspend a student in Coperni 3 for not more than five school days on the grounds stated in C.R.S. 22-33-106 (1) (a), (1) (b), (1) (c) or (1) (e) or not more than 10 school days on the grounds stated in C.R.S. 22-33-106 (1) (d) unless expulsion is mandatory under law, but the total period of suspension shall not exceed 25 school days. 2. The Board of Education delegates to the CEO, the authority to suspend a student, in accordance with C.R.S. 22-33-105, for an additional 10 school days plus up to and including an additional 10 days necessary in order to present the matter to the Board. 3. Unless otherwise determined by the Board, the Board of Education delegates to the CEO or to a designee who shall serve as a hearing officer the authority to deny admission to or expel for any period not extending beyond one year any student whom the CEO, in accordance with the limitations imposed by Title 22, Article 33, of the Colorado Revised Statutes, shall determine does not qualify for admission to or continued attendance at Coperni 3. If the hearing is conducted by a designee serving as a hearing officer, the hearing officer shall prepare findings of

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fact and recommendations for the CEO at the conclusion of the hearing. The CEO shall render a written opinion in the expulsion matter within five days after the hearing whether the hearing is conducted by the hearing officer or the CEO. The CEO shall report on each case acted upon at the next meeting of the Board, briefly describing the circumstances and the reasons for action taken. Such denial of admission or expulsion by the CEO shall be subject to appeal to the Board. The appeal shall consist of a review of the facts that were presented, arguments relating to the decision and questions of clarification from the Board. Expulsion for unlawful sexual behavior or crime of violence When a petition is filed in juvenile court or district court that alleges a student between the ages of 12 to 18 years has committed an offense that would constitute unlawful sexual behavior or a crime of violence if committed by an adult, basic identification information, as defined in state law, along with the details of the alleged delinquent act or offense, is required by law to be provided immediately to the school district in which the juvenile is enrolled. The information shall be used by the Board of Education to determine whether the student has exhibited behavior that is detrimental to the safety, welfare, and morals of the other students or school personnel and whether educating the student in the school may disrupt the learning environment in the school, provide a negative example for other students, or create a dangerous and unsafe environment for students, teachers, and other school personnel. The Board shall take appropriate disciplinary action, which may include suspension or expulsion, in accordance with the student code of conduct and related policies. The Board may determine to wait until the conclusion of court proceedings to consider expulsion, in which case it shall be the responsibility of Coperni 3 to provide an alternative educational program for the student as specified in state law. Annual reports The Board annually shall report to the State Board of Education the number of students expelled from Coperni 3 for disciplinary reasons or for failure to submit certificates of immunization. LEGAL REFS.: C.R.S. 16-22-102(9) (unlawful sexual behavior) C.R.S. 18-1.3-406 (crime of violence) C.R.S. 22-32-109.1 (2)(a) (adoption and enforcement of discipline code) C.R.S. 22-32-109.1 (2)(a)(I)(E) (policy required as part of safe schools plan) C.R.S. 22-32-109.1 (3) (agreements with state agencies) C.R.S. 22-33-105 (suspension, expulsion and denial of admission) C.R.S. 22-33-106 (grounds for suspension, expulsion and denial of admission) C.R.S. 22-33-106.3 (use of student's written statements in expulsion hearings) C.R.S. 22-33-106.5 (information concerning offenses committed by students) C.R.S. 22-33-107 (compulsory attendance law) C.R.S. 22-33-107.5 (notice of failure to attend) C.R.S. 22-33-108 (juvenile judicial proceedings) C.R.S. 25-4-903 (1) (immunization)

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Appendix 10: Community Survey

OBSERVATION: M F <30 30-45 45-60 60+ C L B A O K NK INTRO: Hi! We’re talking to people about a new school coming to this area, and we’d love to ask you

a few really quick questions about what matters to you in a school!

QUESTIONS: Would you be interested in a school that …

is open from 6:30am to 6pm Y N provides free before- and after-school care Y N focuses on academic achievement and continues to Y N challenge students who are ahead has a strong anti-bullying policy Y N has strong security features Y N serves grades K-8 Y N is located in District 11 near Citadel Mall (see building photo) Y N

Which of the things we just talked about matter most to you in a school? (circle)

I intend to enroll my child(ren) I support a new school like this coming to our area X ___________________________________________________________________________________ Phone: ________________________________ E-mail: __________________________________

My intended role is: (circle) PARENT EDUCATOR VOLUNTEER COMMUNITY SUPPORTER QUESTIONS FOR PARENTS ONLY

Which 3 extra class offerings interest you the most? Colorado Springs Conservatory PE Computer Science Virtual Reality MusicQuest Problem Solving & Decision Making Other____________________________ What time would you prefer for the school day to start? 7am 8am 9am

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Appendix 11: Research Documents – Samples The READ Plan is a general education plan that includes tiered instruction/intervention to be provided within a student’s general education program. Under the federal Individuals with Disabilities Education Act (IDEA), which is incorporated into Colorado’s Exceptional Children’s Education Act (ECEA), an Individualized Education Program (IEP) is a statement of the student’s special education and related services [34 CFR 300.320; ECEA Rule 4.03]. Importantly, notwithstanding the statement in C.R.S. 22-7-1206(3), quoted below, nothing in the READ Act makes students with disabilities exempt from or otherwise not entitled to the benefits of the READ Act.

