The 2017 Call for New Quality Schools
For New Schools Opening in Fall 2018 or Thereafter

Portfolio Management
Denver Public Schools
1860 Lincoln St
Denver, CO 80203
http://portfolio.dpsk12.org

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 Table of Contents
Letter from Superintendent Tom Boasberg.................................................................................................. 3
About the Call for New Quality Schools ........................................................................................................ 4
The Call as a Document............................................................................................................................. 4
The Call as a Quality Review Process ........................................................................................................ 4
The Call as a Community Matching Process ............................................................................................. 6
Priority District Needs: Restart Providers ..................................................................................................... 7
DPS calls for a restart provider for Greenlee Elementary School. ............................................................ 7
DPS calls for a restart provider for John Amesse Elementary School. ...................................................... 8
Guidance Regarding Phased-In and Whole-School Approaches to Restarts ............................................ 9
Guidance Regarding Services for English Language Learners and Native Language Instruction............ 10
A Note Regarding Future Restart Needs ................................................................................................. 11
Considerations for Charter Developers Intending to Open in Private Facilities in Areas Where DPS Has
Not Identified a Need.................................................................................................................................. 12
Far Northeast Denver.............................................................................................................................. 13
Near Northeast Denver ........................................................................................................................... 13
Central Denver ........................................................................................................................................ 14
Northwest Denver................................................................................................................................... 14
Southeast Denver.................................................................................................................................... 15
Southwest Denver................................................................................................................................... 15
Six Ways for Community to Get Involved in the Call Processes ................................................................. 15
Regional Community Meetings ................................................................................................................... 16
Timeline ...................................................................................................................................................... 17
Appendix A: Frequently Asked School Developer Questions about the Quality Review Process .............. 18
Appendix B: The DPS Board of Education ................................................................................................... 20
Appendix C: New Schools Opened Since 2008-2009 and Approved Schools Not Yet Open ...................... 21

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 Letter from Superintendent Tom Boasberg
February 2, 2017
Community Members and School Developers,
In Summer 2014, Denver Public Schools (DPS) unveiled the Denver Plan 2020, an ambitious new vision
for the District that was developed in collaboration with nearly 3,000 educators, parents, students,
community partners and city leaders from across Denver. The Denver Plan 2020 establishes one
overarching goal: By 2020, 80% of students in each region of our city will attend a high-quality school.
To make this goal a reality, DPS is committed both to strengthening existing schools and welcoming new
quality schools into the District.
DPS identifies needs for new schools based on two primary factors: enrollment growth and school
performance. The Call for New Quality Schools is the document and process through which the District
identifies these needs and invites proposals for new schools to meet them. This Call document
introduces the rigorous quality review process all new school proposals must undergo, whether they are
for district-run or charter schools. Following approval on a quality basis, approved new school applicants
may participate in a competitive community matching process through which the “best available
option” among all approved providers is selected to meet the needs of a specific school community and
be placed in a DPS facility.
For many years, DPS has been the fastest growing urban school district in the nation. Today, our growth
is slowing due to increased housing prices, lower birth rates and other realities. As you’ll see in a
subsequent section of this document, DPS actually has an oversupply of seats in several areas of the
District. In recent years, we’ve made the difficult decisions to close or consolidate schools or phase-out
grade levels as a result of demographic changes in recent years. A number of schools, charter and
district-run, are experiencing enrollment declines, which can impede a school’s ability execute its
strategic design with fidelity and produce positive outcomes for students. Further, several approved
new schools have not opened, after failing to meet their enrollment targets. Existing schools, along with
new schools already approved, will meet enrollment needs in all regions of the District through the end
of at least the 2018-2019 school year. For these reasons, DPS is not requesting any new school
proposals on the basis of enrollment needs this year.
DPS is, however, requesting new high-quality programs to replace two persistently low performing
elementary schools identified by the DPS Board of Education for restart under its School Performance
Compact policy, the Board policy that governs school closure or restart decisions on a performance
basis: John Amesse Elementary and Greenlee Elementary. We are actively seeking high-quality
applications from providers, district-run and charter, who are interested in serving these students and
dramatically improving the quality of their educational opportunities.
Thank you for your interest in our new schools process and for joining us in pursuit of our goal: “Great
Schools in Every Neighborhood.”
Sincerely,
Tom
Tom Boasberg, Superintendent
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 About the Call for New Quality Schools
The Call for New Quality Schools is three things. The Call is:
1. A document, which transparently articulates the needs DPS has for new or expanded school
programs.
2. A quality review process, through which proposals from school developers are evaluated for
quality and then approved or denied by the DPS Board of Education through a public vote.
3. A community matching process, through which approved programs compete for service to
meet a particular need and be placed in a District facility or to receive facility support through a
public vote of the Board of Education.

