Early College Academy Innovation Plan...worked with District 6 teachers to define the curriculum for the proposed Early College Academy, to create an innovative, engaging and seamless

Early College Academy

Innovation Plan

Wayne Eads, Interim Superintendent

Dr. Stacie Datteri, Chief Academic Officer

Paul Francisco, Director Career and Technical Education and Post-Secondary

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Contents

Contents .......................................................................................................................................... 3

Statement of Mission, Vision and Purpose of Innovation .............................................................. 4

Mission .................................................................................................................................... 4

Vision ....................................................................................................................................... 4

Purpose of Innovation ............................................................................................................. 4

Innovations and Waivers ......................................................................................................... 5

Core Foundational Values............................................................................................................... 6

Early College Academy Curriculum......................................................................................... 6

Integration of the High School and College Experience ..........................................................7

Instructional Staff HQ (NCLB Title II-A) .................................................................................7

High Academic Expectations ....................................................................................................7

Academic Support Structures and Systems .................................................................................... 8

Leverage Technology ............................................................................................................... 8

Personalized Environment ...................................................................................................... 8

Academic Achievement ........................................................................................................... 9

Daily Schedule and Calendar ................................................................................................... 9

Quality Teaching: Supporting Design Elements and Practices ..............................................10

School Leadership Teams, School Accountability Team ........................................................10

Majority Consent .................................................................................................................... 11

ICAP and School Requirements ............................................................................................. 11

IDEA Requirements ............................................................................................................... 11

Conclusion ..................................................................................................................................... 12

Appendix A: List of Programs, Policies, and Operational Documents .......................................... 13

Affected by Innovations ................................................................................................................. 13

Appendix B: Greeley Education Association Negotiated Agreement Waiver ............................... 15

Appendix C: District 6 Board of Education .................................................................................. 21

Policy Waivers Detail ..................................................................................................................... 21

Appendix D: State of Colorado Waivers Detail ............................................................................. 30

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Statement of Mission, Vision and Purpose of Innovation

For several years, Aims Community College (Aims) and Greeley-Evans School District 6 (District

6) have been partners offering collaborative programs for secondary students. The Aims/District

6 Career Academies and Concurrent Enrollment Program have been providing post-secondary

opportunities for more than 100 students each year for the past several years. Both programs

have been very successful and could become national partnership models. The success of these

initiatives calls for the expansion of the Aims/District 6 partnership to create a new innovative

school, Early College Academy, which would dramatically expand opportunities for District 6

students to earn post-secondary credits while in high school.

Mission

The mission of Early College Academy is to create a school which:

Integrates students’ high school and college experiences, both intellectually and socially

Blends the curriculum as a coherent unit, with high school and college-level work melded

into a single academic program that meets the requirements for both a high school

diploma and grants college credits through Aims Community College

Enables students to earn an Aims Community College Associate of Arts (A.A.) degree

with the option to transfer those credits to another college

Early College Academy is a unique program that will provide a special opportunity for students,

staff and parents. Early College Academy will require a high school staff who are dedicated to

the mission and vision of the school while creating a focused college experience for students.

Vision

Early College Academy will be a high performing high school of 500 ninth through twelfth grade

students. The vision of Early College Academy is:

To increase the number of college ready graduates from District 6 schools attending

four-year colleges

To double post-secondary enrollment of District 6 students in Aims Community College

over the next three years and increase the number of students participating in a four-

year college degree within the next six years

To create an innovative high-performing school where students acquire a rigorous

academic foundation that they can apply to the community and world around them in

meaningful ways

To develop an academic program where all students earn college acceptance, and are

prepared to successfully earn a college degree without remediation

To graduate students with character and a sense of civic responsibility of whom a

significant percentage will assume leadership positions

Purpose of Innovation

Aims Community College has acknowledged the specific needs of high school age students

enrolled in college classes, and as such, has written individualized instructional and leadership

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job descriptions that illustrate the expectations for Aims instructional and leadership staff.

Instructors need to be purposefully hired with clear expectations and a complete understanding

of the mission, vision and desired outcomes of Early College Academy. Aims will hire college

instructors who share the vision of the school and whose skills will ensure success.

Innovation status will allow District 6 the flexibility to take similar steps to hire the best staff,

and remove any barriers to success. By granting innovation status, we ensure that Early College

Academy leadership and instructional staff have core values, passion, and common expectations

for learning, in order to enable successful implementation of the mission, vision and

components of Early College Academy.

Innovations and Waivers

Early College Academy is applying for status as a Colorado School of Innovation as it begins its

first year of operation. This status will empower Early College Academy with the flexibility to

better execute the schools core mission and vision, and better meet students’ needs. The

innovations to be implemented are guided by three core foundational values:

Blending curriculum and academic expectations into a coherent unit, with high

school and college-level work melded into a single academic program that meets the

requirements for both a high school diploma and grants college credits through Aims

Community College;

Integration of the high school and college experience;

High academic expectations including the expectation that all students will

simultaneously earn a high school diploma and an Aims Community College Associate of

Arts degree and transfer that degree to a four-year college

Waivers requested are in three areas of impact: Human Resources Management, Performance

Indicators and waivers in Scheduling and Calendar:

1. Human Resources Management include waivers of the Greeley Education Association

negotiated agreement, and district policies and state laws that allow a broader scope of

instructional services to students through hiring processes. Additional expectations of

staff include professional development to support one-to-one technology, student

support services, and extra-curricular activities. Early College Academy learning

standards and leadership expectations for staff members. Early College Academy is

interested in hiring and retaining instructors who are highly qualified and effective

contributors to the overall success and operation of the school. They must be strongly

committed to fully implementing the Early College Academy vision, mission, and

performance expectations. This small team of three to five instructors will not only be

responsible for classroom instruction but also for establishing and maintaining the

schools relationship with Aims Community College, and are willing ensure that students

utilize the support services, one-to-one technology and that students are able to take

advantage of extracurricular opportunities during their high school experience. The

objective is that Early College Academy will seamlessly blend the Aims Community

College staff and the District 6 staff to create the unique educational program which will

become Early College Academy. To accomplish this objective, Early College Academy

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will hire teachers and other employees under "at-will" employment terms, utilizing the

schedule and provisions of the Administrative, Professional Technical salary schedule.

(See Appendix A and Appendix B)

2. Waiver of scheduling and calendar to overcome future barriers that may occur as the

program develops. The waiver of both Board of Education policy and state policy is to

ensure that the principal has flexibility to change the calendar for Early College Academy

to maximize use of the blended relationship with Aims while at the same time meeting

the requirements for both the high school and Associate of Arts programs. (See Appendix

B, Appendix C and Appendix D)

Core Foundational Values

Early College Academy Curriculum

Early College Academy’s instructional model is different than traditional high school programs

and other Early College Academy models in the depth and breadth of cooperation between Aims

Community College faculty and District 6 faculty. As such, in June 2014, Aims’ faculty members

worked with District 6 teachers to define the curriculum for the proposed Early College

Academy, to create an innovative, engaging and seamless curriculum. This curriculum aims to

maximize student opportunity, maintain high rigor, and provide for student support throughout

the process.

The principles of the curriculum include:

A curriculum founded on a philosophy of education which is clearly connected to the

partnering institutions’ mission statements

The curricular goals of what graduates should know and be able to do in order to

successfully transition from Early College Academy to a four-year institution

Student activities ensure students master the Guaranteed Transfer Pathway Curriculum

and the Colorado Measures of Academic Success (CMAS)

The course sequence to form a coherent curriculum based on the stated intended

outcomes of both the secondary and post-secondary standards

An intentional academic support system in place for all students

Early College Academy’s academic program was created by blending four different standards:

Colorado Academic Standards

Academic Expectations from CCHE Guaranteed Transfer classes

Aims Community College Associate of Arts degree requirements

District 6 curriculum and graduation requirements. Core curriculum classes including

Mathematics, English Language Arts, History, Science, and World Language were

chosen to meet the new blended standards of Early College Academy. Electives were

chosen from academic majors of study offered by the Associate of Arts degree

requirements.

The new academic program combines high school graduation required coursework and courses

required for the Aims Community College Associate of Arts degree. All classes in the ninth and

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tenth grade year will be taught by highly qualified District 6 staff members except for college

level Social Studies and World Languages that will be taught by Aims faculty and supported with

extended time for students to complete. The eleventh and twelfth grade high school

requirements will be met entirely by students enrolling in college level classes taught by Aims

faculty. The ending result will be a student who could complete both their high school

requirements plus the required 62 credits for an Associate of Arts degree. Instructional staff and

leadership of Early College Academy must embrace the blended requirements and the high

academic standards of the Early College Academy.

Integration of the High School and College Experience

Early College Academy will be made up of an integrated staff from both Aims Community

College and District 6. As such, Early College Academy instructors will not only be responsible

for classroom instruction, but they will also be responsible for creating a unique college culture.

The small size of the District 6 staff combined with the expectations that they create an

innovative and unique educational culture, while blending with college staff, creates many

challenges. The current provisions of the negotiated agreement around scheduling and calendar

and the limits of current Board of Education policy and state law, limits the flexibility needed for

an innovative school environment.

Instructional Staff HQ (NCLB Title II-A) To support the unique needs of the school and the instructional staff the school intends to hire

instructional staff as Administrative, Professional, Technical (APT) positions working a 204-day

schedule to fulfill the leadership, curricular, instructional and extracurricular expectations. The

204-day schedule provides for the opportunity for additional professional development and the

creation of additional support systems for students, and to work more flexibly with Aims faculty.

Due to the constraints of hiring a small staff, the school will also request waivers from the

licensure requirements and intends to assign staff based on their unique skill set and their

ability to ensure the success of the school’s mission. Early College Academy will employ highly-

qualified and licensed instructors for teaching in core contact pursuant to the federal ESEA ACT

(in conjunction with the District’s ESEA Flexibility Request). Instructors in all necessary areas

will be highly qualified. The school may employ non-licensed instructors for supplement and

enrichment consistent with the innovation plan. It is the intent of Early College Academy to hire

instructors who hold higher degrees of education similar to the Aims Community College

counterparts who will be required to hold masters degrees or higher in their field of study.