The Colorado READ Act (HB12-1238) requires that a READ Plan must be developed for all students in grades K-3 who are determined to have a Significant Reading Deficiency (SRD). For more information, including an example of a READ Plan template, visit the READ Act webpage: http://www.cde.state.co.us/coloradoliteracy/ReadAct/index.asp

With respect for students with disabilities, the READ Act provides as follows:

… if a student is identified as having a disability that impacts the student's progress in developing reading skills, the local education provider shall, as appropriate, integrate into the student's individualized education program… intervention instruction and strategies to address the student's reading issues in lieu of a read plan. C.R.S. § 22-7-1206(3) (emphasis added).

This document addresses the following tenets when a student with a disability has been determined* to have a Significant Reading Deficiency:

(1) Considerations when determining the meaning of “as appropriate” in the Colorado READ Act (HB12-1238) for the integration of IEP with a READ plan; and

(2) Cautions and recommendations regarding the development of a READ Plan for an eligible student with a disability that impacts his/her reading achievement.

* Screening and interim assessment tools are utilized to determine an SRD. For some students with disabilities, these tools cannot be used in a valid and reliable manner and, as such, an SRD cannot be determined based on READ Act identification requirements. Further CDE guidance will be highlighted in another document specific to this population of students.

The READ Act provides an important opportunity to address the reading instruction needs of all K-3rd grade students who are found to have an SRD. Some students with an SRD will ultimately be found to have an eligible disability, some students will have an already identified eligible disability, and some students have not had the opportunity to receive research-based reading instruction in general education.

A series of scenarios follows, detailing some of the considerations that the team will want to review to determine whether a student with an eligible disability should have both a READ Plan and an IEP or if the required components of the READ Plan can be implemented via the student’s IEP in lieu of a READ Plan.1 The scenarios detail certain eligibility categories, but caution should be taken not to over-generalize the examples to 1 Some administrative units (AUs) or school districts may elect to consistently keep READ Plans and IEPs separate, as a matter of policy. Building administrators and team members should consult with their special education coordinators or directors to ensure their actions are aligned with the policy in their AU/district.

READ Plans and Students with Disabilities: A Guidance Document

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that selected disability. The intention is to highlight the variables that a team should review to determine the plan that will be used specific to the READ Act’s required components. The term team in this document is defined to include parents and general education and special education personnel working with the student.

Scenario 1: A student‘s disability results in services being delivered solely by a special education teacher in a self-contained classroom.

A district and the student’s team of providers may choose to integrate the two plans into the IEP in lieu of a separate READ Plan, as all services are being provided by the special education teacher. Specific Example: Timothy, a deaf student, is enrolled in a center-based program for deaf/Deaf students in the third grade. Timothy uses American Sign Language (ASL) as his primary communication mode. As a result of evaluation procedures, Timothy has been determined to have an SRD. Ms. Herrera, a certified teacher of the deaf (ToD) is Timothy’s third grade teacher in the center-based program. Ms. Herrera is a fluent signer and is the sole provider for all content areas in the self-contained classroom because Timothy’s access needs and language delays dictate the need for significant sign support from a ToD. At Timothy’s annual IEP meeting, the team developed an IEP that addressed all the components of a READ Plan. The IEP team reached agreement that the IEP can be used in place of a separate READ Plan, but team members want to insure that Timothy will receive full benefit of the literacy expertise in the building. It is recognized that Ms. Herrera has considerable expertise in language development, but she may not have comparable skill in teaching reading and writing. A strategy for enhancing Ms. Herrera’s instructional skills regarding literacy is documented in Timothy’s Communication Plan (a state-mandated attachment to the IEP specific to a deaf/hard-of-hearing student). Ms. Herrera will meet bi-weekly with the third grade general education teacher to collaboratively develop literacy interventions for Timothy and to monitor and discuss his progress.

Scenario 2: A student is identified with an eligible disability that does not directly impact the student’s progress in reading and the student is identified as having an SRD. A district may choose to have two separate plans because reading is not the identified area of need by the IEP process. The team would collaborate to ensure that the student is receiving universal and targeted instruction designed to meet his/her reading needs and that this progress is documented in the READ Plan instead of the IEP.

Specific Example: Meribeth is a second grader with low vision who has been identified as having an SRD. The second grade teacher has worked closely with special education staff and is in agreement that identified reading challenges are not the result of Meribeth’s visual impairment. As such, the team agrees that a READ Plan will be developed separately from the IEP, but that the READ Plan will link to the IEP to detail the needed accommodations for Meribeth to access print materials. The READ Plan outlines the reading interventions that will be implemented by the general education teacher and details the use of magnification devices.

Scenario 3: A student is identified as having a Specific Learning Disability (SLD) that impacts the student’s progress in developing reading skills and is also identified as having an SRD.

A district may choose to develop two plans (an IEP and a READ Plan) that complement one another. The team of special educators and general educators would collaborate on the goals and progress monitoring. The collaborative process should address how the universal and targeted instruction/ intervention delivered through general education will align with the specially designed instruction delivered through special education services.

