Rubric for Charter School Review 2014-15 Alexandria School ...

Rubric for Charter School Review – 2014-15

Study Session notes – Alexandria School of Innovation

Vision and Mission Statements: T Matlick

Rubric for Comprehensive Application

□ The vision and mission statements describe the purpose for the charter

school with a focus on outputs rather than inputs.

- 70/30 input to output on Mission

- Vision is short and succinct

□ The vision and mission statements are the driving force and rationale

behind all other components of the application. It’s obvious that the

school’s goals, education program, operations, etc., align with and support

the fulfillment of the vision and mission statements.

- Yes

□ The vision and mission statements express the ideal, long-term impact,

scope and scale of the school. The vision articulates what the school

hopes to be. The mission statement explains how the school will reach that

goal. - Yes

Goals, Objectives and Pupil Performance Standards: C Eaton


□ Provide goals that align with District/CSI Accreditation Indicators.

According to the application, goals beginning on page 17 speak to CDEs Accreditation

Indicators. (Note: This document is no longer available from CDE.) The accreditation

indicators addressed include: educational improvement plan, PARCC and MAPS goals, closing

achievement gaps, value-added growth, other curriculum areas not assessed by PARCC and

MAPS, School Accountability Report, Annual Report to the Public, Safe Schools Act, READ

Act, Educational Technology & Information Literacy, Recruitment & Retention of

Teachers, Contextual Learning, Budgeting, Accounting, and Reporting Requirements, Digital

Portfolios, Capstone Projects, Advanced Placement/Challenging Goals for Progress, Results of

District Tests Administered for all other Standards, Other State Accreditation Indicators

including Dropout Rates, Student Attendance Rates, Number of Students Expelled and

Suspended, and Graduation Rates and Graduation Requirements.

□ Specified Goals for making Adequate Yearly Progress (AYP).

Application addresses AYP in several locations, stating that all students will meet CDEs AYP

targets in reading and math and that Colorado standardized tests will be given to all students to

make this determination. The application states that this will only apply for students who have

attended the school for several years. Data results to verify meeting AYP for these students may

not be available until Fall 2019.

□ Goals are written “SMART” (Specific, Measurable, Attainable, Reflective

of the school’s mission and Time-phased) which includes objectives and

benchmarks (or state that a baseline will be established and how/when).

The application took a slightly different interpretation of the SMART acronym, including

Standards-based for the S, Ambitious for the A, and Research and Evidence Based for the R.

Many of the goals on pages 15-17 were not time-specific. For example, one goal stated “Median

Student Growth Percentile in reading will be above the state average of 50%” but it gave no time

parameters for when this would occur.

□ Goals in addition to Accreditation Indicators match the proposed school’s

mission and are based on valid and reliable methods to measure progress

in non-Accreditation Indicator areas of school performance.

There was some ambiguity in this application regarding what measures will be used. For

example one goal is “80% or more students score P/A within 4 years (5% increase each year)”

but the measure is not stated. It is unclear if this is 80% proficient and advanced on MAP – the

computer adaptive interim assessment proposed to be used by the school for several content

areas – or 80% with strong or distinguished command on CMAS, or 80% with passing scores on

the assessments accompanying the proposed resources Singapore Math, Saxon Math, Reading A-

Z (see p. 22), Accelerated Reader or the Core Knowledge Sequence.

□ Outline of how data will be obtained and how that data will be provided to

the authorizer and CDE.

It is unclear from the application how data will be provided to the authorizer (Jeffco Schools).

Evidence of Support: T Matlick


□ Information about the proposed charter school’s student body including

the intended students’ educational needs and demographics

(racial/cultural, socioeconomic, special needs, and ELL). The application,

in its entirety, reflects an understanding of the intended student population.

- Outside of a few statements regarding serving students with needs, there is no

documentation related to demographics of the school or the surrounding populations they

plan to serve. This area does not seem to be addressed outside of the summary

statements.

□ A description of the type of outreach the founders conducted to make the

student population and their families aware of the proposed charter school.

