Charter School Application Aman STEAM Academy A Proposed K-8 School
22 March 2013 Submitted to: Denver Public Schools
Submitted By: Farrah Nicole Martin, Founder and Executive Director (On behalf of Aman STEAM Academy’s Board of Directors)
February 22, 2013
Mary Seawell, At-Large President
Denver Public Schools Board of Education
900 Grant Street
Denver, CO 80203
Dear President Seawell and Members of the Board of Education:
The Aman STEAM Academy founders are pleased to present the attached charter school application and
request authorization from Denver Public Schools. It is the desire of Aman STEAM Academy to work
with Denver Public Schools to provide an integrated science, technology, engineering, arts, and
mathematics (STEAM) elementary school that incorporates Problem Based Learning (PBL). The charter
would open in the fall of 2014 with about 150 K-1 students and would add one grade level per year until
we are fully built out with 675 K-8 students.
Aman STEAM Academy’s mission is to teach our students the joy of learning through a rigorous,
standards-based curriculum and learning experiences that allow students to explore and discuss real-
world problems in ways that are relevant to them. Our hope is that the Denver Public School District
will authorize a 5-year charter that will allow us to demonstrate the effectiveness of the STEAM/PBL
model for children in Denver.
Our proposed academic focus is not about a specific curriculum or materials. What receives more
emphasis is the leveraging of partnerships with the local community, institutions of higher learning,
arts- focused organizations, the development of the school’s staff to facilitate inquiry, innovation in
learning, and the commitment and shared vision for building authentic and engaging learning
experiences for children.
We look forward to discussing this proposal with you!
Farrah Nicole Martin, MPH, MAEd
Aman STEAM Academy
Founding Leader and Executive Director
504-319-7605
1
EXECUTIVE SUMMARY
This section in its entirety will be provided to the Board of Education of Denver Public Schools and will be
posted online for the public to review, immediately upon submission of this application.
Essential Information Form
Name of Proposed School Aman STEAM Academy
School Type Charter
Grade Configuration K-8
Model or Focus (e.g., Arts, College Prep, etc.)
STEAM
Proposed Region and/or Neighborhood for School
Near Northeast
Primary Contact Person (name, email)
Farrah Nicole Martin, [email protected]
Enrollment Projections: Delete unnecessary rows and/or provide additional columns if you will not reach
full enrollment by year five. Project your student headcount (not your funded FTEs).
GRADE 2014-15 2015-16 2016-17 2017-18 2018-19
2019-20
2020-21
2021-22
K 75 75 75 75 75 75 75 75
1 75 75 75 75 75 75 75 75
2 75 75 75 75 75 75 75
3 75 75 75 75 75 75
4 75 75 75 75 75
5 75 75 75 75
6 75 75 75
7 75 75
8 75
Total #
students 150 225 300 375 450
525
600
675
Student Demographics: Based on your regional preference, project the demographic makeup of your
school in terms of students who qualify for free or reduced lunch, receive special education services,
and are English language learners.
FRL % SPED % ELL %
Projected Demographics 70% 10% 25%
2
Executive Summary and Narrative
I. Culture Mission: The mission of Aman STEAM Academy is to engage and prepare future ready students through a rigorous, standards-based education that uses an arts integrated, STEM framework. Community Engagement: Aman STEAM Academy (ASA) will provide a high quality STEM+arts integrated K-8th educational option in the Near Northeast region of Denver. We plan to open in the fall of 2014 with 150 students. To meet our goal, we used the following community outreach activities and strategies: table outside of Wal-Mart shopping centers, door-to-door canvassing in apartment complexes and neighborhoods, holding information sessions at libraries, community centers, and daycare centers, speaking with families in parks, and “prototyping” (conducting demonstration lessons, highlighting curricular elements for families). As of March 22, 2013, ASA has collected 90 intent to enroll forms from children who will be old enough for our program in the fall of 2014 and an additional 27 from children who will have to wait until 2015 or 2016 to enroll in our program. We have also met with over 35 community members, leaders, and arts organizations and collected 15 letters of support or endorsement. II. Leadership and Governance Aman STEAM Academy recognizes the need for a leader that has a strong commitment to, belief in, and alignment with its mission and vision. This innovative thought leader should have successful experience in leadership and management of adults and students, an ability to make strategic decisions, knowledge of or experience in finance, governance, and management, and the ability to foster relationships that advance the school mission, vision, and educational program. The founder and proposed Executive Director, Farrah Nicole Martin, brings solid and relevant leadership knowledge and experience to ASA’s families. Farrah has over ten years of experience working in both traditional public school and charter school sectors in New Orleans, Mississippi, and Colorado. A 2001 Teach for America Corps Member, Farrah has taught middle school science, mathematics, and social studies. Farrah served as a PreK-12th school-level and association wide teacher developer and curriculum specialist in the Algiers Charter Schools Association, an innovative, New Orleans based network of charter schools. In 2010, Farrah was nominated by NBC Network as one of the nation’s top 50 educators. The following year she worked as an education policy intern for Senator Mike Johnston of Colorado and a Curriculum and Instruction intern at Denver Schools of Science and Technology. Farrah is a fellow in the Get Smart Schools Fellowship and currently serves as the Director of Education Policy and Practice for the Colorado League of Charter Schools. For a complete biography on Farrah, please visit ASA’s website at www.amansteamacademy.org. III. Education Program STEAM Pedagogy: STEM education is an acronym that refers to education in one or more of the science, technology, engineering, and mathematics disciplines. At ASA, however, we believe STEM is much more than subject matter, but a process of leading students through distinct levels of research, planning, creation, and reflection that should be intentionally integrated with arts instruction to increase student engagement, creative thinking, and innovation (adding ‘A” for “Art” to bridge STEM to STEAM). Rigorous Curriculum Design (RCD): Using this backwards planning process, teachers align their instruction and curriculum to the Common Core State Standards by “unwrapping” standards into distinct teachable parts that identify specific student learning outcomes. Teachers then use those
3
outcomes to create engaging units of study, formative assessments, and plan the use of instructional strategies that enhance student learning. Integrated Instruction: Integrated instruction utilizes “thematic”, “interdisciplinary”, and “cross-curricular” connections to equip students to appropriately bridge the gap between what they are learning in school to their real-life environment. Problem-Based Learning (PBL): Problem-based learning requires students to use actual real-world topics to begin in-depth investigations and design projects. Students either self-select or are presented with an issue that holds meaning for them (either by the teacher or community leaders/members) – it may be a situation occurring within the school (e.g., more recess time) or one occurring outside of school in the broader community (e.g., excessive energy usage). Partnerships: ASA founders aim to create a school culture that promotes community and family involvement in student achievement. Partnerships with the national Smithsonian Institute, Think360 Arts artist residency program, Champions Before and After School Learning programs, and other organizations will enable Aman STEAM Academy to provide students with an educational experience that is rigorous, authentic, and fun. Assessment Strategies: Throughout the year, nationally-normed tests, progress monitoring assessments, and teacher created standards-based interim assessments will be administered to gauge student progress in Reading, Writing, Math, Science, and Social Studies. Data gathered from formative and summative assessments will be used to improve student performance and teacher quality and inform decisions regarding instructional practice. IV. Teaching Because of the depth of our instructional model and practices, teachers will engage in weekly 90-minute job embedded professional development. Each week, teachers will receive feedback on instructionally focused practices and strategies through informal classroom observations. Four times a year, teachers will receive formal classroom evaluations. Ongoing support and development will be provided in rigorous curriculum design, thematic lesson planning, arts integration, planning standards aligned problem-based learning units, and building community partnerships. V. Governance The Board of Directors is responsible for governance, financial stability, student performance oversight, and hiring and evaluating of the Executive Director. Becoming a charter school allows ASA to offer an innovative educational program and academic design. For more facts on charter schools, please visit our school website at www.amansteamacademy.org. The chart below lists members of the Founding Planning Committee, who are potential future board members.
Name Current Professional Title and Organization
Board Role Focus/Expertise
Farrah Nicole Martin Director of Education Policy & Practice;
Colorado League of Charter Schools
Founder (Non-member of the board)
Organizational and Instructional Leadership,
Curriculum Design, Education Policy
4
Leslie Colwell Legislative Director; Office of Senator Mike
Johnston
President Law, Education Policy, Fundraising, Community
Outreach
Zachary Adorno Corporate Relations and Foundations Manager;
City Year
Treasurer Finance, Education, Strategic Planning
Noe Martinez Purchasing Agent; Advanced Industrial
Technology
Member Community Engagement, Accounts Receivable,
Purchasing
Terrance Hendricks Pastor; King Baptist Church
Member Education, Community Involvement
Sandra Cleveland Contract Specialist at TRICARE Management
Member Contracting, Organizational Management
Michelle Baca Administrative & Accounting Associate;
Colorado League of Charter Schools
Member Accounting, Arts Integration
VI. Finance
Alignment with DPS 2013 Call for Quality Schools: Denver’s Near Northeast region is expected to grow by 2,000 students from 2010 to 2015.1 Two Near Northeast Middle Schools are slated to phase out in the coming years. In the spring of 2013, a new neighborhood (Conservatory Green) is expected to bring approximately 500 new families to the Near Northeast region. Given the rapid population growth in the Near Northeast region, Denver Public Schools has specifically targeted a priority need for elementary seats in this area of the city. Aman STEAM Academy’s founders are confident our school model will provide a high-quality option for families in this area.
1 Call for New Quality Schools to Open in 2014-2015
2014-15 2015-16 2016-17 2017-18 2018-19
Number of Students 150 225 300 375 450
Per Pupil Revenue $812,622 $1,355,965 $1,921,808 $2,510,150 $3,120,993
Grant Funds $454,872 $195,000 $0 $0 $0
Private Funds $25,000 $30,000 $30,000 $30,000 $50,000
Other Sources $424,137 $434,178 $516,989 $601,024 $683,775
Total Revenue $1,666,631 $2,015,143 $2,468,797 $3,141,174 $3,854,768
Employee Salaries (including benefits) $697,673 $1,006,438 $1,214,883 $1,398,728 $1,667,413
Building Expenses $112,800 $169,200 $225,600 $282,000 $338,400
Services/Supplies $361,866 $458,671 $595,005 $861,802 $1,047,373
Other Expenditures $441,828 $350,883 $339,120 $394,044 $547,765
Total Expenses $1,614,167 $1,985,192 $2,374,608 $2,936,574 $3,600,951
NET INCOME $52,464 $29,951 $94,189 $204,600 $253,817
5
Section I: Culture
A. Mission, Vision, Values: Mission: The mission of Aman STEAM Academy is to engage and prepare future ready students through a rigorous, standards-based education that uses an arts integrated, STEM framework. Vision: Aman STEAM Academy graduates will be self-motivated, creative, and innovative thinkers and problem-solvers that are prepared to be trailblazers and leaders in the 21st century global workforce. Core Values: Our core values represent the foundation for everything we do at Aman STEAM Academy and are central to our program and results. Aman is built upon six core institutional values in which our teachers, leaders, support staff, and board members will show a strong commitment towards and our culture, curriculum, and performance measured by. We believe in:
1. Empowerment – providing the right environment opportunities to nurture a set of skills and habits of mind that will empower students to make independent and responsible decisions.
2. Equal Access – all students, regardless of ethnic, socioeconomic, cultural, or geographic backgrounds, should have access to first-class instruction and enrichment opportunities.
3. Innovative Curiosity – children and adults should be provided with the opportunity to consider new possibilities, take responsible risks, and explore creative solutions.
4. Authentic Experiences – true learning and transfer of knowledge is fostered when students are provided authentic learning experiences that allow for meaningful and relevant real-life connections, reflection, and application.
5. Perseverance and Follow Through- we do not believe in blame or excuses, but hard work and results; we resist complacency and continually push ourselves to learn and grow at all times; when a problem arises, we find a solution and implement quickly; we are relentless about excellence and are resilient, refusing to back down and committed to accomplish our goals and mission
6. Collaboration and Diversity – by embracing and celebrating individuality and differences, people with differing perspectives and experiences can identify opportunities to materialize a shared vision and common commitments.
B. Targeted Student Population While there are many high quality educational options available to parents in Denver, our founders
recognize the need for a high quality school for students and families in the Near Northeast region of
the city and are committed to providing an innovative K-8 STEAM, problem-based learning opportunity
to this community. We plan to adopt a “slow growth” model of expansion, taking eight years to grow
Aman STEAM Academy’s Core Values:
Empowerment, Equal Access, Innovative Curiosity, Authentic Experiences, Perseverance and
Follow Through, and Collaboration and Diversity
6
the school to full capacity. Please refer to the figure below for a detailed depiction of how we will grow. In year 1, we will begin with grades K and 1. Each successive year, we will add one grade level until we are fully enrolled K-8.
Aman STEAM Academy Enrollment Projections
Grade Level 2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
2020-2021
2021-2022
Kindergarten 75 75 75 75 75 75 75 75
Grade 1 75 75 75 75 75 75 75 75
Grade 2 - 75 75 75 75 75 75 75
Grade 3 - - 75 75 75 75 75 75
Grade 4 - - - 75 75 75 75 75
Grade 5 - - - - 75 75 75 75
Grade 6 - - - - - 75 75 75
Grade 7 - - - - - - 75 75
Grade 8 - - - - - - - 75
Total # of Students
150
225
300
375
450
525
600
675
% ELL 25 25 25 25 25 25 25 25
# ELL 38 56 75 94 113 131 150 169
% SPED 10 10 10 10 10 10 10 10
# SPED 15 23 30 38 45 53 60 68
The following is a snapshot of the Near Northeast Community:
57% of students qualify for free and/or reduced lunch 67% minority students 27% of students learn English as a second language 10% Special Education students
With STEM and arts integration models shown to greatly benefit low socioeconomic and behind grade level students, our enrollment target will be similar to the community demographic, with at least 70% low socioeconomic students (based on Stapleton and Park Hill demographics), as defined by free and reduced lunch eligibility.
The following table provides information on the demographics of the community Aman STEAM
Academy hopes to serve:
Proposed Demographics
%FRL % SPED % ELL
55% 10% 25%
7
Denver Public Schools Demographics and Scores: According to the Call for New Quality Schools to Open in 2014-2015, the school-age population in Denver’s Near Northeast region is expected to grow by 2,000 students from 2010 to 2015. Enrollment in the Near Northeast is projected to increase by 1,800-2,000 students over the next five years. Two Near Northeast Middle Schools are slated to phase out in the coming years. In the spring of 2013, a new neighborhood – the Conservatory Green Neighborhood- is expected to bring approximately 500 new families to the Near Northeast region. Given the rapid population growth in the Near Northeast, Denver Public Schools has specifically targeted a priority need for elementary seats in this area of the city. Aman STEAM Academy hopes to serve families from neighborhoods throughout the Near Northeast (e.g., Stapleton, Park Hill, Conservatory Green). These neighborhoods have been identified by DPS as areas of need. The area around the I-70 Stapleton/Conservatory Green neighborhood has been identified by DPS as a preferred location for a new mid-sized elementary program. We are currently exploring facilities and reaching out to parents and community leaders to determine what location within the Near Northeast region is better suited to and/or would be better served by a STEAM school than the other.
Figures 1.1 and 1.2 show schools located in the near Northeast and the school performance data of those closest to the Park Hill and Stapleton neighborhoods. Of the nine schools shown in Figure 1.2, none attained adequate growth in math, one attained adequate growth in reading, and one attained adequate growth in writing.
Research shows schools integrating the arts into the curriculum as part of a comprehensive education strategy are documenting positive changes in the school environment and in improved student performance. Students who experience arts integrated curricula, on average, meet or significantly exceed district and state standardized test averages.
0
20
40
60
80
Percent of Students Proficient/Advanced in Math/Reading/Writing in 2012
Observed Growth Adequate Growth
Figure 1.1 Near Northeast Schools
Figure 1.2 School Performance Data
Figure 1.1 Near Northeast Denver Schools
8
The following table lists elementary/middle schools that are either open or have been recently approved to open in the Near Northeast in the coming years:
School Name School Type Grades School Focus Cole Arts and Sciences Academy
District-run (Innovation) ECE-8 Emphasizes learning through the arts and sciences
DSST Stapleton Middle School
Charter 6-8 Emphasizes science and technology
Venture Prep MS Charter 6-8 Provides interactive student projects with an emphasis on arts and technology
The Odyssey Charter School Charter K-8 Expeditionary Learning School; focuses on reading and writing through literature
Swigert McAuliffe International School
Innovation ECE-58 Focuses on international affairs
University Prep Charter K-5 Offers an academically rigorous, results-driven program, particularly focused on literacy
Downtown Denver Expeditionary School
Charter K-5 Offers students a downtown Expeditionary Learning experience
Ashley Elementary District Run ECE-5 Offers a transitional language program for English Language Learners; focus on math and literacy
Highline Academy Northeast Charter K-8 Charter replication; offers a rigorous curriculum; incorporates Core Knowledge and character development
In a recent poll of many of these schools, they are currently at capacity, have extensive waiting lists, or have elected not to have a waiting list. As evident through the Call for Quality Schools and student performance data, families in the Near Northeast neighborhoods are in need of additional school options. Aman’s intentional and research-based approach to merging the arts and STEM based learning, implementing thematic units to integrate curriculum, and using problem-based learning experiences to enhance critical thinking and innovation is one that accommodates the needs of gifted, low socioeconomic, minority, English language learners, and ethnically diverse students. B. Parent/Guardian & Community Participation in Application Process To ensure that we recruit the student population we propose to serve, we have engaged in expansive and intensive outreach efforts. We have connected with residents and families throughout the Near Northeast, engaging in conversations about what families want for their children and how that aligns with our proposal. These neighborhoods are demanding better schools and have been welcoming to the Aman STEAM Academy’s application. Aman STEAM Academy has created opportunities through which community partners from arts organizations, businesses, higher education entities, cultural, and social service sectors can enter the lives of our students as supplemental educators, allowing them to enter “real world” settings for complementary, educational experiences.
9
Recruitment Strategy: To date, we have conducted several community events including meetings with faith, business, and community leaders, as well as families who have demonstrated their enthusiasm to enroll, and other community members. To meet our goal of collecting 150 letters of intent to enroll by 3/22/13 we have embarked on an extensive community outreach effort, which included the following activities and strategies:
Attendance at many community events, including religious services, neighborhood association meetings, meetings with arts organizations, non-profits, and community based organizations, and community events (e.g., basketball tournaments, soccer team tryouts, volleyball games)
Speaking with families at parks and libraries
Door-to-door canvassing events. Over 30 “Friends of Aman STEAM Academy” volunteered to spread the word house by house on February 16th and March 16th, culminating in critical and informative conversations with community members
Door-to-door canvassing in apartment complexes
Flyers and postcards, both in Spanish and English, distributed widely throughout the community
Twitter and Facebook updates
Website information at www.amansteamacademy.org
Prototyping: A technique shared by Matt Candler of 4pt0 Schools in New Orleans, Aman’s founder and proposed school leader taught sample lessons from our STEM+arts integrated, problem-based learning curriculum to groups of students at daycares and in the community as a means to show potential parents and feeder schools what our educational program would look and sound like
We have, so far, found spending the weekend at local recreation centers, park canvassing, and door-to-door canvassing in apartment complexes, and prototyping to be the most effective ways to reach parents. We have also connected with many community voices whose support has encouraged parents to seek us out for information and feedback. We are excited to continue engaging deeply with our community to provide an excellent education to the students of the Near Northeast region of our city. Our intention is to spend hundreds of hours more, before opening our doors, working with families and community members to provide an excellent educational option for students and a trusted community relationship for families and other key stakeholders. In April 2013, we have been invited to host our first “House Party” at the home of one of the teachers whose classrooms Farrah conducted a prototype lesson. Also in April, Aman STEAM Academy will have a featured section in the Greater Park Hill Neighborhood Newsletter. Several other outreach events have been planned for the fall of 2013 to ensure that those who have signed letters of intent and those we are looking to recruit as students and families are fully a part of the planning, design team, and startup. We have received letters of support from individual community stakeholders as well from organizations such as Think 360 Arts, Colorado Business Committee for the Arts, the Denver Center for the Performing Arts, Scientific and Cultural Facilities District (SCFD), and Senator Mike Johnston and will continue doing so over the coming months. Please see Appendix E for letters of support and MOUs from our current stakeholders.
10
Recruitment Materials and Website: Aman STEAM Academy has purchased marketing materials in the form of one-pagers and brochures which can be found in Appendix E. These one–pagers are available in both English and Spanish and feature highlights about our school mission, vision, educational model, STEAM curricular framework, as well as basic information about the school. We have also created large posters that give insights about our program that has been displayed during canvassing events. We are currently designing and ordering more comprehensive marketing materials to be used in information sessions and meetings with community members. With assistance from board treasurer, Zachary Adorno, Instant Social Media Co. has been working to design both ASA’s Facebook and Twitter pages to attract more followers and be more concise in our messaging. Tracking Parent Interest and Maintaining Contact: Each parent who fills out an intent to enroll form or expresses interest in learning more about Aman STEAM Academy by filling out one of our interest sheets will be entered into our parent database which tracks name, address, name of child, phone/email, language spoken, intent to enroll status, and contacts we have made with them. We will aim to have 3+ contacts with parents between the time they have signed the enrollment form and September 1st, 2013 (our application window begins) when we begin soliciting formal applications. C. School Culture and Student Engagement Aman STEAM Academy will be a place where children, parents, and teachers will want to be. It will be a safe place where children and adults are encouraged to reach their highest potential. Aman STEAM Academy will create a learning community where everyone is given an opportunity to be creative and think critically, and students are developing all of the skills they will need for success in college, their choice of career, and life. A description of a typical day for a student or teacher at Aman is available on our website. The culture of Aman STEAM Academy is rooted in our core values. We believe classrooms are social settings. Together, students, teachers, and families create learning communities that strongly influence students’ social and academic success. Using the Positive Behavior Support framework, we encourage a strong community and positive environment that feels safe and respectful in order that all children and adults can be motivated to learn, grow, and persevere as well as be celebrated for their efforts. At Aman, we chose an eagle as our mascot because eagles symbolize wisdom, courage, resiliency, dignity, and inspiration. Every staff and faculty member, student, and family will take great pride in being an “Aman Eagle” and exemplify daily what those characteristics are. We fully believe that this culture is set by Aman’s leaders and should be modeled for students and staff. We also believe in celebrating successes and honoring individuals that display the ideal character, attitude, and beliefs of an Aman Eagle. These celebrations will happen often and frequently in our classrooms, hallways, and in our more formalized gatherings (e.g., morning meeting, assemblies, etc.). Staff and Student Culture: The culture at Aman STEAM Academy can be categorized into three fundamental areas: teamwork, adventure, and growth and learning.
Aman STEAM Academy’s Culture
Culture of Teamwork Shared Values. Shared
Teachers Students Establish and maintain classroom communities
that are accepting, respectful, peaceful, and emotionally and physically safe
Purposeful collaboration through common work
Students wear uniforms as a sign of solidarity and school pride.
Students work together in groups, learning to appreciate each other as fellow Aman
11
Vision. Shared Plan of Action. Shared Success.
spaces, planning times, and weekly grade level/content professional development allows teachers to utilize each other’s expertise and knowledge
Eagles and respecting the differences that may exist in cultural, ethnic, physical, or linguistic contexts.
Culture of Adventure Responsible Risk-taking. Try
New Things. Be Creative and Imaginative.
Teacher innovation is respected and encouraged and every effort is made to shield teachers from non-instructional tasks so they can put all of their time and energy into educating our children in creative and imaginative ways.
Teachers will be provided with strategies and resources to enhance their practice, being encouraged to visit both ASA classrooms and other schools to glean ideas and bring back to their classroom.
Teachers will have opportunity to share their “Strengths and Opportunities” with their administrators and peers (in weekly professional development, staff meetings, or morning meetings and classroom discussions with students), never feeling dismissed because of failure, but rather seeing failure as a learning opportunity that they can grow and progress from.
Students will learn to work independently and collaboratively, using classroom materials and learned concepts to try alternate solutions to problems and be creative in their work and expression.
Students will have opportunity to share their “Strengths and Opportunities” with their teachers and peers (through journals, classroom discussions, and morning meetings), never feeling dismissed because of failure, but rather seeing failure as a learning opportunity that they can grow and progress from.
Culture of Growth & Learning
Resist Complacency. Remain Flexible. Pursue Excellence. Continually
Improve.
Teachers are held to high expectations in their implementation of integrated, standards-aligned lessons that utilize the principles of engineering design and arts integration and are encouraged to constantly seek out and implement strategies and methods that will improve their practice.
Teachers set goals in their Personalized Teacher Achievement Plans (PTAPs) that specify areas they would like to grow professionally and in their instructional practice. These will be monitored by both the teacher and Executive Director.
Students are expected to challenge themselves daily to seek constant improvement and growth in their academic, social, and physical pursuits by creating Personalized Student Achievement Plans (PSAPs).
Students have opportunity to share in morning meetings, classroom discussions, and home discussions how they grew in school that day with their peers, teachers, and parents.