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Specific Example: Paul was identified as having a Specific Learning Disability in the area of basic reading skills (phonemic awareness, phonics and decoding) at the end of 2nd grade. He has also been identified as having an SRD. Even though Paul’s reading difficulty is directly linked to his identified disability, it was determined that he should have a separate READ Plan to ensure he would receive targeted/intensive intervention in accordance with the newly developed READ Plans for all students with SRDs. The READ Plan was developed for Paul through collaboration with the special education teacher, the general education teacher and the parents. Through the READ Plan, Paul receives intervention as part of a group of five students from a reading interventionist during the last 30 minutes of the regular 90-minute literacy block – thus providing additional reinforcement, repetition and re-teaching of the basic skills through explicit and systemic instruction. Later in the day, the special education teacher works with Paul and one other student with an IEP for another 45 minutes (during which all 3rd graders are involved in extended learning activities of some kind). The specially designed instruction provided through the IEP allows for an even narrower focus and more intense learning opportunity that targets Paul’s unique skill deficits. The IEP, even though containing reading goals similar to those in Paul’s READ Plan, also includes the specific special education services provided that are individually designed to target his learning needs and supplement/support general education core and tiered instruction. Scenario 4: A student is identified as having a Specific Learning Disability (SLD) that impacts the student’s progress in developing reading skills and is also identified as having an SRD.

A district may choose to only document the plan for addressing skill deficits in the area of reading through the IEP in lieu of a separate READ Plan, assuming the goals and progress monitoring would be very similar. A team of special educators and general educators would collaborate in the development of the IEP. Again, the collaborative process should address how tiered instruction/intervention delivered through general education and the specially-designed instruction delivered through special education services will align (e.g., by increasing time and intensity of focus) to achieve the student’s individual goals.

Specific Example: Maria, who attends a different school and district than Paul (in Scenario 3), is very similar to Paul as a struggling reader in that she is also a 3rd grader identified as having a Specific Learning Disability in basic reading skills and is identified as having an SRD. Her school was already addressing her reading deficiencies as a result of a collaborative, tiered approach to increasing reading achievement through research-based core instruction and intervention prior to the identification of an SRD. It was determined by the team that there was no need for the separate READ Plan. The IEP goals specifically address the skill deficits reflected in the interim and diagnostic assessment results used to identify an SRD and ongoing collaboration ensures alignment across general and special education in addressing these skill deficits. The classroom teacher is regularly monitoring Maria’s reading progress and her assessment data will be reported to the state as required by the READ Act. Scenario 5: A student is identified with a Speech or Language Impairment that impacts the student’s intelligibility and oral language development. The student is also identified as having an SRD. A district may choose to develop two plans (an IEP and a READ Plan) that complement each other. The team would collaborate on the goals and progress monitoring. The collaborative process should address how the universal and targeted instruction/intervention delivered in general education will align with the specially designed instruction delivered through special education. Specific Example: Andrea was identified with a Speech or Language Impairment that significantly impacts her intelligibility such that she is only understood at the single word level when accompanied with visual supports (when looking at a book, student points to a picture of a dog and says /og/). She is also identified as having an SRD in the areas of phonological awareness, decoding and fluency. The decision was made to have two separate plans, a READ Plan and an IEP, to ensure the targeted reading interventions were provided through tiered

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intervention in general education. While the Speech or Language Impairment could have a direct impact on reading, the interventions to address the speech intelligibility are specially designed instruction separate from the targeted reading intervention.

Potential Legal Considerations

As noted above, the READ Act provides that a school district may elect to integrate a student's READ Act interventions into the student’s IEP in lieu of a READ Plan. The following are different ways in which districts might implement this statutory provision, and the resulting legal considerations to keep in mind. Scenario 1: The READ Plan is developed and incorporated into the IEP of a student with a disability who is also identified as having an SRD.

The IEP is not meant to replace a student’s general education curriculum or services; rather, it supplements general education and allows the child to access and benefit from general education. Thus, even for a student whose SRD is related to his/her disability, the student is still entitled to general education reading interventions via the READ Act, plus special education and related services to allow the student to access those general education interventions and make meaningful educational progress.

Placing general education interventions into the IEP means that a school district could be subjected to

IDEA dispute resolution procedures and, potentially, to liability under IDEA for services that are not IDEA services.

Scenario 2: An administrative unit (AU) determines that a student with a disability is also a student with an SRD, but does not develop a READ Plan at all. Instead, the student’s disability-related reading needs are addressed only through special education services reflected within the IEP in lieu of a READ Plan.

Potential impact to the student’s right to be educated in the Least Restrictive Environment (LRE) might occur by reducing the general education services (e.g., targeted or intensive intervention) provided via a READ Plan.

This action could expose the district to significant liability under federal civil rights laws, particularly

Section 504, by denying an “otherwise qualified” student a benefit that other students receive, solely by reason of the student’s disability.

AUs must approach each student’s general and special education needs on a case-by-case basis, considering the student’s individual needs, abilities and circumstances. For questions about how a specific student’s READ plan could or should interact with his/her IEP, the AU should consult with its legal counsel.

General Considerations & Recommendations Beyond the legal implications of integrating the student’s reading “intervention and instruction

strategies” into the IEP in lieu of a READ Plan may have unintended consequences, such as a shift in accountability for a student’s reading outcomes from general education to special education and/or a student actually receiving less intensive instruction than a non-IEP student with similar reading deficiencies. Collaborative development and implementation of both plans may be more appropriate and effective.