This should include future plans if the charter school is approved.

- There seems to be substantial outreach to parents

- The outreach sited work in Dougco, Littleton, Centenial, Castle Rock and other south

metro area with limited outreach in Jeffco

- Media outreach has all been outside the Jeffco area

□ A summary of the number of students expressing an interest in the

proposed school. This information should be disaggregated in a manner

showing additional information about the prospective students.

- Indicates 3300 people on mailing list

- 150 letters of intent from Jeffco, Dougco, Littleton, and Aurora

- No other information is provided regarding %ages from each area, grade levels or how

current these numbers are (from this year or from last year’s application.)

□ Information on community members and leaders who publicly support the

proposed school and their role in the development of the school and

application, if the proposed school is not being developed by parents.

- There are significant letters of support of educational institutions and businesses

throughout the Front Range area

- 11 letters addressed to Dougco Board

- 12 letters addressed to Jeffco Board

□ If there are any partnerships or networking relationships, provide an

explanation of the planned resources or agreements that have been

discussed.

- There seems to be a wide variety of partnerships that could come to fruition once the

school is approved and running.

- There does not appear to by any partnerships in the development and implementation

phases of the program

Educational Program: M Flores


□ Core content areas are described, including the curriculum, and supported

by research matching the probably student population for the proposed

school.

This expectation is met within their proposal.

□ Description of the educational program provides an explanation of how

the curriculum is either already aligned to state model content standards,

or will be aligned within the first three years of school operation including

a timeline and process for monitoring the success of the program.

Goals to monitor are clearly identified.

□ Description explains why the selected curriculum was chosen for the

anticipated population of students.

This expectation is met within their proposal.

□ Supplemental curricula for electives or “special” courses is thoroughly

described and based on state model content standards when available.

Yes for Technology and Art specifically.

□ Other vital aspects of the educational program design are thoroughly

described and supported by research findings.

From ESL/DL:

The application is very thorough and the pieces regarding ELLs, support, PD and instruction is very good.

Plan for Evaluating Pupil Performance: C Eaton


□ A plan is in place explaining the use of internal assessments to include

baseline data gathering, short- and long-term goals, types of assessments,

and how the school will use this information to revise professional

development and instruction.

The application states that the school will use common assessments and assessments provided by

text book publishers such as Saxon Math or the Core Knowledge Foundation to measure

proficiency in all content standards throughout the year. However, the application states the

school is only accountable for scores of students in attendance at the school for 2-4 years

depending on the goal. For example, “The percentage of Alexandria Senior High School of

Innovation students who have attended the Alexandria Middle School for three years and

Alexandria High School for one year, who attain a PARCC AND MAPS score of Proficient or

Advanced in all areas, will exceed the average percentage for Jeffco Public Schools by at least

5%.”

The application says that it will use assessment data to adjust instruction, though it does not say

how this will happen. The application states, “teachers can use the results [of assessments] to

modify instruction level and methods in a timely manner” and that the school “will track

individual students longitudinally as they go through the school so that we can continuously

adapt our curriculum, teaching strategies, and content delivery to guide individual students to

success and to facilitate continual academic improvement.”

□ The application describes what formal assessments will be used in

addition to CSAP that align with the school’s goals; that meet

requirements of Colorado Basic Literacy Act (CBLA), accreditation,

longitudinal growth measures, federal requirements, such as No Child Left

Behind (NCLB), and Adequate Yearly Progress (AYP).

The application states that the school will administer all required district and state assessments,

however, the STAR Early Literacy assessment is proposed to be used instead of DIBELS Next to

satisfy READ Act requirements. If CDE requires all schools in the district to use the same

assessment for the READ Act, then the school would also have to administer DIBELS and use

the Burst system.

For the first 3 years of this charter school, only grades 6-12 will be operational. Compliance

with the READ Act will begin to be addressed in 2018-19 when students in kindergarten through

5th

grade would be added to the school.