The Call as a Document
The Call document transparently articulates District needs for new schools and defines, within those
needs, the requirements for service and placement in a District facility to meet those needs. Given their
autonomous nature, approved charter schools may open in privately secured facilities and need not
compete for placement in a District facility. For this reason, and given slowing or declining enrollment in
some areas of the city, the Call also provides information to help school developers understand the
enrollment landscape in DPS.

The Call as a Quality Review Process
As a quality review process, the Call follows guidance outlined by the Colorado State Board of Education
in their rules concerning charter authorizing and by National Association of Charter School Authorizers’
best practice measures. The process also acts within the framework established by the DPS Board of
Education in its Charter Authorizing Policy.
Importantly, the Call is open to both District-run and charter school developers:
A District-run school is a public school with a governance structure directly connected to DPS. Its
employees are employees of the District. A District-run school may seek flexibilities around its mission,
curriculum, staffing terms, school calendar, school day and other fundamental aspects of their school
design. Depending on the type of flexibilities that the school requires in order to operate its model, the
school’s staff may choose to seek Innovation Status, under the terms of the Innovation Schools Act.
A charter school is a public school with a governance structure that is independent of the District.
Charter schools are incorporated as non-profit entities in the state of Colorado and are overseen by a
governing board established directly by the school. Charter schools are publicly funded, do not charge
tuition and are open to the public without discrimination or selective criteria. Charter schools have the
same responsibility to equitably serve students as District-run schools have and are held accountable
through the same School Performance Framework and School Performance Compact that apply to
District-run schools.
All public schools in Denver, regardless of governance type, operate within the “Three Equities:”
1. Equity of Opportunity means that the schools have access to equitable per pupil funding, support
services from the District, and available facilities. Facility access is defined by the Facility Allocation
Policy.

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 2. Equity of Responsibility and Access means that the schools must offer equitable and open access to
all students—regardless of socio-economic status, disability, home language or other status—and
share an equal obligation in District-wide responsibilities, such as the cost of District-wide special
education services.
This equity takes shape in numerous ways, including:
I.

II.

Access for students with more severe disabilities in high-quality schools. Historically, these
students lacked access to charter schools, and, in recent years, numerous DPS charter schools
have opened center programs to serve students with more significant disabilities.
Enrollment practices. DPS offers a common enrollment system, SchoolChoice, helping to ensure
families have equitable access to all schools in the city. Further, our charter contracts establish
shared expectations around other enrollment issues, such as ensuring access for students who
enter mid-year.

3. Equity of Accountability means that all schools are held to the same accountability system under
our School Performance Framework and the School Performance Compact so that standards of
performance are applied evenly across all school types.
The “Three Equities” originated within the path-breaking District-Charter Collaboration Compact, signed
in 2010, and are now actively governed and operationalized by the District-Charter Collaborative
Council.
Quality Review Process Steps
The quality review process includes:
1. Submission of a letter of intent and an application. New school applications and rubrics are
available online. The application includes a letter of intent template.
2. Evaluation of the application by an Application Review Team (ART), which consists of internal
and external experts including community representatives, against the rubric. The work of the
ART is confidential and deliberative, as it works to support the deliberations of the
Superintendent. The ART forms an evidence-based opinion about an application’s quality to
share with the Superintendent.
3. Evaluation of the application by the District Accountability Committee (DAC), in the case of
charter schools and as required by statute. The DAC works at the behest of the DPS Board of
Education and issues its recommendation directly to the Board.
4. An interview with members of the ART, as well as the the DAC for charter applicants.
5. Participation in District-convened regional community meetings, at which each applicant has the
opportunity to present to community. The District will collect community feedback. The
schedule of meetings is provided in the Appendix.
6. Using inputs from the ART and community meetings and in consultation with senior District
leaders, the Superintendent makes an evidence-based recommendation to the Board about
whether an application should be approved or denied on a quality basis.
7. Participation in a meeting of the DPS Board of Education, in which each applicant has the
opportunity to make a short presentation and answer questions from Board members

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 8. An opportunity for a program’s supporters to provide testimony at a Public Comment session at
a meeting of the DPS Board of Education
9. The Board of Education considers all of these inputs in making a final determination to approve
or deny an application through a public vote.