Specially designed instruction reflected in the IEP should supplement, rather than supplant, the core

reading instruction provided to all students which includes interventions provided as part of a layered continuum of

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tiered supports. The reading-related goals specified across the two documents may be identical or very similar.

It is important that the most qualified teacher or reading interventionist, who regardless of licensure has the specific expertise in research-based reading instruction, is providing the reading instruction and intervention in order to meet each student’s learning needs – taking into account both professional expertise in literacy instruction and knowledge of the impact of disability on learning to read.

Assessment data of all types – interim, diagnostic, and progress monitoring data to measure specific skill attainment in response to intervention and specially-designed instruction – should be shared and reflected as appropriate, within each plan. The responsibility for administration of these assessments should be shared across educator roles rather than replicating similar assessments with the same student.

The timing of a READ Plan is likely to be different than the annual or triennial IEP date of an eligible student with a disability.

Specific Learning Disability (SLD) is the largest educational disability category and almost all students with SLD are identified as having significant challenges in one or more areas of reading. The specific types of reading skill deficits – phonemic awareness, phonics, decoding – most commonly exhibited by students with SLD, are also very common to struggling readers in general, especially in the early years. It is not surprising that there would be a significant relationship between the identification of students with SRDs and identification of students with Specific Learning Disability. Three key relationships are described as follows:

o The effective implementation of READ Plans for students with SRDs in these early years should result in fewer students being misidentified as having Specific Learning Disabilities. The provision of explicit, systematic, research-based core instruction and intervention that directly address the minimum competency skills with which many students are struggling to attain or are lacking, should have the positive impact of actually decreasing the rate of Specific Learning Disability identification.

o Although SRDs will be identified among individual students from across virtually all disability

categories, SRDs would be expected to be particularly prevalent among students already identified as having a Specific Learning Disability because of the high prevalence of reading deficits within this population.

o Conversely, for a student with a READ Plan already in place but with no identified disability,

assessment data collected (i.e., interim, diagnostic, and ongoing progress monitoring data demonstrating the student’s lack of response to research-based intervention) may assist in an appropriate initial determination of a Specific Learning Disability.

Contacts for questions related to this guidance document:

CDE Exceptional Student Services Unit: Tanni Anthony anthony_t@cde.state.co.us (303) 866-6681 Candy Myers myers_c@cde.state.co.us (303) 866-6883 CDE Office of Literacy:

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Pati Montgomery Dian Prestwich

montgomery_p@cde.state.co.us Prestwich_d@cde.state.co.us

(303)866-6016 (303) 866-6150

Donna Bright bright_d@cde.state.co.us (303) 866-6002

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2015-2016 Colorado Instructional

Accommodations Manual:

A Guide to the Selection and Implementation of

Accommodations for Students with a Disability

September 2015

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Table of Contents

Acknowledgements

Purpose

Section I: Guidance Responsibilities of Educational Teams Documenting Decisions in a Formal Plan Considerations for Instructional Accommodations Considerations for Instructional Accommodations Diagram Guidelines for Determining Eligibility for Accommodations Culturally and/or Linguistically Diverse Learners Students Identified as Gifted with a Disability Students with a Disability Served Under Section 504 of the 1973 Rehabilitation Act Special Education Disability Categories Students Identified as Gifted IEP Team Decision-Making Process Clarifying the IEP Team’s Role Alternate Standards and Assessment Participation Guidelines Worksheet Companion clarifying document: Participation Guidelines: Alternate Academic Achievement Standards for Instruction and Assessment Companion document--prints in booklet format (print on both sides-flip on long edge; fold/staple if desired) Federal and State Laws Requiring Participation by Students with a Disability Reauthorization of Elementary and Secondary Education Act (ESEA) Individuals with Disabilities Education Improvement Act of 2004 (IDEA) Section 504 of the Rehabilitation Act of 1973

Section II: Overview of the Accommodation Selection and Implementation Process Step 1: Expect All Students to Receive Standards-based Instruction Standards-based Education for All Students Colorado Academic Standard (CAS) Extended Evidence Outcomes (EEOs) Extended Readiness Competencies (ERCs) Colorado Academic Standards Template Standards and Instruction Support District Sample Curriculum Units Colorado English Language Proficiency Standards

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Equal Access to Grade-Level Content Instruction Based on Universal Design Universal Design Diagram Universal Design Resources Learning Styles Learner Characteristics Inventory Multiple Intelligences Tests for Children CAST Center Sample Units

Best Practice for Instruction and Assessment Best Practice Diagram Formative Assessment The Process of Formative Assessment Diagram Instructional Intervention vs. Accommodation Colorado Multi-Tiered Model of Instruction & Intervention Step 2: Learn About Accommodations and Assessments Purpose of Instructional Accommodations Definition of Terms Accommodation/Modification Comparison Chart Description of Accommodation Categories Presentation Response Setting and Environmental Timing and Scheduling What Does the Research Say? Step 3: Select and Document Accommodations Selection Process Considerations Student Characteristics Guiding Questions Involving the Student in Selecting, Using and Evaluating Accommodations Analyzing Instructional and Assessment Tasks Compare Accommodations for Instruction with Accommodations for Assessment Consider Unique Accommodation Requests Accommodation Selection Tools Student Characteristics Charts Accompanying Tables (A-P) – Frequently Used Accommodations Arranged by Disability-Specific Categories Assistive Technology Considerations Glossary of Instructional Accommodations Chart Documenting Accommodations