Students work with their peers, learning to respect each other’s cultural, linguistic, physical, learning, and ethnic diversity while learning from other’s uniqueness.
D. Student Discipline Policy Clear and consistent student discipline is essential to a strong culture. At Aman STEAM Academy, we believe in “sweating the small stuff” to prevent larger problems. The culture of Aman STEAM Academy is built upon the idea that strong classrooms are a place where students work hard, model the mission and core beliefs of our school, behave, and do their best. The culture is reinforced with a student discipline system executed through the Positive Behavior Support (PBIS) framework. Since Congress amended the Individuals with Disabilities Education Act (IDEA) in 1997, Positive Behavioral Supports has held a unique place in special education law. PBIS, referred to as Positive Behavioral Interventions and Supports in IDEA, is the only approach to addressing behavior that is specifically mentioned in the law. Aman STEAM Academy will use a continuum of positive behavior support for all students in areas including the classroom and non-classroom settings (such as hallways, buses, and restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results
12
(personal, health, social, family, work, recreation) for all children by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional. With the help of PBIS and community buy-in, we hope to build a strong social dynamic in our building. We will adopt the mindset, “We Are One Family”. We will make a point to make our students feel they are an important part of our in school and out-of-school lives. This begins from the moment students and parents enter the doors. First and foremost, we start with a positive connection. Aman’s administrators, teachers, and staff conduct home visits throughout the summer to meet our students in the comfort of their homes. We want them to know we care about them. We also offer opportunities throughout the year where students and families can get to know one another and the staff of Aman STEAM Academy, building relationships and strengthening the idea that we are truly “One Family.” Once the school year begins, we make sure the community knows Aman STEAM Academy is their school; their family. We open our building to our community any way we possibly can. This is very demanding for our staff, but they know the expectation from the beginning. In every interview there is one question that is always asked, “Can you look across a desk and have the same goals, expectations, and desires for our students you would have for your own child?” We will supply our school community with many entertaining opportunities such as movie nights, dances, game nights, and our student presentation of learning/exhibits will keep our community engaged in what we are doing. We know it takes a village. That is why we are teaming up with local churches and family/youth organizations that will have their members come in and work weekly with our students who may need a mentor. Aman STEAM Academy will institute a PBIS leadership team, which will ensure students receive the support they need to be productive members of our Aman STEAM family. Members of this team will also ensure disciplinary records are entered into Infinite Campus. We assure that our teachers are trained yearly in research-based approaches to discipline and classroom management. We begin each day with Morning Meeting, a building-wide morning assembly reminding our students (and our staff) of the expectation of our school. Those expectations are re-taught in the classrooms with weekly “success opportunities” to celebrate the accomplishments of the students in our building. Discipline: At Aman, we believe a child’s natural state is to be a productive and positive member of a community. When children make choices that jeopardize their own safety, well-being, or other’s learning there is something preventing them from achieving this natural state. Our goal as educators is to help them to learn to make better decisions and choices that allow them to productive, positive, and contributing community members. Our approach to discipline is focused on clarity of expectations, consistency and positive reinforcement. The Executive Director is responsible for ensuring that all teachers and staff apply the Positive Behavior Support system in a consistent and equitable manner. All of our policies are aligned to be in accordance with Denver Public Schools Policy JK – Student Discipline. In 2012, Colorado’s Landmark School Discipline Bill (SB12-046) addressed the negative aspects of "zero tolerance" discipline policies, use of police discretion, and alternatives to managing school discipline. The most significant results of the bill are:
1. the elimination of mandatory expulsions for drugs, weapons, assaults, and robbery, 2. addition of factors to consider in determining disciplinary actions, 3. promotion of alternatives to discipline to decrease out-of-school suspensions and expulsions,
13
At Aman, we do believe children need to be in school to learn. When they are absent from school, even for disciplinary causes, they are missing out on significant learning, discussions, and experiences that cannot be duplicated or captured in “make up work”. Therefore, we will work closely with community organizations, such as Prodigal Sons and the Boys and Girls Club (both of which have offices located in the Near Northeast community), to serve as mentors for our students and an added layer of support to either prevent or immediately rectify behaviors that would typically constitute out-of-school suspension. Additionally, our staff will be trained to work with our parents and students in culturally responsive ways that would best alleviate the need to excuse students from a day of school in order to remediate behavior. E. Student Recruitment & Enrollment The Aman STEAM Academy was founded on the desire to provide a high quality and innovative educational option that uses the process of STEM investigation and intentional arts integration to facilitate problem-solving, discovery, and exploratory learning for students. School founder, Farrah Nicole Martin, recognized this as an asset to the families and community of Denver and began to identify community members to help push to bring this option to our city. With a strong belief in partnership and collaboration, we take community engagement very seriously. The following outlines our community engagement goals and strategy prior to opening, and our strategy for building community and maintaining parent involvement once the school is operational.
Community Engagement Goals
Goal Rationale Current Progress Student Recruitment Goals: Collect 150 letters of intent to enroll by March 22
nd (deadline for submission to
DPS). Collect and additional 100 letters of intent to enroll by June 20
th 2013. Collect
a total of 300 letters of intent by December 1
st, 2013.
Aman STEAM Academy plans to open in the fall of 2014 with 150 students. 100% intent to enroll forms (150 forms) are necessary by the time we submit our application on March 22
nd. We feel it is
important to continue our recruitment efforts until we reach at minimum 200% of our initial class and have set a deadline of December 1
st. By June 20
th we should
know if we are approved and can begin contacting already interested parents and soliciting formal applications. Intent to enroll forms are available in English and Spanish on our website: http://www.amansteamacademy.org/#!intent-to-enroll/c5zr.
As of March 22nd
, 2013, ASA has collected 90 intent to enroll forms from children who will be old enough for our program in the fall of 2014, and an additional 27 from children who will have to wait until 2015 or 2016 to enroll in our program.
Community Engagement Goal: Collect 15 letters of support/endorsement from and make 20 contacts with local community leaders, businesses, or organizations by March 22
nd.
The Aman STEAM Academy believes that a school should be a community resource center and as such needs to have strong ties to the local community. As we reach out to community groups, organizations and leaders we will ask for their support of our program.
As of March 22nd
, 2013, ASA has identified a list of organizations, businesses, and groups who live in/work with the Near Northeast community or who align with Aman’s mission and vision. ASA’s founder and founding committee have met with 35 arts and science organizations, community members, leaders, and education reformers and collected 13 letters of support or endorsement. We will continue to broaden our network in
14
Denver and the Near Northeast as we reach out to organizations, community leaders, and community groups who can support our school.
Board Recruitment Goal: Of our 7-9 member positions and advisory council positions, at least 4-5 of them should be filled by people who live, work, or were raised in the Denver metro area, preferably near the Near Northeast region of the city.
Local community representation on our board of directors and advisory committees is important to build local support for the school and ensure that our board of directors and accompanying committees has adequate representation of the community we plan to serve.
As of March 22nd
, 2013, ASA has recruited six board members, two of whom live and/or work in Near Northeast Denver. We are placing a high priority on Near Northeast residents to fill our remaining board positions.
Lottery Overview: Within the time limits and priorities described below, students shall be enrolled at Aman STEAM Academy on the basis of lottery, without regard to race, creed, color, sex, national origin, religion, sexual orientation, ancestry, disability, or need for special education services. Enrollment is determined by a random lottery system. All complete applications turned in by the deadline will be eligible for the lottery. All applicants are randomly assigned a number which is then drawn randomly during the lottery. Should there be more lottery applicants than available seats, students are randomly assigned waitlist numbers. In accordance with Colorado State Law, the drawing will be open to the public and families will be welcome to attend. However, families are not required to be present at the time of the drawing to be eligible for admission. Results will be published in English and Spanish and posted online, in hard copy as well as mailed to all applicants. This process will vary slightly from the DPS School Choice Unified Enrollment System, as we will begin our lottery approximately a month earlier. Drawings will be held for each grade level in which there are fewer vacancies than children interested in attending. The waiting list will be kept at the school and will remain valid for the duration of the academic year. If a student withdraws or is expelled from the school, that seat will be offered immediately to the next person on the wait list. Wait list numbers are cleared and students are bumped up one grade level for the lottery the following year.
Enrollment Process Calendar
September 1, 2013 Application forms made available
January 31, 2014 Application window closes at 5:00 pm MST
February 12, 2014 Public Drawing (if necessary)
February 13, 2014 Enrollment results mailed and phone calls made to families
February 28, 2014 Deadline to confirm intent to enroll and submit enrollment letter
March-July, 2014 Home visits and orientation
Lottery Mechanics: Aman STEAM Academy’s lottery is pulled giving consideration to a number of different priority statuses. Priority 1: Founder/Board Policy-Those children whose parents/guardians/grandparents were active in the planning process by serving on the founding interim governing board or as an advisor to the founding interim governing board and/or working to advance the school (by attending meetings,
15
handing out flyers, manning booths at public events, etc.) and in the process providing at least 40 hours of service prior to the opening of the school, will receive priority for admission if their applications are received by the application deadline. Said families must have been designated a “founding family” by Aman STEAM Academy Board of Directors. Current Board members also receive enrollment priority. Priority 2: Staff Policy-Children of staff members will receive priority for admission if their applications are received by the designated deadline. These children will be allowed to remain in the school regardless of whether or not the parent/guardian/grandparent remains employed by the school. The total number of students enrolled under the priority Founder/Board/Staff policy will not exceed 20% of the school’s population. If there are fewer spots than the number of priority applicant’s, then a separate lottery is held for these applicants with priority status. Children of Founders and Staff are given priority over siblings. Any student falling under the Founder/Board/Staff policy that is not admitted with their priority status will be entered into the general lottery. Priority 3: Sibling/Household Policy-It is the intent of Aman STEAM Academy to support whole families and create a cohesive and inclusive school community. Siblings of enrolled students will receive priority for admission if their applications are received by the designated deadline. Families may also apply for household priority. Household priority is given when a child who is not a sibling lives with a currently enrolled or admitted family. In this situation, custody papers or other legal documentation must be provided to claim priority. Priority 4: Aman STEAM Academy Scholars-Aman STEAM Academy is committed to fostering a diverse and equitable community. A separate lottery will be held for families who qualify for the federal free and reduced lunch program. Aman STEAM Academy will prioritize filling 40% of available seats with Aman Scholars who can demonstrate with income verification that they qualify for the lunch program. Any student who qualifies for the Aman STEAM Academy Scholar priority who does not receive a priority seat will be entered into the general lottery. F. Student Engagement & Satisfaction The students, families, and key stakeholders of Aman STEAM Academy will demonstrate high satisfaction with our school, shown by the average daily attendance rate exceeding 95% each year. Our school will meet enrollment targets with waiting lists of at least five students per grade level each year. Through the use of parent, student, and teacher surveys, we will continue to improve upon our educational program and school culture, building a framework in which being an Aman Eagle is a prestigious thing in our community. To this end, our teachers, parents, students, board members, and community supporters will be our champions and voices in the community, attracting new families and students to our school. Members of our leadership team will compile data from satisfaction surveys, with constant discussion around improvements taking place in weekly leadership team meetings. Satisfaction data will be used in both teacher and leadership evaluations. Through weekly celebrations, acknowledgment of student/teacher success, school plays, monthly Eagle awards, and other incentives, we hope to engage students and parents in our community, maximizing their satisfaction with our school. G. Ongoing Parent/Guardian Involvement & Satisfaction Deep and meaningful engagement with families is a major priority of Aman STEAM Academy. We believe families are essential partners in our learning community. Therefore, we also believe it is fair and appropriate to expect and encourage family involvement in their child’s education and our school community. By providing the necessary information, tools, and opportunities, we expect parents to be:
16
active partners in the student’s academic achievement and healthy social development, directly engaged in the development and maintenance of a positive school culture, and meaningfully involved in decision-making. Families will be offered tools and strategies that will enable them to support learning in the home, and will also be asked to fulfill Aman STEAM Academy’s requirement to volunteer hours for the betterment of the learning community as a whole. Keeping parents informed and engaged once the school is open: ASA publishes a monthly newsletter to inform parents, stakeholders and community members of our progress, ongoing projects and future needs. Information is also posted on our website. Once the school is operational, parents will be involved in several leadership aspects of the school including:
Building STEAM Family Council
Board Members
Membership on board committees including the school accountability committee and the Parent and Community Advisory Committee
Parents will also have a voice and a place to communicate their concerns and values during the public comment section of our monthly board meetings, in a monthly coffee meeting with the Executive Director, and by completing satisfaction surveys.
Parent Involvement: At Aman we believe strongly that parents are their children’s first and most influential teachers. We also believe that children do better when their parents are invested in their education and active in their school community. Aman STEAM Academy plans to build family-school partnerships and strengthen parental involvement and support for learning through. Teachers will plan regular end of unit demonstrations of learning to which parents will be invited. Events will be structured so as to allow children to demonstrate what they’ve learned and practice their oral language skills, to allow parents to see what children are studying, and to promote community, relationship, and networking among parents. We also believe that parents are more effective in supporting the goals of the school if they know more about the school and have spent some time in the building supporting the school’s work. All parents will be asked to sign a contract committing at least 20 hours of volunteer work throughout the school year (10 for single parents/guardian households). Building STEAM Family Council: This council is charged with the task of supporting the Aman STEAM Academy students, staff, faculty, and families in achieving the mission of the school. The Building STEAM Family Council Advisory Committee is an elected body of family members who meet monthly to support this mission. The Building STEAM Family Council’s president has an automatic seat on the Aman STEAM Academy board and is the official voice of parents to the Board of Directors. Fundraising: Parents/guardians and community members may work to raise additional resources to support students and the school program. Participation in these planning and implementation of these fundraising activities and events will count towards families’ volunteer hours. School and Staff Evaluations: Each year, Aman STEAM Academy parents/guardians are encouraged to complete a survey evaluating the strengths and weaknesses they identify with the school as well as surveys and other informal opportunities to evaluate all experiences with the school and its staff and board.
17
Building STEAM Family Nights and Annual Events: We believe it is important to hold annual events that engage the whole school community and that parents and children anticipate and look forward to. We feel school traditions and annual events give parents and children a sense of belonging to a community and a feeling of stability and having roots in the community and school. Some annual events we plan to offer will include:
Beginning of the year Meet and Greet
Back to School event acquainting families with STEAM model, Problem-Based Learning, student expectations, logistics, and general information
STEAM Gallery Nights: showcasing STEAM projects articulated through the visual arts
STEAM Plays and Productions: theatre, dance, and other performances
Presentations of Learning/Public Service Announcements: presentations to community partner panels and family members
Family Literacy Nights: introducing families to literacy concepts in an interactive, social setting
Family Math Nights: introducing families to math concepts and games in an interactive, social setting
Science Fair
Coffee With the ED: informal chats between the Executive Director and family members
Story Book Character Parade
Harvest Festival
A Gathering of the Minds: Arts and Engineers Day
Aman Olympics School Accountability Committee (SAC): The SAC is a committee consisting of at least seven members who will meet quarterly throughout the school year. The SAC will (1) advise the school on financial priorities, (2) provide suggestions to the district for Executive Director development and evaluation, (3) provide recommendations for improvement in academic performance and school culture on the Unified Improvement Plan (UIP), (4) Submit recommendations for the improvement or turnaround plan for the school if lawfully necessary, and (5) meet at least quarterly to monitor the school’s performance. The SAC will consist of the Executive Director, at least one teacher, at least one community leader, at least one community member, and at least three parents of currently enrolled students. Partnerships: Aman STEAM Academy has begun community outreach and will continue its mission to leverage partnerships with community organizations and businesses, as well as with institutions of higher learning and other virtual partners. At the top of the list are parents of prospective students and community leaders with whom we will coordinate focus groups, community forums, enrollment processes, after school and vacation programming, as well as parent information and training sessions. In addition, Aman STEAM Academy is working to provide students and families a true arts integrated experience by working with the Smithsonian Institute to pilot a newly devised STEAM science curriculum. We are in the first stages of discussions with the Smithsonian regarding this effort, which would be a pioneer in the STEAM education movement. The Denver Center of Performing Arts has offered support and facility space for school plays and performances. DCPA, the Colorado Ballet, Think 360 Arts, and Arts Student League of Denver have offered their resident artists as contributions to our arts integration focus. We are also currently working with other STEM schools and programs at institutions of higher learning to enrich our STEM and engineering design focus.
18
Section II: Leadership
A. Leadership Team Personnel Administrative Team – Roles and Responsibilities Core members of the administrative team at Aman STEAM Academy will include two individuals who will each fill two roles. One will be the Executive Director and the other will be the Assistant Principal. One will be the Director of Academic and Instructional Leadership and other one will be the Director of Finance Operations. Best practices in Charter School Leadership recommend this structure of a two person admin team where one is responsible for reporting to the board of directors and between the two individuals one specializes in Education and the other in Operations. The following chart describes the roles and responsibilities of these two directors:
Executive Director/Director of Academic and Instructional Leadership
Reports to the Board of Directors
Makes reports to stake-holders
Communicates with Authorizer
Builds relationships with and communicates regularly with parents
Assists with Fundraising
Hires and, if necessary, disciplines and fires staff
Organizes and oversees student recruitment efforts
Supervises, coaches and evaluates instructional staff
Organizes and oversees intervention services
Plans and implements professional development for teachers
Creates a Unified School Improvement Plan and implements plan effectively
Monitors school data to ensure that students are on target to meet growth and status goals
Assistant Principal/Director of Finance and Operations
Oversees the school in the absence of the Head of School
Provides Discipline Support to teachers
Ensures compliance with State testing requirements
Assists with Marketing Strategy for student recruitment
Oversees schools finances
Ensures bills and payroll are paid
Oversees, evaluates and coaches non-instructional staff
Communicates with landlord about issues pertaining to facility
Works with Executive Director and Board Treasurer to establish and maintain a school budget that is fiscally sound
Prepares for Audits
Ensures proper documentation of foundation funding and donations spent
Assists with hiring of non-instructional staff
Skills and Qualifications: The Executive Director is in charge of communicating and executing the vision and mission of Aman STEAM Academy and setting the culture of the school. The person in this role communicates with the Board, hires, evaluates and manages staff, oversees academic performance, budgeting, accounting, teaching and learning, reporting compliance and facility. The Executive Director reports to the Board. They should maintain excellent leadership, communication, crisis management, and relationship building skills. The Executive Director will also take on various roles involving enrollment, community relations, and family involvement. The Executive Director will meet with the Assistant Principal every week in order to ensure that the school vision is unified and all administrators have current, correct information. The Executive Director will meet weekly with the President of the Board in order to discuss how things are
19
going at the school, to plan for upcoming board meetings, and to ensure that the board chair is informed about potential issues etc. Executive Director/Director of Academic and Instructional Leadership: Aman STEAM Academy’s founder, Farrah Nicole Martin, is also its recommended Executive Director/Director of Academic and Instructional Leadership. Farrah is a 2012-13 Get Smart Fellow. The Get Smart Schools (GSS) fellowship program selects individuals from the nation’s best school leadership incubators. Farrah has over ten years of experience in education, beginning her career as a Teach for America corps member in New Orleans, LA. Farrah is a certified middle school science teacher that has also taught math and social studies. Due to her stellar track record as a classroom teacher, Farrah was promoted to serve as Master Teacher, where she developed teachers in PreK-12 classrooms. She was nominated in 2010 by NBC Network as one of the nation’s top 50 educators and has received accolades from administrations across Colorado, Mississippi, and Louisiana on her ability to connect with teachers and build their professional capacity in ways that are positive, engaging, and enlightening. For two years, Farrah served as a second level administrator in the Algiers Charter Schools Association, serving as an Executive Master Teacher to over 8 charter schools and working as a content and curriculum specialist for K-12 science and social studies. Farrah presently serves as the Director of Education Policy and Practice at the Colorado League of Charter Schools. A 2001 Biology Pre-Medicine graduate of Xavier University of Louisiana, Farrah also earned her Master of Public Health from Tulane University and a Master of Educational Leadership and Supervision from the University of Phoenix. For Farrah’s full resume and the Executive Director/Director of Academic and Instructional Leadership job description, please see Appendix G. Succession Plan: If replacement of the Executive Director is deemed necessary by the board of directors, the board, comprised of members with complementary skills and expertise, will use the evaluation tool and support from the League of Charter Schools to identify and hire a new Executive Director. The Executive Director is always encouraged to include varying members in leadership decision-making and developing skills of future leaders in the event a sudden change in leadership has to take place. B. Leadership Team Coaching & Evaluation Executive Director Evaluation: One of the Board’s primary responsibilities is the evaluation of the Executive Director. The board will hire the Executive Director on a contract to be reviewed and renewed on an annual basis. Key Performance indicators affecting the evaluation of the Executive Director include: budgetary action, student achievement data, and adherence to legal and school policy. Aman STEAM Academy is currently considering the use of a charter school CEO/Executive Director evaluation rubric (please see Appendix H) created by Charter School Tools. The governing board will let the school leader know before the school year begins how they will be evaluated and are given a preview of the instrument. The evaluation will be based on both qualitative and quantitative data obtained from a variety of sources (e.g., observations, reports, surveys) The evaluation results will be communicated in a timely manner and will provide areas of strength to motivate and validate and opportunities for growth to develop professionally and in their leadership capacity. If the Executive Director is performing at a less than proficient level in any category, the board will suggest they identify a mentor to connect with as a means of sharpening their skills and having an additional layer of support and accountability.
20
C. School Personnel Structure
Aman STEAM Academy Staffing Model
The following lists key requirements of administrative and teaching positions at Aman. Please see Appendix F for full job descriptions for key faculty positions.
Assistant Principal/Director of Finance and Operations: At present, we anticipate the Director of Finance and Operations position as being combined with the role of Assistant Principal. The Director of Finance and Operations, like most traditional Assistant Principals, will also take on the role of student discipline. The Director of Finance and Operations will be responsible for performing evaluations of non-instructional staff, training staff as needed, ensuring that the school lives within the budget set by the board, and supervision and care for the maintenance of the school building and equipment. The Director of Finance and Operations will also assume various responsibilities involving enrollment, community relations, and family involvement, and will be responsible for hiring all non-instructional staff. The Assistant Principal/Director of Finance and Operations will be intentionally selected to bring complementary strengths, skills, and experience so as to fill out a balanced leadership team. (See Appendix F for the Director of Operations Job Description) Office Manager: The Office Manager manages administrative/clerical duties, inputting data, supporting the leadership staff, accounts payable and receivables, visitors, and phones. The Officer Manager reports to the Assistant Principal/Director of Finance and Operations.
Administrative Assistant: The Administrative Assistant assists with administrative/clerical duties, inputting data, supporting the leadership staff, office manager, and families, visitors, and monitors phones and messages. The Administrative Assistant reports to the Assistant Principal/Director of Finance and Operations.
Board of Directors
Executive Director/ Director of Academic and
Instructional Leadership
Assistant Principal/Director of Finance and Operations
Office Manager
Administrative Assistant
Instructional Staff
K-8 Teachers Intervention Specialists,
ELL, SPED, GT
Specials Teachers
Instructional Support Staff
21
Classroom and Specials Teachers: Classroom and Specials Teachers will report to and be evaluated by the Executive Director, and they will be responsible for the day-to-day instruction of the students in the school. The Executive Director will oversee classroom teacher supervision, conduct their evaluations, and take the lead on any disciplinary or termination actions. Classroom and Specials Teachers will be expected to participate in various committees and take on responsibilities involving enrollment, community relations, and family involvement. (Job descriptions for classroom teachers can be found in Appendix F.) Instructional Support Staff: Instructional Support Staff will report to and be evaluated by the Executive Director Instructional Support Staff will be responsible for meeting the special needs of our diverse group of learners. Classroom Assistants: Classroom Assistants will report to the Executive Director will be evaluated by the Executive Director. Classroom Assistants will be responsible for aiding the Classroom Teacher by providing support for academic, operational, and behavioral aspects of the classroom environment.
Instructional Staffing Model for years 1-5
Year 1 Year 2 Year 3 Year 4 Year 5
K-8 Classroom/STEAM Teachers 6 9 12 14 17
K-8 Specials Teachers 2.5 3.5 4.5 5.5 6.5
K-8 Interventionists 4 4 5 5 5
K-3 SPED Teachers 1 1 1 1 1
4-8 SPED Teachers - - - 1 1
D. Employment Policies Employees: The success of Aman STEAM Academy’s program is completely dependent upon the ability of the organization to attract, recruit, and retain top talent. It is the people who are charged with implementing our programs and who interact with students, parents, and other community members on a daily basis that will largely determine Aman’s success. Employment policies and procedures can go a long way toward facilitating a collegial and respectful environment where ideas are encouraged and staff has a sense of ownership for the success of the school. The Executive Director will work toward encouraging this type of environment since the positive attitudes fostered in the process certainly filter down to the students.
Hiring Protocols: In Colorado, charter schools typically enjoy increased freedom over who to hire and who to retain as teachers, the ability to select teachers with a commitment to a common vision, mission, and philosophy, and the ability to set salaries and working conditions based on the needs of students.