The application outlines what assessments will be given to students, though a timeline with dates

for elementary students is not provided, and only semesters in which the assessment would be

given are provided for middle and high school students.

□ The application describes which assessments will be used for literacy

testing, and the process used to bring students up to grade level in reading,

as required by CBLA.

The school will use the STAR Early Literacy assessment for the READ Act requirements. RtI

and individualized literacy plans (ILPs) will be implemented for Elementary School students

through the use of Tier 1-3 resources provided by the Reading A-Z program. For middle and

high school students, three tiers of intervention are specified with what might be done in each

tier to assist student learning. The application also outlines a six-step RtI protocol: gathering

data, convening an intervention team, studying data, developing practical ways of improving the

student’s performance, progress monitoring, and reflecting on progress.

□ The application explains how the school will collect, analyze, triangulate and

manage data on an ongoing basis. The school has created a Data Management Plan to

include a Student Information System and Academic Data use summary and timeline of

the plan. It identifies what other tools and resources will be used for data management

purposes, such as internal database, data management service, etc. This section also

explains how budget resources have been allocated to support these staffing and resource

decisions.

The school proposes to use Alpine Achievement, an internet based student information system,

where data is “housed securely” on servers outside of the school and district. However, there is

no timeline and no budget allocation for Alpine Achievement or any other data management

system in the provided 5-year budget. Student data to be housed on this external system include

student performance data, student instructional plans, and student demographic data.

□ The application explains how student assessment and progress will be

appropriately communicated to parents, the authorizer and the broader

community.

The application explains that data will be communicated to parents via the school’s public

website and to the larger community via public relation materials (p. 122). It is unclear what

data privacy measures will be implemented to keep student data private and secure. It is also

unclear how this data will be provided to the authorizer. Grading information for parents may be

reported on different scales. In some sections the application describes student results on

progress reports as N: Needs Improvement, M: Meets Expectations, and E: Exceeds Expectations

and in others grades are discussed as being A-F

□ Clear information of requirements for promotion to the next grade level or

for graduation requirements aligned with CCHE and district requirements

as they pertain to a high school are included.

Specific information about promotion to the next grade level is not discussed in this application.

Graduation Requirements are outlined on p. 104. Further description continues through p. 110.

The application states that the requirements will exceed Jeffco Schools current requirements; the

school will require four years of math, English and social studies and five and a half years of

science with a total of 29 credits required to graduate.

□ In compliance with C.R.S. 22-30.5- 106(f), the application provides a

description of the charter school’s procedures for taking corrective action

in the event that pupil performance at the charter school falls below the

achievement goals approved by the authorizer in the charter contract. To

include a timeline, responsible person and staffing changes as appropriate.

The application discusses corrective action for students at risk of academic failure (p. 133), a

three-tiered dropout prevention model (p. 304-305), and interventions such as, “Graduation

support through course and credit recovery programs or preparation classes for state

assessments.” However, the application does not discuss corrective action for the school in case

of failure to meet achievement goals in the charter contract.

Budget and Finance: K Askelson


□ The plan includes a five year budget, realistic assumptions and their basis,

a cash flow projection for the first year of operation, minimum enrollment

needed for solvency, and adequate staffing that fits with the narrative in

educational and other related application sections.

The initial enrollment of 450 is a very optimistic opening enrollment. The last 3 charter

school opened in the District averaged fewer than 150 enrollments for the first year.

Since there is no specific facility, it is difficult to gauge what the break even enrollment

would be for the school.

There were two budgets submitted, one in the application and one in the attached

financial plan spreadsheets. These two did not match. The budget in the financial

spreadsheet was assumed to be the final as it contained all the detailed assumptions. The

demographics page 325 of the application did not match the demographics used in the

budget calculations.

Note: A revised budget was received on September 8 and comments have been adjusted

for the revised budget.

The first two years of the budget contain grant revenues which should be excluded for the

operational forecast. The estimated free and reduced rate is not factored into the fees.