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Formal Plan for Students with a Documented Need Section 504 Plan Individual Education Program (IEP) “Golden Thread” Diagram Documenting Accommodations for Postsecondary Step 4: Implement Accommodations During Instruction and Assessment Accommodations Used During Instruction Appropriate/Inappropriate Practices Chart Preparing Students for Assessments Ethical/Unethical Practices Chart Step 5: Evaluate and Monitor the Use of Accommodations Questions to Guide Evaluation at the Student Level Data Gathering Tools Evaluation of Accommodation Use Data Collection Sheet Infused Skills Grid (PEAK resource) After-test Inverview Postsecondary Implications Postsecondary and Workforce Readiness Documenting Accommodations in the Student’s IEP and Transition Plans

Section III: Frequently-Used References and Tools Most of the reference Tools listed below are discussed in Sections I and II, but are also provided here for ease of access and printing. Click on the title to access the pdf version for printing.

Resource has been updated with additional information and links New section

1. Consideration When Making Decisions for Instructional Accommodations

2. Student Characteristics Charts

3. Tables A-P: Instructional Accommodations Linked to Student

Characteristics Table A: Vision Table B: Hearing Table C: Fine Motor Table D: Communication Table E: Reading Table F: Writing Table G: Mathematics Table H: Physical/Motor

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Table I: Attention Deficit Table J: Auditory Processing Table K: Setting / Environment Table L: Timing and Scheduling Table M: Traumatic Brain Injury Table N: Autism Spectrum Disorder Table O: Executive Function Table P: Specific Learning Disability

4. Alternate Academic Achievement Standards and Alternate Assessment Participation Guidelines Worksheet and

5. Companion document: Participation Guidelines 6. Companion document: Participation Guidelines – Prints in Booklet Format 7. Decision-Making Graphic 8. Flow Chart graphic 9. Assistive Technology Apps and Software 10. Glossary of Instructional Accommodations Chart 11. Parent Input for Accommodations 12. Accommodations from the Student’s Perspective 13. Dos and Don’ts When Selecting Accommodations 14. Use of Scribe 15. Accommodation Use in the Classroom Data Collection Tool 16. Evaluation of Accommodation Use Data Collection Sheet 17. After-Test Accommodations Questions 18. Infused Skills Grid (PEAK resource)

Section IV: Using Technology to Access Instruction Preparing for Computer –Based Testing Through Multi-modal Instruction Computer-based Testing The Role of Computer Technology Technology for Students with a Disability Using Technology to Access Content Using Technology to Differentiate by Process Using Technology to Differentiate by Product Using Technology to Differentiate by Environment Assessing Student Proficiency with Technology Features Example: Kentucky Technology Skills Checklist for Online Assessment Example: Elementary Technology Literacy Guide – Plano, Texas Example: Common Core State Standards k:12 Technology Skills Scope and Sequence

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Acknowledgements The 9th Edition of the Colorado Instructional Accommodations Manual is aligned with the work of:

The Council of Chief State School Officers (CCSSO), 2011 Edition Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities; and a contributing report, Improving Accommodations Outcomes: Monitoring Instructional and Assessment Accommodations for Students with Disabilities (Christensen, Thurlow and Wang, June 2009) However, additions have been made for Colorado state policy and procedures. The Council of Chief State School Officers is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. Visit CCSSO’s website for more resources: http://www.ccsso.org

Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS) The State Collaborative on Assessment and Student Standards, Assessing Special Education Students ASES SCASS group addresses the inclusion of students with disabilities in large-scale standards, assessment, and accountability systems and the effects of these systems on related educational reform efforts. Throughout this 2015-16 edition of the Colorado Instructional Accommodations Manual, attention has been given to addressing issues related to providing accommodations on technology-based platforms. Educators are strongly advised to evaluate and implement computer-based instruction for students since the new generation of state assessments now include online delivery. With sincere thanks to the following CDE staff for their support and contributions: Tanni Anthony, Visual Impairment/ Deaf-blind Director of Access, Learning, and Literacy Team, ESSU Gina Quintana, Significant Support Needs/Deaf-blind Ruth Mathers, Deaf Education Jill Marshall, / Specific Learning Disability Alyssa Pearson, Accountability and Data Analysis Standards and Instruction, Content Area Specialists Fran Herbert, Culturally and/or Linguistically Diverse Jacquelin Medina, Gifted Education Linda Tegtmeier, Secondary Transition Brooke Carson, Autism Spectrum Disorder Tami Cassel, Speech and Language Heather Hotchkiss, Brain Injury Julia Wigert, School Psychology Maureen Melonis, Assistive Technology Kathy Patrick, Health and Wellness Tesia Swanstrom, Program Assistant Kelli Roark, Webmaster

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Purpose CDE Contacts The guidance in this manual applies to the instruction of students with documented needs, including students with a disability, who receive instruction based upon the Colorado Academic Standards and participate in large- scale assessments.