The Call as a Community Matching Process
The Community Matching Process is open only to applicants approved through the quality review
process above and to those approved in previous Call cycles. It is defined by the Board’s Facility
Allocation Policy (FAP), which establishes three main criteria:
1. “Academic Growth and Student Achievement,” upon which a “premium” is placed.
2. “Alignment to Priority District Needs,” codified by the needs and requirements listed in the Call
document; and
3. “Enrollment Demand.”
As established in the FAP, “In the case of more than one school meeting criteria where only one option
is needed … the District will provide its recommendation based upon the ‘best available option,’ defined
in alignment with the above criteria.” The Community Matching Process is thus competitive.

In the specific context of restart needs, a Community Review Board lies at the heart of this
competitive process. Comprised of stakeholders from the impacted community, as well as
professional reviewers, the Community Review Board is responsible for developing an evidencebased recommendation for the Superintendent defining which of the available high-quality
providers it believes is the “best available option” to serve as the restart provider for the specific
school community. To support objectivity, the Community Review Board is facilitated by a thirdparty consultant, not District staff.
The Community Matching Process includes:
1. Submission of a letter of intent, which is binding in the sense that providers who do not submit a
letter of intent by the deadline – February 10, 2017, at 5 pm – will not be eligible to compete in
the community matching process. Applicants may choose to withdraw at a later point. DPS also
will disqualify programs that are not recommended for approval under the quality review
process for new schools.
2. Submission of a placement application, which is distinct from the new schools application, as
placement criteria differ from those defined in the new-schools rubrics for quality purposes. For
example, the needs of students at a specific school site may require a particular form of English
Language Acquisition programming. Placement applications and rubrics will be available online
by February 15, 2017.
3. Multiple meetings with the Community Review Board, the dates and times for which will be
established by the Community Review Board itself in early March;
4. Participation in at least one community meeting that the Community Review Board will host to
gain input from a broader set of stakeholders about providers interested in meeting a restart
need.
5. Evaluation of the placement application by the Community Review Board, using a publicly
available rubric based on the criteria of the Facility Allocation Policy (FAP), above.
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 6. Using these inputs and providing an evidence-based rationale, the Community Review Board will
make a recommendation to the Superintendent about the comparative strength of each
applicant in each of the FAP areas and make a recommendation as to the “best available option”
among available quality providers. Note: In restart contexts, Community Priorities will serve as
criteria for the “Enrollment Demand” category. Those Community Priorities will be released on
February 6, 2017.
7. Considering the findings of the Community Review Board and in consultation with the District’s
officers and portfolio manager, the Superintendent makes an evidence-based recommendation
to the Board about which placement applicant the District believes is the best available option
to meet a restart need.
8. There will be an opportunity for program supporters to provide testimony at a Public Comment
session at a meeting of the DPS Board of Education.
9. The Board of Education considers all of these inputs in making a final determination as to which
applicant is the “best available option” and will be placed through a public vote.
Applicants who compete for selection as a restart provider, but are not selected as the best available
option by the DPS Board of Education, may compete in future Community Matching or placement
processes. Given their autonomous nature, approved charter schools may independently secure and
open in private facility that is appropriate for a public school, but without financial support from the
District with regard to that facility.

Priority District Needs: Restart Providers
DPS calls for a restart provider for Greenlee Elementary School.
Greenlee Elementary is located in the Lincoln Park
Neighborhood on Denver’s “Westside”, and currently serves
201 K-5 students who live within the school’s boundary, as
well as 78 K-5 students who choice in from outside the
boundary and 56 ECE students.
The District and the school have made substantive efforts to
support and improve Greenlee’s performance over a period of
years, including a formal, state-funded transformation that
began in 2010, as well as more recent financial and targeted
supports provided through DPS’s Tiered Support Framework.
Last year, for example, the Greenlee community invested in the creation of a five-year strategic
blueprint. The school also has built strong community partnerships. Unfortunately, these efforts have
not yet produced intended improvements at the desired scale, and, given the school’s persistently low
performance, DPS now seeks a high-quality restart provider to dramatically improve the educational
opportunities available to Greenlee students.