Instructors will ensure that Early College Academy creates a rigorous academic culture, that

they efficiently leverage technology resources to maximize achievement, and that they ensure

that students experience a personalized learning environment.

High Academic Expectations

Early College Academy will create a rigorous academic culture that cultivates a college-going

atmosphere. Early College Academy will establish four expectations that will be shared among

staff, students, and parents. Those expectations are:

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To require students’ best effort daily, expect all students to succeed, and support their

efforts to do so

To provide a strong foundation in each academic discipline so that students can engage

in rigorous work

To achieve student mastery in college-readiness standards that enable all students to

earn a two year Associate of Arts degree, and be successful in a college or university,

graduate school, and professionally

To build critical thinking skills among students to solve real-world problems through the

ability to understand, analyze, apply, and synthesize ideas and knowledge

Early College Academy instructor’s will not only be responsible for the delivery of academic

content and classroom management, but they will be responsible for ensuring that students are

on pace to achieve student mastery in college-readiness standards. As part of the educational

program, District 6 instructors will partner with Aims instructors to create a rigorous academic

culture that cultivates a college-going atmosphere for all students. Instructors will be required to

prepare all students to succeed in academically challenging College level “Guaranteed Transfer”

classes in both their eleventh and twelfth grade year. This will require that all students

participate in rigorous preparation during their ninth and tenth grade years to ensure success

both on entrance examinations and in the Aims Community College classes themselves. Each

Early College Academy instructor will need to participate in leadership activities such as

learning and developing curriculum, and participating in the integration of the college and high

school. Students can achieve at this high level, but innovation status would grant the school the

freedoms necessary to ensure that teachers will succeed in teaming with college instructors.

Academic Support Structures and Systems

Leverage Technology

The Early College Academy technology team comprised of members from both Aims

Community College and District 6 have established a high bar for the implementation of

technology throughout Early College Academy. The team has secured a plan to provide laptops

to each student along with wireless technology throughout the facility, and instructional

technology in all classrooms. We have established technology expectations where all students

are able to login in less than two minutes and be prepared to engage in learning activities.

Accomplishing this required tremendous collaborative effort between District 6 Department of

Instructional Technology staff and Aims Community College Technology staff and will require

long range planning to meet the technology needs. As a result, the Blended Learning initiative

that is currently established in District 6 will be fully implemented in all Early College Academy

classrooms and content areas. Implementation will begin in the first year. Students will have

college level access to technology throughout their experience at Early College Academy. The

Early College Academy Blended Learning plan will be a District 6 model and will require time

and professional development training to make the program successful.

Personalized Environment

It is essential that staff develop a sense of community, equity, 21st Century Skills and a shared

sense of responsibility, as they are necessary elements of a well-rounded education. While

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recognizing that academics always come first, Early College Academy seeks to use an integrated

approach in order:

To build a common understanding that each student chooses to be a part of a

community, sharing in the responsibilities and sacrifices such a commitment brings

To build a unified student body, embracing the challenges of gender, economic and

cultural diversity, fulfilling the commitment to have an inclusive student body that

includes economically disadvantaged families, and diverse populations

To actively encourage parents to partner with Early College Academy and to play

significant roles in the daily lives and work of their children

Early College Academy seeks to create a school that maximizes the benefits of its small size and

accentuates the positive attributes of the personalized college education offered at Aims

Community College. Early College Academy seeks:

To create a community where each student is known and supported to achieve their

potential

To embrace the positive elements of a small school

To instill in students the desire and the knowledge of how to pursue independent

learning

Academic Achievement

Early College Academy will provide students and parents with a unique opportunity to access

college education for little or no cost. The focus of the school aligns with the goals of District 6

and with the goals of Aims Community College. Our outcomes will include:

Increase high school student access to college

Improve post-secondary completion rates

Increase baccalaureate degree attainment of Greeley-Evans students

Better prepare students for post-secondary enrollment and the workforce

Daily Schedule and Calendar

The bell schedule will be based on a seven period day with a 40 minute lunch period for students

and staff. The daily schedule will provide time for students to meet the requirements for a high

school diploma and an Associates of Arts degree. Students will work with the counselor to create

their Individual Career and Academic Plan (ICAP) that will guide them in their area of interest

and will be used to create the focus of study for the Aims Associate of Arts degree.

Early College Academy will utilize the District 6 calendar for students enrolled in classes on the

Early College Academy Campus. Students will exceed the state and district required hours for

instruction in a high school program.

Students enrolled in Early College Academy will be taking classes both on the Early College

Academy Campus and on Aims Community College Campus. The Aims Community College

main campus will be used to provide instruction in electives and select classes that cannot be

given at the Early College Academy campus because of low enrollment or the requirement of

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specialized equipment. As such, students may be asked to join a class already scheduled at the

Aims Community College campus. Student will follow the Aims Community College Calendar

during the times they report to classes on the Aims Community College Campus.

The calendar was purposefully built with consistent

scheduling providing adequate contact time for both

the high school classes and to provide the best

opportunity to coordinate with Aims Community

College classes. The waiver of both Board of

Education policy and state law is to ensure that the

principal has flexibility to maximize use of the

blended relationship with Aims while at the same

time meeting the requirements for both the high

school and Associate of Arts degree programs. Aims

has already agreed that their staff schedules will

adopt the Early College Academy calendar and

course hour requirements whenever Aims

Community College classes are taught on the Early College Academy campus. It is important to

give the principal and the Early College Academy leadership team the freedom to vary from the

District 6 calendar when necessary to implement the schools mission and vision.

Quality Teaching: Supporting Design Elements and Practices

A culture of excellence can only be established when a commitment to constant and continual

improvement is part of the teaching culture. School of Innovation status will better promote a

culture where teachers are continually designing, developing, and evaluating authentic learning

experiences and assessments, incorporating contemporary tools and resources to maximize

content-learning in context. School of Innovation status will empower Early College Academy

with the flexibility to provide additional professional development, planning, and collaboration

time necessary to nurture master teachers.

School Leadership Teams, School Accountability Team

Early College Academy will initially open with three District 6 instructional staff members and

may only grow to include a maximum of seven District 6 instructional staff. This is a small group

of District 6 employees to serve on the multiple leadership groups which will be necessary to

implement the school plan. It is essential that the principal and all instructional staff serve as

instructional leaders within the school and that they assume multiple roles to provide

instructional supports and extracurricular opportunities for students. Each instructor will need

to share the responsibilities of implementing the school vision and mission and assume

leadership responsibilities with respect to curriculum development and instructional

innovation. The principal and the staff will also need to ensure that the Memorandum of

Understanding, Technology Plan and other school agreements between Aims and District 6 are

implemented. Additionally, it is recommended that the school establish an advisory committee

which includes parents, staff, central administration and members from institutions of higher

education. In addition teachers may be asked to serve on a school accountability committee.

Early College Academy Bell Schedule

Period 1 7:30 a.m.- 8:25 a.m.

Period 2 8:30 a.m.- 9:25 a.m.

Period 3 9:30 a.m.-10:25 a.m.

Period 4 10:30 a.m.-11:25 a.m.

Lunch 11:25 a.m.-12:05 p.m.

Period 5 12:05 p.m.-1:00 p.m.

Period 6 1:05 p.m.-2:00 p.m.

Period 7 2:05 p.m.-3:00 p.m.

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Additional waivers from district policy and state law were requested to give the principal and

leadership committee the freedom to remove any barriers that would impede the successful

implementation of the school leadership teams or inhibit the ability of the school to adjust staff

responsibilities in the best interest of students.

Majority Consent

In compliance with state law a vote of consenting parties has been included in this plan.

Members of the Early College Academy Steering and Advisory Committee and school

administration voted to support the plan. Members from staff will be asked to vote to

support the plan.

o On 5/15/2015 members of the Early College Academy Steering and Advisory Committee representing both district and school administration were asked to vote on the Early College Academy Innovation Plan. Superintendent Wayne Eads, Chief Academic Officer Dr. Stacie Datteri, Principal Gordon Boschman, Director of Career and Technical Education and Post-Secondary Paul Francisco, Executive Director of Secondary Schools Kathi VanSoest, Director of Professional Development Aimee Cieminski all voted in favor of the plan.

o Staff employed by the school have not been hired. As a group, staff members will each be presented with a copy of the innovation plan on or before their first day of employment July 25, 2015. On or before July 25, 2015 a vote of the staff members will be taken by the Early College Academy principal. Results from this vote will be entered into the schools records.

o In accordance with state law 22-11-401 a School Accountability Committee will be formed. No fewer than three parents of students enrolled in the school will be presented the accountability plan and a vote will be taken during the first meeting of the School Accountability Committee. The vote will be collected by the principal and entered in to the school’s records.

ICAP and School Requirements

In addition, Early College Academy requests waivers be submitted that would allow

instructional staff to incorporate the college focus into required elements of the curriculum. The

Individual Career and Academic Plan will be an essential part of the school experience for

students. Staff, and parents need to be involved in the creation and maintenance of the plan.

Early College Academy intends to add requirements that all students will complete an

application to a four-year Colorado university, complete the FAFSA and complete a scholarship

application as a requirement of the academic program. The expectation is that 100% of students

from Early College Academy will fulfill the mission of the school and be able to utilize their

degree in a university or post-secondary education program of their choosing.

IDEA Requirements

The District recognizes that the plan to create an innovation school will not impact or in any way

diminish the schools or the districts obligation to comply with all obligations under the

Individuals with Disabilities Education Act (“IDEA”), the federal IDEA regulations, the Colorado

Exceptional Students Act (“ECEA”), or the Colorado Rules for the Administration of the

Exceptional Students Educational Act.