For questions related to these topics: • Colorado Academic Standards and Extended Evidence Outcomes/Extended Readiness Competencies • Standards-aligned IEPs for students on grade-level and alternate standards • Instructional accommodations and adaptations for students with a disability • Participation requirements for alternate standards and assessments • DLM Professional development for instruction- English language arts and mathematics

Please contact Linda Lamirande Accommodations & Assessment Specialist Exceptional Student Services Unit lamirande_l@cde.state.co.us 303-866-6863 For questions related to the topics listed below: Colorado Measures of Academic Success (CMAS) Assessment Accommodations

• English Language Arts and Mathematics (PARCC) • Science and Social Studies

Colorado Alternate (CoAlt) Assessment o English Language Arts and Mathematics (DLM) o Science and Social Studies

Please Contact Mira Monroe Special Education Specialist Assessment Unit Monroe_M@cde.state.co.us 303-866-6709

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Introduction The purpose of the Colorado Instructional Accommodations Manual: A Guide to the Selection and Implementation of Accommodations for Students with a Disability is to:

• provide decision-making guidance for all types of educational teams, the personnel of which may include administrators, general education teachers, special education teachers, gifted education educators, school psychologists, speech and language pathologists, related service personnel, and para-educators who are working in collaboration with families to design and provide effective educational plans for students

• set forth participation guidelines for students who have a significant cognitive disability to receive instruction based on alternate academic achievement standards and be evaluated with alternate academic achievement standards

• offer suggestions and resources for instructional adaptations based on student characteristics which are intended to provide access to the general curriculum for all students who have a documented need, including students with a disability

The use of accommodations moves us one step closer to ensuring that

EVERY student in Colorado has a fair and equal opportunity to learn by

receiving standards- based instruction and to demonstrate mastery.

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Accommodations for Use during Classroom Instruction and Classroom / District Assessment Responsibilities of Educational Teams In the State of Colorado, all students who have a documented need, including students with an identified disability, can be afforded an appropriate instructional accommodation. In order to preserve test validity, not all instructional accommodations are allowable for use on state summative assessments. However, that is not a valid reason for an educator to refrain from using an effective accommodation during initial instruction. As the student becomes proficient, the use of some accommodations may be used with lessening frequency. All accommodations used for assessment must be used routinely in instruction and evaluated periodically for effectiveness. The stipulations for providing an accommodation are:

• the determination of need for a student must be made on an individual basis • accommodations are documented in a formal plan • accommodations are evaluated regularly for effectiveness • the accommodation is routinely used for both instruction and assessment according to the

guidelines set forth in this manual Documenting Decisions in a Formal Plan Educational teams have the decision-making responsibility and authority to select instructional academic achievement standards and appropriate accommodations for assessments based on evidence provided by educational, medical and/or mental health professionals. Various types of teams may be assembled to consider a student’s educational needs. All decisions will be made and documented in a formal plan according to applicable local, state, and federal guidelines. The role of the educational team is to thoughtfully determine and document appropriate accommodations needed for instruction and assessment. The title, function, policies, and procedures of these educational teams will be defined by the district, and for some students, in accordance with state and federal law. Formal educational plans may be referred to by different names in some districts and may include, but are not limited to:

• English Language Acquisition (ELA) Plan – developed for students who have a native or home language other than English

• Individual Literacy Plan (ILP) - provides in-school instructional time for the development of the pupil’s reading readiness or literacy and reading comprehension skills

• Intervention (RtI) Plan – a plan to target specific skills that require remediation Advanced Learning Plan (ALP)- a plan developed to determine and monitor individual gifted education

programming that includes academic and affective goals and post-secondary/career readiness School or district document kept in the student’s cumulative record

What are Accommodations?

Accommodations are practices and

procedures that provide equitable access during instruction and

assessment for students who have a documented need, including

st dents ith a disabilit

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Section 504 Plan / Individual Accommodation Plan (IAP) Students who are served under Section 504 of the Rehabilitation Act of 1973 will have a 504 Plan or Individual Accommodation Plan (IAP), as defined by district policy and procedure.

READ Plan - addresses the reading instruction needs of all K-3rdgrade students who are found to have an Significant Reading Deficiency (SRD)

Individualized Education Program (IEP) Students who are referred, evaluated and determined to be eligible using established eligibility criteria to receive special education services (IDEA) will have an Individualized Education Program (IEP) developed by an IEP Team. Note: Only students who are eligible to receive special education services, have an IEP, and meet participation requirements as a student with a significant cognitive disability qualify to receive instruction based on alternate academic achievement standards (EEOs) and take alternate assessments based on alternate achievement standards. All other students receive instruction based upon the grade-level academic achievement standards and take assessments based on grade-level academic achievement standards, with or without accommodations. All educational teams will develop a formal plan that documents the student’s qualification and need for an accessibility feature and/or accommodation and states how the accommodation will be implemented during instruction and assessment. (The plan may not simply be a teacher’s lesson plan book.) The decisions made regarding accommodations must be transparent and designed by a team of educators, including the parents. Parents may sign the formal plan in order to show they are aware of the need, benefit and consequences of their student receiving an accommodation. Prerequisite Considerations:

• Has the student had access to grade-level content? • Has the student had evidence-based instruction? • Was instruction provided by a highly qualified teacher?