Special education funding was not added for the estimated 7% FTE. The budget is not

balanced with these adjustments unless corresponding grant expenditures can be

removed from the budget. Staffing was identified but the Other Instructional Positions

budgeted did not match the FTE assumptions. Purchased services for accounting may not

be necessary since the District provides some accounting services. There were not budget

lines for mileage, travel or meals and refreshments. The EA/Para staffing line seems low

in comparison to other schools.

□ The budget reflects an understanding of specific statutory requirements

including separation of the general fund and the capital reserve fund,

direct student instructional expenses, Public Employees’ Retirement

Association (PERA) contributions, as well as a three percent TABOR

reserve (Colo. Cons. Art. X. Sect. 20) each year.

Statutory requirements are noted and incorporated into the plan.

□ The budget narrative reflects the financial policies and procedures plan,

anticipated management plan that will ensure checks and balances in cash

disbursement and alignment with the mission and goals.

Financial policies and procedures and internal controls were not discussed in the

application.

□ The budget is set up in such a way that it reflects an understanding of the

CDE’s Chart of Accounts and any financial reporting requirements of the

district.

The budget was set up per the CDE chart of accounts and easy to follow.

□ The budget does not include any “soft funds,” such as grant money or

donations; it includes only grants or donations that have already been

received or for which commitments have been received.

As mentioned above, grants funding was included in the revenue estimates.

□ Evidence is provided for anticipated fundraising and grants, if cited in the

application.

Start up grants from CDE were discussed. No fundraising revenues were in the budget.

□ The proposed budget balances each year and includes a five-year plan to

reach at least a five percent reserve (in addition to the TABOR reserve)

that the school can use for emergency purposes or as a long-term reserve.

Additional adjustments are needed to the budget for the removal of grants revenue,

addition of sped funding and adjustment for free and reduced fees. Offsetting expenses

would need to be adjusted for the reduction in revenue. The additional operating reserve

is for 1%.

□ The application describes the process the school will follow to contract

with a Certified Public Accountant to conduct an annual, independent

financial audit. It explains how the school will remain fiscally solvent,

adhere to generally acceptable accounting practices, have no material

breaches, will address any concerns, and will disseminate the results from

the audit to the school district and required state agencies.

The application indicates a plan to have an independent audit, to have a balanced budget

and adhere to all reporting requirements.

□ The application includes a list of planned services to be contracted to

outside providers.

The budget plan did include a list of planned services to be contracted.

Governance & Dispute Resolution: Reviewed by Caplan & Ernst at the end of the rubric

Employees: A Weber


□ An organizational chart is included as an attachment, which explains

administrative, teaching and support staff.

- Yes

- It states the SpEd staff will be hired from the district which is not an option

□ A narrative description gives clear delineation of employee classification

and who is responsible for employment decisions and oversight at each

level of the organizational chart.

- No, the narrative does not delineate between classified and non-classified

- The Org Chart & Job Descriptions do delineate who is has oversight at each level

□ Job descriptions for administrator, teachers (to include qualifications to

meet NCLB standards as well as what certification is required by the

school), and key employees are included. (See Highly Qualified Teachers

Workbook at

http://www.cde.state.co.us/FedPrograms/nclb/tiia_genres.asp.)

- The Job Description (Qualifications) for Ex Dir & CAO for secondary seem to be so

specific as to be targeting individuals unlike the Dean and CAO elementary that are

much broader and job duty based

- Job Descriptions for ED or CAOs do not include verifying NCLB “Highly Qualified”

teacher screening

- However, documentation of NCLB “Highly Qualified” is required of all teachers

□ Descriptions of key employee policies to include employment practices,

benefits, leave policies, grievance policy, conflict of interest policy,

harassment, drug-free workplace, classroom practices, evaluation

practices, etc., are attached.

- Yes though they need to be developed

□ A clear plan of support for staff development and funding is included.