Aman STEAM Academy will adopt a basic hiring policy that will be published on the school’s website, policy handbook, and employee handbook. This policy will include a description of the process by which new staff will be selected and terminated, a statement of non-discrimination, and the process by which essential qualifications or selection criteria will be determined. The Executive Director manages all hiring and firing decisions. The Board of Directors hires the Executive Director and is responsible for oversight and account ability for the school’s academic performance and financial viability.
22
Public Notice of Opening: To ensure equal opportunity for open positions and eliminate any concerns of discrimination, it is important that job opportunities be posed in a central area in the Aman STEAM Academy’s school and made available to the public (this will be on the school’s website). The job posting and advertising will include a summary of the job description including the key elements of job title, essential functions, required experience and/or education and a description of primary job duties. The job posting will specify where resumes and/or applications should be forwarded and indicate a closing date for accepting applications if a specific deadline for the interviewing and hiring process has been established.
The Interview Process: The interview process is the opportunity to evaluate candidates along two dimensions: skills and fit. It is important to determine whether a candidate possesses the necessary skills to be a productive member of our staff, but also whether the candidate will fit into the school and its unique culture and environment. The interview team will include an individual who is currently carrying out the same or similar tasks as the person being considered for the position. The following is a suggested list of activities to guide the interview process:
1. A protocol for conducting interviews and a process for checking references will be developed, ensuring that interviewers are aware of the recruitment and selection process and the school’s guidelines for conducting interviews and maintaining confidentiality.
2. The interview team will include a person who is working in the same department, grade level or area is being interviewed for, the supervisor of the position and an expert on either the school or the subject matter. All the members of the team have seen the interview questions and will understand the hiring process. Develop a list of interview questions and a rubric containing objective criteria to serve as checklists.
3. Candidates will be pre-screened with a telephone interview prior to having them visit the school. During this conversation, the interviewer will discover whether the candidate has the knowledge and experience needed, requests a salary that is out of range, or doesn’t agree with the instructional philosophies.
4. The interviews will be scheduled at mutually convenient times and will begin on time.
5. The candidate will be made aware of the process for hiring and the timeframe for making a decision.
6. Aman STEAM Academy and the candidate will be fully aware of the process for final notification.
Background Checks: Before employing any person, a Colorado public school must conduct a background inquiry with the Colorado Department of Education pursuant to CRS §22-32-109.7(1). Please know that the information CDE provides to a public school in response to its inquiry is considered confidential and that penalties exist for unauthorized disclosure and inappropriate use of this information.
Additionally, based on the Colorado law requiring fingerprinting and criminal background checks for all school employees, Aman STEAM Academy will notify any interviewee of this requirement and a drug screening requirement as applicable. No person will be allowed to start employment until the necessary background checks are complete. Background checks are done through the Colorado Bureau of
23
Investigation (CBI).
Teacher and Paraprofessional Qualifications: Because a well-prepared teacher is vitally important to a child's education, ensuring high-quality teachers for all students is a key tenet of No Child Left Behind (NCLB). Research provides a clear connection between student achievement and teacher quality. With this in mind, NCLB requires that all core content teachers be highly qualified (HQ) in their assignment. While this requirement does not guarantee an effective teacher in every classroom, it does set a common expectation for teacher knowledge.
In accordance with Sec. 1119 of the No Child Left Behind Act (NCLB), Colorado defines “Highly Qualified” (HQ) Teachers as teachers that are fully licensed, hold at least a Bachelor’s degree, and are able to demonstrate subject matter competency in all core academic areas in which they are assigned. Charter schools may be waived from the licensure requirement by the State Board of Education; however, Aman STEAM Academy will still meet the degree and subject matter competency requirements.
All Aman STEAM Academy core content teachers will be HQ. This means that regular and special education teachers that are the primary provider of instruction must be HQ (or certified for SPED) in their particular content area(s).
Job Descriptions and Employee Contracts: The first step in determining and filling Aman STEAM Academy’s staffing needs is to develop well thought out job descriptions for each position in the school. Typically, these job descriptions are then used when advertising open positions, determining compensation, and as a basic for performance reviews. Once hired, employee contracts specify the terms of employment and are essential for ensuring a clear understanding of job responsibilities, employment terms, compensation, and other benefits. Employment Agreements: Employees must sign an employment agreement upon hiring on at Aman STEAM Academy. Colorado is an “at-will” employment state, which means that unless an employee has a contract that guarantees a specific period of employment, both s/he and the employer have the right to terminate the employment relationship at any time for any reason or no reason.
Independent Contractor Agreements: If Aman STEAM Academy hires an individual as an independent contractor, the independent contractor must meet the definition of the two key principles of independent contracting: (1) Free from the business’ control and direction over how the service is performed; and, (2) Customarily engaged in an independent trade, occupation, profession, or business related to the service being performed. A written contract will be used in proving independent contractor status and will define the work relationship.
Staff Handbook and Policies: A comprehensive staff handbook will be developed that captures all the relevant information a new employee needs to function in the school but also provide a resource for veteran employees to look up policies and other information. All employees will sign a form stating they have received and read the employee handbook, further validating at-will employment and adherence to policies. Please see Appendix K for a draft copy of our employee handbook.
Benefits: This section only applies to state and federal benefits. It will only address public benefits including Public Employees Retirement Act (PERA), Family Medical Leave Act (FMLA), Consolidated Omnibus Budget Reconciliation Act (COBRA), Worker’s Compensation and Unemployment Insurance.
Worker’s Compensation: The purpose of worker’s compensation is to speedily and justly compensate employees for injuries incurred during the performance of their jobs and to insure employers against
24
liability for injuries to their employees. Workers’ compensation is based on a mutual agreement between the employer and the employee and is called the “exclusive remedy” provision of the Workers’ Compensation Act. This serves two basic purposes.
1. To promptly provide employees with reasonable and necessary medical treatment and partial wage replacement while the employee recovers from the effects of a work‐related injury or occupational disease. In the case of a fatality, to provide death benefits to dependent survivors; and,
2. To provide employers with predictable costs for work‐related injuries and illnesses.
Unemployment Insurance: Colorado’s Employment Security Program (CESP) includes job service and unemployment insurance. Unemployment insurance acts as an income stabilizer for both the worker and the economy. Unemployment insurance is for workers who lose their job through no fault of their own. It is not a “handout,” “welfare assistance,” “rocking chair money,” or a form of social security. Unemployment insurance is paid to a claimant who meets the terms and conditions of the Colorado Employment Security Act (CESA).
E. Operations – Transportation Denver Public Schools is revamping transportation options for families in the Far Northeast and Near Northeast regions. All ECE-12 students, regardless of where they live, will be eligible to use a new transportation system. The system will operate as a shuttle service, using yellow school buses. All stops in the shuttle service will be located a maximum of one mile from any student’s home. Most of the stops will be located at schools. The system will serve all schools, including traditional, magnet and charter schools. The system will run before and after the school day, approximately from 6:30am to 6:30pm, and will service after-school activities and athletics within this time frame with no additional cost to schools. Special-needs students will have increased opportunities to ride the bus with their peers. In addition to the bus driver, a second adult will ride every bus with the sole responsibility of supervising students. Aman STEAM Academy will seek to offer this transportation service for students who require it. We will also work with families to determine the safest and most convenient options for drop off at the school. We will offer research options to offer low income families bus passes. F. Operations – Safety and Security Aman’s Emergency Management and Preparedness Plan will comply with all district policies and best practices for safety and security protocols. All Aman employees will engage in the EMP training modules provided by the district prior to operation. Additionally, teachers will train their students to correctly carry out fire drill, lockdown, modified lockdown, and general safety and security procedures. Aman STEAM Academy will ensure the safety of our students and staff by utilizing consistent safety measures such as locking the building, monitoring video cameras around the school, and maintaining open lines of communication with local law enforcement personnel. Aman will share a comprehensive EMP (available upon request) with all employees and post in the school upon opening.
G. Operations – Insurance Coverage Aman STEAM Academy contacted Gary Clark of Hub International to determine costs of insurance coverage for employees. Endorsed by the Colorado League of Charter Schools, Hub International provides a comprehensive package of insurance options for schools. Aman STEAM Academy has incorporated insurance coverage costs into the proposed budget using estimated costs given us by Hub International.
25
Section III: Education Program
A. Curriculum
At Aman STEAM Academy, we believe that school should be relevant, fun, and a mechanism by which transferable life skills are built. It is our aim to push beyond the boundaries of traditional education by developing intriguing curriculum and compelling learning experiences that serve as a bridge between student achievement and engaging relevant instruction. In our relentless pursuit of quality, innovative instruction, the following core elements of our education program:
1. STEAM 2. Rigorous Curriculum Design 3. Integrated Instruction 4. Problem-Based Learning 5. Partnerships
Core Element 1- STEAM Pedagogy: STEM is an acronym for Science, Technology, Engineering, and Mathematics and usually refers to education in one or more of these disciplines. Major steps have been taken to improve the US’s competitive position through greater emphasis on the need for improved STEM education at all levels of our schools and universities. In the new global economy, an education with a STEM focus is a vital step towards providing citizens with the needed skills and technological familiarity that will enable them to take part in the exciting economies of the future. There has been concern, however, over the past several years of a decline in STEM education in the United States. Despite graduating from science and engineering programs, there are a number of STEM graduates that still cannot find jobs. Although they have the STEM skills, they often lack the creativity and innovation that is also needed in the 21st workforce. The emerging STEAM pedagogy is supported by research demonstrating that increased student engagement, creative thinking, and innovation will result by adding “A” for “Art” to bridge STEM to STEAM. Integrated arts is an approach to learning that engages students in a creative learning process, connecting the arts with traditional subjects like language, math, science, and history. This approach enhances the learning experience as a whole, helping students achieve greater comprehension of traditional subject matter while experiencing the joy of expressing themselves through music, theatre, dance, and the visual arts. Aman has identified the STEM+arts integration model as one that is necessary in addressing the whole child and preparing them for a future in whatever career path they choose, by implementing the STEM process integrated with the arts. This new process leads students through distinct levels of research, planning, creation, and reflection. STEM is so much more than just subject matter. STEAM at Aman will be defined by the STEM process by which students will research global issues, imagine solutions, plan an invention or new procedure, and ultimately create, reflect on, and modify that invention or procedure through the integration of the visual and performing arts. By teaching the process and not just the stand alone subjects STEAM is associated with, Aman STEAM Academy will transform our classrooms into laboratories by encouraging curriculum that is driven by problem-solving, discovery, and exploratory learning by using art and design skills.
This model does not just focus on painting or designing, but
reinforces the critical thinking and design thinking that goes into
solving all sorts of problems. At Aman STEAM Academy, we believe once a student can think critically,
real innovation begins.
26
At Aman, students will engage in STEAM lessons, which are thematic lessons that integrate all subjects and utilize the engineering design process to help students transfer knowledge. For example, in the kindergarten unit “Becoming A STEAMineer,” students will use science and engineering concepts to help a Toy Company reinvent the game of Twister. Students will work together in teams as they learn about primary colors and the color wheel to predict and develop new colors by mixing different color pairs. With the help of their teacher and resident artists, students will redesign the game of Twister by adding their new colors and create a diagram of their new invention. Throughout the unit, students will record their learning end results in their science journals by using pictures, writing, or through teacher scripted anecdotal notes.
Core Element 2-Rigorous Curriculum Design: The academic focus at Aman is not geared towards any one curriculum, but rather carefully aligned to the Common Core State Standards and the Next Generation Science Standards. Every lesson will be designed and implemented using the Rigorous Curriculum Design – a standards-based backwards planning process. A rigorous curriculum is a set of intentionally aligned lessons with clear learning outcomes, matching assessments (formative and summative), engaging learning experiences, and instructional strategies that are organized into sequenced units of study. At Aman, the Rigorous Curriculum Design process begins during summer professional development. Teachers from each grade level will collaborate to review the common core standards, separating them into priority standards (those needed to progress to the next grade level and will be covered on the state standardized test) and supporting standards (those that support the learning of priority standards). Teachers will then “unwrap” these two sets of standards, identifying the teachable parts (skills to be taught) and translating them into student friendly learning objects. Once this process is complete, teachers begin creating targeted units of study and engaging lessons that are aligned with the identified skills. Additionally, skill-specific assessments are created that will be analyzed during Friday cluster to make adjustments to instruction and identify individualized student learning strategies to enhance comprehension and achievement.
Core Element 3- Integrated Instruction: Also called “thematic instruction,” “cross content instruction,” and “multi-disciplinary instruction,” integrative instruction places emphasis on teams of teachers organizing instruction so that students are encouraged to make meaningful connections in learning rather than focusing on isolated skills and knowledge. Using themes as conceptual glue for learners helps students see the ways in which key concepts relate, leading to increased student achievement. Integrated instruction also aims to connect what is learned in school to real-life situations; thus it emphasizes critical thinking, problem solving, and inquiry. For example, in the unit “Around the World in 45 Days”, fourth grade students will take a “field trip” around the world as they learn why it is important to measure weather, compare weather patterns, and understand how weather affects humans. Students will track weather conditions here in Denver while also conducting a web quest to learn of weather patterns in other countries. Students then develop presentations about their country, inviting other students to come visit there. Each student group will create flyers and advertisements about their country’s weather and the activities a tourist can do. Using flip cameras, they will record a public service announcement/commercial to accompany their advertisement. Students not only add to their understanding of science concepts, but use the design and engineering process in a way that integrates literacy, mathematics, arts, social studies, and technology.
27
Core Element 4- Problem-Based Learning: Problem-based learning (PBL) requires students to use real-world topics to begin in-depth investigations. PBL engages students with an authentic problem rooted in content (science, language, mathematics, or social studies), requiring that students beginning in Kindergarten learn to analyze, research, study a problem with a cultural, social, political, economic, historical, and scientific lens. In this approach, students select an issue that holds meaning for them. It may be a situation occurring within the school or one occurring outside of school in the broader community. For example, during their unit on animals, first grade students at Aman will visit the Denver Zoo. One of the zookeepers visit their class after the field trip letting the students know there has been a problem at the zoo – they need more animals, but need help from Aman’s first graders in figuring out which new animals should be included. Throughout the project, students will consider the problem from different perspectives: as a zookeeper considering the needs of the recommended zoo animal, as a city council member considering what might appeal to the general public, as an economist considering the budget needed to meet the animal’s needs, and as a media specialist preparing to “get the word out.” Working collaboratively, each first grade team will have representatives from the community help them prepare and present their Public Service Announcement to a panel of experts, several of whom are mentors or consultants in the process. Students will use literacy, mathematical, scientific, artistic, speaking, listening, collaboration, technological, and presentation skills to complete the unit. Core Element 5- Partnerships: Aman STEAM Academy founders aim to create a school culture that promotes community and family involvement in student achievement. Numerous arts organizations, community organizations, and individuals have agreed to serve at Aman. Partnerships with the national Smithsonian Institute through a science/literacy integrated curriculum, Think360 Arts artist residency program, Champions Before and After School Learning programs, and other organizations will enable Aman STEAM Academy to provide students in the Near Northeast region of Denver with an educational experience that is rigorous, authentic, and fun.
Class Size and Structure: The class size and structure at Aman STEAM Academy promotes community, collaboration, and meaningful learning experiences for every child. We will have classes of 25 or fewer students each across all grade levels (K-8). Kindergarten through first grade will split a full-time teaching assistant that will provide support during literacy and numeracy blocks, during small group interventions, and as an additional layer of support during Building STEAM interventions. During literacy and numeracy blocks, Aman’s teachers will lead whole-class instruction, as well as homogeneously grouped small-group instruction and one-on-one conferences. Through this structure, teachers can differentiate for individual learner needs, provide remedial support for students requiring assistance, and enhancement supports for students who have mastered identified objectives and are ready for more rigorous learning experiences. Consistent attention to whole group and individualized learning will ensure that all Aman students are on the pathway to attaining their learning goals and success targets identified in their Personalized Student Achievement Plan (PSAP). Our K-8 structure will also utilize a “looping” process. There will be four loops: K, 1-2, 3-4, 5-6, and 7-8. Through looping, teaches are able to maximize their knowledge of students’ abilities (which supports differentiation and student advancement) and build strong relationships with students and parents. Relationships developed in looping classrooms encourage students to connect in more meaningful ways – students learn to construct knowledge together, problem-solve together, and take risks with their learning together.
28
Evidence- Why a STEAM School: In most developed countries, the arts are at the margins of formal education. There are three main reasons for such: they are seen as leisure activities, nonacademic, and irrelevant to employment or the economy. They are seen separate from the main concerns of formal schooling, where the emphasis is on academic ability and especially literacy and numeracy. Aman STEAM Academy offers a powerful alternative vision of the arts and of education. STEM learning (emphasizing science, technology, engineering, and applied math) has garnered increased support in a nation-wide effort to boost science literacy. Of growing national and local concern is that career fields involved and related to STEM are multiplying in America while the number of qualified applicants are diminishing. The primary driver of the future economy and concomitant creation of jobs will be innovation, largely derived from advances in science and engineering. America needs to maintain competitive edge in the global marketplace; furthermore, our own economy relies on STEM innovation. Narrowing the curriculum to literacy and numeracy to the exclusion of integrated STEM education in order to make Adequate Yearly Progress (AYP) is detrimental to the success of children and to the economy as a whole. STEM education that fosters student engagement and that is inclusive of girls, minorities, and a broad range of learning modalities among all children has given birth to the emerging STEAM pedagogy. This approach is supported by a growing research base indicating that increased student engagement, creative thinking, and innovation results by adding A for “Art” to bridge STEM to STEAM. Arts integration provides tools for creative thinking including observing, imagining, abstracting, recognizing patterns, forming patterns, analogizing, body thinking, and synthesizing. Arts Integration has a measurable impact on at-risk youth in deterring delinquent behavior and truancy problems while also increasing overall academic performance among those youth engaged in afterschool and summer arts programs targeted toward delinquency prevention.8 Businesses understand that arts integration strengthens student problem-solving and critical thinking skills, adding to overall academic achievement and school success, helps students develop a sense of craftsmanship, quality task performance, and goal-setting—skills needed to succeed in the classroom and beyond, can help troubled youth, providing an alternative to destructive behavior and another way for students to approach learning, provides another opportunity for parental, community, and business involvement with schools, including arts and humanities organizations, and helps students develop a positive work ethic. A study on arts integration in the United States found learning in and with the arts in linked with increased student achievement. Thirty students across ten classes in veteran/artist partnerships were selected to explore the processes and outcomes associated with arts integrated learning units versus learning processes and outcomes in comparable non-arts units. The sample evenly represented comparatively high, medium, and love achievers. Students from all achievement levels displayed significant increases in their ability to analytically assess their own learning following arts-integrated units. No such gains were associated with traditional instructional experiences. Students also described their arts-integrated versus non-arts learning differently. Arts-integrated instruction:
1. Created more independent and intrinsically motivated investments in learning; 2. Fostered learning for understanding as opposed to recall of facts for tests; 3. Transformed students’ characterizations of “learning barriers” into “challenges” to be solved; and, 4. Inspired students to pursue further learning opportunities outside of the class.
29
A Montgomery County, Maryland study with a rigorous evaluation design provided a more fine-grained look at the results of arts integration; the study compared three arts integration-focused schools (AIMS) to three control schools over a three year period. During that time AIMS schools substantially reduced the achievement gap between high-poverty minority students and other students. The AIMS school with the highest percentage of minority and low-income students reduced the reading gap by 14 percentage points and the math gap by 26 percentage points over a three year period. In the comparison schools, the number of proficient students actually decreased by 4.5% over the same time period.12 The AIMS schools with the lowest number of proficient students in reading and mathematics at the outset of the study experienced a 23% increase in the number scoring proficient over a three year period. In search of best practice models of STEAM and arts integration models, Aman’s Executive Director (Farrah Nicole Martin) has researched, visited, and consulted with some of Colorado and the nation’s best schools, two of which (Ryan Elementary School and Lincoln Avenue Academy) have provided great insight into educational programs and curriculum aligned to the STEAM model. Ryan Elementary School, located in Lafayette, CO, serves grades PK-5 in the Boulder Valley Re 2 School District. In a conversation with now principal, Tobey Bassoff, it was revealed that Ryan Elementary was on the verge just five years ago. Because of the lack of quality instruction taking place at the school, parents were removing their students to seek attendance in other area schools. Upon her taking over as principal, Ms. Bassoff pushed the STEAM model to staff, parents, and community members, believing it is the model for 21st century teaching and learning. Based upon its performance on the 2011-2012 Transitional Colorado Assessment Program (TCAP), Ryan Elementary School has received a Great Schools Rating of 6 out of 10.13 In third grade reading, writing, and math scores (86%, 56%, 75% respectively) Ryan Elementary students outperformed all state averages (74%, 52%, 71% respectively). All students at Aman STEAM Academy will benefit from authentic, STEAM integrated learning experiences that will enhance their learning and engagement, creativity, and innovation, and transfer of knowledge between school and life contexts. Lincoln Avenue Academy STEM Magnet School (L-5), located in Lakeland, FL, received Intel and Scholastics 21st Century School of Distinction in 2010, citing it as having one of the top three nation’s elementary mathematics programs. In 2005, Lincoln was recognized as a BEST US elementary school in Technology Innovation and in 2010 and 2011, their K-2 students won a national award (3rd place in the nation) at the Siemens We Can Change the World Challenge. Lincoln Avenue Academy was established as a voluntary desegregation magnet school serving the needs of Lakeland’s diverse population. They have implemented the STEM process of investigation, allowing students to apply learned skills and problem solve through challenging projects in all subjects from Kindergarten on up. Technology is integrated to make art and music alive as K-5 students study digital arts, animation and compose music for podcast and movies. Lincoln Avenue Academy has the second highest writing scores in the state of Florida, have met AYP each year of NCLB mandate, has 96% of students meeting high standards in reading, 98% meeting high standards in math, and 100% of their third grade students met third grade promotional requirements. The Chicago Arts Partnerships in Education (CAPE) is a network of Chicago Public Schools, including classroom teachers, arts specialists, and administrators, professional arts organizations and teaching artists, and university-based researchers and teacher educators. The 19 elementary schools operating
30
the CAPE arts integration model showed consistently higher average scores on the district’s reading and mathematics assessments over a six year period when compared to all district elementary schools. Curriculum Components: It is important to emphasize that the Aman STEAM Academy model is not merely about curriculum, programs, or materials. Our curriculum is aligned to the Common Core State Standards, with materials and texts used to enhance instructional delivery. Our model embraces the leveraging of partnerships with the community, developing meaningful cross-content connections in learning, and building school staff’s capacities for 21st Century skills including collaboration, problem solving, and risk-taking. The following curricula will add depth to our educational program in each of the respective content areas. Since we will open with grades K-1st, our Executive has worked with curriculum specialists to devise the Kindergarten and First grade scope and sequence. The Kindergarten version can be found in Appendix L. Balanced Literacy: The most effective literacy instruction involves a combination of explicit instruction with opportunities to apply skills learned in authentic reading, writing, and communication activities. Balanced literacy blends explicit instruction, guided practice, collaborative learning, and independent reading and writing. Based on the research of Marie Clay, Irene Fountas, and Gay Su Pinnell, balanced literacy allows students to receive the individualized teaching appropriate to their strengths and literacy needs. Although balanced literacy programs vary, their characteristics are consistent with Aman STEAM Academy’s priority to integrate learning:
literacy involves both reading and writing oral language is integrated with reading and writing reading instruction includes phonemic awareness, phonics, fluency, vocabulary, and
comprehension reading and writing are used as tools for content-area learning
students are motivated and engaged when they participate in authentic literacy activities
Integrating these components of the balanced literacy framework is recommended for all students, including low socioeconomic students, struggling readers, and English learners. In K-2, students will have 180 minutes of focused literacy instruction each morning, the focus of which is to build phonemic awareness, sight words, decoding fluency, comprehension strategies, vocabulary letters, and language conventions in both reading and writing. Students are given mini-lessons that have been aligned to the Common Core State Standards and broken into skill specific units of study using the rigorous curriculum design process. Lessons begin with a Read Aloud. During the read aloud, the teacher reads a book, poem, or article to the class, modeling reading behaviors, accuracy, and fluency while also developing students listening and reading comprehension skills (teacher asks questions and lead discussions about books before, during, and after reading). Following the read aloud, students will participate in shared reading, where the teacher reads along with students using strategies such as echo reading and choral reading to teach students to read with smooth, rhythmic expressions. Teachers may also use reader’s theatre (assigning parts of a script to students and use structured practice to enhance their reading). This motivates fluency and accuracy of delivery while also allowing students to perform the script in front of their classmates. Older students use this time to preview vocabulary, make inferences and predictions about characters and the text, and
31
engage in rich student talk about characters and the text, and engage in rich student talk about thoughts or questions the text sparked for them. Guided Reading (Literacy Centers/Independent Reading) follows shared reading and allows for small group differentiated instruction while the teacher works with small groups, other students either work independently at literacy centers (K-2) or read independent leveled books (3-8). For example, during a second grade guided reading session, the teacher will work with a group of four students on summarizing portions of a book by placing summary sentences on sticky notes. Other students work independently at the listening center (more practice with fluency needs), word sorting center (need more practice with vowel-consonant patterns),, word work center (students quiz each other on word wall words and read decodable books), reading response center (students from previous day’s guided reading group work to reread the book and write in the journals), and buddy reading (students doing repeated reading to build fluency). During word study teachers target spelling and morphemic patterns while also providing blending, sorting, and dictation activities. Finally, writer’s workshop guides students through the writing process, providing students an opportunity to demonstrate their ability to use writing skills and strategies. For example, a teacher begins writer’s workshop by asking her third grade students “why do we persuade?” After jotting down class responses, she asks students to answer “what does it mean to persuade?”, “Why do we persuade?” in their journals. As she builds this foundation for how and why we persuade, students will translate these concepts into writing a persuasive letter. In the afternoon, K-2 students will apply literacy skills to learning in the STEAM/PBL theme block. A 180 minute literacy block is also scheduled for grades 3-8; however, this literacy instruction will include content-based reading, including research for STEAM/ PBL units. These students will continue to build literacy skills throughout the afternoon STEAM/PBL block. During literacy blocks, students will be divided into ability leveled groups for differentiated instruction as well as to work independently with the whole group, and with partners. During STEAM/PBL blocks, however, students will be working collaboratively in heterogeneous groups. Reading: For our primary reading program, we plan to use newly updated, research-based Houghton Mifflin Harcourt, “Journeys’ Common Core”. Journeys’ Common Core is a fully integrated Language Arts program. Kindergarteners are introduced to the concept of print through Big Books and Read Aloud Trade Books with a special focus on vocabulary. Comprehension in Journeys’ Common Core also begins with the Read Aloud at each grade level and is supported by direct-skill instruction. Each leveled reader was leveled by a leading expert in small group instructions. Graphic organizers are introduced early in each lesson and reinforced throughout the week with each piece of literature and leveled test. Differentiated small-group instruction is supported by weekly to-do lists for individualizing instruction and ready-made workstations to keep students engaged and on task during independent time. Writing: The Aman STEAM Academy will use the writing process and the Write From the Beginning … and Beyond (WFTB) as its core writing program. Write From the Beginning utilizes Thinking Maps as the foundation for mini-lessons in both writing and reading comprehension. Thinking Maps is a compilation of eight visual patterns, each based on a fundamental process (e.g., double bubble map/comparing, tree map/ classifying, flow map/sequencing) involved in the writing process. One of the six criteria for developing common core state standards was that they should “include rigorous content and
32
application of knowledge through higher order skills.” Thinking Maps and the Write from the Beginning program allow teachers to visually represent, or map, thinking embedded in the common core state standards. Thinking Maps provide students with the structures to support a deeper level of understanding which will empower them to write with more details and support. Mathematics: Similarly to the Balanced Literacy Framework, Aman STEAM Academy will implement a Balanced Math program that focuses on understanding the processes and strategies that lead to effective problem solving. The term “balanced” describes the equality of learning opportunities for students using the five components of Independent Math, Shared Problem Solving, Model-guided Problem Solving, Math Games and Math Facts. For a detailed description of these components, please see the table in the Instructional Strategies and Methodologies section. Students participate in all five components of the Balanced Mathematics program each day. Students will engage in whole group learning as well as small group work. In small groups, students develop social and communication skills as they pose and challenge ideas as well as seek advice from their peers. Aman STEAM Academy has a dedicated 90 minute mathematics block for grades K-8. Teachers will use the research based Singapore Math (Math In Focus) curriculum to guide instruction of the Common Core State Standards. Singapore Math focuses on children not just learning but also truly mastering a limited number of concepts each school year. The goal is for children to perform well because they understand the material on a deeper level; they are not just learning it for the test. Singapore Math relies on understanding number sense, problem solving, and conceptual understanding of what they are doing. In other words, students are not just learning to get the right answer, but also why the answer they get is the right answer. Singapore also relies heavily on visualization. Students learn to use model drawing to solve word problems. Instead of trying to picture a problem in their head and then writing out the equation to solve it, Aman students will diagram the elements of a word problem first and then decode the word problem to get an answer. Our teachers will supplement the Singapore Math (Math In Focus) curriculum with common core aligned, standards-based instruction using the rigorous curriculum design, through direct instruction for specific concepts for which students may need more focused support. Science: Scientific inquiry and method will provide the backbone of science units at Aman STEAM Academy. Aman has been invited by the Smithsonian Institute to implement Science and Technology Concepts–Elementary – an inquiry-centered science curriculum for grades K-12. This comprehensive, research-based National Science Education Standards aligned science curriculum programs, help students build an understanding of important concepts in life science, earth science, and physical science along with technological design; learn critical thinking skills; and develop positive attitudes toward science and technology. The program provides an instructional framework to help all students develop age-appropriate scientific habits while building on students’ prior knowledge and experiences and allowing them to apply knowledge and problem-solving strategies in new contexts. The Smithsonian Institute also provides targeted professional development to schools to ensure implementation meets the unique needs of individual students. Additionally, Aman will use Foss (Full Option Science System) Kits as a vehicle for deeper learning. FOSS is a proven inquiry-based, active learning science program that allows students to expand their science knowledge and strengthen their thinking skills through investigations, the use of technology, science-centered language development, outdoor studies, and engineering problems.