Evidence-Based Instruction has been defined as “the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction” (Whitehurst, 2002, slide 2). At its core, evidence-based instruction simply means that the program, methodology, and/or practice have records of success. In other words reliable and valid evidence indicates that the intervention works. http://www.reed-institute.com/Article2Evidence-Based.pdf

If the answer to any of the guiding questions is “No,” then the educational team should address access considerations, continue to apply grade-level achievement standards and appropriate accommodations, and evaluate response to intervention. If the answer to all three questions is “Yes”, then consider the guiding questions and procedures outlined below. Considerations for Instructional Accommodations To ensure that all students are engaged in standards-based instruction, the members of every educational team shall be guided by applicable state and federal policies. Furthermore, the team should consider the following:

• What are the student’s characteristics as a learner? • How can access to grade-level standards be ensured regardless of a disability or language barrier? • What types of instructional tasks are expected of the student in order to demonstrate

proficiency in grade-level content? • Is there a consistent “golden thread” or supporting body of evidence that connects the student’s

characteristics and needs with accommodations? Are accommodations documented in a formal plan or standards-aligned IEP, which serves as a foundation for classroom instruction and assessment?

• Does the student really NEED the accommodation?

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• Remember, the educational goal is for students to have access to tools which allow them to produce work independently. Accommodations are not intended for convenience or just “to do better.”

• Does the student demonstrate willingness to consistently use the accommodation?

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Guidelines for Determining Eligibility for Accommodations Culturally and/or Linguistically Diverse Learners When learners who are Culturally and/or Linguistically Diverse (CLD) are referred for special education evaluation, it is necessary to use caution so as not to discriminate because of language or cultural differences. As a child moves through the Special Education referral process, this CDE Fast Facts document provides a framework for considering the relationship of culture and language to a possible disability: Critical Questions Regarding the Special Education Process for Culturally and/or Linguistically Diverse Learners (pdf) http://www.cde.state.co.us/cdesped/ta_criticalquestionscld

Resources for Learners who are Culturally and/or Linguistically Diverse (CLD) Suspected of Having Educational Disabilities:

• For more information related to English Learners, please see the CDE Language, Culture and Equity webpage: www.cde.state.co.us/cde_english/elau_pubsresources.htm

• Can-Do Descriptors for WIDA Levels of English Language Proficiency Students Identified as Gifted Who Have a Disability Gifted students with disabilities are at-risk because their educational and social/emotional needs often go undetected. The resulting inconsistent academic performance can lead educators to believe twice-exceptional students are not putting forth adequate effort. Hidden disabilities may prevent students with advanced cognitive or creative abilities from developing their academic, arts, or leadership area of strength. The frustrations related to unidentified strengths and disabilities can result in behavioral and social/emotional issues. When lessons and assignments promote concept learning, higher order thinking skills and offer multiple ways to demonstrate learning, twice-exceptional students (2x) are more likely to demonstrate performance in strength areas. A collaborative effort between classroom teachers, special educators, gifted educators, and parents is needed to program for twice-exceptional students and implement instructional strategies to meet their diverse needs. It is essential that the disabilities are identified early so appropriate interventions can be provided at optimum times. Unfortunately, the struggles of many twice-exceptional students go unnoticed for many years, resulting in learning gaps and undeveloped potentials. For information and ideas for accommodations and differentiated instructional strategies for 2X Students, visit the CDE Gifted Education website.

Students Identified as Gifted For students identified as gifted, there are a small number who may significantly struggle with learning commensurate with their ability. It is important to recognize that significant learning difficulties may exist in gifted students. The student may display one or more skill weaknesses compared to strengths or ability. A few gifted students require a 504 Plan or may have difficulties like, sensory integration, auditory or visual processing, dyslexia, autism spectrum manifestations and intense social-emotional needs. These gifted students may or may not be on grade level, yet are at-risk for school failure. Given these issues, the gifted student may not be determined with a federally named disability, yet the learning difficulty interferes with learning. It is the determination of the ALP Team, including parental engagement, and other appropriate professionals as invited by the team to determine if the issue interferes with learning and requires accommodations in the advanced learning plan. See SLD Topic Brief – GT and SLD.

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Students with a Disability Served Under Section 504 of the 1973 Rehabilitation Act Section 504 provides certain rights to individuals with disabilities and protection against discrimination in federally funded programs and activities. Section 504 states the following: No otherwise qualified individual with a disability … shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance …29 U.S.C. § 794(a). In school settings, Section 504 legislation guarantees and protects a student with a disability who may not otherwise demonstrate evidence of educational need for specialized instruction. Students served under Section 504 have a formal plan, but do not have an IEP developed for the provision of services under Special Education (IDEA). However, these students are still considered to be individuals with disabilities and are entitled to necessary accommodations to lessen the impact of the disability in educational settings. The legal definition of a student with disabilities is much broader under Section 504 than it is under IDEA. An important part of the 504 Plan developed by a school for a student with a disability is often the documentation of accommodations that the student can utilize during instruction and on assessments. For more information on Section 504 http://www.cde.state.co.us/spedlaw/rules

Section 504 is enforced by the Office for Civil Rights (OCR). OCR can be contacted by calling (303) 844- 5695.