- A plan is given for year 1 staff PD only with funding coming from the CDE startup

grant but not accounted for should the grant not be received

- Ongoing PD is developed by the CAO using training, PLCs, team teaching

Insurance Coverage: J Hirschboeck


□ A list of the types of insurance for which the charter school will contract. – The

list is as follows:

Comprehensive general liability—bodily injury,

• Property damage,

• Professional

• Property

• Boiler

• Machinery

• Crime

• Litigation defense

This is a sufficient list however it does not contain Workers Compensation. Workers

Compensation is contained in the comments below the list. No comments have been

made regarding the appropriate coverage in terms of whether or not the Charter intends to

insure just content property coverage or to include building coverage.

□ Fiscal impact of appropriate insurance coverage is evident in the budget.

http://www.cde.state.co.us/FedPrograms/nclb/tiia_genres.asp

An entry of $12,000 was made in terms of projected insurance coverage and the total cost

Would be $39,055.55 for #450 students. No cost was listed for Workers Compensation

coverage.

Parent and Community Involvement: T Matlick


□ A sound plan and timeline are in place to reach a diverse student

population.

- This is not addressed in this section of the application

□ Parent involvement in the development of the school is clearly stated

along with volunteer requirements and opportunities after the school is

open.

- The application includes a statement that “Over 100 parents and community members

are directly involved in the development of the” ASI …

- The extent as to the involvement of Jeffco parents in the formation of policies and

procedures is not addressed.

□ Partnerships or plans for community involvement are clearly defined in

the application along with the purpose and expectation. Adequate

evidence demonstrates assurance of these partnerships.

- Yes, substantial evidence to support this is included

Enrollment Policy: T Matlick


□ A proposed policy or description detailing how the charter school intends

to select students for enrollment including the proposed timeline,

description of wait list or lottery process, any enrollment criteria, or pre-

or post-enrollment testing.

- Yes, includes both Jeffco and ASI policies

□ An explanation of the process that will be used to transfer student records

to or from the charter school or a plan to develop such procedures.

- Not addressed

□ An explanation of how the community will receive information about the

formation of a new charter school and any upcoming lottery or enrollment

deadline.

- Yes, media outlets

□ An explanation of the notification of placement and how long parents have

to make the decision to accept or not accept. Contents of enrollment

packet should be explained, along with an ongoing data information and

communication plan.

- Yes, 48 hours, email/phone

□ An explanation of the requirements of parents to reaffirm intent to enroll

on an annual basis.

- States the parents “do not need to reaffirm Letters of Intent…”

- “…students will remain in the lottery until requested to be removed”…this could be

during one cycle but it is open to meaning for subsequent years which is not allowed.

□ A clear definition is provided for “founding family” and “teacher” and any

preferences given then in the lottery, not to exceed 20%.

- Yes to 20%

- Founding Families is defined and preference if outlined

- Founding Families includes FF from the start of another Dougco STEM School which is

quite unusual and may present a problem.

Transportation and Food Service: G Jackson, L Stoll, H Camp


□ A description of the charter school’s transportation plan including the

transportation of low-income and academically low-achieving students.

- They are not providing transportation

□ A description of daily route and extracurricular transportation needs is

included and there is an adequate plan for addressing these needs.

- They are not providing transportation

□ A plan is in place for adequate safety measures and insurance coverage for

the transportation of students to and from school events using private or

school vehicles

□ If the school does plan to offer a FRL-qualifying hot lunch program,

details should be included about how this service will be provided,

reimbursed through an authorized “school food authority” and any other

applicable state or federal regulations.

□ If the school does not plan to offer a lunch program, this section addresses

how the school will address the needs of students who forget or cannot

provide a lunch.

Linda and I have reviewed the applications. We believe the proposals are fine for Food Services.

Facilities: T Reed


□ A facility needs assessment including how many classrooms are needed,

how many specials rooms are needed (art, music, gun), minimum size of

each classroom, library space needed, number of bathrooms needed,

number of offices needed, amount of common space needed, outdoor

space needed, overall size, cost per square foot, zoning and occupancy

requirements, and how each facility aligns with the facility needs

assessment is included in the narrative.