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Conclusion

As an Innovation School, Early College Academy will be empowered with the flexibility to meet

academic achievement goals and ensure that each and every student is able to simultaneously

attain an Aims Community College Associate of Arts degree and a high school diploma.

Innovation status will allow Early College Academy to increase the frequency and customization

of professional development, training, and planning for instructors. Innovation status will also

permit the school to establish a new innovative culture focused on successful implementation of

the mission. This is necessary to meet the needs of our diverse student population, foster a

culture of excellence, and prepare students for the rigorous academic experience and ultimately

post-secondary success.

Innovation status will be instrumental in ensuring the success of implementing a cooperative

relationship with Aims Community College Instructional and support staff, and efficient

utilization of resources provided by both Aims Community College and District 6. Early College

Academy will have a very small staff and will need to rely on that staff to establish and maintain

an innovative school culture that will demand not only staff participation but blending of

instructional and cultural expectations. It is our proposal that the leadership team will review

the Early College Academy mission, vision and innovation plan annually and that during that

review process staff members participate in the acceptance of the innovation plan. Early College

Academy will establish a transformational educational model utilizing a blended learning

environment.

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Appendix A: List of Programs, Policies, and Operational Documents Affected by Innovations

Greeley Education Association Negotiated Agreement Waivers

Area of Impact

Introduction Human Resources Management

Exclusive Recognition Human Resources Management

Employee Concerns Human Resources Management

Employee Protection Human Resources Management

Teacher Displacement and Reduction in Force Human Resources Management

District 6 Waivers Area of Impact

GCO-R Evaluation of Licensed Personnel Human Resources Management

GCOA Evaluation of instructional Staff Human Resources Management

GCQA Instructional Staff reduction in force Human Resources Management

GCQA -R Instructional Staff Reduction in force Human Resources Management

IC/ICA School Year/School Calendar Calendar and Schedule

State Waivers Area of Impact

C.R.S 22-9-106 Local Board Duties – Performance Evaluation System

Human Resources Management

C.R.S 22-32-109 (1)(f) Local Board Duties- Specific Duties - Selection of Personnel and Pay


C.R.S 22-32-109 (1)(n)(l) Local Board Duties- Specific Duties - Schedule and Calendar


C.R.S 22-32-109 (1)(n)(II)(A) Local Board Duties- Specific Duties- Actual Hours of Instructor- Pupil Instruction and Contact


C.R.S 22-32-109 (1)(n)(II)(B) Local Board Duties- Specific Duties - District Calendar

Calendar and Schedule

C.R.S 22-32-109 (1)(jj) Local Board Duties- Specific Duties - Principal Training


C.R.S 22-32-110 (l)(h), Local Board Duties– Specific Duties- Employee Termination


C.R.S 22-63-201 Local Board Duties- Employment License Required Exception


C.R.S 22-63-202 Local Board Duties- Employment Contracts


C.R.S 22-63-203 Local Board Duties- Probationary Teachers


C.R.S 22-63-206 Local Board Duties - Transfer - Compensation


C.R.S 22-63-301 Local Board Duties- Grounds for Human Resources Management

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Dismissal

C.R.S 22-63-302 Local Board Duties- Procedures for Dismissal


C.R.S 22-63-401 Local Board Duties- Salary schedule – adoption- changes


C.R.S 22-63-402 Local Board Duties- Services - disbursements


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Appendix B: Greeley Education Association Negotiated Agreement Waiver

Introduction Early College Academy is interested in hiring and retaining instructors who are highly qualified, effective contributors to the overall success and operation of the school, and strongly committed to fully implementing the Early College Academy vision, mission, and performance expectations. This small team of three to five instructors will not only be responsible for classroom instruction but also for establishing and maintaining a blended instructional team with Aims Community College staff. The objective is to create a comprehensive high school experience for all students in college atmosphere. To accomplish this objective, Early College Academy will hire instructors and other employees under "at-will" employment terms, utilizing the schedule and provisions of the Administrative/Professional/Technical.

Greeley Education Association Agreement

Article I -XXX Article II Exclusive Recognition A. The Board recognizes the Association as the exclusive and sole

negotiation representative for any employee paid on the Certified/Licensed Personnel Salary Schedule. (Revised 1/1/91)

B. If at any time the Board receives a petition signed by thirty (30) percent of the bargaining unit, the Board will schedule a representative election. The election will be conducted under the rules of the American Arbitration Association.

C. Expansion of the employees represented by the Association will occur at such times and upon such terms and conditions as are mutually agreed upon between the Board and the Association. In deciding what classifications of employees are appropriate, the Board intends to consider the expressed desires of the affected employees whether reflected by petitions or by a vote on that issue. Although the Board reserves the right to reject inclusion, it is likely that the Board would favorably consider inclusion of an appropriate employee group whose majority of membership has favored the Association representation in a fair and impartial election, conducted without cost or expense to School District 6. (Adopted 1/1/91)

D. An administrator and employee are encouraged to meet to resolve concerns at the lowest level possible. The employee may discontinue the meeting and ask for representation if needed. An employee has the right to take an Association representative with them to any meeting/conference.

Early College Academy Replacement Plan

Early College Academy seeks to waive the provisions of all labor agreements that District 6 has entered with Greeley Education Association and all related work rules, salary schedules, step increase schedules, cost-of-living increase, schedules, and any other compensation related matters. This should not affect Article II Exclusive Recognition of the Greeley Education Association Contract as Early College Academy Instructors job descriptions would be significantly altered to reflect their expanded duties required to implement the mission and vision of the school. Early College Academy seeks to develop unique job descriptions and hire these employees as Administrative/Professional/Technical staff.

Early College

Academy

Graduate

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Article VI Employee Concerns

A. The concern communication process should be used to examine concerns not specifically covered by the grievance procedure.

1. Employees with a concern should discuss it with the principal and/or immediate supervisor.

2. If the concern is not satisfactorily resolved, employees have recourse to continue the process by submitting to the principal and/or immediate supervisor a Concern Communication Form, which may be obtained at their work location.

3. After considering the available resources and alternatives, the principal and/or immediate supervisor will respond in writing on the form within ten (10) contract days.

4. If the concern is not satisfactorily resolved at this point, employees have recourse to continue the process by requesting, through the principal and/or immediate supervisor, that a meeting be held with employee, principal and/or immediate supervisor, and the appropriate director within five (5) contract days.

5. Having considered the available resources and alternatives, the appropriate director will render a decision in writing on the form within ten (10) contract days after the meeting.

6. If the concern is not satisfactorily resolved at this point, employees have recourse to continue the process by requesting, through the principal and/or immediate supervisor, that a meeting be held with the employee, principal and/or immediate supervisor, appropriate director, and the Superintendent or designee within five (5) contract days.

7. Having considered the available resources and alternatives, the Superintendent or designee will render a decision in writing on the form within ten (10) contract days.

B. For concerns involving working relationships: 1. Employees with a concern should discuss it with the principal

and/or immediate supervisor. 2. If the concern is not satisfactorily resolved, employees have

recourse to continue the process by submitting a Concern Communication Form to the appropriate administrator within five (5) contract days. A copy of the form will be sent to the principal, immediate supervisor, or other pertinent parties.

3. After considering alternatives, the appropriate administrator will render a decision in writing within ten (10) contract days.

4. If the concern is not satisfactorily resolved at this point, employees have recourse to continue the process by submitting a Concern Communication Form to the Superintendent within five (5) contract days.

5. After considering alternatives, the Superintendent or designee will render a decision in writing within the ten (10) contract days.

C. Miscellaneous 1. A Class Action Concern is defined as a concern that affects

more than one employee and/or subject matter that concerns more than one building.

a. Employees with a concern should discuss it with the appropriate director.

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b. If the concern is not satisfactorily resolved at this point, employees may submit a Concern Communication Form to the appropriate director.

c. The appropriate director will respond in writing on the form within ten (10) contract days.

d. If the concern is not satisfactorily resolved at this point, employees may request a meeting be held with the Superintendent or designee within five (5) contract days.

e. Having considered available resources and alternatives, the Superintendent or designee will render a decision in writing on the form within ten (10) contract days.

2. Neither the Board nor any member of the administration will take reprisals affecting the employment status of any party in interest, an Association representative, or any other participant in the concern process by reason of such participation.

3. If any meetings are held at any point in the concern process, the person(s) with the concern and/or the appropriate director may invite any individuals they feel are necessary.

4. Notwithstanding anything in this Article VI to the contrary, at each stage of the process, an administrator other than the administrator who rendered a decision at a lower level of the process will conduct the employee concern meeting and make the decision. (Revised 2012)


Early College Academy will adopt employee policies outlined in the Administrative/Professional/Technical guidebook. The Administrative /Technical/Professional guidebook illustrates complaint and staff support models as they are outlined in District 6 Board of Education Policy GBEB and GBAA. The Board of Education policy and guidebook supports the use of progressive discipline to address issues such as poor work performance or misconduct and illustrates procedures for handling complaints. As outlined in the handbook Early College Academy will adopt the FRISK documentation model which seeks to assist instructors in improving performance.


Article XIII Employee Protection A A. Complaints

1. Except for violations of school board policy or state statute, in the event there are complaints against an employee that are of a nature to be shared/pursued, the employee will be informed of the specifics of the complaint within four (4) contract days following receipt of the complaint. It is the intent that the name of the complainant will be shared with the employee in most cases.

2. Every effort shall be made to resolve the complaint with the involvement of the employee, the complainant, and the administrator by using problem-solving strategies to bring resolution/closure to the complaint.

3. Except for allegations of state or federal statue violations, if an administrator intends to contact any additional person(s) in relation to a complaint, the administrator shall inform the employee about the nature of the complaint prior to any discussion with other person(s) except when seeking guidance from appropriate administrative personnel. (Revised 2000, 2009/2010)

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B. Warning/Corrective Action 1. If further action under this article is appropriate, the

employee shall receive a written warning during a prearranged meeting. A written warning shall not become part of an employee's personnel file. If no similar incident occurs within a three (3) year period from the date of the written warning, all copies of the written warning will be returned to the employee.