The School District is responsible for the implementation of Section 504. For more information contact the Section 504/ADA Coordinator for your District.

Special Education Eligibility Criteria for Disability Categories House Bill 11-1277 amended the Exceptional Children’s Education Act (ECEA) to align Colorado’s disability categories with corresponding federal terms, requirements and/or terminology used in the field. The legislation was passed in May 2011. The State Board of Education (SBE) adopted the definition changes into ECEA Rules on September 12, 2012, following stakeholder work and two public-comment periods. The new disability category and eligibility language went into effect on October 30, 2012. Following separate legislation, the new category and criteria for Child with a Developmental Delay went into effect on March 2, 2013. All administrative units must use the revised eligibility category labels, definitions, and criteria for every child identified with a disability by July 1, 2016. There are 13 disability categories for school-age learners and one specific to infants and toddlers. Three of the disability categories did not change their titles; the remaining 11 have title changes per alignment with the federal IDEA definitions. Two broad existing categories (multiple disabilities and physical disability) were further divided into new categories. Deaf-blindness is now a self-standing definition and not merged within the category of multiple disabilities. Traumatic Brain Injury, Autism Spectrum Disorders, Orthopedic Impairment, and Other Health Impaired are now four distinct definition categories instead of falling under the former category of Physical Disability. The following chart shows the names of each of the 13 disability categories. Each disability category has a Determination of Eligibility Checklist that outlines the specific criteria that must be considered when the IEP Team determines that a student is eligible to receive special education services in a particular disability category. Additional Training for ECEA Eligibility Categories has PowerPoint training, guidance and materials.

Disability Categories Prior to HB11 1277

New Disability Categories

Infant /Toddler with a Disability Infant /Toddler with a Disability Hearing Disability Hearing Impairment, including Deafness Multiple Disabilities Multiple Disabilities

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Multiple Disabilities Deaf-Blindness Physical Disability Autism Spectrum Disorder Physical Disability Orthopedic Impairment Physical Disability Other Health Impaired Physical Disability Traumatic Brain Injury Preschool Child with a Disability Developmental Delay * Significant Identifiable Emotional Disability Serious Emotional Disability Specific Learning Disability Specific Learning Disability Significant Limited Intellectual Disability Intellectual Disability Speech or Language Impairment Speech or Language Impairment Visual Disability Visual Impairment, including Blindness

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* The HB11-1277 legislation changed “Preschool Child with a Disability” to “Preschooler with a Disability” but since the bill passage, the 2012 Colorado legislature passed a new bill to change the definition category of Preschooler with a Disability to a child with Developmental Delay. This new definition is being rolled into the rulemaking process for the other 13 definitions.

For questions, please contact Tanni Anthony: 303-866-6681

IEP Team Decision-Making Process

Clarifying the IEP Team’s Role To write an effective IEP for a child with a disability, parents, teachers, other school staff—and often the child—must come together at a meeting to look closely at the child’s unique needs. These individuals combine their knowledge, experience, and commitment to design an educational program that must help the child to be involved in, and progress in, the general education curriculum—that is, the same curriculum as for children without disabilities. The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without a doubt, writing—and implementing—an effective IEP requires teamwork.—Center for Parent Information and Resources (formerly known as the National Dissemination Center for Children with Disabilities (NICHCY) Access to the General Curriculum The central responsibility of the IEP Team is to consider how a student with a disability will participate in instruction and assessment by utilizing various types of interventions, accommodations, and/or modifications that will afford the student any support needed for educational success. The IEP Team will consider all evaluative evidence to determine eligibility for services and academic achievement standards. IEP Team considerations are documented in an Individualized Education Program (IEP). It is highly important for the IEP Team’s decisions to be communicated to all necessary campus personnel. It is frustrating for parents and embarrassing to students when teachers are not knowledgeable about accommodations the student is to receive. Participation in state/district assessments Since the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA, 1997), all students with disabilities must be included in state and district assessments. The IEP Team determines how a student will participate in a statewide assessment, but not whether the student will participate. All students who meet the participation guidelines as a student with a significant cognitive disability and who are unable to participate in the grade-level assessment, even with accommodation, must be provided with an alternate assessment based on alternate academic achievement standards, (sometimes abbreviated as AA-AAS). If the student meets the participation requirements, then all assessment is taken in the alternate format. Educational teams are encouraged to use these optional tools in the decision-making process. The Participation Guidelines Worksheet and companion clarifying document below are provided to facilitate discussion and document the IEP Team’s decision-making process for choosing instruction based on alternate academic achievement standards and evaluating student performance with an alternate assessment based on alternate academic achievement standards. (See Section III: Tools for printable documents)

• Alternate Academic Achievement Standard and Alternate Assessment Participation Guidelines Worksheet

Companion Clarifying Document for the Participation Guidelines

o Companion document--prints in booklet format IEP Teams must consider and document a student’s eligibility:

• as a student with a significant cognitive disability (See Intellectual Disability Eligibility Checklist)

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• to receive instruction on alternate academic achievement standards and • to participate in alternate assessments based on alternate academic standards

For questions about eligibility for alternate academic achievement standard and alternate assessment based on alternate academic achievement standards, contact CDE ESSU consultant, Linda Lamirande 303-866-6863.