33
Social Studies: Social Studies instruction at Aman STEAM Academy will involve both direct instruction and problem-based instructions. Teachers will use the Colorado Academic Standards to drive social studies instruction while utilizing the Core Knowledge Sequence to add guiding content and resources. Our teachers will use these two resources to create problem-based learning opportunities in which students read, research, and complete integrated projects. For example, after studying their unit on family and cultural traditions in the United States in the past, first grade students will identify other cultures in other countries using a map or globe. Students will then compare how family and cultural traditions are different in different cultures. Students will then use varying materials to create a “culture quilt”, with each block on the quilt depicting family and cultural traditions around the world. The culture quilt will be hung in the lobby of our school, showcasing our appreciation for diversity, community, and creativity. STEAM: At Aman STEAM Academy, STEAM class is an opportunity for students to use core content skills to solve real problems. Lessons taught integrated science, technology, art, mathematics, and social studies concepts, while utilizing the engineering and design process to enhance creative and critical thinking skills. This approach will allow students to analyze and investigate ideas, shifting them away from learning isolated facts to the realization that all learning is interconnected within a bigger picture. STEAM Class allows students chance to participate in solving age appropriate problems that offer students multiple opportunities to research, design, model, and test solutions. For example, a member of the Small Business Administration (SBA) visits Aman’s third grade class. After sharing what the SBA does, the third grade students are given a task. The city is looking for new business ideas as they continue to build the Stapleton community. Student teams will brainstorm ideas, decide upon a business, and (with the help of their community organization mentor) create a business plan for their prospective business. Using media, students will create a formal presentation and present their business idea at the Aman Business Fair. Students will share their business idea, projected budget, description of products/services, and other compelling marketing techniques to convey the necessity of their business idea. Parents and community members will participate as presentation evaluators. Aman STEAM Academy students will also complete STEAM focused projects, yielding presentations of learning (e.g., power points, demonstrations, portfolios). All projects and interim assessments will be graded on a 0, 1, 2, 3, or 4 scale with skill specific and standards driven rubrics. Along with a score, students will receive instructionally focused, academic feedback from their teacher detailing areas of strength and improvement so that students will clearly know what to maintain and what to work on. Champions Extended Learning Program: With over 30 years of experience serving children, Champions deliver right-at-school before and after school and summer learning programs that address family needs for a safe, education based environment. Champions Extended Learning provides a turnkey program, assuming full responsibility for staffing, procuring equipment, billing, and supervision. Champions will utilize Aman’s school facility, hire and train qualified staff, furnish all snacks, equipment and materials, and provide student accident coverage and comprehensive insurance coverage all while providing meaningful literacy,, math, science, and visual/performing arts activities for parents and children. Aman STEAM Academy will partner with Champions to provide before and after care extended learning programs for our families. For example, the Character Building Enhancement program focuses on developing the ability to hear about and empathize with others while promoting spirit, courage, and enthusiasm. Students participate in community activities with Champions community partner, Make A Wish Foundation, food drives, community clean-up efforts, etc. They will also embrace diversity
34
through projects and outreach activities such as celebrating family traditions, creating a multi-cultural cookbook, and pen pal projects with Kids in other countries.
Music and Movement Education: Integral to the STEAM/PBL pedagogy is music instruction and movement education. Brain researchers demonstrate conclusively that daily physical education plays a crucial and unique role in each child’s cognitive, psychological, and physical development (Bencraft, 1999; Jenson, 1998) and that music-making contributes to the development of essential cognitive systems including reasoning, creativity, thinking, decision-making and problem-solving (Jensen, 2000). According to brain researcher Eric Jensen, music may be the foundation for later math and science excellence. As discussed in his book, Music with the Brain in Mind (2000), Japan, Hungary and the Netherlands require music instruction beginning in the elementary and these countries score top in the world in math and science.
Aman STEAM Academy will employ one full-time teacher for both music and movement education. As shown in the daily schedule, students at Aman will attend music and movement classes during teacher planning time; additionally, regular classroom teachers will team with the music and movement education teachers during a themed STEAM block in order to infuse music and movement education into the core curriculum. Teachers will also receive professional development training in the arts integration that includes music and movement.
Visual and Performing Arts: Eric Jensen, the author of Arts with the Brain in Mind, is a researcher who has compiled and reviewed research studies on the arts, the brain, and learning. In his review of musical arts, visual arts, and kinesthetic arts (including dramatic arts and dance, industrial arts and design, and recreational activities and physical education), Jensen concludes that arts are vital to educating our children and should be taught every day in our schools, just like language arts, math, science, and social studies. Research from the studies discussed in this book and the experience of countless classroom educators support the view that visual arts have strong positive cognitive, emotional, social, collaborative, and neurological effects.
Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and verbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork. Education policies almost universally recognize the value of arts. Forty-seven states have arts-education mandates, forty-eight have arts-education standards, and forty have arts requirements for high school graduation, according to the 2007-08 AEP state policy database. The Goals 2000 Educate America Act, passed in 1994 to set the school-reform agenda of the Clinton and Bush administration, declared art to be part of what all schools should teach. NCLB, enacted in 2001, included art as one of the ten core academic subjects of public education, a designation that qualified arts programs for an assortment of federal grants. Aman STEAM Academy will contract services for visual arts and performing arts instruction. As artists-in-residence, contracted artists will work collaboratively with teachers. Organizations such as Think 360 Arts, the Denver Center Theatre Academy, Arts Students League of Denver, and the Colorado Ballet are resources in the area that has expressed support and partnership interest with Aman. Positive Behavior Interventions & Support (PBIS): One of the ways Aman STEAM Academy will work to build community will be through Positive Behavior Interventions and Support (PBIS). PBIS is a framework for helping school staff to incorporate evidence-based behavioral interventions. It is not a
35
packaged curriculum or scripted intervention, but rather a prevention-oriented way for education to maximize academic and social behavior outcomes for students. Timeline of Curriculum Development: We believe curricula must be engaging, academically rigorous, and standards based. The Executive Director will take the lead on preparing long term plans, scope and sequences, exemplar units of study, and all curricular planning templates throughout Year 0. This will be accomplished in collaboration with certified consultants from the Leadership and Learning Center and local and professional development seminars will be selected to also support curriculum development throughout Year 0. The Executive Director will use a backwards planning process as articulated in the Rigorous Curriculum Design. The Executive Director determines a pacing and sequencing of standards and all major assessments are selected prior to teachers joining our team. Teachers will be coached on how to develop interim assessments during job-embedded professional development days and Friday
professional development. B. School Schedule and Calendar
School Schedule and Calendar: Aman STEAM Academy offers an extended day and extended academic year for our students. Aman students will have a 189 day academic year and a seven and a half hour (7 ½) school day. This added time allows for targeted literacy and math instruction each day, as well as science and social studies and enrichment courses (music, art, physical education, Spanish, and drama). It has been proven over and over that adding additional instructional time makes a difference in boosting student achievement. Additionally, students will attend a daily “STEAM” period, which is an integrated science, technology, engineering, arts, and mathematics class. Students will be released early on Fridays to accommodate targeted professional development, data analysis, and collaborative learning and planning. Please see Appendix M for examples of our school calendar, student schedule, and teacher schedules.
School Comparison
Aman STEAM Academy Traditional DPS Schools
Number of Student Instructional Days
189 days/year
171
36
Hours In Each School Day 7.5
7.0
Total Hours Each School Year 1,448
1,197
Number of Teacher Training Days Per Year
18
12
C. Progress Monitoring and Assessment
Student Assessments: We value students’ academic success; thus, we will make decisions regarding instructional practice based upon data gathered from formative and summative assessments. Assessments will be used as diagnostic tools for identifying student and teacher strengths and weaknesses, in order to improve not only student performance but teacher quality. Throughout the year, we will administer both nationally-norm tests and regular standards-based interim assessments to gauge student progress in reading, writing, math, science and social studies to make decisions regarding instruction. The following assessments have been selected:
Subject Grade Level Assessment Frequency Purpose
Reading
K-8 Terra Nova 2 times per year
Nationally-Normed, Assessment, Diagnostic & Summative
K-5 Developmental Reading Assessment (DRA2)
3 times per year Diagnostic, Progress-Monitoring
3rd – 8th Interim Standard-Based Assessments
Approximately 6 times per year
Diagnostic, Progress-Monitoring
3rd – 8th TCAP Once per year Normed Assessment
Writing
K-8 Terra Nova 2 times per year
Nationally-Normed, Progress-Monitoring
K-8 Write From the Beginning rubric scored prompt
Approximately every six weeks
Diagnostic, Progress-Monitoring
3rd – 8th TCAP Once per year
Normed Assessment
Math K-8 Terra Nova 2 times per year Nationally-Normed,
37
Progress-Monitoring
3rd – 8th Interim Standards-Based Assessments
Approximately 6 times per year
Diagnostic, Progress-Monitoring
3rd – 8th TCAP Once per year Normed Assessment
Science
K-8 Terra Nova 2 times per year
Nationally Normed, Assessment, Diagnostic & Summative
3rd – 8th Interim Standards-Based Assessments
Approximately 6 times per year
Diagnostic, Progress-Monitoring
5th and 8th TCAP Once a year in respective grade
Normed Assessment
Social Studies
K-8 Terra Nova 2 times per year
Nationally Normed, Assessment, Diagnostic & Summative
3rd – 8th Interim Standards-Based Assessments
Approximately 6 times per year
Diagnostic, Progress Monitoring
4th and 7th TCAP Once a year in respective grade level
Normed Assessment
English Language Acquisition
K-8 WIDA-ACCESS Placement Test
Once upon entry; Once per year for students identified as ELL
Benchmark, Summative Assessment
K-8 Super Nova All ELL Level 3 students, instead of Terra Nova
Diagnostic (math, reading and writing ability in Spanish), check for GT
38
The Transitional Colorado Assessment Program (TCAP) is Colorado’s standards-based assessment designed to provide a picture of student performance to schools, districts, educators, parents and the community. The primary purpose of the assessment program is to determine the level at which Colorado students meet the Colorado Model Content Standards in the content areas assessed. The TCAP is collaboratively developed by the Colorado Department of Education, the Colorado teaching community and CTB/McGraw Hill. The data should be used to keep abreast of individual student, school, and district progress toward attaining higher student achievement levels. The fact that TCAP is based on the Colorado Model Content Standards will ensure that all districts are held to the same challenge standards that Coloradans expect for their students regardless of whether they live in urban, suburban, or rural areas. Along with DRA2 and Terra Nova (Super NOVA), Aman’s teachers will create interim and formative assessments that are aligned with the Common Core State Standards and content specific units of study using the Rigorous Curriculum Design process. We will share our performance data using the following structures: 1. Student Information System (SIS) Infinite Campus 2. Formative Assessments: DIBELS, Terra Nova and teacher-developed formative assessments 3. Data Management System (Illuminate) We will also track individual students longitudinally, spanning their attendance at Aman STEAM Academy, 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. Student data to be collected will include but not be limited to the following:
Personal identifiers
Family demographics
Time at Aman STEAM Academy
Attendance record
Behavior record
Student portfolios – Work samples and PSAs culminating PBL units
Assessment record DRA2, Terra Nova (Super NOVA), Interim Assessments
Skills mastery
Retention Teachers will receive training and support to ensure efficiency in the usage of data management and student information systems. Parents/guardians will be notified of student progress with up-to-date reporting of assessment data for individual students via a secure login and connection on Infinite Campus on addition to interim report cards and timely home/school communication concerning academic and social progress of students.
Corrective Action: A core tenant of Aman STEAM Academy’s educational plan is immediate intervention when any student demonstrates any academic gap. Each Friday following the six-week assessments, we have a professional development day devoted to analyze assessment data (individual, sub-group, cohort) and developing instructional action plans, to support deficits and push strengths. Action plans may include re-teaching a specific objective not met by the majority, altering plans in upcoming lessons,
39
or determining a group of students who need specific tutoring in one or more areas. All teachers will spiral any objective that less than 85% of students mastered into their next six-week unit and work with grade-level and content teams to plan specific teaching strategies. The Executive Director and Director of Curriculum and Instruction monitor implementation and support staff in meeting their instructional goals as concretely laid out in the plan.
Sustaining a Data-Driven Culture: The Aman STEAM Academy believes it is the responsibility of all teachers and administrators at Aman STEAM to know how students are performing on specific standards. One of the common features of the highest performing urban charter schools in the country is the use of data systems and supports to effectively guide instruction. This practice is also consistently supported by research as an effective practice.1 Aman STEAM Academy is planning to utilize the approach designed by Paul Bambrick-Santoyo as outlined in his book Driven By Data. This approach is currently utilized by some of the highest performing urban charter schools in the country including all of the schools in the Uncommon Schools network as well as Achievement First and STRIVE Prep. Features of this approach include frequent school-wide interim assessments that are given every 6-8 weeks, explicit planning and re-teaching of standards that were not mastered, response to intervention model is used to reassess and regroup students, and a culture driven by data. Throughout the year, we will administer both nationally-normed tests and regular standards-based interim assessments to gauge student progress in Reading, Writing, Math, Science, and Social Studies as outlined in our Assessment Chart. These assessments will be used to provide teachers with explicit information regarding each student’s performance levels as well as to inform instruction and interventions. The TCAP will be administered to students in grades 3-8 providing growth and achievement data. Additionally, Aman STEAM Academy will utilize standards and targets aligned with each STEAM/Problem-Based Learning Unit to assess student performance. Our educational program is designed for all students: from those who arrive at our doors far below grade-level, to students with special needs, to English Language Learners (ELLs), to gifted and talented students. We will accomplish this through our standards-aligned, arts integrated STEAM curriculum, high expectations for all students, and robust data assessment system that drives all decisions about individual supports for students. Structurally, Aman STEAM Academy will have a daily Response to Intervention (RtI- also referred to as Response to Intervention) period- our “Building STEAM,” where students are homogenously grouped in small group intervention/extension classes designed to fit their individual needs. Aman’s Literacy and Numeracy interventionists will designate targeted, individualized assignments for students and place them in their “Building STEAM” folders. Students will complete these short skill building activities during “Skill Building” time (part of the breakfast timeframe). During the day, interventionists will provide focused feedback on student work and send to “Building STEAM” teachers so that students can receive reinforcement and support during that time period. Aman STEAM Academy will also have a “highly qualified”2 licensed Special Education teacher on our staff in year 1.
1 Goodwin, Bryan “Changing the Odds for Student Success: What Matters Most” Changing Schools from McREL,
2010 http://www.changetheodds.org/index.aspx. 2 In accordance with No Child Left Behind Act (2001).
40
All teachers will be expected to participate in weekly data teams (called STEAM Cluster) both for professional development and to review student data. Teachers will receive four formal evaluations and weekly informal evaluations by the Executive Director. The founding team has identified the TAP: System for Teacher and Student Advancement as the structure by which teachers will be evaluated. Tools such as The School Leader’s Toolbox at www.schoolleaderstoolbox.org, sponsored by the Walton Family Foundation, will serve as a resource for tools and innovative strategies for building and managing our school.
To prepare the Aman STEAM Academy founding committee-reviewed DPS elementary and middle schools Unified Improvement Plans and School Performance Frameworks. For very performance indicator, each school examined at least three years of data to conduct a thorough trend analysis to identify the underlying cause of the needs determined during the data analysis. Until Aman STEAM Academy has baseline test scores and other data, we will consider the following priority needs when creating SMART goals for making Adequate Yearly Progress (AYD):
Data-driven focus on instruction
Research-based instructional strategies
Increased accountability
Development of Data Teams
Professional Development
Key Performance Indicators and Pupil Performance goals: The District Performance Framework measures a district’s attainment on the four key Performance Indicators identified in Educational Accountability Act of 2009 (Article II of Title 22):
a. Academic Achievement: The Academic Achievement Indicator reflects how a district’s students are doing at meeting the state’s proficiency goal: the percentage of students proficient or advanced on Colorado’s standardized assessments. This Indicator includes results from TCAP and TCAPA (Reading, Writing, Math and Science), and Lectura and Escritura.
b. Academic Growth: The Academic Growth Indicator reflects academic progress using the Colorado Growth Model. This Indicator reflects (1) median growth: how the academic progress of the students in this school compared to that of other students statewide with a similar TCAP score history in that subject area, and (2) adequate growth: whether this level of growth was adequate for the typical (median) student in this school to reach proficiency in three years or by the 10th grade, whichever comes first, as measured by the TCAP.
c. Academic Growth Gaps: The Academic Growth Gaps Indicator reflects the academic progress of historically disadvantaged student subgroups and students below proficient level. It disaggregates the Growth Indicator into student subgroups, and reflects their median and adequate growth. The subgroups include students eligible for Free/Reduced Lunch, minority students, students with disabilities (IEP status), English Language Learners, and students who scored at the below proficient level.
d. Postsecondary and Workforce Readiness: The Postsecondary and Workforce Readiness Indicator reflects the preparedness of students for college or careers upon graduation. This Indicator reflects student graduation rates, dropout rates, and average Colorado ACT composite scores.
41
Aman STEAM Academy has set the following accountability goals based on the above performance indicators.
Aman STEAM Academy Pupil Performance Goals:
Expected TCAP (MGP) Median Growth Percentile (Grades 4-10)
Expected TCAP % Proficient- Reading (Grades 3-10)
Expected TCAP % Proficient- Math (Grades 3-10)
Expected TCAP % Proficient – Writing (Grades 3-10)
Expected TCAP % Proficient - Science (Grades 3-10)
Expected DRA/ EDL % on grade level (Grades K-3)
Expected MGP on new WIDA-Access State Assessment measuring Growth in English Language Acquisition
Meets Standard on SPF Rubric
Above 50
At least 50% At least 40% (elem.) 50% (middle) 20% (high)
At least 40% At least 30% At least 50% of students at or above grade level
*Current CELA MGP at or above 50
Year 1 n/a n/a n/a n/a n/a At least 75% of students at or above grade level
At or above 55
Year 2 n/a n/a n/a n/a n/a At least 80% of students at or above grade level
At or above 60
Year 3 n/a At or above 75%
At or above 75%
At or above 75%
At or above 75%
At least 85% of students at or above grade level
At or above 65
Year 4 At or above 75%
At or above 80%
At or above 80%
At or above 80%
At or above 75%
At least 85% of students at or above grade level
At or above 65
Note: Aman STEAM Academy will assess these annually to make appropriate revisions. These SMART Goals will be utilized in our data team meetings monthly to analyze student achievement. Informal teacher developed assessments will also be considered in order to create a holistic and authentic accountability system. Aman staff will also reflect on, and be in compliance with, the READ Act).
Program, Character Education, and School Environment and Organizational Goals
1. Based on Portfolios of Work, public service announcements and presentation of learning rubrics, 100% of students will engage in integrated, project-based standards, aligned learning experiences, and demonstrate an understanding of clear processes for creative and artistic problem-solving.
2. Based on the school-wide rubrics of our school’s values of empowerment, innovative curiosity, collaboration and diversity, perseverance and follow through, and relevance and fun, 95% of students will demonstrate our core values throughout each interim period.
3. The students, families, and key stakeholders of Aman STEAM Academy will demonstrate high satisfaction with our school. a. At least 85% of students and parents will indicate with the school, the STEAM program, the teachers, and school leadership, by completing a school satisfaction survey.
42
b. The average daily attendance rate will exceed 95% each year. c. The overall average student attrition rate will be less than 10% each year. d. Our school will meet enrollment targets with waiting lists of at least five students per grade level each year.
4. The teachers of Aman STEAM Academy will demonstrate high satisfaction with our school. a. At least 80% of teachers will indicate satisfied or extremely satisfied with the school, education program, and school leadership by completing a teacher satisfaction survey. b. Our teacher retention rate will exceed 75% each year. c. 100% of teachers will be expected to participate in weekly professional learning activities that include but are not limited to professional development in STEAM pedagogy, arts integration, Rigorous Curriculum Design, and problem- based learning.