2. Corrective action is a written reprimand to be placed in the personnel file, reduction in compensation, paid suspension, or unpaid suspension. Generally, corrective action should be taken only after a similar incident occurs or remains uncorrected after a warning was given. The corrective action may set forth required improvements. If, after corrective action was taken, no additional similar incident occurs within a three (3) year period, the employee may write a letter of request to the Chief Human Resources Officer to remove the corrective action document from the personnel file. The letter will state reasons to be considered by the Chief Human Resources Officer in making the decision. Corrective action may be applied in any sequence, with or without written warning, depending on the circumstances.

3. The provisions of this article shall not apply to employment dismissals or nonrenewal of probationary teachers. If legislation substantively changes regarding the Teacher Employment, Compensation, and Dismissal Act of 1990, we agree to negotiate in good faith in an attempt to provide employee continuity and protection. (Revised 2000, 2003)

C. Just Cause 1. No employee shall be disciplined (which may include written

warnings, formal oral reprimands, written reprimands, disciplinary suspensions with or without pay, disciplinary reductions in rank, reductions in salary and discharge) without just cause. In cases of non-renewal or dismissal of employees covered by the Colorado Teacher Employment, Compensation, and Dismissal Act, state law will apply. (Adopted 2007/2008)


Early College Academy will adopt employee policies outlined in the Administrative/Professional/Technical guidebook and corresponding Board of Education policies. The Administrative/Professional/Technical guidebook illustrates complaint and staff support models as they are outlined in Board of Education Policy GBEB and GBAA. The Board of Education policy and guidebook supports the use of progressive discipline to address issues such as poor work performance or misconduct and illustrates procedures for handling complaints. As outlined in the handbook Early College Academy will adopt the FRISK documentation model which seeks to assist instructors in improving performance.

Greeley Education Article XIV Teacher Displacement And Reductions In Force

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Association Agreement A. Teacher Displacement 1. The District may determine that a non-probationary teacher’s

services are no longer required because of a drop in enrollment, turnaround, phase-out, reduction in program or reduction in building, including closure, consolidation, or reconstitution (referred to in this Article as “displacement” or “displaced”). Upon such a determination, the displaced teacher shall be notified in a hard copy document of his or her displacement from a school.

2. Upon notice of displacement to the displaced teacher, through the human resources online application system, the department of human resources shall immediately provide the displaced teacher with a list of all vacant positions for which he or she is qualified, as well as a list of vacancies in any area identified by the District to be an area of critical need.

3. The displaced teacher may make an application for a vacancy to the principal of a listed school via the online human resources application system. The principal will conduct interviews as appropriate to the position and school needs. When a principal recommends appointment of a displaced teacher applicant to a vacant position, the displaced teacher shall be transferred to that position.

4. Any active displaced teacher who, during the prior school year, was deemed satisfactory, and who has not secured a position through school-based hiring shall be a member of a priority hiring pool, which priority hiring pool shall ensure the displaced teacher a first opportunity to interview for available positions for which he or she is qualified and has applied.

5. A teacher may be assigned to a particular school only with the consent of the hiring principal with input from at least two teachers employed at the school who are chosen by the faculty of teachers at the school to represent them in the hiring process, and after a review of the teacher’s demonstrated effectiveness and qualifications, which review demonstrates that the teacher’s qualifications and teaching experience support the instructional practices of the school.

6. a. The Board engages in one hiring cycle each year when the Board projects and fills staffing needs for the next school year. This hiring cycle typically commences in March and continues through the end of August. If a displaced teacher is unable to secure a mutual consent assignment by August 31st of the school year immediately following the school year in which displacement occurs, the District shall place the teacher on unpaid leave until such time as the teacher is able to secure an assignment. The District will not contest a claim for unemployment benefits filed by a teacher on unpaid leave. If the teacher secures an assignment at a school while placed on unpaid leave, the District shall reinstate the teacher’s salary and benefits at the level they would have been if the teacher had not been placed on unpaid leave. By way of example, if a teacher is given notice of displacement in March, the teacher will be paid his or her regular salary and benefits through August 31st of the year of displacement. Beginning on September 1st of the school year immediately following the year of displacement, the teacher will receive his or her regular salary and benefits through August of that school year, after which the teacher will be placed on unpaid leave if he or she

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has been unable to secure a mutual consent assignment. b. Notwithstanding the foregoing, if a teacher is displaced

between the first day of the school year and the first day of school in January after Holiday break, that teacher will be paid his or her regular salary and benefits through August 31st of that school year. Beginning on September 1st of the school year immediately following the year of displacement, the teacher will receive his or her regular salary and benefits through December of that school year, after which the teacher will be placed on unpaid leave if he or she has been unable to secure a mutual consent assignment.

7. Nothing in this Article XIV shall limit the ability of the District to place a teacher in a nine-month assignment or other limited-term assignments, including, but not limited to, a teaching assignment, substitute assignment, or instructional support role during the period in which the teacher is attempting to secure an assignment through school-based hiring. Such an assignment shall not constitute an assignment through school-based hiring and shall not be deemed to interrupt the period in which the teacher is required to secure an assignment through school based hiring before the District shall place the teacher on unpaid leave.

8. The District and the Association will work together to develop policies for the Board of Education to adopt to implement the provisions of this Article XIV, Section A.


Early College Academy will adhere to the employment procedures established by Colorado statutes except for any statutory waivers identified by the Early College Academy innovation plan that are intended to protect the autonomy of the school to: pursue recruitment, selection, and hiring; prevent the placement of teachers; and provide additional compensation based on school specific school roles and responsibilities. The district Human Resources office will work with Early College Academy to ensure staff contracts are consistent with the approved innovation plan. Instructors in this school will have unique job descriptions and will be hired utilizing the Administrative/Professional/Technical schedule. Contracts for Early College Academy instructors and administrative staff will constitute a voluntarily relationship with Greeley-Evans School District 6 and acknowledge that there is no specified length of employment. Accordingly, either the employee or Greeley-Evans School District 6 can terminate the relationship at will, with or without cause, at any time, so long as there is not violation of applicable federal or state law.


Article X Work Day A. Work Week: The total of all assigned responsibilities for a full time

(1.0) Employee shall not exceed forty (40) hours in a full Monday-Friday work week, exclusive of a minimum daily thirty (30) minute continuous duty-free lunch. The continuous duty-free lunch will be within typical a lunch timeframe.

B. Work Day: The work day shall be eight (8) continuous hours exclusive of a duty-free lunch period of at least thirty (30) minutes. However, the eight (8) hour workday may be extended to accommodate scheduling needs as long as the forty (40) hour work week is not exceeded. Employees are required to attend meetings scheduled during the work day.

C. Supervisory Duties: The District and the Association recognize that as professionals, the primary responsibility of Employees is the

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instruction of students. However, Employees may be assigned non-instructional supervisory duties during the regular work day. Every attempt shall be made to limit such duties to an average of thirty (30) minutes per week, but in no case shall such duties exceed a maximum average of forty-five (45) minutes per week. Such assigned duties shall be prorated for Employees who are part time at a building.

D. Other Responsibilities: Exceptions to the required defined work day/work week shall be:

1. Parent teacher conferences which are compensated at the Employee’s per diem hourly pay or equal release time from a regular contract day. 2. Two (2) after hour’s events per school year. Every attempt shall be made to limit such events to a maximum of two and one-half (2 ½) hours each, but in no case shall any such event exceed three (3) hours. Any such event that is required shall occur on Monday through Thursday within the teacher’s contract year; however Employees may volunteer for other events.

E. Student Contact Day: The length of the student contact day is herein defined as the time between the starting and the ending of the regular student school day including all transitions before and after school. The start time and end time of the student contact day and the work day will not be the same. (Adopted 2007/2008, Revised 2013)

Early College Replacement Plan

Early College Academy will adhere to the employment procedures established by Colorado statutes and federal law. The district Human Resources office will work with Early College Academy to ensure that job descriptions and staff contracts are consistent with the approved innovation plan. Contracts for Early College Academy instructors and administrative staff will constitute a voluntarily relationship with Greeley-Evans School District 6 and acknowledge that there is no specified length of employment. Accordingly, either the employee or Greeley-Evans School District 6 can terminate the relationship at will, with or without cause, at any time, so long as there is not violation of applicable federal or state law.

Appendix C: District 6 Board of Education Policy Waivers Detail

District 6 Board of Education Policy

GCO- Evaluation of Licensed Personnel

Area of Impact: Human Resource Management: Instructor Evaluation

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This policy and accompanying regulation shall be considered part of the district’s licensed personnel performance evaluation system. The district’s licensed personnel evaluation system shall be developed and implemented in accordance with state law. The Board shall consult with district administrators, teachers, parents and the advisory school district licensed personnel performance evaluation council in developing and evaluating the district’s evaluation system. The purposes of the district’s licensed personnel evaluation system shall be to serve as a basis for the improvement of instruction, enhance the implementation of curricular programs, and measure the professional growth and development and the level of effectiveness of licensed personnel. The district’s licensed personnel performance evaluation system also shall serve as the measurement of satisfactory performance and documentation for dismissal for unsatisfactory performance pursuant to state law, if applicable. For purposes of this policy and the district’s licensed personnel performance evaluation system, “unsatisfactory performance” shall be defined as a performance rating of “basic”, “ineffective”, “partially effective”, “partially proficient” or other similar terms. The school district shall conduct all evaluations so as to observe the legal and constitutional rights of licensed personnel. No informality in any evaluation or in the manner of making or recording any evaluation shall invalidate the evaluation. No minor deviation in the evaluation procedures shall invalidate the process or the evaluation report. Nothing in this policy shall be construed to imply in any manner the establishment of any property rights or expectancy or entitlement to continued employment not explicitly established by statute, Board policy or contract. Neither shall this policy and/or the evaluation system be deemed or construed to establish any conditions prerequisite relative to renewal of contracts, transfer, assignment, dismissal or other employment decisions relating to school personnel. Unless an evaluator acts in bad faith or maliciously with respect to the application of a procedure associated with the evaluation process, any misapplication of a procedure, failure to apply a procedure or adhere to a prescribed timeline shall not be an impediment to or prevent the Board from modifying an employee's contract status, employment status or assignment under the terms of the employment contract and state law. The content of the evaluation, the rating given and any improvement plan shall not be grievable under the district’s formal grievance process. All employment decisions remain within the sole and continuing discretion of the Board of Education, subject only to the conditions and limitations prescribed by Colorado law. Any dismissal or other employment action shall be in accordance with applicable state law and Board policy.