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 Almost 94% of Greenlee students qualify for free or reduced lunch, and 70% of its students are “direct
certified,” meaning they are experiencing homelessness or housing insecurity, in foster care, receiving
food stamps, and/or have refugee status. The school has a 12.6% mobility rate. More than 31% of
Greenlee’s students are English language learners, and, among these students, Spanish is the primary
home language. Thirteen percent of Greenlee’s students have an Individualized Education Plan, and
91.9% of students are of color.
To compete to serve as the restart provider for Greenlee Elementary in the Community Matching
Process, applicants must first be approved by the DPS Board of Education through the quality review
process and then must meet the following requirements:











Provide a strong research basis for the restart approach, including planned whole-child supports
and supports for the additional needs of the direct-certified and high mobility populations.
Commit to serve the Greenlee Elementary boundary, including service to all late- and mid-year
arriving students residing within the boundary and service for English Language Learners at any
time of enrollment. Enrollment overflows will not be used until the school serves 35 students
per room.
Offer a research-based ELA program that includes the minimum requirements described below,
including native language instruction.
Commit to offer a center program for students with more significant disabilities in the future.
(Note: The District will seek to provide the school with at least 12 months of planning time to
develop any future center programs.)
Base program design and budget assumptions on current K-5 enrollment (279 students). (ECE is
not funded on a per-pupil basis; developers should assume a net-neutral impact of ECE on
budget.)
Offer grades ECE-5, considering DPS guidance on phased-in and whole-school approaches,
below.
Demonstrate alignment with the Community Priorities, which will be released on February 6,
2017.

DPS calls for a restart provider for John Amesse Elementary School.
John Amesse Elementary is located in the Montbello
neighborhood of Far Northeast Denver and currently serves
336 K-5 students who live within the school’s boundary, as
well as 89 K-5 students who choice in from outside the
boundary and 45 ECE students.
The District and the school have made substantive efforts to
support and improve Amesse’s performance over a period of
years, most recently from 2013 continuing into this academic
year with financial and targeted supports provided through DPS’s Tiered Support Framework. These
efforts have focused on staffing, data-driven instruction, improvement planning, teacher leadership,
extended year, extended day and teacher professional development and planning. Last spring, the
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 school also engaged in a community-partnered process on vision and school improvement planning. In
addition, the school has built extensive systems for parent/guardian engagement. Unfortunately, these
efforts have not yet produced intended improvements at the desired scale, and, given the school’s
persistently low performance, DPS now seeks a high-quality restart provider to dramatically improve the
educational opportunities available to Amesse students.
Nearly 96% of Amesse students qualify for free or reduced lunch, and 35% of its students are “direct
certified,” meaning they are experiencing homelessness or housing insecurity, in foster care, receiving
food stamps, and/or have refugee status. The school has a 14.4% mobility rate. Just over 55% of
Amesse’s students are English language learners, and, among these students, Spanish is the primary
home language. Seven percent of Amesse’s students have an Individualized Education Plan, and 96% of
students are of color.
To compete to serve as the restart provider for Amesse Elementary in the Community Matching Process,
applicants must first be approved by the DPS Board of Education through the quality review process and
then must meet the following requirements:










Provide a strong research basis for the restart approach, including planned whole-child supports
and supports for the additional needs of the direct-certified and high mobility populations.
Commit to serve the Amesse Elementary boundary, including service to all late- and mid-year
arriving students residing within the boundary and service for English Language Learners at any
time of enrollment. Enrollment overflows will not be used until the school serves 35 students
per room.
Offer a research-based ELA program that includes the minimum requirements described below,
including native language instruction.
Commit to offer a center program for students with more significant disabilities in the future.
(Note: The District will provide the school with at least 12 months of planning time to develop
any future center programs.)
Base program design and budget assumptions on current K-5 enrollment (425 students). (ECE is
not funded on a per-pupil basis; developers should assume a net-neutral impact on budget.)
Offer grades ECE-5, considering DPS guidance on phased-in and whole-school approaches,
below.
Demonstrate alignment with the Community Priorities, which will be released on February 6,
2017.