5. 85% of parents (or caregivers) will volunteer to support school programs and events during the 2014-2015 school year by volunteering a minimum of 20 hours of service.
6. 95% of parents (or caregivers) will participate in parent-teach conferences by the end of the 2014-2015 school year.
7. All board members will complete the CE Board Training Modules within their first six months on the board and provide the certificate of completion.
8. External, annual audits will be clean with no significant financial concerns and will show that the school meets or exceeds professional accounting standards each year.
Progress Monitoring and Assessment: Continuous use of diagnostic, formative, and summative assessment and data analysis is key to our education plan and student success. At the beginning of the year students will take “grade level readiness” assessments which will cover skills students should have mastered prior to entering their current grade. Results from these assessments will be used to create Personalized Student Achievement Plans (PSAPs), determine student- ability groups, skill building assignments, and instructional plans.
Using the Rigorous Curriculum Design framework, teachers will research and prioritize the Common Core State Standards and then break them down into clear learning outcomes. Teachers will then use these outcomes to design units of study with matching formative assessments, and engaging learning experiences. The assessments created will align with priority grade-level skills from the Common Core as well as curriculum resources chosen for each content. For example, a prioritized third grade reading, writing, and communicating standard that has been written into a clear learning outcome states “I can use the writing process to plan, draft, and write an informational text.” The third grade teacher will use the Write From the Beginning to provide students with a graphic organizer (Thinking Map Bubble Map) to brainstorm how to describe to a visitor the directions to get to our school. After using the Bubble Map to brainstorm and organize their ideas, students will use their writing journals to write drafts and final products. Teachers provide instructionally focused written
Personalized Student Achievement
Plans (PSAPs), determine student-
ability groups, skill building
assignments, and instructional
plans.
43
feedback on student writings throughout the process, using her review of student work to adjust whole group instruction and individualized support.
Promotion Policies and Standards: The Aman STEAM Academy will use the following promotion policies at the school to ensure that every child is successful and on track to be successful to and through college. Our promotion policy is part of the student-family handbook and will be reviewed at orientations each year prior to the start of school and during parent conferences.
Grades Criteria Metrics
K-2 Reading Level TerraNova Assessment, STEP Literacy Assessment, (far below grade-level)
3-8 Reading Level, Math Achievement TerraNova, STEP, Interim Assessments (> 70% average)
Grading Policy: While grades aren’t a primary indicator of student achievement at Aman STEAM Academy, we recognize the importance that grades play in communication to parents and students about their performance. As such, it is important that student performance be measured, including formative and summative assessments, homework, projects, in-class work, participation, project-based demonstrations of learning, and other assignments. This work will be graded in relation to student mastery of respective standards. Instead of only evaluating students by strictly using letter grades (A, B, C, D, and F), we will correlate evaluation scores to the following proficiency levels: “Beginning”, “Developing”, “Accomplished”, or “Exemplary”. We make these evaluations using rubrics based on state standards. The rubrics are discussed and often created with students before their work begins and throughout the process.
Letter Grade Percentage Score Rubric Score Significance
A+
A A-
98-100% 93-97% 90-92%
4 A student earning an A+ grade has demonstrated exemplary or above level performance.
B+ B B-
88-89% 83-87% 80-82%
3 A student earning a B grade has demonstrated accomplished performance.
C+ C C-
78-79% 73-77% 70-72%
2 A student earning a C grade has demonstrated a developing level of performance.
NAS3 Below 70% 0 or 1 A student earning less
than 70% in a course is not yet demonstrating a basic level of mastery with the content standards (beginning).
3 The “Not At Standard” grade requires students to re-do substandard work and demonstrate mastery before being
assigned a grade. This grading philosophy is based on the work of William Glasser. Glasser, W. Schools without Failure. New York: Random House, 1969.
44
Students will be promoted after demonstrated mastery (75% or better) in all of the core subjects by the end of the final quarter. The core subjects are English Language Arts, Math, Science, and Social Studies. Any student whose performance does not meet this standard or whose unexcused absences exceed 10 in one year are candidates for retention and will be considered by the Student Intervention Team (composed of teachers and administration) in collaboration with the student’s family.4
D. English Language Learner Students
Aman will have a full time, highly qualified ELL specialist on staff to collect and administer the DPS Questionnaire. This person will also be responsible for administering assessments to help determine placements. Placement decisions will be made in concert with teachers and parents.
WIDA-ACCESS will be used to identify students as a summative assessment to determine placement. In addition, the Super NOVA will be part of the initial screening as a pre-assessment and later will be used as part of the post assessment. The Super NOVA is a complement to the Terra NOVA, Aman uses for students as part of the diagnostic process. The Super NOVA will help identify where each ELL student is on the ELA continuum. The Academic and Instructional leadership of the school will work closely with the ELA specialist to ensure that supports are identified and available, that instruction is organized and connected and that the data is applied appropriately.
The WIDA: W-APT Placement Test will be initially administered to any student new to Aman or DPS who has been identified by a home language survey as having a primary home language other than English and has not been previously assessed with the WIDA. Annually, the WIDA Proficiency Test will be administered to those students identified by the Placement test as Non-English proficient (NEP) or limited-English proficient (LEP) and are receiving program services. Aman STEAM Academy will comply with all required aspects of monitoring, assessing, and ensuring growth of students in the area of language acquisition. The goal will be to create a learning environment whereby all English Language Learners achieve the same challenging grade level standards as native- English speaking students. Through a small school environment focusing on individualized and personalized attention via PSAPs, differentiated instruction, ability grouping, and the RtI process, this goal is attainable. Students’ progress in acquiring English proficiency will be determined by using the World-Class Instructional Design and Assessment (WIDA) to assess listening, speaking, reading, writing, oral language and comprehension. Aman STEAM Academy anticipates 25% of its student population will be English Language Learners (ELL). We will employ an ELL specialist to work with students who need ELL services. Students with a need for ELL services will be placed in the regular classroom for the majority of the day. They may be pulled out to work one on one or in a small group on their English language skills on an occasional basis during the Building STEAM class. It is a goal of Aman STEAM Academy to be an inclusive environment. With full immersion in an English language program, ELL students will flourish, learning skills from their peers and teachers, while still having the support of an ELL specialist. Aman STEAM Academy will comply with all required aspects of monitoring, assessing, and ensuring growth of students in the area of language acquisition. The goal will be to create a learning environment whereby all English Language Learners achieve the same challenging grade level standards as native- English speaking
4 A student’s Individual Education Plan may amend these promotion criteria.
45
students. Through a small school environment focusing on individualized and personalized attention via PSAPs, differentiated instruction, ability grouping, and the RtI process, this goal is attainable. Students’ progress in acquiring English proficiency will be determined by using the World-Class Instructional Design and Assessment (WIDA) to assess listening, speaking, reading, writing, oral language and comprehension.
An integrated learning environment, engaging, relevant instruction, compelling learning experiences and rigorous, standards-based curriculum will benefit our ELLs. We will develop a Personalized Student Achievement Plan (PSAP) for every student and to set goals and create plans with teachers and parents that support student learning. For
ELLs we will have a structure that extends and personalizes the support they require. Support is provided throughout the day and throughout the week in a variety of ways. In the morning during breakfast morning work, every student has the time to work on skill targets that are identified as part of the RtI process and are part of the Building STEAM plan. During the Building STEAM Block, four times weekly (Monday through Friday), ELLs will go to homogeneous groups to receive target interventions (as part of the RtI plan). The ELA staff person will work with teachers to help them develop plans for each of our ELLs that are integrated. In addition, for Spanish speakers, we will have instruction in Spanish once each week.
As part of our arts integration, every learner receives hand on, engaging and compelling learning during the STEAM Block. This block is the last one of the day and is taught by the classroom teacher with added support from the literacy and numeracy specialists as well as artists in residence. During this time all skills are emphasized as part of the project-based assignments. The students are grouped heterogeneously with the opportunity to work in groups that provide support for both remediation and acceleration.
At Aman, we believe that good first instruction benefits all students. We know that the arts can cross language barriers, skill deficiencies and socio-economic boundaries. As part of the hiring process, we seek qualified candidates who have previous experience working with ELLs, who are bilingual and who have or who are willing to get the Linguistically Diverse Learner endorsement. Although knowledge and experience working with ELLS are highly desirable, every teacher at Aman must be able to understand the needs of our various students and to work together as a staff to provide the supports needed for each student to be successful. This means working with the ELL specialist to develop plans that integrate the needs of each student into lesson plans and teaching strategies. The Cluster Protocols and Teacher Evaluation Rubrics apply to our ELLs. The ELL specialist will work with students who need ELL services. Students with a need for ELL services will be placed in the regular classroom for the majority of the day. They may be pulled out to work one on one or in a small group on their English language skills on an occasional basis during the Building STEAM class. It is a goal of Aman STEAM Academy to be an inclusive environment. With full immersion in an English language program, ELL students will flourish, learning skills from their peers and teachers, while still having the support of an ELL specialist. Teachers will use effective instructional practices school-wide and integrate learning through the arts. All teachers use multiple sources of data to improve student achievement and through the data teams are able to develop lessons and strategies to support and extend learning for every student. Aman will expect all teachers who work at our school to:
The structure of Aman is designed to
support the learning of every
student.
46
Develop curricular plans to meet the needs of its ELL students.
Know the classification levels of ELL students assigned to their classroom for instruction.
Know WIDA ELD Standards for listening, speaking, reading, and writing to use as a guide to instruct students on a daily basis.
Develop and use differentiated instruction and ability grouping in an inclusive setting.
Develop and use cooperative learning activities and instructional strategies embedded in the Balanced Literacy framework to enhance instructional opportunities with ELL students.
Monitor progress with the goal of one level progress per year through the process of attaining fluency.
Extra supports will also come from our community partners who can provide mentoring, tutoring, artists in residence, and ELA focused supports as part of our Champions program. Champions is the before and after school program available to students based on literacy and math skills and integrated through the arts. Champions meet from 6:00 to 7:50 AM and 3:45 to 6:00 PM. During this time our ELLs can receive an extra dose of learning focused on language acquisition and development.
The development and quarterly review of the PSAPs provides for recognition of student’s individual strengths and needs, establishment of individual goals, and identification of specific interventions. Differentiated instruction and ability grouping in both reading and math allow for students to work at their individual level and teachers to focus instruction on specific skills, providing for academic success. A research-proven program for English Language Learners and a knowledgeable team of educators will make accommodations for students with special needs to ensure the success of students with diverse learning needs. In alignment with the principles of RtI, we have constructed the Aman STEAM Academy “Building STEAM” RtI class. This two-fold class will take place four days a week, excluding Fridays when students have a shortened schedule and teachers have professional development. Students will complete “skill building” activities each morning during breakfast. These activities will have been intentionally selected by the literacy and numeracy interventionists. Using goals set in students’ PSAPs, interventionists will place individualized work in students’ Building STEAM folders that will be completed during morning work. Interventionists will then review that work, give targeted feedback and suggestions, and send student folders to their assigned Building STEAM teacher. During the afternoon Building STEAM session, teachers will go over additional practice activities, using varying instructional strategies to enhance student proficiency in a specific area. Despite best efforts at prevention, some students may be slower to perform on grade level, and some students may be under-achieving according to their measured ability levels. As defined by Colorado RtI Model definitions, a student who does not achieve adequately for the student’s age or meet state-approved grade-level standards in one or more of the following areas may be in need of targeted interventions: Oral expression; Listening comprehension; Written expression; Basic reading skill; Reading fluency skills; Reading comprehension; Mathematical calculation; Mathematics problem solving. The use of ongoing assessments and the monitoring of individual progress through the PSAP process will assist in the identification of students who meet the above at-risk criteria. In collaboration with teachers, administrators, parents, and students immediate interventions will be identified for students who meet any of the above criteria. In Alignment with Tier II of the RtI process, Aman STEAM Academy will implement targeted interventions and monitor the academic progress of at-risk students. Students who meet the criteria of at-risk will be referred by the classroom teacher to the RtI Team. The RtI Team will collect data and
47
evidence as to the student’s overall performance. This evidence will be reviewed by the RtI Team along with the parents and student, if age appropriate. The RtI Team will identify strategies and/or interventions to improve student performance. Interventions may include those offered at Aman STEAM Academy, through our Champion’s Before and After School Program, or with resources available in the community.
Reclassification will be based upon parent participation/opinions, two measurable indicators and a recommendation from the teacher based upon academic achievement (e.g. TCAP (proficiency level), WIDA scores, and a classroom achievement grade of a B or higher). There are a range of supports in place for our ELL students. Teacher will identify important vocabulary for ELL students in each lesson, and suggest different ways of presenting it to ensure comprehension (proven techniques such as pantomime and choral response). Curriculum support materials such as colorful vocabulary cards, puppets, and letter-blending cards provide strong visuals to aid in retention of new vocabulary and concepts. Assessment measures help pinpoint problem areas in vocabulary, oral language production and comprehension so these skills can be addressed directly, depending on the needs of individual students. E. Special Education Students
Aman STEAM Academy will be responsible for the development of assessment plans for students with suspected disabilities, in alignment with DPS procedures and forms. The assessment plan will describe the types of assessments that may be used to determine the eligibility of students for special education instruction and services. Assessments will be conducted, within legal timelines, after receiving the parents’ written consent. Aman STEAM Academy shall conduct an Individualized Education Program (IEP) team meeting that includes required team members within mandated timelines for each student assessed to discuss results, determine eligibility, and (if eligible)specify special education and /or 504 Plan instruction and services. Aman will make decisions regarding eligibility, goals, program, placement, and exit from special education through the IEP and/or 504 Plan process according to federal, state and district timelines. Aman will work collaboratively with the Denver Public Schools to ensure delivery of services as designated on students’ IEPs. Specific details for providing special education services and the Aman payment for services will be agreed upon in an annual contract between Aman and DPS. Aman will make special education services available to exceptional children, including both students with disabilities and gifted students, in accordance with C.R.S. 22-20-103(3.4) and the Individuals with Disabilities Education Act as reauthorized, including:
An equal opportunity for all children who may not be denied on the basis of a disability
A written Individualized Education Program (IEP) for all students identified and qualified as having a disability and receiving special education services
A free and appropriate public education program, this program to be determined on an individual case-by-case basis depending on each student's unique needs and which may be challenged by the student's parent(s) through due process procedures
A least restrictive environment or "natural environment" in consideration of the following factors: (1) A comparison between educational benefits available to a disabled student in a traditional classroom and a special education classroom;
48
(2) The non-academic benefits to the student with a disability from interacting with non-disabled students; (3) The degree of disruption of the education of other students resulting in the inability to meet the unique needs of the disabled student
Due process requirements which include notification of parent(s) of the intent to evaluate for special education and consent to this process by the parent(s).
Nondiscriminatory evaluation procedures for children with IEP's Aman STEAM Academy is designed as an inclusive school, a school without labels. Students of all abilities and disabilities will have equal access to the educational and enrichment programs of our school. We know that students learn in different methods, especially students with disabilities, and we believe that using the arts allows all students to participate in the curriculum in ways that traditional methods do not. Our marketing will focus on helping parents understand that our program can benefit their children. We believe the strongest partner in any child’s education is the parent. Therefore, the parent will be integral to the review and placement to the degree possible. In the event that Aman STEAM Academy is unable to provide an appropriate placement or services for a student with special needs, it will contact the DPS to discuss placement and service alternatives. Placement options shall be recommended by DPS during the IEP meeting. Aman STEAM Academy’s IEP teams will ensure participation of a DPS special education representative at an IEP team meeting whenever it is anticipated that special education programs outside of Aman, including but not limited to placement at a DPS traditional public school or at a non-public or private school, will be considered. Aman will follow all DPS requirements by hiring only “highly qualified” special education teachers who have a teacher license with the appropriate endorsements. Aman will comply with all federal and state special education and disability laws.
DPS shall supervise special education services at Aman STEAM Academy. We will employ/contract qualified, licensed personnel, with experience in ability grouping, classroom differentiation, and subject matter acceleration strategies for exceptional children to deliver and monitor the prescribed program in an IEP. Denver Public Schools will provide itinerant staff that is district employed (psychologist, speech, OT, PT) for the provision of related services in accordance with a student's Individual Education Plan (IEP) or 504. Special education personnel will work with students, classroom teachers, and parents to identify and develop strategies for meeting the needs of students with diverse learning styles and disabilities. In addition, teachers who apply must either have experience or be willing to be part of a vision that holds high expectations for students with special needs and engages parents to support and extend the learning of their children.
Because the program at Aman is designed to offer greater inclusion for special education students, teachers will want to be part of a team that recognizes and values their contributions and expertise. Special education teachers will collaborate with classroom teachers in developing a Personalized Student Achievement Plan (PSAP) that ensures that ongoing assessment and strategies are set to help students succeed.
All students at Aman STEAM Academy will be challenged on their independent learning levels through Personal Student Achievement Plans (PSAPs), our rigorous, standards-based and arts integrated
49
curriculum that utilizes the engineering design process, and the use of ability grouping. Aman STEAM Academy supports the movement of students with disabilities into less restrictive environments and increased interactions of students with disabilities with non-disabled students. Aman STEAM Academy’s program of instruction for students with disabilities will be responsive to the required sequence of courses and related curricular activities provided for all students. Accommodations for students are made following the principles outlined in Teaching Kids with Learning Difficulties in the Regular Classroom by Susan Winebrenner. Behavior Support Plans will be individualized, responsive to the needs of the student, and support the student in all settings using the Positive Behavior Support process. At Aman STEAM, Academy, we will challenge each student appropriately to reach his or her personal best in all academic areas.
Aman STEAM Academy will comply with all required aspects of monitoring, assessing, and ensuring growth of students in the area of language acquisition. The goal will be to create a learning environment whereby all English Language Learners achieve the same challenging grade level standards as native- English speaking students. Through a small school environment focusing on individualized and personalized attention via PSAPs, differentiated instruction, ability grouping, and the RtI process, this goal is attainable. Students’ progress in acquiring English proficiency will be determined by using the World-Class Instructional Design and Assessment (WIDA) to assess listening, speaking, reading, writing, oral language and comprehension.
Aman STEAM Academy embraces the Response to Intervention (RtI) process to enhance the success of all students with a variety of academic and/or behavior needs. In alignment with Tier I, the Universal Level, prevention of academic deficits for many students is possible through a well-planned program of academic instruction. Aman STEAM Academy has assembled a rigorous, standards aligned, arts integrated academic program based on research-proven curricula. Student performance data will be tracked and reviewed three times throughout the year (beginning, mid, and end) to determine response to the intervention. Students who demonstrate improved performance as a result of an intervention will continue with the intervention in place in the general education setting. Students who continue to struggle despite various interventions may be referred for a formal evaluation by a school psychologist to determine eligibility for special education services. As part of Aman’s educational program, interventions may include individual or small group tutoring, Champions Before and After School academic programs, ELL programs, assessment for disabilities or special needs, transportation coordination and assistance, and/or behavior support plans. Interventions for at-risk students must clearly align with the student’s identified challenges and will be clearly described on the PSAP document. At minimum, the effectiveness of the interventions will be at the end of each interim period. Research shows that through a rigorous research-based educational program that is responsive to individual learning needs and combined with targeted interventions when necessary, the vast majority of students will achieve academic success. There are, however, those students for which a more intensive and individual educational program is necessary. For those students who demonstrate chronic or ongoing difficulty with academic or social growth and who have not responded to targeted interventions, further diagnostic assessment may be necessary. Tier III of the RtI process provides for the assessment of students for specific disabilities and eligibility for services under 504 or IEP plans.
50
Assessment and standardized testing procedures will be implemented, including guidelines for modifications and adaptations, to monitor student progress. Since focus will be on an inclusive setting and delivering instruction in the general education classroom, an emphasis on staff development and inservice will be maintained to ensure that all classroom teachers use effective strategies to ensure student success. All students at Aman STEAM Academy will be challenged on their independent learning levels through Personal Student Achievement Plans, the rigorous, standards-based and arts integrated curriculum that utilizes the engineering design process, and the use of ability grouping. Aman STEAM Academy supports the movement of students with disabilities into less restrictive environments and increased interactions of students with disabilities with nondisabled students. Aman STEAM Academy’s program of instruction for students with disabilities will be responsive to the required sequence of courses and related curricular activities provided for all students. Assessment and standardized testing procedures will be implemented, including guidelines for modifications and adaptations, to monitor student progress. Accommodations for students are made following the principles outlined in Teaching Kids with Learning Difficulties in the Regular Classroom by Susan Winebrenner. Behavior Support Plans will be individualized, responsive to the needs of the student, and support the student in all settings using the Positive Behavior Support process (aligned with our ELLs). As focus will be on an inclusive setting and delivering instruction in the general education classroom, an emphasis on staff development and inservice will be maintained to ensure that all classroom teachers use effective strategies to ensure student success. Aman special education teachers will take advantage of the many resources and professional learning opportunities offered by DPS and can serve as mentors and collaborators with our regular education teachers.
F. Academic Intervention & Acceleration
We will adopt the Denver Public Schools policy JKF – Discipline of Students with Disabilities for discipline. As such, if a special needs student commits an infraction which would typically result in an extended out‐of‐school suspension or expulsion, the student would instead receive a temporary suspension. Immediately (within 10 days), the IEP team will convene with DPS personnel to conduct a Manifestation Determination Review. If the review concludes that the behavior is not a manifestation of the student’s disability, the student will be disciplined as defined by the DPS policy JKF. However, if the review concludes the behavior is a manifestation of the student’s disability, the student will be disciplined as defined by their IEP, any behavioral intervention plans, and policy JKF. As such that student would not be expelled.
Aman STEAM Academy is designed as an inclusive school, a school without labels. Students of all abilities and disabilities will have equal access to the educational and enrichment programs of our school.
Aman STEAM Academy intends to serve a diverse population of students, reflective of the local area, with a STEAM focused learning environment that utilizes arts integration and the engineering design process to stir student creativity. Arts Integration is using the arts (music, visual art, dance, drama, and creative writing) to teach non-arts standards (language arts, math, science, and social studies.) We know
51
that students learn in different methods, especially students with disabilities and second language learners. Using the arts allows all students to participate in the curriculum in ways that traditional methods do not. Within the diverse population of students will be those who are gifted in various areas as well as those students who may be at-risk for academic failure. Studies have shown that the arts can significantly advance gifted students’ academic and creative abilities. When integrating the arts into the curriculum, teachers can design experiences that are tied to the unique needs, interests, and abilities of gifted students and challenge them to perform more complex and sophisticated tasks. For example, a first grade teacher reads The Three Little Pigs to her students and asks the class to draw or sketch a part of a story that is most vivid to them. While she is teaching character and setting to the class as a whole, she will provide an extended opportunity to the gifted students by having them to brainstorm other materials the first two pigs could have used that would have prevented their houses from being blown down. Those students can then draw or sketch the house they envision.
Aman STEAM Academy intends to meet each student’s individual needs with ongoing assessment, ability grouping, and Personalized Student Achievement Plans (PSAPs) which allow students to set and achieve individual goals.
Aman STEAM Academy believes that the strongest partner in any child’s education is the parent. Therefore, the parent will be integral to PSAP development and review for all students. When applicable, parents will be vital contributors to the RtI process and the identification of appropriate interventions, and as necessary the IEP and or 504 Plan team. The parent will be invited to share probable causes for the student’s performance and identification as at-risk, as well as suggest possible intervention strategies. Information obtained by parents from private parties, such as medical doctors and family therapists will be considered when assessing and evaluating, determining strategies and interventions, and/or considering eligibility for services.
Aman STEAM Academy embraces the Response to Intervention (RtI) process to enhance the success of all students with a variety of academic and/or behavior needs. In alignment with Tier I, the Universal Level, prevention of academic deficits for many students is possible through a well-planned program of academic instruction. Aman STEAM Academy has assembled a rigorous, standards aligned, arts integrated academic program based on research-proven curricula.
The development and quarterly review of the PSAPs provides for recognition of student’s individual strengths and needs, establishment of individual goals, and identification of specific interventions. Differentiated instruction and ability grouping in both reading and math allow for students to work at their individual level and teachers to focus instruction on specific skills, providing for academic success. A research-proven program for English Language Learners and a knowledgeable team of educators will make accommodations for students with special needs to ensure the success of students with diverse learning needs. In alignment with the principles of RtI, we have constructed the Aman STEAM Academy “Building STEAM” RtI class. This two-fold class will take place four days a week, excluding Fridays when students have a shortened schedule and teachers have professional development. Students will complete “skill building” activities each morning during breakfast. These activities will have been intentionally selected by the literacy and numeracy interventionists. Using goals set in students’ PSAPs, interventionists will place individualized work in students’ Building STEAM folders that will be completed during morning work. Interventionists will then review that work, give targeted feedback and suggestions, and send student folders to their assigned Building STEAM teacher. During the afternoon Building STEAM session,
52
teachers will go over additional practice activities, using varying instructional strategies to enhance student proficiency in a specific area. For example, on their literacy grade level readiness test, a kindergartener (Terrell) showed less than proficiency mastery in phoneme segmentation. Each morning, Terrell will receive a worksheet in his Building STEAM folder that will reinforce segmentation of first sounds, last sounds, and then complete words through blending exercises. After morning meeting, the literacy interventionist will review Terrell’s working, identifying blends and segments that are most difficult for him to identify. After noting those blends on his sheet, the literacy interventionist sends Terrell’s folder to Mrs. Thompson, who will work with Terrell on blending and segmenting during his Building STEAM class. Ms. Thompson will do a verbal check with Terrell as well as give a short 3-5 question assessment that will serve as a progress monitoring tool for this skill. Terrell’s twin sister, Taelah, mastered all of the skills on her grade level readiness test; therefore, she goes to Mr. Young’s class for book club during that time.