Contracts for Early College Academy instructors and administrative staff will constitute a voluntarily relationship with Greeley-Evans School District and acknowledge that there is no specified length of employment. Accordingly, either the employee or Greeley-Evans School District 6 can terminate the relationship at will, with or without cause, at any time, so long as there is not violation of applicable federal or state law. Early College Academy will utilize the guidelines of the Administrative/ Professional/ Technical handbook to develop an appropriate evaluation system for instructional and administrative staff.


GCO-R Evaluation of Licensed Personnel


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The procedures necessary to administer and implement the policy accompanying this regulation and the district’s licensed personnel evaluation system are as follows: Basic requirements 1. All licensed personnel, including full-time and part-time teachers, shall be

evaluated by an administrator/supervisor who has a principal or administrator license issued by the Colorado Department of Education and/or such administrator’s/supervisor’s designee, who has received education and training in evaluation skills approved by the Colorado Department of Education that will enable the evaluator to make fair, professional and credible evaluations of the licensed personnel whom the evaluator is responsible for evaluating.

2. The standards for effective performance of licensed personnel and the criteria to be used in determining whether performance meets these standards shall be available in writing to all licensed personnel. Such standards and criteria shall be communicated and discussed by the person being evaluated and the evaluator prior to and during the course of the evaluation.

3. The system shall identify the various methods of evaluation, which shall include but not be limited to direct observations and a process of systematic data-gathering.

Information collection The evaluator shall directly observe the licensed staff member and gather other data in accordance with the district's evaluation system and state law. No evaluation information shall be gathered by electronic devices without the consent of the licensed staff member. Peer, parent or student input may be obtained from standardized surveys as part of a teacher’s evaluation. Each principal’s evaluation shall include input from teachers employed at the school and may include input from the students enrolled at the school and their parents. Frequency and duration Probationary teachers shall receive at least two documented observations and one evaluation that results in a written evaluation report each academic year. Non-probationary teachers shall receive at least one documented observation and one evaluation that results in a written report each academic year. Teachers shall receive the written evaluation report at least two weeks before the last class day of the school year. Principals shall receive one evaluation that results in a written report each academic year. Each evaluation will result in a written report. Variations will be permitted in this evaluation schedule, whether requested by the evaluator or licensed staff member, when the staff member is notified by the evaluator that an additional evaluation report is necessary for reasons consistent with one or more purposes of the evaluation system. Minor adjustments and variations in the evaluation process will be allowed in order to ensure that the evaluation process is thorough and that sufficient data is collected in accordance with the district’s evaluation system. Informal evaluations and observations may be made whenever deemed appropriate by the district. Documentation The evaluator will prepare a written evaluation report at the conclusion of the evaluation process which will include the following: 1. A remediation plan which is specific as to what improvements, if any, are needed

in the licensed staff member’s performance and which clearly sets forth recommendations for improvements. If the person evaluated is a teacher or a principal, the plan shall include recommendations for additional education and training during the teacher’s or principal’s license renewal process.

2. Specific information about the strengths and weaknesses in the licensed staff member’s performance.

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3. Documentation identifying when a direct observation was made. 4. Identification of data sources. The evaluation report will be discussed with the licensed staff member evaluated. Both the evaluator and the staff member will sign the report, and each will receive a copy. The signature of any person on the report will not be construed to indicate agreement with the information contained therein. If the staff member disagrees with any of the conclusions or recommendations made in the evaluation report, he or she may attach any written explanation or other relevant documentation. Each report will be reviewed and signed by a supervisor of the evaluator. Ineffective performance A licensed staff member whose performance is deemed to be ineffective shall receive: 1. Written notice that his or her performance evaluation shows a rating of

ineffective; 2. A copy of the documentation relied upon in measuring the staff member’s

performance; and 3. Identification of deficiencies. Appeal The conclusions of the evaluator will not be subject to further review except as otherwise provided in these procedures. The licensed staff member evaluated may appeal the application of the evaluation procedures by submitting a request for review to the supervisor of the evaluator to determine if the procedures were followed during the evaluation. Appeal by a non-probationary teacher A non-probationary teacher may appeal his or her second consecutive rating of ineffective in accordance with the following: 1. The non-probationary teacher shall file a written appeal with the superintendent

or designee within fifteen (15) calendar days of the teacher’s receipt of the district’s written notice informing the teacher of his or her performance rating of ineffective.

2. A non-probationary teacher’s grounds for appealing an ineffective rating shall be limited to the following: a. The evaluator did not follow evaluation procedures that adhere to the

requirements of applicable law and that failure had an impact on the teacher’s performance rating; or

b. The data relied upon was inaccurately attributed to the teacher. 3. The non-probationary teacher shall have the burden of demonstrating that a

rating of effectiveness was appropriate. 4. The superintendent or designee shall review the non-probationary teacher’s

appeal and provide the teacher with a written decision regarding the appeal within thirty (30) calendar days of the superintendent’s receipt of such appeal. The superintendent’s decision shall be final.


Contracts for Early College Academy instructors and administrative staff will

constitute a voluntarily relationship with Greeley-Evans School District and

acknowledge that there is no specified length of employment. Accordingly, either the

employee or Greeley-Evans School District 6 can terminate the relationship at will,

with or without cause, at any time, so long as there is not violation of applicable

federal or state law. Early College Academy will utilize the guidelines of the

Administrative/ Professional/ Technical handbook to develop an appropriate

evaluation system for instructional and administrative staff.


GCBA- Instructional Staff Contracts/Compensation/Salary Schedules


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The Board shall adopt a salary schedule for its regular teaching personnel and shall

place each teacher in the school district on the salary schedule at least commensurate

with, but not limited to, education, prior experience and experience in the district. The

schedule adopted by the Board shall remain in effect until changed or modified by the

Board in accordance with law. If the Board declares a fiscal emergency during a budget

year as allowed by state law and discussed in policy DBK*, salaries may be reduced for

all employees on a proportional basis or the work year of employees may be altered.

Any such reduction in salaries may be made notwithstanding any adopted salary

schedule or policy.

Salary increments shall be conditioned upon evidence of the continued professional

growth of a teacher. Within the framework of state statutes, employees who do not

comply with the requirements of the Board and state may not be granted salary

increases or may not be retained on the staff.

Placement on the salary schedule shall be in accordance with requirements by the

administration and approved by the Board.

The district shall comply with statutory provisions regarding salary schedules.

A new teacher may be given up to 15 years of prior teaching experience when being

placed on the salary schedule. The district shall increase the placement on the salary

schedule for prior teaching experience each year thereafter until a maximum of 25

years of prior teaching experience is reached.

Newly hired teachers required to attend new teacher orientation shall receive their

contractual compensation in 13 equal monthly installments.

Contracts

Every employment contract entered into by any teacher shall contain a damages

provision requiring such person to pay damages and authorizing the Board to withhold

damages from compensation due or payable in an amount up to one-twelfth of the

annual salary specified in the employment contract if the teacher abandons, breaches,

or otherwise refuses to perform services for the district pursuant to the contract,

unless the teacher has given written notice to the Board of Education no later than 30

days prior to the commencement of the succeeding academic year that the teacher will

not fulfill the obligation of the contract during the succeeding academic year or, after

the beginning of the academic year, unless the teacher has given at least 30 days

written notice to the Board during the academic year that the teacher wishes to be

relieved of the contract for the remainder of the year as of a certain date. Said

damages shall not exceed ordinary and necessary expenses for the Board to secure

services of a suitable replacement teacher.







federal or state law. Early College Academy will utilize the guidelines of the

Administrative/ Professional/ Technical calendar and handbook to develop job

descriptions and compensation.


GCQF - Discipline, Suspension and Dismissal of Instructional Staff (and Contract Nonrenewal)


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The Board of Education shall follow procedures established by law for the suspension

and dismissal of teachers.

Full-time probationary teachers, currently employed by the Board, shall be

reemployed for the succeeding academic year at the appropriate salary unless the

Board does not renew the contract of such teacher pursuant to law.

The superintendent shall be authorized to suspend with pay or place on administrative

leave a professional staff member as a disciplinary measure and/or pending an

internal investigation when a professional staff member is accused of serious

misconduct. The superintendent shall report all such suspensions to the Board at its

next meeting and shall make a recommendation if further disciplinary action is

warranted.

A teacher shall not be subject to any disciplinary proceeding including dismissal for

actions which were in good faith and in compliance with the district’s discipline code,

nor shall a contract nonrenewal be based on such lawful actions.

The district shall not obtain consumer credit reports on a current employee unless the

district is evaluating the employee for promotion, reassignment or retention. In all

cases where credit reports are obtained and/or relied upon for purposes of

reassigning, terminating or denying the promotion of an employee, the district shall

comply with the Fair Credit Reporting Act.

The district shall comply with the mandatory reporting requirements concerning

allegations of unlawful behavior involving a child and other offenses, in accordance

with state law and the regulation accompanying this policy.







federal or state law.