Guidance Regarding Phased-In and Whole-School Approaches to Restarts
DPS welcomes both phase-in and whole-school approaches to elementary restarts. DPS believes that the
pace of phase-in can be important in terms of student access to a new quality program and in terms of a
new school’s ability to execute its plan with excellence for students and effectively address core
elements, such as hiring great teachers to lead in the restart effort. An important additional
consideration is the size and ability of the legacy school to serve students well during a phase in. DPS
does expect selected restart providers to use a planning year, or a “Year Zero,” to deepen
implementation preparedness.
When an elementary phase-in approach is used:
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 1. In schools with more than 300 K-5 students, i.e. typically more than two classes per grade, DPS
generally supports a two-year phase in, such as serving grades K-2 in the first year of operation
and K-5 in the second, or a whole-school approach.
2. In schools with 300 or fewer K-5 students, i.e. generally two or fewer classes per grade, DPS
generally believes a whole-school approach can be undertaken effectively, such that all students
in grades K-5 are served by the new provider in its first year of operation.
Regardless of the approach proposed by a potential restart provider, restart applicants should explain in
the placement application the rationale for their phase-in or whole-school approach and also
demonstrate the capacity to execute with excellence for students using the selected approach. In
schools where 30% or more of students are direct certified, DPS believes significant wrap-around
services are critical to student success, and placement applications also should address how the
approach supports quality delivery of these services.
DPS recognizes that the likelihood of a restart provider’s long-term success for students and historical
academic track-record successfully serving similar students should be the primary factors in selecting a
restart provider. As established by the Facility Allocation Policy, the District will instruct the Community
Review Board to centralize these factors of “Academic Growth and Student Achievement” in forming a
recommendation to the Superintendent.

Guidance Regarding Services for English Language Learners and Native Language
Instruction
In order to meet the needs of the Greenlee and Amesse ELL students and in alignment with the Consent
Decree, the District has determined that the selected restart provider’s plan must, at a minimum,
include the following:
1. English Language Development Program:
a. Meets the academic and cultural needs of English Language Learners;
b. Provides Native Language Instruction consistent with the guidance below;
c. Serves all English Language Learners at any time of enrollment.
2. Staff to Serve English Language Learners:
a. A team of qualified ELA teachers and an ELA leader to monitor student progress in English
Language Acquisition;
b. A minimum of 1 bilingual teacher (via the Spanish Language Proficiency test or equivalent)
per grade level;
c. A trained school leader who oversee and evaluates the effectiveness of ELA services
provided by the school teachers.
3. Parent Engagement/Communication
a. Parent communications provided in the parent language indicated at registration;
b. A leader or designee who can communicate the services offered in the school to parents in
the parent’s language;
c. A Spanish-speaking staff member to support family communication; and
d. Parent engagement structure/parent action committee.

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 With regard to native language instruction, there are three types of program design in this area:
DPS Language Development Goals for TNLI Programs
EXPECTED RESULTS/GOALS
●
●

●
●

High levels of academic achievement in all curricular areas
Sufficient academic foundation in Spanish literacy and content areas
until instruction in English is appropriate (for Spanish-speaking English
learners)

TNLI PROGRAM TYPE

Early-exit

High levels of academic achievement in all curricular areas
Full academic proficiency in English and Spanish for native Spanish
speakers
Late-exit

●
●

High levels of academic achievement in all curricular areas
Full academic proficiency in English and Spanish for native Spanish
speakers and native English speakers
Dual language

In designing a native language program, district-run applicants should use the DPS Language Allocation
Guidelines for elementary schools; charter schools also should consult these guidelines in developing
research-based language allocation guidelines as part of their new-school or placement applications to
ensure eligible students receive adequate service minutes in Spanish, which must include Spanish
instruction in core content area(s) by teacher(s).
Representatives from the DPS ELA department are available to support applicants in deepening their
understanding of native language instruction programming, beginning with a workshop being offered on
February 21, 2017.
In alignment with the Consent Decree, DPS actively monitors implementation of ELA programs in all
schools and requires schools to “take action to remedy any noncompliance as soon as practicable and
within a reasonable period of time.” Further, DPS embraces accountability in new school designs for
both charter and district-run applicants. Accordingly, the District shall not approve an application from
either a district-run applicant or a charter applicant “that fails to propose an ELA Program reasonably
designed to enable the District’s ELLs to overcome their language barriers in a reasonable period of time
so that they can meaningfully and equally participate in the educational programs offered by the
school.”