Included in the application are diagrams of a proposed build-out showing the

relationship between spaces but they lack specificity. The types of spaces are defined and

the target square footage per student is between 65-75 SF which is considered low but

about the norm for a charter school.

□ If additional funds or financing will be needed to bring a facility online,

the application narrative and attached budget identify potential grants

and/or lending sources. If real estate consultants are involved, a brief

description of the relationship and budget impacts is included.

A real estate company is identified and a number of listings are included in the appendix.

No mention of the relationship, other than having worked with charters in the past. No

discussion as to a brokerage fee.

□ A target location (and prospective sites if not affected by confidentiality

issues) is given based on school design and intended population with an

explanation of prospective school sites and assistance to find them.

Listings in the proposed service area are identified, most of the listings are industrial

type properties, or zoned industrial. Some are identified as office/warehouse

“incubator” space. The concerns are whether the zoning will allow an educational

occupancy, and the lack of space for outside play.

□ An explanation of fund allocation is included based on estimated

renovation costs, square foot needs per pupil and cost per square foot,

average square foot costs in the intended location, and the percentage of

budget designated for facility needs.

Rental rates are identified by site in the appendix, the amount of tenant finish allowed or

identified the financial plan indicates this will be negotiated as part of the lease. The

financial plan identifies a target of 2019-20 to construct a new school. Minimal capital

reserve is proposed and based upon the number of students.

Waivers: T Matlick


□ The request for waiver from state statute by citation, state Board of

Education rules or regulations and authorizer policies by policy number

are included as attachments. Request includes rationale for requesting the

waiver, replacement policy or explanation of intent, expected financial and

implementation impact, and how the waiver will be evaluated.

- Waiver request are for 5 years instead of the 3 years normally assigned to new schools

- Did NOT request a waiver for head of school from a Type D license

- Did not see any other items of note in the waivers

Student Discipline, Expulsion, or Suspension: T Matlick


□ A proposed policy for student discipline, expulsion or suspension that

meets state law and district policy (unless waived), is included.

- No student discipline policy is included in this section

- Yes, suspension and expulsions stipulate to Jeffco policies

□ An explanation of how the student recommended for expulsion will be

afforded due process rights, including manifestation hearings and the

implementation of behavior plans.

- This is not addressed

- There is no provision stipulating to appeals being directed to the ASI board

□ A description of the schools an expelled student will be prohibited from

attending.

- This is not addressed

□ An explanation of how the charter school will provide the expelled student

with an alternative education, if applicable.

- This stipulates to Jeffco policies

Serving Students with Special Needs: B Kapushion, S Chandler, L Buzzard


□ The school addresses a Response to Intervention (RtI), or child study

process to address a need for adaptations or special education assessments

and staffing.

□ Clear indications are given that the school understands requirements to

meet the needs of IEP’s, ELL, IDEA, 504 and plans to comply with the

needs to include certified personnel, documentation, assessments,

adaptations and modifications. The school may also want to address GT,

and enrichment needs. I am excited to see a STEAM proposal.

This proposal is fertile ground for students who are gifted in math, science and technology and

provides opportunity for innovation, creativity, teamwork, ingenuity and talent exploration and

development. Therefore, I would suggest the follow items to be addressed:

p.74-75 & p. 81: Differentiated Instruction and Learning Specialists:

a. Address advanced learning needs here.

b. Address accessing Jeffco Gifted and Talented Resource Teachers to support

differentiation and passion projects.

p.78 Enrichment: Destination Imagination is listed as Imagination Destination. Jeffco GT

Resource Teacher can assist in being a bridge in this endeavor.

http://www.extremecreativity.org/

p.307 Gifted and Talented

a. need to address identification of 2nd

graders universal screening process (HB 14-1102)

b. need to address Advanced Learning Plans HB 08-1244 (ALPs are not an option)

c. need to address GT board policy, practice and procedure

p.311 Plan for Gifted and Talented

a. might want to check Jeffco GT website for suggestions to strengthen this programming

paragraph http://www.jeffcopublicschools.org/programs/gifted_talented/

b. might want to check CDE GT website for suggestions to strengthen this programming

paragraph http://www.cde.state.co.us/gt

c. might want to check CAGT website under resources tab for articles, laws, and other

suggestions http://www.coloradogifted.org/

p.326 Chart of % of students- might want to add % of ALPs or identified GT: GT is a

recognized categorical population in the state of Colorado, and this group is gaining momentum.