Despite best efforts at prevention, some students will enter the school with deficits, some students will be slower to perform on grade level, and some students may be under-achieving according to their measured ability levels. As defined by Colorado RtI Model definitions, a student who does not achieve adequately for the student’s age or meet state-approved grade-level standards in one or more of the following areas may be in need of targeted interventions: Oral expression; Listening comprehension; Written expression; Basic reading skill; Reading fluency skills; Reading comprehension; Mathematical calculation; Mathematics problem solving. Aman STEAM Academy may also consider targeted interventions for students who are habitually truant and/or consistently violate the student behavior expectations. The use of ongoing assessments and the monitoring of individual progress through the PSAP process will assist in the identification of students who meet the above at-risk criteria. In collaboration with teachers, administrators, parents, and students immediate interventions will be identified for students who meet any of the above criteria.
In Alignment with Tier II of the RtI process, Aman STEAM Academy will implement targeted interventions and monitor the academic progress of at-risk students. Students who meet the criteria of at-risk will be referred by the classroom teacher to the RtI Team. The RtI Team will collect data and evidence as to the student’s overall performance. This evidence will be reviewed by the RtI Team along with the parents and student, if age appropriate. The RtI Team will identify strategies and/or interventions to improve student performance. Interventions may include those offered at Aman STEAM Academy, through our Champion’s Before and After School Program, or with resources available in the community. Student performance data will be tracked and reviewed three times throughout the year (beginning, mid, and end) to determine response to the intervention. Students who demonstrate improved performance as a result of an intervention will continue with the intervention in place in the general education setting. Students who continue to struggle despite various interventions may be referred for a formal evaluation by a school psychologist to determine eligibility for special education services.
As part of Aman’s educational program, interventions may include individual or small group tutoring, Champions Before and After School academic programs, ELL programs, assessment for disabilities or special needs, transportation coordination and assistance, and/or behavior support plans. Interventions for at-risk students must clearly align with the student’s identified challenges and will be clearly described on the PSAP document. At minimum, the effectiveness of the interventions will be at the end of each interim period. Research shows that through a rigorous research-based educational program that is responsive to individual learning needs and combined with targeted interventions when necessary, the vast majority of students will achieve academic success. There are, however, those
53
students for which a more intensive and individual educational program is necessary. For those students who demonstrate chronic or ongoing difficulty with academic or social growth and who have not responded to targeted interventions, further diagnostic assessment may be necessary. Tier III of the RtI process provides for the assessment of students for specific disabilities and eligibility for services under 504 or IEP plans.
G. Gifted and Talented Students
Special Education and 504 Services: Aman STEAM Academy will be responsible for the development of assessment plans for students with suspected disabilities, in alignment with DPS procedures and forms. The assessment plan will describe the types of assessments that may be used to determine the eligibility of students for special education instruction and services. Assessments will be conducted, within legal timelines, after receiving the parents’ written consent. Aman STEAM Academy shall conduct an Individualized Education Program (IEP) team meeting that includes required team members within mandated timelines for each student assessed to discuss results, determine eligibility, and (if eligible) specify special education and /or 504 Plan instruction and services. Aman STEAM Academy will make decisions regarding eligibility, goals, program, placement, and exit from special education through the IEP and/or 504 Plan process according to federal, state and district timelines. Aman STEAM Academy will work collaboratively with the Denver Public Schools to ensure delivery of services as designated on students’ IEPs. DPS supports students with disabilities attending charter schools commensurate with district schools and for purposes of special education, the DPS will be the LEA of record for Aspen Ridge. Specific details for providing special education services and the Aman STEAM Academy’s payment for services will be agreed upon in an annual contract between Aman STEAM Academy and DPS. Aman will make special education services available to exceptional children, including both students with disabilities and gifted students, in accordance with C.R.S. 22-20-103(3.4) and the Individuals with Disabilities Education Act as reauthorized, including:
• An equal opportunity for all children who may not be denied on the basis of a disability • A written Individualized Education Program (IEP) for all students identified and qualified as having a disability and receiving special education services • A free and appropriate public education program, this program to be determined on an individual case-by-case basis depending on each student's unique needs and which may be challenged by the student's parent(s) through due process procedures • A least restrictive environment or "natural environment" in consideration of the following factors:
(1) a comparison between educational benefits available to a disabled student in a traditional classroom and a special education classroom;
(2) the non-academic benefits to the student with a disability from interacting with non-disabled students;
(3) the degree of disruption of the education of other students resulting in the inability to meet the unique needs of the disabled student
• Due process requirements which include notification of parent(s) of the intent to evaluate for special education and consent to this process by the parent(s). • Nondiscriminatory evaluation procedures for children with IEP's
54
DPS shall supervise special education services at Aman STEAM Academy. We will employ/contract qualified, licensed personnel, with experience in ability grouping, classroom differentiation, and subject matter acceleration strategies for exceptional children to deliver and monitor the prescribed program in an IEP. Denver Public Schools will provide itinerant staff who are district employed (psychologist, speech, OT, PT) for the provision of related services in accordance with a student's Individual Education Plan (IEP) or 504. Special education personnel will work with students, classroom teachers, and parents to identify and develop strategies for meeting the needs of students with diverse learning styles and disabilities. In the event that Aman STEAM Academy is unable to provide an appropriate placement or services for a student with special needs, it will contact the DPS to discuss placement and service alternatives. Placement options shall be recommended by DPS during the IEP meeting. Aman STEAM Academy’s IEP teams will ensure participation of a DPS special education representative at an IEP team meeting whenever it is anticipated that special education programs outside of Aman, including but not limited to placement at a DPS traditional public school or at a non-public or private school, will be considered. Instructional Models for Special Populations: All students at Aman STEAM Academy will be challenged on their independent learning levels through Personal Student Achievement Plans, a rigorous, standards-based and arts integrated curriculum that utilizes the engineering design process, and the use of ability grouping. Aman STEAM Academy supports the movement of students with disabilities into less restrictive environments and increased interactions of students with disabilities with nondisabled students. Aman STEAM Academy’s program of instruction for students with disabilities shall be responsive to the required sequence of courses and related curricular activities provided for all students. Assessment and standardized testing procedures shall be implemented, including guidelines for modifications and adaptations, to monitor student progress. As focus will be on an inclusive setting and delivering instruction in the general education classroom, an emphasis on staff development and in-service will be maintained to ensure that all classroom teachers use effective strategies to ensure student success. Accommodations for students are made following the principles outlined in Teaching Kids with Learning Difficulties in the Regular Classroom by Susan Winebrenner. Behavior Support Plans will be individualized, responsive to the needs of the student, and support the student in all settings using the Positive Behavior Support process. Gifted students are no exception to the philosophy of achieving individual goals and demonstrating personal growth in achievement. Teachers will utilize the tools set forth in Susan Winebrenner’s book, Teaching Gifted Kids in the Regular Classroom. The book is written based upon Winebrunner’s own experiences as well of those of other creative teachers to provide a blueprint for teachers who wish to involve, excite, and entice gifted students to be learners. It also addresses the competitive nature of some gifted students and how to address and embrace that characteristic to achieve, learn and contribute in school while setting the academic goals high enough to challenge, but not too high that they become unattainable. At Aman STEAM Academy, we will challenge each student appropriately so they can reach their personal best in all academic areas. Aman STEAM Academy anticipates 25% of its student population will be English Language Learners (ELL). Aman STEAM Academy will employ an ELL specialist to work with students who need ELL services. Students with a need for ELL services will be placed in the regular classroom for the majority of the day. They may be pulled out to work one on one or in a small group on their English language skills on an
55
occasional basis during the Building STEAM class. It is a goal of Aman STEAM Academy to be an inclusive environment. With full immersion in an English language program, ELL students will flourish, learning skills from their peers and teachers, while still having the support of an ELL specialist. Aman STEAM Academy will comply with all required aspects of monitoring, assessing, and ensuring growth of students in the area of language acquisition. The goal will be to create a learning environment whereby all English Language Learners achieve the same challenging grade level standards as native-English speaking students. Through a small school environment focusing on individualized and personalized attention via PSAPs, differentiated instruction, ability grouping, and the RtI process, this goal is attainable. Students’ progress in acquiring English proficiency will be determined by using the World-Class Instructional Design and Assessment (WIDA) to assess listening, speaking, reading, writing, oral language and comprehension. The WIDA: W-APT Placement Test will be initially administered to any student new to Aman STEAM Academy or DPS who has been identified by a home language survey as having a primary home language other than English and has not been previously assessed with the WIDA. Annually, the WIDA Proficiency Test will be administered to those students identified by the Placement test as Non-English proficient (NEP) or Limited-English proficient (LEP) and are receiving program services. Aman STEAM Academy will implement the following curricular plan to meet the needs of its ELL students:
• All teachers will know the classification levels of ELL students assigned to their classroom for instruction. • WIDA ELD Standards for listening, speaking, reading, and writing will be used as a guide to instruct students on a daily basis. • Differentiated instruction and ability grouping will be used in an inclusive setting. • Cooperative learning activities and instructional strategies embedded in the Balanced Literacy framework will enhance instructional opportunities with ELL students. • Progress will be monitored with the goal of one level progress per year through the process of attaining fluency. • Reclassification will be based upon parent participation/opinions, two measurable indicators and a recommendation from the teacher based upon academic achievement (e.g. TCAP (proficiency level), WIDA scores, and a classroom achievement grade of a B or higher).
There are a range of supports in place for our ELL students. Teacher will identify important vocabulary for ELL students in each lesson, and suggest different ways of presenting it to ensure comprehension (proven techniques such as pantomime and choral response). Curriculum support materials such as colorful vocabulary cards, puppets, and letter-blending cards provide strong visuals to aid in retention of new vocabulary and concepts. Assessment measures help pinpoint problem areas in vocabulary, oral language production and comprehension so these skills can be addressed directly, depending on the needs of individual students.
56
Section IV: Teaching
A. Teacher Recruitment, Hiring, & Retention
Employees: The success of Aman STEAM Academy’s program is completely dependent upon the ability
of the organization to attract, recruit, and retain top talent. It is the people who are charged with
implementing our programs and who interact with students, parents, and other community members
on a daily basis that will largely determine Aman’s success. Aman STEAM Academy focuses on
improving student achievement by developing quality teachers. The Executive Director is responsible for
aligning professional development, feedback, and coaching with formal evaluation systems in order to
promote the professional growth of every teacher and ensure school-wide excellence. Aman STEAM
Academy will hire a team of talent who possess commitment to the Aman mission, vision, and core
beliefs.
The following are qualities that will be sought in our teachers:
Ability to execute standards-based instruction and problem based learning units
Knowledge of culturally responsive pedagogy
Ability to implement progress monitoring strategies to promote student achievement
Ability to collaboratively plan lessons with other teachers and community members/resident
artists
Strong classroom management skills
Ability to analyze data and measurements of achievement
Commitment to ongoing professional development and lifelong learning
Commitment to creating fun, engaging, and relevant learning experiences for students
Other qualities that are expected among teachers and non-instructional staff include:
Excellent communication skills
Alignment with the vision, mission, and core beliefs of Aman STEAM Academy
Desire to hold all children to high expectations
Commitment to work an extended day and year
Possess an ethic of excellence
Professionalism
Openness to feedback
Desire and ability to work as a team
An ability to establish positive relationships and work well with parents and students
Possess a sense of humor, flexibility, and adaptability
57
Teacher and Paraprofessional Qualifications: Because a well-prepared teacher is vitally important to a
child's education, ensuring high-quality teachers for all students is a key tenet of No Child Left Behind
(NCLB). Research provides a clear connection between student achievement and teacher quality. With
this in mind, NCLB requires that all core content teachers be highly qualified (HQ) in their assignment.
While this requirement does not guarantee an effective teacher in every classroom, it does set a
common expectation for teacher knowledge.
In accordance with Sec. 1119 of the No Child Left Behind Act (NCLB), Colorado defines “Highly Qualified”
(HQ) Teachers as teachers that are fully licensed, hold at least a Bachelor’s degree, and are able to
demonstrate subject matter competency in all core academic areas in which they are assigned. Although
Aman STEAM Academy will meet the degree and subject matter competency requirements, we will
request a waiver from the licensure requirement from the State Board of Education. All Aman STEAM
Academy core content teachers will be HQ. This means that regular and special education teachers that
are the primary provider of instruction must be HQ in their particular content area. Preference will be
given to teachers who possess or are pursuing a Linguistically Diverse Learner endorsement, Special
Education endorsement, Gifted Education Endorsement, has experience in working in the arts or in
STEM fields or educational programs.
Hiring Protocols: In Colorado, charter schools typically enjoy increased freedom over who to hire and
who to retain as teachers, the ability to select teachers with a commitment to a common vision, mission,
and philosophy, and the ability to set salaries and working conditions based on the needs of students.
Aman STEAM Academy will adopt a basic hiring policy that will be published on the school’s website,
policy handbook, and employee handbook. This policy will include a description of the process by which
new staff will be selected and terminated, a statement of non-discrimination, and the process by which
essential qualifications or selection criteria will be determined. The Executive Director manages all
hiring and firing decisions. The Board of Directors hires the Executive Director and is responsible for
oversight and account ability for the school’s academic performance and financial viability.
ASA plans to post positions in February 2014 and begin interviewing teacher candidates in March 2014.
The Executive Director is responsible for all hiring and firing decisions and will invite members from the
Aman Board of Directors, parents, and individuals with a background in education to serve on the hiring
committee. Aman’s recruitment and selection processes will assist in ensuring quality hiring decisions
are made on an annual basis.
Public Notice of Opening: To ensure equal opportunity for open positions and eliminate any concerns of
discrimination, it is important that job opportunities be posed in a central area in the Aman STEAM
Academy’s school and made available to the public (this will be on the school’s website). The job
posting and advertising will include a summary of the job description including the key elements of job
title, essential functions, required experience and/or education and a description of primary job duties.
The job posting will specify where resumes and/or applications should be forwarded and indicate a
closing date for accepting applications if a specific deadline for the interviewing and hiring process has
been established.
58
The Interview Process: The interview process is the opportunity to evaluate candidates along two
dimensions: skills and fit. It is important to determine whether a candidate possesses the necessary
skills to be a productive member of our staff, but also whether the candidate will fit into the school and
its unique culture and environment. The interview team will include an individual who is currently
carrying out the same or similar tasks as the person being considered for the position. The following is a
suggested list of activities to guide the interview process:
1. Candidates will be pre-screened with a 15-minute telephone interview prior to having them visit the school. During this conversation, the Executive Director will discover whether the candidate has the knowledge and experience needed, requests a salary that is out of range, or doesn’t agree with the instructional philosophies.
2. Acceptable candidates will then engage in a face-to-face interview with the Executive Director. If after that time the candidate is still considered a viable asset to the school, they will then be interviewed by the interview committee, inclusive of student representatives.
3. After the candidate passes through this phase, they will then be welcomed back for a two part, hour long lesson trial in which they will teach one group of students a 30 minute preplanned lesson of their choice and then a separate group of students a lesson that has been prepared for them.
4. Acceptable candidates will either be notified of a hiring decision or the need of a follow-up interview within 3 days of their trial lesson.
Background Checks: Before employing any person, a Colorado public school must conduct a background inquiry with the Colorado Department of Education pursuant to CRS §22-32-109.7(1). Please know that the information CDE provides to a public school in response to its inquiry is considered confidential and that penalties exist for unauthorized disclosure and inappropriate use of this information. Additionally, based on the Colorado law requiring fingerprinting and criminal background checks for all
school employees, Aman STEAM Academy will notify any interviewee of this requirement and a drug
screening requirement as applicable. No person will be allowed to start employment until the necessary
background checks are complete. Background checks are done through the Colorado Bureau of
Investigation (CBI).
Retention of Teachers: Aman believes in hiring the best teachers and will take great strides in retaining
them at our school. Because our school culture is one that reinforces the notion of being a family, it is
important for us to attract the best and keep the best teachers in front of our students. Several
structures have been put in place to encourage teachers to remain at ASA. First, our culture of fun and
creativity gives teachers an opportunity to try new things in their classrooms, keeping the joy of their
profession. Ongoing professional development and opportunities for growth provide teachers the
support they need to be successful in the classroom. The looping classroom structure allows teachers to
form lasting relationships with families and students, which is critical in establishing a sense of family
and community at our school. Aman’s Performance Credit Pay Scale also provides small incentives to
59
teachers who remain at our school each year. We seek to maintain a retention rate of at least 80% each
year. Teacher retention will be an informal indicator in the Executive Director’s evaluation and will be
discussed by the board and the Executive Director.
B. Teaching Coaching
Feedback, coaching and professional development are an integral part of the success of the Aman
STEAM Academy model. The primary goals for coaching are to set clear expectations for staff, support
professional growth, provide frequent descriptive feedback, and support staff development approaches
to help teachers refine their instructional practice. The primary mechanism of support for teachers is
participation in data team (STEAM Cluster) meetings (90-minute job-embedded professional
development led by the Executive Director, Assistant Principal, or an administrative designee). The
Executive Director, Assistant Principal, and peers will observe teachers over the year, providing constant
observation, evaluation, and intentional instructional celebrations. Feedback will be given on all aspects
of the class including, but not limited to, classroom management, implementation of school-wide
systems, lesson planning, structure, and pacing, assessment and questioning methods, differentiation,
student engagement, and the execution of integrated lessons and thematic units. These informal
coaching sessions will provide teachers and administrators the opportunity to build relationships and
create a reflective and intentional school culture. Informal observations will be used to inspire the
possibilities and generate professional goals aligned with our school-wide goals. The spirit of lifelong
learning permeates these practices. As a result, these observations are not evaluative in nature, but
rather celebratory, inspiring teachers to innovate, create, try new things, measure results, and repeat
the process. These are the very principles we wish to instill in our students.
Aman STEAM Academy will use the TAP System for Student and Teacher Achievement framework
containing classroom observation protocols and feedback instruments. Coaching is linked to the school’s
improvement priorities and a teacher’s instructional priorities and is focused on student achievement,
including data collection. In this model, teachers receive informal classroom observations weekly of at
least 30 minutes and are specifically coached on areas relating to their professional growth plans.
Feedback is left in the form of anecdotal notes, but can give rise to follow-up conversations. These
conversations will take place during one of the teacher’s daily planning periods.
C. Teacher Evaluation
Aman STEAM Academy will utilize the TAP System for Student and Teacher Advancement rubric for
evaluating our teachers. The TAP system is a well-respected and highly effective multi-tiered system of
teacher development and support. Aman’s Executive Director, Farrah Nicole Martin, has five years of
experience working as a Master Teacher in the TAP framework and has witnessed a remarkable growth
in teachers when its structures are implemented properly. The TAP rubric for teacher evaluation can be
found in Appendix N. The Executive Director will have primary responsibility for evaluating teachers,
aligning observations, data analysis, and feedback with evaluation tools to support teacher growth and
provide assessment for learning. Teacher evaluation is utilized to identify opportunities for expanded
teacher growth and leadership linked to strong performance as indicated by teacher evaluation tools.
60
Additionally, Aman teachers participate in their own evaluation process through structures including
self-assessment, goal setting, and the creation of a body of evidence that demonstrates their growth
and achievement.
All teachers will receive a comprehensive evaluation four times each year (once a quarter) from the
Executive Director. Their first evaluation will be announced, with each subsequent evaluation being
unannounced. This evaluation will consist of a comprehensive review of the teacher’s contributions
toward academic student performance and the mission of Aman STEAM Academy. For all teachers, this
evaluation will consist of student achievement and growth data aligned with SB 191, classroom
observation results, progress based on informal coaching session goals facilitated by the Executive
Director, and teacher portfolios. The end of the year summative evaluation will be informed by and the
final responsibility of the Executive Director.
Unsatisfactory Performance: As stated previously, Aman STEAM Academy is an “at-will” employer.
Every decision we make is guided by our ambitious mission and goals for student achievement. If a
teacher, staff member or school leader is not working effectively toward meeting our mission, they will
be intensively coached and given the tools necessary to become more effective. The Executive Director
will manage this process directly. If remediation, coaching and development are not effective, that
person will be dismissed as soon as possible. If the unsatisfactory performance is occurring with the
Executive Director, the board of directors will take action in accordance with the Bylaws and Board
Policies Manual and replace the Executive Director.
D. Professional Development
Aman STEAM Academy takes pride in being a learning organization from the students to the staff and
seeks opportunities for continuous growth and learning. The purpose of professional development is to
improve learner outcomes by changing instructional behavior to achieve a pre-determined goal. The
Executive Director will be responsible for developing, leading, and evaluating professional development
at Aman. Prior to opening in August 2014, ASA staff will engage in 10 onsite professional development
days with artists, arts integration specialists, STEM instructional specialists, followed by an additional 10
throughout the year. Additionally, our interim assessment days have been scheduled on varying
Thursdays throughout the year, with the following Friday being devoted to data analysis, instructional
planning, thematic unit preparation, construction of reteaching plans and assessments, and
development in other critical topics that will enhance teacher capacity and practice.
Aman STEAM Academy has partnered with Think 360 Arts to provide professional development in arts
integration. Aman teachers will have the opportunity to attend the Aesthetic Education Institute of
Colorado sponsored by the Morgridge College of Education and Think 360 Arts during the third week of
June 2014. At this time, Aman will be at capacity and will strive for al staff to participate in this premier
five-day workshop to prepare educators to embrace an arts oriented approach to classroom teaching
and K-12 school reform. The goals of the Institute are to have participants awaken their inner artistic
sensibilities, and to think about education from aesthetic and arts oriented approached. The Institute is
taught largely by local artists in five art disciplines (generally dance, theatre, visual arts, music, and
61
creative writing). Also, there is time for additional work in aesthetics, educational theory practices,
networking, lesson planning, and assessment.
The Smithsonian Institute will also provide professional development on the usage of curriculum that
integrates literacy and science. In addition to these, Aman STEAM Academy will take advantage of
professional development opportunities offered by the Colorado League of Charter Schools, Leadership
and Learning Center, and other arts organizations across the city. We will also utilize data days
(professional development days responding to our regular assessment cycle) to constantly evaluate and
adapt to best meet the needs of our teachers using student achievement data, feedback from teacher
surveys (given after each PD), and feedback from the coaching cycle.
Aman STEAM Academy teachers will be expected to facilitate learning using a variety of internal and
external resources such as authentic field experiences (relevant learning experiences that compel
student interest and link school learning to real-life events), community partnerships, and technology to
connect with the world outside of the classroom. Training for the following will be critical for the
deepening of teacher content knowledge and pedagogical skills needed for effective implementation of
the STEAM/PBL model:
Integration of science, technology, engineering, mathematics, and the arts
Collaboration and communication with stakeholders including community partners, arts organizations, and higher education institutions
Content and concepts in science and the engineering design process
Technology including tech tools and web-based learning
Visual and performing arts
Implementation of Problem-Based Learning (PBL)
Implementation of Inquiry-Based Learning
Data Teams/STEAM Cluster: The Aman STEAM Academy school calendar and daily schedule provide
opportunities for in-depth professional development prior to the start of each school year and
throughout the year. Aman STEAM Academy has scheduled early released every Friday afternoon for 90
minutes of targeted, job-embedded professional development (STEAM Cluster), following the TAP
System for Student and Teacher Advancement model for job-embedded professional development. This
is intended to be a productive time during which Aman staff will utilize formative assessment data from
interim assessments and student achievement data to drive professional development decisions and
identify areas of greatest need. Teachers will also use this time to collaboratively plan thematic units of
instruction and create interim assessments to monitor student achievement in our school. Additional
development in the following topics will also be critical:
Collaborative Lesson Planning
Analysis of student work, assessments, and data for improved student achievement
Sharing of ideas, resources, and expertise
Deepening of content knowledge and pedagogical skills
62
Our staff will also receive training in cultural competency by the Executive Director and members of the
Colorado League of Charter Schools professional services team during our summer institute and ongoing
data team/STEAM Cluster meetings, as well as during our data analysis days following the execution of
interim assessments. This training will include a focus on diversity and inclusiveness and will support the
school’s staff in building and maintaining relationships with families, students, and the community at
large.
E. Pedagogy
At Aman STEAM Academy, we believe:
Children are naturally curious, observant, and creative.
First-hand exploration and investigative skills must be nurtured beginning when children are young.