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GCQA/GCQB - Instructional Staff Reduction in Force


A justifiable reduction in the number of teaching positions occurs when the Board

determines that a fiscal exigency exists and/or program change is to be made that

requires cancellation of one or more teacher contracts. In the event of a potential

reduction in force, the following policy and accompanying regulation shall apply and

any cancellation of a teacher’s employment contract shall be in accordance with this

policy and accompanying regulation. This policy and accompanying regulation shall

not apply to teacher dismissals, non-renewals or other personnel actions that do not

result in a reduction in the number of teaching positions in the district.

Definitions

For purposes of this policy and accompanying regulation, the following definitions

shall apply.

1. "Cancellation of Employment" means the cessation of employment of a teacher

during the term of the teacher’s contract when there is a justifiable reduction in the

number of teaching positions in the school district for reason(s) of fiscal exigency

and/or program change.

2. "Teacher" means any person who is defined as a teacher under the Teacher

Employment, Compensation, and Dismissal Act of 1990, C.R.S. 22-63-101 et seq.

3. "Fiscal Exigency" means any significant l decline in the Board of Education’s

ability to fund the operations of the district as a result of a decline in student

enrollment, restrictions on revenues, increased costs or any other action, event or

condition that may cause the district’s current or projected budget to be insufficient to

adequately meet the district’s current or projected needs. A fiscal exigency may exist

based solely upon current revenue and expenditure projections.

4. "Program Change" means the elimination, curtailment, or reorganization of

curriculum, programs or operations, or a reorganization or consolidation of two or

more individual schools. A program change may or may not be related to a fiscal

exigency.

5. “Day" means each calendar day; provided, however, that if the deadline for any

action under this policy or accompanying regulation falls on a Saturday, Sunday or

official school holiday, the next following day that is not a Saturday, Sunday or official

school holiday shall be the deadline for such action.

Board of Education’s preliminary determination and statement.

If the Board determines a fiscal exigency exists and/or program change is to be made

and such determination may require the cancellation of employment of one or more

teachers, it shall adopt a statement that reasonably identifies the fiscal exigency

and/or program change and reasons therefore. This statement shall be transmitted to

the superintendent and made available to district faculty. The Board shall establish the

actual number of teacher contracts to be canceled or the amount of teacher salaries

and benefits to be reduced consistent with the Board’s authority to establish

educational programs within the district.

Superintendent's action

Within 30 days after receiving the Board’s statement, the superintendent shall submit

to the Board, recommendations for the cancellation of employment of particular

teachers. In making these recommendations, the superintendent shall not be limited

to considering only the teachers in the area(s) or program(s) designated by the Board

in its adopted statement.

The superintendent shall consider the following as significant factors in

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recommending a teacher for cancellation of employment:

1. The needs of the district.

2. Merit, meaning teacher performance as determined by the teacher’s performance

rating over the previous three year period as assigned pursuant to the school district’s

performance evaluation system. If the teacher does not have three years of

performance ratings from the school district, then the superintendent shall consider

only those available performance ratings. Nothing in this policy requires consideration

of evaluations conducted in other school districts.

After considering the factors above, the superintendent shall also consider the

following factors in recommending a teacher for cancellation of employment:

1. Professional experience including experience as an administrator.

2. Education, licensing endorsements and other professional qualifications.

3. Length of service in the school district.

4. Probationary and non-probationary status.

In the event all factors are equal, cancellation of employment shall be accomplished in

a manner that best supports the interests of the school district.







federal or state law.


IC/ICA- School Year/School Calendar Area of Impact: Calendar and Schedule

Prior to the end of the school year, the Board of Education shall determine the length of time during which district schools shall be in session during the next school year. The number of days of planned instructor-student instruction and of instructor-student contact shall meet or exceed the requirements of state law.

The district calendar for the next school year shall be prepared and presented to the Board of Education for approval in the spring of each year. The Board of Education authorizes the administration in each school building to issue a school calendar based on the district calendar and in accordance with the required number of days (hours) adopted by the Board of Education.

All calendars shall include the dates for all staff in-service programs scheduled for the coming school year. The district shall allow public input from parents and instructors prior to scheduling the dates for staff in-service programs.

A copy of the calendar shall be provided to all parents/guardians of students enrolled in district schools Any change in the calendar except for emergency closings or other unforeseen circumstances shall be preceded by adequate and timely notice of no less than 30 days.

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Early College Academy is planning on following the District 6 Calendar and

Instruction Time as outlined in IC/ICA during the 2015-201 school year. It is

anticipated that as the school develops the relationship between District 6 and Aims

Community College will cause the school to change their calendar and instructional

time to better match the intended mission and vision for the school. In anticipation of

the future change Early College Academy requests a waiver from IC/ICA. No later than

60 days before the end of the school year, Early College Academy Administration will

determine the following year's school calendar and school day schedule that meets or

exceeds district and state determinations of the length of time during which schools

shall be in session during the next school year. Input from parents and teachers will be

sought prior to scheduling in-service programs and other non-student contact days.

This calendar and schedule shall serve as the academic calendar and schedule for the

school. All calendars shall include planned work dates for required staff in-service

programs. Any change in the calendar except for emergency closings or other

unforeseen circumstances shall be preceded by adequate and timely notice of no less

than 30 days. A copy of the upcoming school-year calendar and school day schedule

shall be provided to all parents/guardians of students who are currently enrolled. The

approved upcoming school year calendar and school day hours will be placed on the

school’s website prior to May 1 of the prior academic year and a copy shall be provided

to the school District 6 administration.


GCBA- Professional Staff Contracts and Compensation

Area of Impact: Human Resources Management: Hiring, Compensation, Job Descriptions

It is the Board of Education's intent to review all compensation plans annually with representatives of the district's teaching staff. Administrator's salaries shall be determined by Board of Education action with consideration given to the assigned responsibilities and specialized training. Salaries shall be reviewed annually at the regular Board of Education meeting in June, and terms of employment as appropriate.

Early College

Academy

Replacement

Plan

The school shall adhere to the employment procedures established by Colorado statutes except for any statutory waivers identified by the Early College Academy innovation plan that are intended to protect the autonomy of the school to: pursue recruitment, selection, and hiring outside of the district hiring calendar; prevent the placement of instructors in limited term assignment positions unless agreed upon by the district and CPA; and provide additional compensation based on school specific school roles and responsibilities. The school has the authority to issue its own employment offer letters, using a template approved by District staff, to newly hired instructors. Early College Academy will offer annual letters of assignment to all employees. The district Human Resources office will work with Early College Academy to ensure staff contracts are consistent with the approved innovation plan.

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Appendix D: State of Colorado Waivers Detail Colorado State Statute

Section 22-9-106: Local Board Duties

Area of Impact: Human Resources Management: Concerning Performance Evaluations for instructors.

Policy (1.5) (a) A local board or board of cooperative services may adopt the state model performance evaluation system established by the rules promulgated by the state board pursuant to section 22-9-105.5 or may develop its own local licensed personnel evaluation system that complies with the requirements established pursuant to this section and the rules promulgated by the state board. If a school district or board of cooperative services develops its own local licensed personnel evaluation system, the local board or board of cooperative services or any interested party may submit to the department, or the department may solicit and collect, data related to said personnel evaluation system for review by the department. (4) (a) Except as provided in paragraph (b) of this subsection (4), no person shall be responsible for the evaluation of licensed personnel unless the person has a principal or administrator license issued pursuant to article 60.5 of this title or is a designee of a person with a principal or administrator license and has received education and training in evaluation skills approved by the department of education that will enable him or her to make fair, professional, and credible evaluations of the personnel whom he or she is responsible for evaluating. No person shall be issued a principal or administrator license or have a principal or administrator license renewed unless the state board determines that such person has received education and training approved by the department of education.


Early College Academy will implement its own personnel evaluation system and will comply with the requirements established pursuant to this section and the rules promulgated by the state board and Senate Bill 10-191. Evaluation of educators will be the responsibility of school administrators. Each instructor will be assigned an evaluator from the administrative team. Evaluators of school personnel will receive CDE approved training to conduct evaluations but will not be required to hold a principal or administrator license. The policy will apply evenly to all instructors in the school. All instructors will receive at least two formal evaluations each year. The school principal will continue to be evaluated by the superintendent or his/her designee and will receive feedback on the quality of evaluations being given at the school. The school principal will be responsible for evaluations of other evaluators on campus, but may discuss evaluations with district staff as well to ensure meaningful calibration of scores.

Colorado State Statute

School Proposal Section 22-32-109(1)(f): Local Board of Education Duties Concerning Selection of Personnel and Pay

Area of Impact: Human Resource Management: Staff Hiring, Compensation

22-32-109. Board of education - specific duties. (1) …each board of education shall have and perform the following specific duties: (f) (I) To employ all personnel required to maintain the operations and carry out the educational program of the district and to fix and order paid their compensation...A board of a district of innovation…may delegate the duty specified in this paragraph (f) to an innovation school, Replacement Policy Pursuant to state law, the District 6 Board of Education

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will delegate duties related to selection of instructors and determination of compensation to the innovation school. The principal, in consultation with the District 6 school leadership team, will select classroom instructors directly and rates of pay will utilize the guidelines presented on the Administrative/Technical/Professional schedule.


Section 22-32-109(1)(n)(I): Schedule and Calendar

Area of Impact: Future Waivers Calendar and Schedule

Policy (n) (I) To determine, prior to the end of a school year, the length of time which the schools of the district shall be in session during the next following school year, but in no event shall said schools be scheduled to have fewer than one thousand eighty hours of planned instructor-pupil instruction and instructor-pupil contact during the school year for secondary school pupils in high school, middle school, or junior high school or less than nine hundred ninety hours of such instruction and contact for elementary school pupils or fewer than four hundred fifty hours of such instruction for a half-day kindergarten program or fewer than nine hundred hours of such instruction for a full-day kindergarten program. In no case shall a school be in session for fewer than one hundred sixty days without the specific prior approval of the commissioner of education. In extraordinary circumstances, if it appears to the satisfaction of the commissioner that compliance with the provisions of this subparagraph (I) would require the scheduling of hours of instruction and contact at a time when pupil attendance will be low and the benefits to pupils of holding such hours of instruction will be minimal in relation to the cost thereof, the commissioner may waive the provisions of this subparagraph (I) upon application therefore by the Board of Education of the district.