A Note Regarding Future Restart Needs
DPS invites proposals during the 2017 Call for New Quality Schools from applicants interested in serving
as providers to meet future restart needs. Applications approved on a quality basis this year will be

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 eligible to compete in future Community Matching Processes for restart provider selection. School
developers interested in restart service are encouraged to develop school designs based on region(s) or
neighborhood(s) of interest and should carefully consider:
a. English Language Acquisition program design. Some restart needs are likely to require models
that provide Spanish-language instruction following research-based language allocation
guidelines;
b. Center program service;
c. Whole-school or phased-in approaches, aligned with DPS guidance.
d. Enrollment practices that ensure full access for late- and mid-year arrivals, across all grade levels
being served, and immediate participation in an enrollment zone or service to a boundary; and
e. A detailed research base for the “turnaround” approach incorporated into the restart design,
including intended whole-child supports and community engagement strategies.

Considerations for Charter Developers Intending to Open in Private
Facilities in Areas Where DPS Has Not Identified a Need
DPS has an oversupply of seats in several areas of the District. In recent years, we’ve made the difficult
decisions to close or consolidate schools or phase-out grade levels as a result of demographic changes in
recent years. A number of schools, charter and district-run, are experiencing enrollment declines, which
can impede a school’s ability execute its strategic design with fidelity and produce positive outcomes for
students. Existing schools, along with new schools already approved, will meet enrollment needs in all
regions of the District through at least the 2018-2019 school year. For these reasons, DPS is not
requesting any new school proposals this year on the basis of enrollment needs.
Under state law, however, charter operators may apply to open a new school that does not align to
District needs and open in a private facility that is appropriate for a public school. We encourage charter
operators in this situation to study the DPS enrollment landscape carefully. The 2016 Strategic Regional
Analysis provides a comprehensive view; below, we provide a summary of enrollment and capacity
considerations by region.

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 Far Northeast Denver
Enrollment is projected to decline in
Montbello, with continued growth in the
Green Valley Ranch and Gateway areas of the
Far Northeast. DPS has, however, already
approved several new schools that will meet
capacity demands in these areas in the near
term. For example, DSST at Noel will provide
new middle-school seats in 2018. Facility
utilization rates in the region remain high,
however.

Near Northeast Denver
NNE-D (Stapleton, north of I-70) will
continue to experience enrollment growth
through 2020. All other areas of the region,
including the neighborhoods of Park Hill,
Montclair and Hilltop, are forecasted to
experience further enrollment declines.
Park Hill, for example, currently has
oversupply of several hundred seats.
DPS already has approved new schools or
expanded existing schools to meet ongoing
enrollment needs in Stapleton in the near
term, including the expansion of McAuliffe
International School to 1,100 seats.

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 Central Denver
Enrollment across Central Denver is
expected to remain stagnant at best, or to
decline. The neighborhoods of Cole,
Whittier, Skyland, Cherry Creek and Capitol
Hill are at particular risk for declines. There
is an overall surplus of capacity in the
region at all grade levels due to enrollment
declines in recent years.

Northwest Denver
Enrollment in Northwest Denver has
been declining for 15 years, and these
declines are forecasted to continue.
There is an overall surplus of capacity
in the region at all grade levels.

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 Southeast Denver
Enrollment is roughly flat across the
region. There is an overall surplus of
capacity in the region at all grade
levels.

Southwest Denver
Enrollment is projected to decline across
the Southwest region by 2020. There is an
overall surplus of capacity in the region at
both the elementary and high school
levels. The opening of Bear Valley
International School and DSST at the
Henry campus will help address middleschool seat needs in the near term.

Six Ways for Community to Get Involved in the Call Processes
Successful new schools – and quality applications -- are formed through collaborations between
parents/guardians, community members and exemplary school leaders who design rigorous programs
tailored to student needs.
Parents/guardians and community members are encouraged to participate actively in developing and
providing feedback on new school applications, and several opportunities are built in explicitly:
(1) Work with a founding team to propose a new school;
(2) If you are a Greenlee or Amesse family or live within those schools’ boundaries and are not
affiliated with a team preparing a new school proposal, nominate yourself to serve on the
Community Review Board – email chistopher_dewitt@dpsk12.org to learn more;

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 (3) Write a letter supporting a new school application or to support a school’s selection as a restart
provider, for inclusion in its new school or placement application, or write directly to the DPS
Board of Education;
(4) Volunteer to serve on an Applicant Review Team (ART);
(5) Meet new school applicants and provide feedback on their proposed schools at the regional
community meetings being hosted by the DPS Board of Education (see the Timeline, below);
and/or
(6) Speak to the DPS Board of Education about the new school options during Public Comment (see
the Timeline, below).