Children need to feel safe to explore, to think critically, and to create.
The education of children is a shared responsibility.
Meaningful learning is integrated, not contained in isolated “silos.”
Personal and social responsibility should be visible in the school culture.
Social and interpersonal skills are fundamental to collaborative endeavors, both in school and out.
Visual and performing arts invite creativity and innovation.
Children need experiences that foster appreciative and respectful relationships with the natural world.
The following STEAM tenets represent the foundation of our educational program and the thinking by which we choose curriculum and plan instructional units:
S=Science Science is everywhere in today’s world. It is part of our daily lives, from cooking to gardening, from recycling to understanding the weather or how things work. We simply cannot escape the significance of science in our world.
T = Technology
Technology is transforming how we learn, work, and play. Today our children live in a dynamic, digital world and a global economy. To embrace that fact is to embrace our children’s future...as well as our own.
E = Engineering
Engineering, the practical application of math, technology, and science, emphasizes learning in the real-world context...and it’s FUN! Hands-on building and designing engages and stimulates learners of all ages.
A = Art
Integrating arts across the curriculum boosts achievement and enhances learning. More than a mere “frill,” visual and performing arts play an essential role in unlocking creative thinking and innovation, which is why federal agencies such as the U.S. Department of Education and the National Science Foundation are currently providing research grants and underwriting conferences that help educators use the arts to
63
support Science, Technology, Engineering, and Math (STEM) education.
M = Math
Mathematics is the foundation of science, engineering, and technology. Mathematical literacy is critical for students to possess and to apply in order to grow skills in problem solving, communication, analysis, and reasoning.
Aman STEAM Academy will support STEAM tenets as a part of a comprehensive core curriculum. The key components of the educational program will be:
Science, engineering, technology, and art infused/integrated into core content areas of literacy, mathematics and social studies
Integrative instruction with real world application
Project-based learning
Field experiences
Partnerships with families, community, and higher education institutions
Instructional Strategies and Methodologies: Key concepts relate, leading to increased student
achievement. Integrated instruction also aims to connect what is learned in school to real-life
situations; thus it emphasizes critical thinking, problem solving, and inquiry. The following instructional
practices will be incorporated into Aman STEAM Academy’s teaching methodology.
Strategy Description Read Aloud Teacher reads a selection aloud to students
engaging in a series of activities. Shared Reading Teacher and students read text together
promoting discussion, problem-solving and critical thinking.
Guided Reading Teacher works with small groups of children who have similar reading needs.
Reading Conferences Teacher meets with an individual student, engaging in a dialogue about the student’s reading.
Independent Reading Students self-select and independently read appropriate books based on reading level and interest.
Word Study Students master the recognition, spelling, and meaning of words through a hands-on, inquiry based approach.
Shared Writing Teacher and students work together to compose various forms of writing.
Interactive Writing The teacher and class compose together to create a variety of written text using a “shared Pen” technique.
64
Guided Writing Teacher works with small groups of children who have similar writing needs.
Writing Conferences Teacher meets with an individual student, engaging in a dialogue about the student’s writing.
Independent Writing Students write independently a variety of genres. Sharing/Reflection Teacher and students come back together at the
end of the reading and writing workshop to share their new thinking about the reading and writing process.
Independent Math Students work independently to explain, respond to other students and justify their own thinking about mathematical concepts and ideas.
Shared Problem Solving Small groups of students work together to solve a mathematical problem.
Modeled/Guided Problem Solving Gives teachers the opportunity to focus on a different small group of students each day of the five day Balanced Math Rotation.
Math Games Math Games occurs with a small group of students playing a game together.
Math Facts Student knowledge of the basic addition/ subtraction and multiplication/division facts is critical, however, it is difficult to schedule time in math program to focus strictly on these facts.
Cooperative Learning Strategies Throughout the day: (1) teachers guide students through cooperative learning exercises (e.g., gallery walk, think-pair-share, jigsaw) that utilize various modalities (tactile, visual, auditory, kinesthetic) to engage students in the learning process and encourage active demonstration of learning. This allows teachers to formatively assess and adjust their instruction throughout a class period; (2) to care about and empathize with others wile promoting spirit, courage, and enthusiasm. Students participate in community activities with Champions community partner. Make a Wish Foundation, food drives, community clean-up efforts, etc. They will also embrace diversity through projects and outreach activities such as celebrating family traditions, creating a multicultural cookbook, and pen pal projects with kids in other countries.
Aman STEAM Academy students will also complete STEAM focused projects, yielding presentations of
learning (e.g., power points, demonstrations, portfolios). All projects and interim assessments will be
65
graded on a 0, 1, 2, 3, or 4 scale with skill specific and standards driven rubrics. Along with a score,
students will receive instructionally focused, academic feedback from their teacher detailing areas of
strength and improvement so that students will clearly know what to maintain and what to work on.
66
Section V: Governance
A. Governance Philosophy
Aman STEAM Academy has been created to serve students and families and is governed by a Board of Directors, which is the legal governing board responsible for holding the charter, entering into the charter contract with Denver Public Schools, and overseeing the operational, financial, and academic performance of the charter school. All decisions by the Board of Directors and the administration will be made with the school mission, vision, and best interests of students in mind.
The relationship between the board and the Executive Director is critical to the ultimate success of the school. Great efforts will be made to nourish and maintain healthy and mutually supportive relationship between the board president and Executive Director. The Board will adopt John Carver’s Policy Governance model. As per John Carver, the board establishes the ends, or major goals. The principal (Executive Director) creates the work plan, or the means, to achieve those goals. Aman’s board emphasizes outward vision rather than inward pre-occupation, strategic leadership more than administrative detail, mindfulness of an appropriate balance between board and staff roles and proactive action and accountability.
Board of Directors Principal
Establishes vision, mission, core values, and major goals for the school.
Relies on Executive Director to create work plan for achieving organizational goals.
Assesses compliance/progress in achieving educational goals and other outcomes delineated in strategic plan and charter contract.
Participates in establishing strategic direction. Develops organizational work plan based on the strategic direction as determined by the board and the educational outcomes outlined in the charter contract.
Develops reporting system to tract progress towards achieving organizational goals.
B. Board Capacity & Structure
Structure: Pursuant to CRS § 22-32-101 to 22-32-139, Aman STEAM Academy will have a governance structure that includes a Board of Directors and School Director, and opportunities for involvement by parents, students, and community members. The Board will represent a broad base of stakeholders throughout the community and share a deep commitment to the mission, vision, and educational model of our school. Aman’s board shall have between 7 and 9 members and never fewer than 5. Members will serve a 3 year term and may serve up to 2 consecutive terms. Board terms will start in June of each year with terms staggered to ensure that only one third of the board is new each year. The board will include a President, Vice President, Secretary, Treasurer, and such other offices, if any, as the board deems appropriate. The President reviews and gives final approval to the board meeting agenda and moderates meetings. The Vice President presides over board meetings in the absence of the President. The Secretary works with the other officers to evaluate the Executive Director annually and to help them come to agreement on an Executive Director compensation recommendation for the full
The primary role of Aman STEAM
Academy’s board is to serve as a group
of engaged thought partners for
Aman’s Executive Director and staff as
they work to design and implement the
organization’s strategy.
67
board. The Treasurer provides direction for the financial management of the school and facilitates the board in meeting its financial oversight responsibilities. All officers will be elected by the board at an annual meeting and will hold office for the term of one year. An officer may resign from his or her office by giving written notice of his or her resignation to the President or Secretary.
Committees: The board also includes other standing committees. All committees will be chaired by a member of the board and may include other board members, parents, community members or interested professionals. Each committee will have its own meeting schedule and will follow rules for transparency and open meetings. Committees will include but will not be limited to:
Executive Committee (Membership limited to President, Vice President, Treasurer, and Secretary)-discusses strategic issues that require more immediate dialogue than the monthly board meetings permit and acts as a liaison to the Executive Director
Governance Committee- responsible for board recruitment and development
Finance Committee (Chaired by the board Treasurer)- reviews budget proposals and year-to-date expenses and revenues
Resource Development Committee- develops a fundraising plan and ensures the school meets fundraising goals
Expansion Committee- develops a marketing strategy and oversees enrollment to ensure it reflects the mission of the school
School Accountability Committee (Membership will adhere to statutory requirement in article 11 of title 22 of the Colorado Revised Statutes)- reviews school assessment polices and achievement data, reports progress towards school’s goals to the board, and conducts annual survey of staff and family satisfaction and reports findings to the board
Building STEAM Family Council (BSFC): Aman STEAM Academy believes strongly in parent participation in every child’s education. To that end, Aman will endeavor to create convenient opportunities for parent involvement in the school and will make such involvement as meaningful as possible. The Building STEAM Family Council (BSFC) will be charged with understanding parent interests and concerns and expressing those concerns to the Executive Director. The committee will also be responsible for coordinating parent volunteers and for maintaining communication between the school and parents. The parents of Aman STEAM Academy students will select the members of the BSFC. Any parent with at least one child enrolled in the school will be eligible to serve on the BSFC. The committee will have five to sixteen members, with at least one board member of Aman STEAM Academy also maintaining membership. The Board of Directors may, at its discretion, expand the size of the committee. The council will meet at least once a quarter, with an agenda determined by the board chair. The primary responsibilities of the Building STEAM Family Council (BSFC) will be:
Selecting a representative to attend all meetings of the Board of Directors
Providing input to the School Director on school and student policies
Surveying parents about their satisfaction with the school at least annually and reporting the results of the survey to the Board of Directors
Coordinating with the Executive Director to create volunteer opportunities for parents
Communicating volunteer opportunities to parents and scheduling, facilitating, and overseeing volunteer work
68
Building STEAM Advisory Council (BSAC): This informal, voluntary council will be composed of representatives from public and private organizations and community members. This council will meet at least quarterly to offer insights, personal experiences, and comments on organizational goals and work. Members may be asked to provide support in extending the reach and networking potential of the board of directors, advising in areas of expertise where the board is lacking, assisting with fundraising.
The Board may, at its discretion, create and appoint other committees including, but not limited to: Facilities, Policy, Outreach, Communications, Fundraising, Transportation, and Volunteer Coordination. These committees would be responsible for the development of plans and strategies in their respective areas. Ultimately, the Board would prioritize and incorporate the committee work into the school’s overall strategic plan. Board Member Accountability: Aman’s Executive Director and its Board President will invest a lot of time and energy in keeping board members engaged and well-informed, particularly as it relates to expectations for their role. Written job descriptions will ensure that board members have a clear understanding of what their role as a board member will entail. An initial meeting with the Executive Director and Board President will help orient board members to Aman’s culture and set guidelines for expected behavior. The board will also engage in a self-evaluation process each year in which they rate the full board’s performance in several key areas, including finance, fundraising, strategic planning, academic performance, school management, and board/staff relations. Members will also rate themselves in specific areas. This data is then compiled and used to guide the development and prioritization of the following year’s board goals. All members will also participate in an annual board retreat, which provides them with an opportunity to reflect on the past year and to set goals for the year ahead. Aman STEAM Academy will utilize board governance trainings, review, and evaluation services from the Colorado League of Charter Schools. Key Expectations for Board Members: Board members are expected to adhere to the following expectations:
Commit 2 hours monthly to attending board meetings
Commit 1-2 hours monthly to committee meetings
Be ambassadors for Aman STEAM Academy in the community
Be passionate about Aman’s mission, vision, and educational model
Assist in fundraising
Understand the difference between governance and management
Use skills and expertise on behalf of the school Directors will be removed from the board if they have three or more unexcused absences from board meetings in a year. A director may also be removed for other reasons, including violation of the board’s code of conduct, or by a three-fourths vote of the remaining directors. Any director may resign at any time by delivering written notice (which may be electronic mail) of his or her resignation to the Executive Director, board secretary, or board president. Board Composition: The board shall have between 7 and 9 members and never fewer than 5. Members will serve a 3 year term and may serve up to 2 consecutive terms. Board terms will start in June of each year with terms staggered to ensure that only one third of the board is new each year. The board will
69
consist of a diverse group of community members and professionals who value providing children a holistic education through the integration of academics, the arts, and the fundamental process of STEM-based thinking. This group will reflect the student body, and thus the community. To ensure it can fulfill the governance needs of the school, the board will represent a broad range of skills and expertise. Aman STEAM Academy currently has 6 board members and is interviewing for 3 additional board openings. The founding board will include:
Board Member Specialty/Skill Board Responsibility
Interest
Leslie Colwell Legal & Community Outreach, Works as Legislative Director for
the Office of Senator Mike Johnston
Ed Policy and Networking with
Community Leaders
Interested in working with an innovative charter school in the
community she serves in her work with Senator Mike Johnston
Zachary Adorno Corporate Relations & Finance Fundraising and Budget
Interested in serving on the board of a charter school
Noe Martinez Community Engagement, Accounts Receivable, Purchasing
Community Outreach & Letters of
Endorsement
Interested in serving in a capacity that seeks to empower children and
families in an innovative way
Terrance Hendricks Education & Community Involvement, Serves a pastor in the community and is a 27-yr. educator
Community Outreach & Recruitment
Has a passion for the Near Northeast community and seeing
high quality education options brought to the area
Sandra Cleveland Contracting, Organizational Management & Governance
Governance Plan Desires to become involved with the educational community
Michelle Baca Administrative & Accounting Associate; Colorado League of
Charter Schools
Student Recruitment &
Canvassing
Has a passion for arts integration
Vacant Facilities
Vacant Fundraising/Grant Writing
Vacant Open
Pre to Post-Authorization Transition: The Aman STEAM Academy founding team includes a School Founder, Design Team, and Founding Committee. Oversight and governance of the school in the pre-authorization stage lies with the Founding/Planning Committee. The Design Team and School Founder have done the work of setting the mission and vision of the school and designing the educational program and school culture. To date, all members of the founding committee have been selected by School Founder, Farrah Nicole Martin, using criterion from organizations such as the Colorado League of Charter Schools, Aspire Public Schools, and New Schools for New Orleans. Members of the founding committee will transition to be the governing board pending approval of the charter application. As the needs of the school change during the transition from pre-authorization to post-authorization planning to start-up, the composition of the board may change slightly to reflect the board’s changing role from founding/planning committee to governing board. For example, one of the community outreach positions may be changed to a fundraising, real estate, or marketing position once the school is open and the first class has been recruited.
70
The School Founder will become the Executive Director. Members of the design team may take on roles in board committees, seek employment at the school, or may simply remain strong supporters and volunteers for the school. Selection of Board Members: Aman STEAM Academy is dedicated to endure the highest quality of board governance and careful thought is given to recruiting and selecting new board members. Extensive due diligence is conducted to ensure board members are a strong cultural fit with the organization and that they will add value in specific areas that are integral to the organization’s growth and success. Consideration will be made for candidates’ skills and expertise, connection to the community, and time availability. Aman STEAM Academy will make all efforts to recruit a board with a diverse set of skills and backgrounds that is representative of our community and student population and will provide effective oversight of the school. As board positions open, the board president and governance committee will identify particular skill sets which the board is lacking, advertise the board openings, and begin soliciting nominations and compiling names for potential candidates. An initial meeting will be held between the board candidate and the nominating board member. The Nominator will report back to the full board whether or not they feel the candidate should proceed in the recruitment and selection process. The prospective member will then meet with the Executive Director and potentially other board members and staff. They will be invited to visit the school and attend a board meeting to gain an idea of the culture of the school and board. After a final meeting with the Executive Director or nominator, a decision is then brought to the board for a final decision based on a majority vote. Prior to formally joining the board, candidates will be required to provide a criminal history record check, in compliance with the same requirements that apply to school employees, pursuant to section 22-30.5-110.5, C.R.S. Governing Board Training: Board members will be supplied with a Board member handbook and documents specific to the history, policies, and procedures of Aman STEAM Academy. In addition, Board members will read the Colorado Department of Education’s Charter School Governing Board Training Handbook found at http://www.cde.state.co.us/cdechart/govBoardhbk.htm. The Board member manual will include, but is not limited to:
The Aman STEAM Academy charter application and contract
Other legal documents such as articles of incorporation, Bylaws, etc.
Charter school mission, vision, and strategic plan
The educational plan of the charter school including educational philosophy, learning outcomes for students, curriculum, instructional strategies, assessment methods, etc.
Board structure and operations including policies, description of Board of Directors’ responsibilities, overall committee structure and responsibility descriptions for each committee, decision-making methods, organizational chart, list of current Board directors, titles, and all affiliations
Colorado open meetings/open records law
Staffing structure, job description of Executive Director, and the position performance review procedures
71
Finances including Aman STEAM Academy’s financial history, current financial condition and long-range financial plans, previous year’s audit and budget, the current annual budget, the school’s investment and banking procedures and other relevant financial information
School statistics and annual report
The CDE’s Charter School Governing Board Training Handbook
The STEAM and Project-Based Learning section of this application
Sample newsletters, brochures, or other publications; newspaper or magazine articles about Aman STEAM Academy; and
Other documents as deemed necessary by the School Director, Board of Directors, and/or the Board Development Committee.
The Board Member Handbook will be developed and published within the first three months of the Board’s creation. The initial Board of Directors, in conjunction with the remaining Founding Committee members will develop the Handbook in accordance with the above guidelines and other items that pertain to an effective Board of Directors. A copy of all Board documents will be kept on file in the school office. Opportunities for leadership development will be available to Board members. As time permits Board members will attend workshops or conferences such as the Colorado League of Charter School’s “Welcome to the Board: Governance Training 101,” which are designed to help Boards improve their practices. All elected Board members will begin the Online Charter School Governing Board Training Modules. The Online Charter School Governing Board Training Modules provide a comprehensive range of topics and an in depth look at governance and charter school oversight. The Board training modules provide guidance on a wide range of topics regarding the oversight and governance of charter schools. Topics of critical importance in board training efforts include:
Building an understanding of the educational landscape, making them aware of key education issues
Operating as a unified entity, seeking to bridge the broad range of backgrounds and personalities to a team that can work in alignment to make decisions that are in the best interests of the organization
Developing consistent systems and processes
Team building Aman STAM Academy will also partner with the Colorado Business Committee for the Arts (CBCA) to both recruit and develop Board members in serving as Directors of an Arts integrated organization. CBCA’s Leadership Arts program is an innovative eight-month leadership training that prepares people to represent their companies on the Board of Directors of nonprofit arts and cultural organizations. Leadership skills are enhanced, knowledge increased, and more effective and productive board members result. This service will be part of our membership with the organization. C. School Oversight & Stakeholder Engagement
The Aman STEAM Academy board, in collaboration with the Executive Director, will set targets with timelines for student success that include staff and student performance and engagement (e.g., recruitment, enrollment and attendance, staff attrition rate, student attrition rate, assessment data,
72
etc.) to ensure the school is meeting academic and organizational goals. Additionally, the board will receive a monthly report from the Executive Director and Assistant Principal (Director of Finance and Operations) concerning the financial health and stability of the organization. Financial statements and other accounting reports will be shared with explanations provided on expenses and revenues during monthly board meetings. All discussions will be rooted in the mission and vision of the school, ensuring the school is accomplishing its academic and organizational goals.
Evaluating the Executive Director: One of the responsibilities of the board is hiring an Executive Director. The Executive Director will be hired on a contract to be reviewed and renewed on an annual basis. The board will also conduct the evaluation of the Executive Director on an annual basis, and will remove the Executive Director, if necessary, for poor performance. Prior to the opening of the school, the founding committee and design team will investigate best practices in evaluating school leaders and will construct a list of key responsibilities and outcomes and a rubric by which the Executive Director will be evaluated. The evaluation will include but will not be limited to:
Effective adult leadership and supervision
Relationship with the community/Community Outreach
Building School Community
Academic Outcomes and Growth
Integrity of School Finances
Effective oversight of school operations and the Director of Finance and Operations
Professionalism
Academic Achievement (50% of evaluation as per Colorado SB:10-191)
Grievance Process: It is the desire of the Aman STEAM Academy that any complaints arising in the school be resolved fairly and promptly. Prior to the initiation of a grievance, the parent, employee, or community member should discuss the dispute with the Executive Director in an attempt to resolve the problem. The Advisory Grievance Committee shall review all grievances and is comprised of the board President (or designee), the board secretary, and a parent representative from the BSFC.
In the event a complaint emerges that cannot be resolved by the Executive Director informally, the Aman STEAM Academy Board will follow the Complaint and Grievance Procedures as follows:
First Resolution Step: A person must initiate a grievance on a fully completed Grievance Form, stating the claim, detailed statement of the facts in support of the claim, and the relief requested. After submitting the form to the appropriate first respondent (may not be Executive Director at this stage), the aggrieved and first respondent will meet to settle the grievance and collaborate on a solution to which both persons agree. Within five (5) days of the initial meeting decision, the first respondent shall list their response on the grievance form and return to the grievant.
Second Resolution Step: If no resolution is made in the first step, the dispute can be brought to the Executive Director within (5) days of the date of the first resolution meeting. At this time, the Executive Director will meet with both parties to resolve the dispute. This meeting shall take place within five (5) days of the second resolution request from the aggrieved.
Third Resolution Step: If the aggrieved is not satisfied with Executive Director’s decision or feels uncomfortable bringing the dispute to the attention of the Executive Director, he/she has five (5) days from the second resolution meeting to request (in writing) a meeting with the board of
73
directors. This meeting shall take place with five (5) days of the request by the president of the board during and executive committee/ad-hoc meeting. If further discussion is needed, the grievance will be discussed at the following board meeting. The Board of Directors will make a recommendation for resolution of the situation.
D. Board Status & Compliance
Aman STEAM Academy has registered its name and filed Articles of Incorporation with the State of Colorado under Aman STEAM Academy, Inc. Draft Articles of Incorporation and governing bylaws can be found in Appendix P. Aman STEAM Academy will be a recognized non-profit/non-member corporation of the State of Colorado in good standing, illustrated by the Certificate in Appendix P. We are in the process of obtaining Federal 501(c)3 status, working with Ireland, Stapleton, Pryor, and Pascoe PC, a recommended group by Jessica Johnson ,Esq., Director of Advocacy Programs at the Colorado League of Charter Schools.
Aman STEAM Academy is governed by a Board of Directors, which is the legal governing board responsible for holding the charter, entering into the charter contract with Denver Public Schools, and overseeing the operational, financial, and academic performance of the charter school.
Articles of Incorporation and bylaws were drafted by researching those of high-performing charter schools and non-profit organizations from around the country. These draft articles and bylaws will be forwarded to legal counsel and reviewed to ensure they are compliant with state and federal laws.
The Aman STEAM Academy Board of Directors shall hold monthly meetings at the school, posted on its website. Until that time, Aman STEAM Academy will post on its website and local newspapers meeting times and places. Aman STEAM Academy will adhere to all requirements of meetings pursuant to CRS § 22-32-108.
E. Budget & Policy Narrative
Aman STEAM Academy’s success depends on its ability to establish an efficient business model that ensures the school can cover its expenses while delivering a successful academic program. Please see our budget in the attached Excel spreadsheet. Revenue School Revenue Sources:
Colorado State Per Pupil Funding (Grades K-8)
Kindergarten Tuition
Title I, II, and III Funding
ELPA Funding
District Mill Levies
Colorado Public Charter Schools Startup and Implementation Grant
Foundation Grants
Partnerships with local businesses and non-profits Colorado State Per Pupil Funding (Funding for students in grades K-8): Grades K-8 will be funded by the State of Colorado at the Per Pupil amount for Denver Public Schools projected by the Colorado Department of Education for FY 2013-14 ($7105), multiplied by the at-risk calculation and an anticipated
74
increase of 1.02% each year. These projections have been calculated based on the advisement of Lori Deacon, a seasoned and respected charter school budget developer. In December, our PPR amount will be adjusted using the CDE “At-Risk Adjustment” formula to compensate for an FRL rate that differs from the district average. The DPS district average FRL rate is 69%. We are targeting an enrollment of 70% FRL and therefor anticipate that our PPR will not change greatly from the DPS amount. Our calculated adjusted PPR amount would be: $6858/student. Kindergarten Tuition: Due to lack of federal or state funding for full day Kindergarten, Aman STEAM Academy does not expect to collect sufficient public revenue for the Kindergarten program. In order to make up the gap between the cost of providing a program for this grade level and the very limited funding available, Aman will charge tuition four our full-day Kindergarten program. Whereas traditional DPS full-day Kindergarten options typically cost $3401, Aman STEAM Academy has researched comparable programs and has decided to charge $200/month for 10 months for full day 5 days/week. Eligible students and families will pay this amount minus scholarships amount provided by DPS. Title I Funding: DPS allots all schools with an FRL rate equal to or greater than 66% $415 (FRL 90-100%) or $365 (FRL 66-89.9%) per student who qualifies for FRL. As we are projecting 70% of our students being eligible for FRL, we have budgeted assuming we will receive $365/student for our FRL population. Title II Funding: These funds are allotted to schools to assist with professional development costs. We are projecting $35/student. Title III Funding: Title III funds are federal funds provided to support schools in providing services to English Language Learners. We are projecting 25% of our student population being classified as ELLs, receiving $95/ELL membership. ELPA Funding: The English Language Proficiency Act provides funding for Bilingual Education and ESL programs serving students whose primary language of communication is not English.2 We anticipate that approximately 25% of our students in K-8 will qualify as either Non-English Proficient or Limited English Proficient under the ELPA guidelines. We also anticipate that former ELLs will progress from Non-English Proficient to Limited English Proficient to no longer qualifying due to increase in English language skills gained in our program. Therefore, we have held our projections constant, projecting approximately 25% of student s will qualify for ELPA at full implementation. Additional Sources of Revenue: In addition to the district per pupil revenue and tuition that Aman will receive, we will need additional start-up funding to ensure our school can deliver a strong STEM+arts integrated program.