Early College Academy will offer classroom instruction from both Aims Community College and from District 6. This may require flexibility in scheduling. In accordance with the innovation plan, the principal shall determine, prior to the end of a school year, the length of time the school will be in session during the next school year. The actual hours of instructor-pupil instruction and instructor-pupil contact shall meet or exceed the minimum hours set by the district and state for public instruction.


Section 22-32-109 (1)(n)(II)(A): Actual Hours of Instructor-Pupil Instruction and Contact

Area of Impact: Future Waivers Calendar and Schedule

Policy (II) (A) The actual hours of instructor-pupil instruction and instructor-pupil contact specified in subparagraph (I) of this paragraph (n) may be reduced to no fewer than one thousand fifty-six hours for secondary school pupils, no fewer than nine hundred sixty eight hours for elementary school pupils, no fewer than four hundred thirty-five hours for half-day kindergarten pupils, or no fewer than eight hundred seventy hours for full-day kindergarten pupils, for parent-instructor conferences, staff in-service programs, and closing deemed by the board to be necessary for the health, safety, or welfare of students.


Replacement Policy In accordance with the innovation plan, the principal shall determine the calendar for the school year, the length of time the school will be in session during the next following school year. The actual hours of instructor-pupil instruction and instructor-pupil contact shall meet or exceed the minimum hours set by the district and state for public instruction.


School Proposal Section 22-32-109 (1)(n)(II)(B): District

Area of Impact: Calendar and Schedule

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Calendar

(B) Prior to the beginning of the school year, each district shall provide for the adoption of a district calendar which is applicable to all schools within the district…A copy of the calendar shall be provided to the parents or guardians of all children enrolled…Such calendar shall include the dates for all staff in-service programs… [The] school administration shall allow for public input from parents and instructors prior to scheduling …staff in-service programs. Any change in the calendar…shall be preceded by adequate and timely…of not less than thirty days.


At this time Early College Academy will use the same calendar of District 6 but this provision was added to provide maximum flexibility for the school to later change that calendar. No later than 60 days before the end of the school year, the Early College Academy leadership team, will approve the following year's school calendar that meets or exceeds district and state determinations of the length of time during which schools shall be in session during the next school year. Input from parents and instructors will be sought prior to scheduling in-service programs and other non-student contact days. This calendar shall serve as the academic calendar and schedule for the school. All calendars shall include planned work dates for required staff in-service programs. Any change in the calendar except for emergency closings or other unforeseen circumstances shall be preceded by adequate and timely notice of no less than 30 days. A copy of the upcoming school-year calendar and school-day schedule shall be provided to all parents/guardians of students who are currently enrolled. The approved upcoming school-year calendar and school-day hours will be placed on its website prior to May 1 of the prior academic year and a copy shall be provided to the school’s Instructional Superintendent. In no event shall the calendar or schedule violate protections provided to instructors in the replacement policy for Article 8 of the DCTA agreement. Section 22-32-109 (1)(aa): Adopt Content Standards and Plan for Implementation of Content Standards Future Waiver Education Program.


Section 22-32-109(1)(jj): Identify Areas in which the Principal/s Require Training or Development

Area of Impact: Human Resource Management: Professional Development

(jj) To identify any areas in which one or more of the principals of the schools of the school district require further training or development. The board of education shall contract for or otherwise assist the identified principals in participating in professional development programs to assist the identified principals in improving their skills in the identified areas.


In accordance with the innovation plan, the superintendent and the principal shall jointly determine the required training or development of the principal. The principal will not be required to participate in district training not related to the innovation plan unless those trainings are a part of the principal’s professional development plan.

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School Proposal 22-32-110(1)(h): Local Board Powers Concerning Employment Termination of School Personnel

Area of Impact: Human Resource Management: Hiring and Instructor Qualifications Exception

(1) In addition to any other power granted to a board of education of a school district by law, each board of education of a school district shall have the following specific powers, to be exercised in its judgment: (h) To discharge or otherwise terminate the employment of any personnel. A board of a district of innovation, as defined in section 22-32.5-103 (2), may delegate the power specified in this paragraph (h) to an innovation school, as defined in section 22-32.5-103 (h) To discharge or otherwise terminate the employment of any personnel.


Early College Academy will follow the process outlined by the Human Resources department for Administrative/Professional/Technical personnel. All process for dismissal will meet school Board of Education policy requirements.


22-63-201: Employment – License Required Exception

Area of Impact: Human Resources Management – License Requirement

Policy (1) Except as otherwise provided in subsection (2) of this section, the board of a school district shall not enter into an employment contract with any person as a instructor, except in a junior college district or in an adult education program, unless such person holds an initial or a professional instructor's license or authorization issued pursuant to the provisions of article 60.5 of this title. (2) (a) The general assembly hereby recognizes that many persons with valuable professional expertise in areas other than teaching provide a great benefit to students through their experience and functional knowledge when hired by a school district. To facilitate the employment of these persons and comply with the requirements of federal law, the general assembly has statutory provisions to create policy an alternative instructor license and alternative instructor programs to enable school districts to employ persons with expertise in professions other than teaching. These provisions enable a school district to employ a person with professional expertise in a particular subject area, while ensuring that the person receives the necessary training and develops the necessary skills to be a highly qualified instructor. The general assembly strongly encourages each school district to hire persons who hold alternative instructor licenses to provide a wide range of experience in teaching and functional subject matter knowledge for the benefit of the students enrolled in the school district. (b) A school district may hire a person who holds an alternative instructor

license to teach as an alternative instructor pursuant to an alternative instructor contract as described in section 22-60.5-207. (3) The board of a school district may enter into an employment contract with any person to serve as an administrator based upon qualifications set by the board of the school district. Nothing in this article shall be construed to require that an administrator, as a condition of employment, possess any type of license or authorization issued pursuant to article 60.5 of this title.

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Early College Academy will employ highly-qualified and licensed instructors for teaching of core content pursuant to the federal ESEA Act (in conjunction with the District’s ESEA Flexibility Request). Instructors in all necessary areas will be highly qualified. The school may employ non-licensed instructors for supplemental and enrichment instruction consistent with the innovation plan. The District 6 Board of Education may enter into employment contracts with non-licensed instructors and/or administrators at Early College Academy School as necessary to implement the school’s innovation plan.


22-63-202: Contracts in Writing Duration Damage Provision Instructor Employment, Compensation and Dismissal Act of 1990 Section

Area of Impact: Human Resources Management: Hiring, Contracts and Employment Offer Letters

Policy (1) Except for a part-time or substitute instructor, every employment contract entered into by any instructor or chief administrative officer for the performance of services for a school district shall be in writing. Policy (2)(a) An instructor or chief administrative officer and the board may mutually agree to terminate the instructor's or chief administrative officer's employment contract at any time.

(b) Each employment contract executed pursuant to this section shall contain a provision stating that an instructor or chief administrative officer shall not terminate his or her employment contract with the board without the agreement of the board unless: (I) If the instructor or chief administrative officer intends to terminate his or her employment contract for the succeeding academic year, the instructor or chief administrative officer gives written notice to the board of his or her intent no later than thirty days prior to the commencement of the succeeding academic year or, if a school district operates an alternative year program, not less than thirty days before the commencement of services under the employment contract; or (II) If the instructor or chief administrative officer intends to terminate his or her employment contract for the current academic year after the beginning of the academic year, the instructor or chief administrative officer shall give written notice to the board of his or her intent at least thirty days prior to the date that the instructor or chief administrative officer intends to stop performing the services required by the employment contract. (b.5) Each employment contract executed pursuant to this section shall contain a provision stating that an instructor or chief administrative officer shall accept the terms of the employment contract for the succeeding academic year within thirty days of receipt of the contract, unless the instructor or chief administrative officer and the district have reached an alternative agreement. If an instructor or chief administrative officer does not accept the terms of the employment contract within thirty days of receipt, the district shall be authorized to open the position to additional candidates. Non-probationary status and the number of years an instructor has been teaching in the school district; except that these criteria may be considered only after the consideration of the criteria described in section 22-9-106 and only if the contract or policy is in the best interest of the students enrolled in the school district.(4) (a) Notwithstanding the provisions of section 24-72-204 (3) (a), C.R.S., upon a request from a school district or a school concerning a person applying for a position as an instructor, a school district may disclose to the requesting school district or school the reason or reasons why an instructor left employment with the original school district. Upon the specific request of a school district at which a instructor has applied for employment, a school district may disclose any pertinent performance record or disciplinary record of

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an instructor that specifically relates to any negligent action of the instructor that was found to have endangered the safety and security of a student or any disciplinary record that relates to behavior by the instructor that was found to have contributed to a student's violation of the school district's conduct and discipline code. The information disclosed pursuant to this paragraph (a) shall only be disclosed to personnel authorized to review the personnel file in the school district or school and to the person applying for a position as an instructor. (b) No employment contract executed pursuant to this section shall contain a provision that restricts or prohibits a school district from disclosing to another school district or school the reason or reasons why an instructor left employment with the original school district or from disclosing to another school district any of the instructor's disciplinary or performance records pursuant to paragraph (a) of this subsection (4).


Replacement Policy Early College Academy staff are at-will. Terminations will be a decision of the principal.


22-63-203: Probationary Teachers

Area of Impact: Human Resources Management: Dismissals

(1) (a) Except as provided for in paragraph (b) of this subsection (1), the provisions of this section shall apply only to probationary instructors and shall no longer apply when the instructor has been reemployed for the fourth year, except as provided for in paragraph (a.5) of subsection (4) of this section. This paragraph (a) is repealed, effective July 1, 2014.