Again, this proposal is ripe for this type of emphasis.

□ Plan is in place to include needed staff, adequate funding, evaluation of

programs’ success, flexibility to add contracted services, and specific

services the district is expected to provide.

Special Education Concerns: S Chandler

Is ASI providing for their own Special Education Coordinator?

http://www.extremecreativity.org/

http://www.jeffcopublicschools.org/programs/gifted_talented/

http://www.cde.state.co.us/gt

http://www.coloradogifted.org/

ASI anticipates a 7% special education population. Is this their cut-off point? 7% is not

reflective of the district.

For the first year ASI will contract with Jeffco for all special education services, and will

not hire special education staff until the second year. That is a problem.

Jeffco Special Education Department does not agree with the following:

(p. 308) “The Alexandria School of Innovation will comply with all state and federal requirements,

to ensure that the needs of special education students are met. In order to achieve compliance, the

Alexandria School of Innovation plans to purchase appropriate special educational services

through Jeffco Public Schools the first year. Jeffco Public Schools SPED staff will assist in the

development of IEPs, identify and refer students for assessments of special education needs,

maintain records, and cooperate in the delivery of special education instruction and services, as

appropriate.”

Jeffco Special Education Department does not agree with the following:

(p. 309) “ If all interventions fail, and the problem-solving team suspects a handicapping condition,

child is referred for assessment and evaluation by an eligibility team led by the Special

Education coordinator.”

ASI is not prepared for the students they will be receiving by “determining services for

students as needed”. They will not have the human resources present to provide

services.

ASI is depending on the district to provide leadership and services for their special

education services.

Their RTI model is not proactive in identifying students for special education services.

They must first fail at the Intensive level. They are providing for a “clinical” evaluation

instead of collecting a body of evidence. Clinical evaluations will be very expensive.

Students need to be receiving special education services to be provided modified

standards.

From: Buzard Linda M

Sent: Wednesday, September 10, 2014 5:09 PM To: Chandler Susan M; Matlick Timothy S

Cc: Buzard Linda M Subject: RE: Charter School Applications - Departmental Reviews

Hello All,

Thank you for the opportunity to review the New Charter School Proposals. I would provide this information which could be considered as the basic components necessary for student health support in a school setting and which do not seem readily apparent in the current applications. Structures are identified that will safely support student health needs in the school setting and meet

compliance requirements:

o IDEA and 504 Compliance within an RTI framework. o CDE Essential School Health Services o Colorado Department of Public Health Standards o State of Colorado Legislation - specific to student health in the school setting o Colorado Nurse Practice Act o Current Clinical Standards of Care o Compliance with District BOE Policies and Department of Health Services Protocols

School clinic space must meet basic specifications including:

o Adequate space and cots in the school clinic to allow for 1 cot/per 400 students o Clean and tiled floor space in school clinic o Sink and running water in school clinic o Restroom facility in school clinic or near to school clinic o Locked Medication Storage o Telephone in school clinic o School Clinic Computer o Adequate ventilation to meet basic HVAC specifications o Routine daily cleaning of school clinic space and increased contact cleaning when needed

with specified disinfectant products o AED Unit in School

Let me know if you need further information and when you would like to schedule time to meet.