CDE Start-Up and Implementation Grant: As a charter school, Aman STEAM Academy anticipates receiving start-up federal funding managed through the Colorado Department of Education grant. The CDE start-up grant can pay $1,500/student enrolled in the program, where Kindergarten students count as 0.5. The grant is determined based on the average number of
1 http://earlyeducation.dpsk12.org/wp-content/uploads/2012/01/3YOIncomeGrid-English-2012-2013.pdf
2 http://www.cde.state.co.us/FedPrograms/tiii/elpa.asp
75
eligible students enrolled in the program in years 1-3. Aman anticipates receiving $195K for the first three years (Year 0, 1, 2).
Foundation Revenue: ASA anticipates receiving start up grant funding from the following organizations:
o Walton o Daniels o Rose o Arnold Family Foundation o Others
Planning Grant Funding: ASA has recently received two planning grants from the Colorado League of Charter Schools. Both grants were in the amount of $2500 and ASA anticipates applying for at least two more funding cycles of this grant.
Additional Assumptions in Budget Preparation:
Salaries will increase by 3% each year with an option to receive performance credits/stipends each year
PERA anticipated to be 5.64% FY14, with a 0.9% increase each year
PCOPS anticipated to be 11.36% FY14, with a 0.5% decrease each year
Rental of a DPS facility is anticipated to rise to $700 per student each year
ELPA is anticipated to remain at $592.39 for NEP and $42.45 for LEP each year
District Special Education services have declined in the last two previous years to $491. We will assume an increase of 2% per year for conservative budgeting.
Inflation is assumed to increase by 1% per year.
The school is sustainable without grant funding by year 3
Gary Clark of Hub International has provided estimated costs for employee health, life, dental, disability, and vision insurance. Based upon his work with charter schools, he has advised health ($330/month per employee), life ($5/month per employee), and dental ($35/month per employee with the school paying $12/month per employee) in our start-up years. Upon approval, Hub International will provide insurance for Aman and its employees.
Aman STEAM Academy will partner with G&G Consulting, a recommended vendor of the Colorado League of Charter Schools, to provide full back office support for financial oversight, budgeting, accounting, and auditing services. An estimated $45K-50K has been projected in our budget based upon the recommendation of Lori Deacon.
Aman STEAM Academy will contract with Revolution Foods to provide food with a high nutritional standard that are compliant with USDA regulations. Supporting documents have been included in Appendix E. The attached MOU is based upon 60% of our student population participating in the meal program and a 70% FRL population. Meal costs will be $1.85/student (breakfast) and $3.05/student (lunch), which includes all components of meals, delivery, nutrition education, and a representative.
Human Capital: Salaries Aman STEAM Academy values teachers who are able to achieve extraordinary results with students. Teacher salaries will be based on the following formula: Qualifications Salary/Credit
Starting salary for a first year teacher with BS degree
$40,000.00
76
Education: Master Degree $2,000.00
Education: Specialized Endorsements in related teaching area (ELL, Gifted, etc.)
$500.00
Education: Ph.D. (does not receive additional master credit)
$4,000.00
Experience in the field before ASA (per year) (only full time teaching experience counts)
$400.00
Experience in the field at ASA (per year) $500.00
Teaching License (initial or provisional) $1,000.00
Teaching License (professional)(does not receive additional initial license credit)
$2,000.00
Performance Credit (for returning teachers only) TBD by the board
Teachers who are serving additional duties may receive additional stipends. Additional Duties Stipend Amount
Department Chair/ELL Coordinator/Arts Coordinator
$2,000.00
Teacher Mentor/Coach/RTI Coordinator $1,200.00
Specialized Competition Coach and Coordinators (requires 64 hours of weekend or after hours commitment) (Science Fair, Destination Imagination, History Day, Spelling Bee, STEM/Arts Contests, Competitive Sports, other approved competitions)
$1,000.00
Summer School Teaching $20/hr.
Special Education Staffing Chair $1,000.00
Mentor/coach stipend, CMLP Mentor $300
After School Tutoring $25/hr.
Enrollment Goals: The chart below details Aman’s enrollment projections and the amount of PPR and tuition funding that result in Years 1-5.
Grade Year 1 Year 2 Year 3 Year 4 Year 5
Kindergarten 75 75 75 75 75
1 75 75 75 75 75
2 75 75 75 75
77
3 75 75 75
4 75 75
5 75
6
7
8
Total # Students
150 225 300 375 450
Publicly Funded
Students
118.5 193.5 268.5 343.5 418.5
PPR Revenues $812,622 $1,355,965 $1,921,808 $2,510,150 $3,120,993
Tuition Revenues
$105,000 $105,000 $105,000 $105,000 $105,000
Contingency Plan: Should Aman STEAM Academy not meet its fundraising targets or fall short of our projected and stated enrollment goal, we will institute the following course of action:
Hire fewer interventionists
Hire enrichment teachers on a part-time basis and adjust the schedule accordingly
Choose a lower priced food service for our students
Increase Kindergarten tuition
Lessen performance credit payout options
Internal Controls, Financial Procedures, and Cash Management: Aman STEAM Academy will develop and implement financial procedures establishing how day-to-day financial activity will be accomplished. All spending decisions in amounts greater than $10K will require board approval. Proper authorization, documentation, and segregation of duties will be required for all spending.
The Office Manager will receive all cash and document the receipts, purposes, and amounts received. The Executive Director will sign all checks and all deposits to the bank. All purchase order requests will be submitted to the office manager. Once purchase orders are completed, they will be signed for approval by the Executive Director. Our budget is included in an accompanying excel document.
F. Facility
The Aman STEAM Academy is currently seeking space for lease within the boundaries of Denver Public Schools. The board hopes to secure a location that is within five to seven miles of the Stapleton/Park Hill neighborhoods to make it easily accessible to possible students in the entire Near Northeast Region. Based upon guidelines from Jessica Johnson, Esq. (Director of Advocacy Programs) at the Colorado League of Charter Schools, Aman STEAM Academy has projected the amount of space needed per year. The requirements for the first year are as follows: Recommended Square Footage per Child: 70-110 sq. ft. Estimates based on Average Square Footage per Child: 70 sq. ft.
78
Three Kindergarten Classrooms: 1750 sq. ft. each Three First Grade Classrooms: 1750 sq. ft. each Two Classrooms (shared space among enrichment courses): 1750 sq. ft. each
Three Offices (Executive Director, Director of Finance and Operations, and SPED Teacher): 100-150 sq. ft. each Front Office: 300 sq. ft. Dual Purpose Room (lunch room, auditorium, gym): 2700 sq. ft. Teacher’s Work Room/Lounge: 250 sq. ft. Hallways, bathrooms, mechanical, etc.: 2000 sq. ft.
This space will comprise eight classrooms and four offices. Additional criteria for an acceptable location include: 20-30 on-site parking spaces (minimum) Adequate space and traffic flow for drop-off and pick-up
Zoned as at least “Conditional Use” for a Charter School (zone types A, OR, OC, PBC, C-5, C-6, PIP-1, PIP-2, or M-1) Meets all applicable federal, state, and local building codes and be ADA-compliant
The ideal facility will also have these extra amenities: Open space where students can play and participate in sports Close to a city bus stop to help facilitate transportation of lower income students Zoned as “Permitted” for a Charter School (zone types A, OR, OC, or TND) Pursuant to C.R.S. 22-30.5-104(3), Aman STEAM Academy will comply with state and federal law requiring any facility alterations to accommodate special education students. Request for Use of Available District Building: Aman STEAM Academy requests to be included in consideration for the use of an appropriate district owned facility, should one become available. However, Aman is actively pursuing the lease of a privately own facility, should no district facility be available to meet Aman’s needs. Possible Locations: Aman STEAM Academy has identified Carole Schumacher, Executive Vice President of BRC Real Estate, as our primary facility representation in exploring non-DPS facilities. Ms. Schumacher was recommended by fellow new charter school developers. Ms. Schumacher has provided a quote of $10-$17 per square foot in leasing fees as the typical range for her previous charter school clients. Aman’s Executive Director and board will continue working with Ms. Schumacher to identify non-DPS facility options. Facility Funding: Long-term, the Aman STEAM Academy seeks to find a permanent home of approximately 54,000 to 59,000 sq. ft. (80 sq. ft. per 675 students at full capacity) at $17/sq. ft3. This would provide for larger classrooms, a dedicated library, several multi-purpose areas where small-group or one-on-one instruction could take place, a gymnasium/auditorium, ample administrative space, and a parent lounge where parents can socialize and share resources. This rate is assumed to be all inclusive of maintenance, utilities, and taxes. Our fundraising committee will approach material suppliers, builders, and the community for financial, material, and labor donations to help finance tenant improvements
3 Based on quotes from Carole Schumacher.
79
beyond those provided by the property owner. It is our goal that al facilities expenses including rent, facilities related expenses, and loan repayment will make up less than 12-15% of our overall budget Facility Readiness: At the present, numerous facility options remain open to Aman STEAM Academy. The following timeline gives an overview of the steps we endeavor to take in securing a facility option prior to our project August, 2014 opening date: July-August, 2013
Prepare business plan
Define location and site parameters, space requirements, and projected facilities needs
Tour possible sites September-October, 2013
Budget funds for facilities
Construct and issue RFPs (Request for Proposal) to potential options
Continue searching market for potential options
November-December, 2013
Review and compare responses to RFPs
Respond to proposals from landlords
Conduct initial space plan for short list of options (goal: 2 sites)
Conduct expert review of site and costs
Review code, fire, safety, and ADA issues
Price space plan with potential contractors
Conduct final proposal negotiations with landlord
Sign letter of intent
January, 2014
Negotiate final terms
Sign lease
Plan and design
Finalize construction documents
Submit construction documents for zoning and permits
Select general contractor
February, 2014
Begin construction/renovation
March-May, 2014
Construction/Renovation
June, 2014
Final construction items
Security system/custodial orientation
Cosmetic preparation
Begin move-in
Install technology
80
Install furniture
July, 2014
Final classroom preparation
Finalize move-in
81
Section VI: Waivers
Pursuant to the Charter Schools Act, Aman STEAM Academy (Aman) requests waivers of certain
Colorado Revised Statues listed below. Each statue is identified and the reason for each request given
as well as a replacement plan. The waivers will enable the school to better meet its mission, goals, and
objectives, and implement its education program. The Aman budget has been developed under the
assumption that these waivers will be granted. Although a replacement plan is identified with each
waiver requested, additional replacement policies and refinement of the replacement plans will be
developed.
REQUEST FOR WAIVER OF COLORADO REVISED STATUTES
STATUTE DESCRIPTION AND RATIONALE
C.R.S. § 22-9-106 Local Board of Education—Duties—Performance Evaluation System This provision requires school districts to adopt written evaluation systems for all licensed personnel and outlines the requirements for such evaluation system. Rationale for Waiver: Because of the unique duties and responsibilities of teachers in the STEM+arts integration model, the Aman STEAM Academy will develop its own evaluation system for its personnel. Plan: Aman will be responsible for designing and implementing a personnel evaluation system, rather than DPS. Duration of the Waivers: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waiver will have no financial impact upon the Denver Public Schools. How the Impact of the Waivers Will be Evaluated: Since teacher performance has a critical impact on the performance of the entire school, the impact of this waiver will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: With this waiver, Aman will be able to implement its program and evaluate its teachers in accordance with its own evaluation system, which will be consistent with the school’s goals and objectives. This will benefit staff members as well as students and the community. C.R.S. § 22-32-109 (l)(f) Boards of Education—Specific Duties—Personnel This provision requires the local board of education to employ all personnel and fix their compensation. Rationale for Waiver: Aman STEAM Academy will be responsible for its own personnel matters, including employing its own staff and establishing its own terms and conditions of employment, policies, rules and regulations, and providing its own training. Therefore, Aman requests that these statutory
82
duties be waived or delegated from the Denver Public Schools Board of Education to the Executive Director and Board of Directors of Aman. The success of Aman will depend in part upon its ability to select and employ its own staff and to train and direct that staff in accordance with this Charter School Agreement and the goals and objectives of the school. All Aman staff will be employed on an at-will basis. Replacement Plan: Aman will be responsible for personnel matters rather than the District. Duration of the Waivers: Aman requests that the waiver be for the duration of its contract with the Denver Public Schools Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waiver will have no financial impact upon the Denver Public Schools. The school must operate within its budget and the cost of employing staff has been included in that budget. How the Impact of the Waivers Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: As a result of these waivers, Aman will select, employ and provide professional development for its own teachers and staff, in accordance with the terms and conditions set forth in the Charter School Agreement. C.R.S. § 22-32-109 (l) (n) (I) Boards of Education—Specific Duties—Length of Academic Session This provision grants the local board of education authority to determine the length of time during which the schools of the district must be in session during the following school year. Rationale for Waiver: The Denver Public School Board has granted to the Board of Directors of Aman the authority to determine the length of time during which the school will be in session. Replacement Plan: Aman will be responsible for establishing a school calendar that complies with the statutory minimum requirements for planned teacher-pupil instruction and teacher-pupil contact during the school year. Duration of the Waiver: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waiver will have no financial impact upon the Denver Public Schools. The school must operate within its budget and the costs of the school’s calendar have been included in that budget. How the Impact of the Waiver Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement.
83
Expected Outcome: Aman expects that as a result of this waiver it will be able to implement its curriculum and schedule in a manner that ensures students meet the educational standards of the school. C.R.S. § 22-32-109 (l) (t) Boards of Education—Specific Duties—Educational Program This provision grants the local board of education authority to determine the educational program to be carried on in schools of the district and to prescribe textbooks. Rationale for Waiver: The Denver Public School Board has granted to the Board of Directors of Aman the authority to determine the educational program and textbooks to be used in the school. Replacement Plan: The Aman educational program and curriculum is detailed in this Charter application. Duration of the Waiver: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waiver will have no financial impact upon the Denver Public School. The school must operate within its budget and the costs of the school’s educational program and curriculum have been included in that budget. How the Impact of the Waiver Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: Aman expects that as a result of this waiver it will be able to implement its curriculum and ensure that students meet the educational standards of the school. C.R.S. § 22-32-110 (1) (h) Boards of Education—Specific Powers—Terminating Personnel This provision makes the local board of education responsible for terminating personnel. Rationale for Waiver: Aman will be responsible for its own personnel matters, including employing its own staff and establishing its own terms and conditions of employment, policies, rules and regulations, and terminating its own employees. Therefore, the school requests that these statutory duties be waived or delegated from the Denver Public School Board of Education to the Executive Director and Board of Directors of Aman. The success of the school will depend in large part upon its ability to select and employ its own staff and to terminate individual staff members should they not perform in accordance with this Charter School Agreement and the goals and objectives of the school. All Aman staff will be employed on an at-will basis. Replacement Plan: Aman will be responsible for personnel matters rather than the District. Duration of the Waiver: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020.
84
Financial Impact: Aman anticipates that the requested waivers will have no financial impact upon Denver Public Schools. Aman must operate within its budget and the cost of employing staff has been included in that budget. How the Impact of the Waivers Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: As a result of these waivers, Aman will select, employ and provide professional development for its own teachers and staff, in accordance with the terms and conditions set by this Charter School Agreement. C.R.S. § 22-32-126 Principals—Employment and Authority This provision authorizes the local board of education to employ principals. Rationale: Aman will be responsible for its own personnel matters, including employing the Executive Director, its own staff and establishing its own terms and conditions of employment, policies, rules and regulations, and providing its own training. Executive Directors employed at Aman will be employed on an at-will basis. Therefore, Aman requests that these statutory duties be waived or delegated from the Denver Public School Board of Education to the Board of Directors of Aman. The success of this school will depend in large part upon its ability to select and employ its own Executive Director and staff in accordance with this Charter School Agreement and the goals and objectives of the school. Replacement Plan: Aman will be responsible for these matters rather than the district. The Aman Executive Director and teachers will have flexibility in structuring professional development and school policies to meet their needs. Duration of the Waiver: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waivers will have no financial impact upon the Denver Public Schools. Aman must operate within its budget and the cost of employing staff has been included in that budget. How the Impact of the Waivers Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: As a result of this waiver, Aman will select, employ and provide professional development for its principal in accordance with the terms and conditions set by the Charter School Agreement. C.R.S. § 22-63-201 Employment –License Required
85
This provision prohibits board from entering into an employment contract with a person who does not hold a teacher’s certificate or letter of authorization. Rationale: Aman will be responsible for its own personnel matters, including selecting the hiring criteria for and employing its own staff. The success of this school will depend in large part upon its ability to select and employ its own staff in accordance with this Charter School Agreement and the goals and objectives of the school. Replacement Plan: Aman will hire Highly Qualified staff, as required by federal law, who may or may not possess current Colorado teaching licenses. Duration of the Waiver: Aman requests that the waiver be for the duration of its contract with the Denver Public Schools Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waivers will have no financial impact upon the Denver Public Schools. The school must operate within its budget and the cost of employing staff has been included in that budget. How the Impact of the Waivers Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: As a result of this waiver, Aman will select and employ teachers and staff, in accordance with the terms and conditions set by the Charter School Agreement. C.R.S. § 22-63-202 Employment Contracts—Duration This provision prescribes specific elements of the annual term or non-probationary teacher contracts used by districts. Rationale: Aman will be responsible for its own personnel matters, including selecting, hiring, and terminating its own staff. The success of this school will depend in large part upon its ability to employ its own staff in accordance with this Charter School Agreement and the goals and objectives of the school. Replacement Plan: Aman will use its own form of employment agreement or contract, reflecting “at will” employment practices. Duration of the Waiver: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waivers will have no financial impact upon the Denver Public Schools. The school must operate within its budget and the cost of employing staff has been included in that budget.
86
How the Impact of the Waivers Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: As a result of this waiver, Aman will select and employ teachers and staff, in accordance with the terms and conditions set by the Charter School Agreement. C.R.S. § 22-63-203 Probationary Teachers—Renewal and Non-renewal of Employment Contract This provision provides for contract with probationary teachers and allows for non-renewal and renewal of employment contract. Rationale: Aman will be responsible for its own personnel matters, including selecting, hiring, and terminating its own staff. The success of this school will depend in large part upon its ability to employ its own staff in accordance with this Charter School Agreement and the goals and objectives of the school. Replacement Plan: Aman will use its own form of employment agreement or contract, reflecting “at will” employment practices, rather than annual term contracts. Duration of the Waiver: Aman requests that the waiver be for the duration of its contract with the Denver Public Schools Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waivers will have no financial impact upon the Denver Public Schools. The school must operate within its budget and the cost of employing staff has been included in that budget. How the Impact of the Waivers Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: As a result of this waiver, Aman will select and employ teachers and staff, in accordance with the terms and conditions set by the Charter School Agreement. C.R.S. § 22-63-206 Teacher Employment, Compensation and Dismissal Act—Transfer of Teachers This provision permits transfer of teachers between schools upon recommendation of district’s chief administrative officer. Rationale: Aman is granted the authority under the Charter School Agreement to select its own teachers. Denver Public Schools should not have the authority to transfer its teachers into Aman or transfer teachers from Aman to district schools, except as provided for in the Charter School Agreement. Replacement Plan: Aman will hire teachers on a best-qualified basis. Teachers who wish to transfer from Aman may follow district procedures.
87
Duration of the Waiver: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waivers will have no financial impact on the Denver Public Schools or Aman. How the Impact of the Waiver Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: Aman expects that as a result of this waiver it will be able to manage its own personnel affairs. Consistent with the terms of this Charter School Agreement and the Colorado Charter School Law, Aman will provide the opportunity for teachers to transfer into the district if they so choose. C.R.S. § 22-63-301 Transfer Employment, Compensation and Dismissal Act—Grounds for Dismissal This provision outlines the grounds for termination of non-probationary status or mid-term termination of an annual contract. Rationale: The success of Aman in accomplishing its mission is dependent primarily upon the talents, skills and personal commitment of its teachers. The school must be able to terminate employees who cannot deliver its educational program successfully. All employees of Aman will be employed on an at-will basis. Replacement Plan: Continued employment at Aman shall be subject to an annual satisfactory performance evaluation. Teachers who are rated unsuccessful may be terminated by the school. Duration of the Waivers: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waivers will have no financial impact on Denver Public Schools or Aman. Aman must operate within its budget and the cost of employing staff has been included in that budget. How the Impact of the Waivers Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: As a result of these waivers, Aman will be able to provide instruction in accordance with the philosophy and mission as stated in this Charter Proposal. C.R.S. § 22-63-302 Transfer Employment, Compensation and Dismissal Act—Procedures for Dismissal This provision outlines the process for terminating a non-probationary teacher.
88
Rationale: The success of Aman in accomplishing its mission is dependent primarily upon the talents, skills and personal commitment of its teachers. The school must be able to terminate employees who cannot deliver its educational program successfully. All employees of Aman will be employed on an at-will basis. Replacement Plan: Continued employment at Aman shall be subject to an annual satisfactory performance evaluation. Teachers who are rated unsuccessful may be terminated by the school. Duration of the Waivers: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waivers will have no financial impact on Denver Public Schools or Aman STEAM Academy. Aman must operate within its budget and the cost of employing staff has been included in that budget. How the Impact of the Waivers Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: As a result of these waivers, Aman will be able to provide instruction in accordance with the philosophy and mission as stated in this Charter Proposal. C.R.S. § 22-63-401 Transfer Employment, Compensation and Dismissal Act This provision authorizes a local board of education to adopt a salary schedule and place teachers employed by the district on the schedule. Rationale: Aman should be delegated the authority to determine compensation rates, in accordance with the Charter School Agreement. The workday and work year in Aman may be different from that of the District and compensation must be adjusted accordingly. Replacement Plan: Aman will adopt its own salary schedule. The school will set competitive rates for each level of teachers it employs. Aman’s Executive Director will determine the placement of teachers on the salary schedule. The district’s salary schedule will be used as a guideline for developing the Aman salary schedule. Duration of the Waiver: Aman requests that the waiver be for the duration of its contract with the Denver Public Schools Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waivers will have no financial impact on Denver Public Schools or Aman. Aman must operate within its budget and the cost of employing staff has been included in that budget. How the impact of the Waiver Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement.
89
Expected Outcome: As a result of this waiver, Aman should be able to attract qualified personnel and provide instruction in accordance with the philosophy and mission as stated in this Charter Proposal. C.R.S. § 22-63-402 Services –Disbursements This provision prohibits disbursement of district monies to teacher without a valid teacher’s certificate, letter of authorization or written authorization. Rationale: Aman should be granted the authority to hire teachers and principals that will support the school’s goals and objectives. The school will seek to attract principals and teachers from a wide variety of backgrounds, including, but not limited to teachers from out-of-state, teachers with a lapsed Colorado certificate, persons with several years of successful teaching experience in a setting not requiring a license, as well as persons with business or professional experience. All employees of Aman will be employed on an at-will basis. Replacement Plan: Aman will, where possible, hire certified leadership team members and teachers. However, in some instances it may be advantageous for the school to be able to hire leadership team members and/or teachers without a certificate and who possess unique background and/or skills or fill the need of the school. Duration of the Waivers: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waivers will have no financial impact on Denver Public Schools or Aman. Aman must operate within its budget and the cost of employing staff has been included in that budget. How the Impact of the Waivers Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: As a result of these waivers, Aman will be able to employ professional staff possessing unique skills and/or background filling all staff needs. C.R.S. § 22-63-403 Payment of Salaries This provision governs payment of salaries upon termination of employment of a teacher. Rationale: Aman should be granted the authority to develop its own employment contracts and terms and conditions of employment. The school will be operating differently from other schools with a unique curriculum for which having the proper teaching staff is essential. Not every teacher who is successful in the regular public school will be successful at Aman. All employees of Aman will be employed on an at-will basis. Replacement Plan: Aman will be responsible for personnel matters rather than the District.
90
Duration of the Waivers: Aman requests that the waiver be for the duration of its contract with the Denver Public School Board. Therefore, the waiver is requested for five academic operating years, through June 30, 2020. Financial Impact: Aman anticipates that the requested waivers will have no financial impact on Denver Public Schools or Aman. Aman must operate within its budget and the cost of employing staff has been included in that budget. How the Impact of the Waivers Will be Evaluated: The impact of the waivers will be measured by the same performance criteria and assessments that apply to Aman, as set forth in this Charter School Agreement. Expected Outcome: As a result of these waivers, the Aman will be able to employ professional staff possessing unique skills and/or background, filling all staff needs.