(b) For any school district that has implemented the performance evaluation system based on quality standards pursuant to section 22-9-106 and the rules adopted by the state board pursuant to section 22-9-105.5, the provisions of this section shall apply only to probationary instructors and shall no longer apply when the instructor has been granted non-probationary status as a result of three consecutive years of demonstrated effectiveness, as determined through his or her performance evaluations and continuous employment. (2) (a) During the first three school years that an instructor is employed on a full-time continuous basis by a school district, such instructor shall be considered to be a probationary instructor whose employment contract may be subject to nonrenewal in accordance with subsection (4) of this section. A school district may also consider an instructor employed on a part-time continuous basis by such district and by a board of cooperative services to be a probationary instructor whose contract may be subject to nonrenewal in accordance with subsection (4) of this section. An employment contract with a probationary instructor shall not exceed one school year.


Early College Academy instructors are at-will not be considered probationary or eligible to earn non-probationary status.


Instructor Employment, Compensation and Dismissal Act of 1990 Section 22-63-206: Transfer of Instructors Compensation

Area of Impact: Human Resource Management: Direct Placement of Instructors

(1) A instructor may be transferred upon the recommendation of the chief administrative officer of a school district from one school, position, or grade level to another within the school district, if such transfer does not result in the assignment of the instructor to a position of employment for which he or she is not qualified by virtue of academic preparation and certification and if, during the then current school year, the amount of salary of such instructor is not

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reduced except as otherwise provided in subsections (2) and (3) of this section. There shall be no discrimination shown toward any instructor in the assignment or transfer of that instructor to a school, position, or grade Early College Academy use of sex, sexual orientation, marital status, race, creed, color, religion, national origin, ancestry, or membership or non-membership in any group or organization. (2) Notwithstanding the provisions of subsection (1) of this section, an instructor who has been occupying an administrative position may be assigned to another position for which he or she is qualified if a vacancy exists in such position, and, if so assigned, with a salary corresponding to the position. If the school district has adopted a general salary schedule or a combination salary schedule and policy, the board may consider the years of service accumulated while the instructor was occupying the administrative position when the board determines where to place the instructor on the schedule for the assigned position.

(3) Notwithstanding the provisions of subsection (1) of this section, the salary of a instructor who has received additional compensation for the performance of additional duties may be reduced if said instructor has been relieved of such additional duties. (4) A instructor may enter into an agreement for an economic work-learn program leave of absence with a board of education that shall not affect the instructor's employment status, position on the salary schedule if the school district has adopted a general salary schedule or combination salary schedule and policy, or insurance and retirement benefits. (5) Nothing in this section shall be construed as requiring a receiving school to involuntarily accept the transfer of an instructor. All transfers to positions at other schools of the school district shall require the consent of the receiving school.


Early College Academy may refuse direct placements, limited-term assignments, or mandatory transfers of instructors from the district. District instructors who are qualified for a vacant position at the school will have an opportunity to apply for the position (not guaranteed an interview), and, if hired, will be compensated with a salary corresponding to needs and practices of Early College Academy.


Instructor Employment, Compensation and Dismissal Act of 1990 Section 22-63-301: Grounds for Dismissal

Area of Impact: Human Resources Management: Dismissal

A instructor may be dismissed for physical or mental disability, incompetency, neglect of duty, immorality, unsatisfactory performance, insubordination, the conviction of a felony or the acceptance of a guilty plea, a plea of nolo contendere, or a deferred sentence for a felony, or other good and just cause. No instructor shall be dismissed for temporary illness, leave of absence previously approved by the board, or military leave of absence pursuant to article 3 of title 28, C.R.S.


All instructors at Early College Academy are at-will employees and Early College Academy and the Weld County School District 6 have the right to terminate employment from Early College Academy at any time in accordance with personnel policies in the Early College Academy Innovation Plan and Employee Handbook.

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Instructor Employment, Compensation and Dismissal Act of 1990 Section 22-63-302: Procedure for dismissal

Area of Impact: Human Resource Management: Dismissals

(1) Except as otherwise provided in subsection (11) of this section, a instructor shall be dismissed in the manner prescribed by subsections (2) to (10) of this section. (2)The chief administrative officer of the employing school district may recommend that the board dismiss a instructor based upon one or more of the grounds stated in section 22-63-301. If such a recommendation is made to the board, the chief administrative officer, within three days after the board meeting at which the recommendation is made, shall mail a written notice of intent to dismiss to the instructor. The notice of intent to dismiss shall include a copy of the reasons for dismissal, a copy of this article, and all exhibits which the chief administrative officer intends to submit in support of his or her prima facie case against the instructor including a list of witnesses to be called by the chief administrative officer, addresses and telephone numbers of the witnesses, and all pertinent documentation in the possession of the chief administrative officer relative to the circumstances surrounding the charges. Additional witnesses and exhibits in support of the chief administrative officer's prima facie case may be added as provided in subsection (6) of this section. The notice and copy of the charges shall be sent by certified mail to said instructor at his or her address last known to the secretary of the board. The notice shall advise the instructor of his or her rights and the procedures under this section. (3) If an instructor objects to the grounds given for the dismissal, the instructor may file with the chief administrative officer a written notice of objection and a request for a hearing. Such written notice shall be filed within five working days after receipt by the instructor of the notice of dismissal. If the instructor fails to file the written notice within said time, such failure shall be deemed to be a waiver of the right to a hearing and the dismissal shall be final; except that the board of education may grant a hearing upon a determination that the failure to file written notice for a hearing was due to good cause. If the instructor files a written notice of objection, the instructor shall continue to receive regular compensation from the time the board received the dismissal recommendation from the chief administrative officer pursuant to subsection (2) of this section until the board acts on the hearing officer's recommendation pursuant to subsection (9) of this section, but in no event beyond one hundred days; except that the instructor shall not receive regular compensation upon being charged criminally with an offense for which a license, certificate, endorsement, or authorization is required to be denied, annulled, suspended, or revoked due to a conviction, pursuant to section 22-60.5-107 (2.5) or (2.6). If the final disposition of the case does not result in a conviction and the instructor has not been dismissed pursuant to the provisions of this section, the board shall reinstate the instructor, effective as of the date of the final disposition of the case. Within ten days after the reinstatement, the board shall provide the instructor with back pay and lost benefits and shall restore lost service credit. School Proposal. (4)(a) If the instructor requests a hearing, it shall be conducted before an impartial hearing officer selected jointly by the instructor and the chief administrative officer. The hearing officer shall be selected no later than five working days following the receipt by the chief administrative officer of the instructor's written notice of objection. If the instructor and the chief administrative officer fail to agree on the selection of a hearing officer, they shall request assignment of an administrative law judge by the department of personnel to act as the hearing officer. (b) Hearing officers shall be impartial individuals with experience in the conducting of hearings and with experience in labor or employment matters.

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(c) Expenses of the hearing officer shall be paid from funds of the school district. (5) (a) Within three working days after selection, the hearing officer shall set the date of the prehearing conference and the date of the hearing, which shall commence within the following thirty days. The hearing officer shall give the instructor and the chief administrative officer written notice of the dates for the prehearing conference and for the hearing including the time and the place therefor. (b) One of the purposes of the prehearing conference shall be to limit, to the extent possible, the amount of evidence to be presented at the hearing. (c) The parties and their counsel shall be required to attend the prehearing conference with the hearing officer. Replacement Policy Early College Academy instructors will be at will and Early College Academy and Weld County School District 6 will have the right to terminate employment from Early College Academy at any time in accordance with personnel policies in the Early College Academy, The Innovation Plan and Employee Handbook. Instructors may be non-renewed at the end of the school year for any reason.


Contracts for Early College Academy instructors and administrative staff will constitute a voluntarily relationship with Greeley-Evans School District 6 and acknowledge that there is no specified length of employment. Accordingly, either the employee or Greeley-Evans School District 6 can terminate the relationship at will, with or without cause, at any time, so long as there is not violation of applicable federal or state law.

Colorado State Statue

Instructor Employment, Compensation and Dismissal Act of 1990 Section 22-63-401: Salary Schedule

Area of Impact: Human Resource Management: Dismissals

(1) The board of a school district shall adopt by resolution a salary schedule that may be by job description and job definition, a instructor salary policy based on the level of performance demonstrated by each instructor, or a combination of the salary schedule and salary policy. Such salary schedule, salary policy, or combination schedule and policy shall be adopted in conjunction with or prior to the adoption of the budget for the following fiscal year. The schedule, policy, or combination schedule and policy shall remain in effect until changed or modified by the board. All instructors employed by the district shall be subject to such salary schedule, policy, or combination schedule and policy.


Early College Academy will adopt the administrative, professional and technical salary schedule meeting the needs of Early College Academy. The Early College Academy school leadership team reserves the right to develop a supplemental compensation system separate from district policies to reimburse employees for extra duty pay as it may arise for activities that may include, but are not necessarily limited to additional time, additional responsibilities, coaching, tutoring, eternal professional development or for performance incentive pay.

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22-63-402: Services - disbursements Area of Impact: Human Resource Management: Compensation

No order or warrant for the disbursement of school district moneys shall be drawn in favor of any person for services as a instructor, except for services performed for a junior college district or in an adult education program, unless the person holds a valid instructor's license or authorization from the department of education. Such license or authorization shall be duly registered in the administrative office of the school district wherein the services are to be rendered. An instructor shall hold a valid license or authorization during all periods of employment by a school district. A person who performs services as an instructor without possessing a valid instructor's license or authorization shall forfeit all claim to compensation out of school district moneys for the time during which services are performed without the license or authorization.


Early College Academy may employ either licensed or non-licensed instructors for non-core subject areas. All core subject area instructors will be licensed and highly-qualified under the requirements of the ESEA Act. All necessary instructors according to ESEA and the District waiver will be highly qualified. School district moneys will be used to pay both licensed and non-licensed instructors hired to perform services consistent with the innovation plan.