Dispute Resolution: Covered by Caplan & Ernst in the attachment

To: Tim Matlick From: Kristin Edgar Date: September 11, 2014

Re: Alexandria School of Innovation Charter School Application Review:

Governance and Dispute Resolution Rubric 1. Governance

a. Bylaws. The Alexandria School of Innovation Charter School’s (the “School”) articles of incorporation and bylaws are attached to the Application as Appendix D. The bylaws establish a governing board of directors and outline the board’s powers and duties, size, terms and term limits, composition, qualifications, officer positions and duties, board member selection procedures, vacancy replacement, and quorum and voting procedures. The bylaws also establish that parents or legal guardians of children enrolled in the School are voting members of the School. The board of directors is comprised of two classes of members: Class A and Class B. Class A members are appointed by the board and Class B members are elected from the members.

b. Founders and Board Transition. The Application includes the resumes of the Development Team in Appendix A. If the District authorizes the School, then five members of the Development Team, two of which have prospective students who will attend the School, will be appointed to the founding board of directors as Class A Members. The five members of the Development Team who will be on the founding board are listed in the Application. On September 1 of the third year of the School’s operation, two of the original five directors will be replaced through a general election of the members and will serve a three-year term. There do not appear to be term limits for board members. The Application does not expressly state how the Development Team’s original vision and mission will be brought to fruition during the transition to the founding board of directors.

c. Selection of Lead Administrator and Leadership Transition. The Application states that the School’s board of directors will select the Head of School/Executive Director, who will be responsible for the day-to-day operation and management of the School. The Application outlines the relationship between the board and the head of school, as well as the respective responsibilities of each. The Application does not detail a plan for transitioning leadership to the head of school other than to say, “the board will effectively delegate implementation responsibilities with clear instruction and/or suggestions to its committees or the head of school, so the board can maintain a focus on the big picture.”

d. Resumes. Resumes of the members of the Development Team are attached as Appendix D.

e. Board Training. The Application states that founding board members will attend board trainings conducted by Nora Flood, the President of the Colorado League of Charter Schools and/or complete training modules. The School has included

these professional development costs in its budget. The School will require board members to read and study a board governance training manual in preparation for serving on the board. The School will have a board development committee, which will help facilitate board training for new and current board members, though it is not clear what this training will be. The Application contains an annual board calendar in which training is scheduled for May of each year.

f. Board Meeting Frequency and Focus; Standing Subcommittees. The Application states that the board will hold a monthly meeting on the same day of the month, which day will be established by the board. The Application states that the agenda of each meeting may include consent agenda items, head of school report, committee reports, issued discussion/in-depth, new business and public comment. Pursuant to the Application and the bylaws, the board is authorized to create board subcommittees for a variety of purposes. The Application identifies a number of standing subcommittees and outlines each subcommittee’s role. The Application lists additional committees that may be created, but does not describe their roles.

g. School Advisory Council. The School intends to have a school advisory council as required by state law and adequately outlines the responsibilities of the advisory council and the council’s role with respect to the head of school and the board of directors.

h. Open Meetings and Open Records. The Applications and bylaws state that the School will comply with the Open Meetings Law and the Open Records Act.

i. Creation and Adoption of Policies. The Application states that the Board will adopt policies and prepare a board policy book prior the School opening, but does not specify the policy adoption method. The Application includes a number of initial policies in Appendices J through G.

j. Conflict of Interest and the Grievance Process. The bylaws set forth a conflict of interest policy and the Application includes a draft conflict of interest policy in Appendix G. The draft grievance policy is attached in Appendix I.

k. Relationship between the Board and the Head of School. The Application adequately describes the relationship between the board of directors and the head of school, as well as the respective authority and duties of each.

2. Dispute Resolution Process a. The Application contains a dispute resolution process that complies with the

requirements of C.R.S. 22-30.5-107.5. Either the School or the District may attempt to resolve a dispute informally. If such efforts are unsuccessful, then either party may initiate a resolution to a dispute by providing reasonable written notice, which will include a brief description of the matter. Within thirty days, the parties will agree to a form of alternative dispute resolution, which will result in final written findings by a neutral third party within one hundred twenty days after receipt of the notice. The parties may agree to be bound by the findings, or appeal them to the State Board, whose decision will be final.

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Rubric for Charter School Review 2014-15 Alexandria School ...

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