Regional Community Meetings
As part of the quality review process, the DPS Board of Education is hosting regional community
meetings to invite community members to meet new school applicants and provide feedback on their
proposed schools. The meeting dates and times are listed below. Locations will be announced as soon
as possible.
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Far Northeast: April 13th from 6:00pm-7:30pm
Near Northeast: April 18th from 6:00pm-7:30pm
Northwest: April 19th from 6:00pm-7:30pm
Southeast: April 12th from 6:00pm-7:30pm
Southwest: April 14th from 6:00pm-7:30pm

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 Timeline
DPS Responsibilities

Applicant Responsibilities

Shared Responsibilities

Thursday, February 2

2017 Call for New Quality Schools released

Monday, February 6

Community Priorities for Amesse and Greenlee released

Friday, February 10

Letters of intent due for new school applications
Letters of intent due for placement applications (binding)
Release CRB Self-nomination materials

Monday, February 13
Friday, February 24

Monday, April 3

Community Review Board Self-Nominations Due
Community Review Board Professional Expert Nominations Due
Community Review Board Appointments Finalized by Appointments
Committee
Community Review Board begins initial meetings (additional
meetings to be determined by the Community Review Boards)
New School Applications due

Week of April 10- and April
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Regional Community Meetings for New Schools as part of the quality
review process

Wednesday, March 8
Week of March 13

Week of April 17

Application Review Team convenes

Week of April 24

ART Interviews
Application Review Team reconvenes
Placement Applications due

Friday, May 5
Monday, May 15

Thursday, May 18
May 22nd-June 6th
Monday, June 12
Thursday, June 15

Superintendent Recommendation on Quality to DPS Board of
Education for New Schools
New School Applicant Presentations to DPS Board of Education
Public Comment
DPS Board of Education Votes on Quality
Community Review Board develops final evidence and findings for
Superintendent
Restart Provider Recommendations to BOE
Applicant Presentations to BOE
Public Comment
DPS Board of Education Votes on Placements

17

 Appendix A: Frequently Asked School Developer Questions about the
Quality Review Process
Where do I find the new school applications and rubrics?
Right here.
Wow. The new school applications and rubrics cover a lot. Do you really need all of this?
Yes, we really do -- per statute and/or Denver Board policy. Most importantly, we must ensure your
proposed school will serve students well on day 1.
Wow. The application and rubrics cover a lot. Does DPS provide any support?
We do! We offer a series of workshops for prospective applicants, designed to:
● provide relevant information and ensure all applicants have equitable access to information
regarding the Call for New Quality Schools (CNQS) process
● improve the overall quality of applications received by clarifying expectations
Please fill out this form1 to denote interest in any or all of the workshops:
http://goo.gl/forms/OOiRjHNv9g
What are some common missteps in applications?
We cover a lot of this in the workshops, and, generally speaking, the best proposals are designed around
student needs, demonstrate strong demand and community involvement, and offer exemplary
approaches to teaching, leadership, education program, school culture and governance.
Why do you want a letter of intent? Is it binding?
Knowing how many applications we may receive helps us plan. The letter of intent for new schools is not
binding; if your team later decides not to submit a proposal, that’s OK.
Note: The letter of intent for placement is binding. You must submit this letter of intent if you intend to
compete in the Community Matching Process. You may withdraw at a later point or may be disqualified
if your new school application is not approved.
What is an “Application Review Team”? How do they assess a proposal’s quality?
All new school proposals are vetted by a team of 10-12 experts. We call these teams “Application
Review Teams” (ARTs). ARTs include a parent/guardian from the region the proposed school aims to
serve, an external consultant, and experts in English Language Acquisition, Special Education, curriculum
and instruction, as well as legal, finance, governance, human resources and other areas. In making

1

This survey is for planning purposes only. Invitations and confirmation emails will be sent one week prior to each
workshop.
18

 assessments about an application’s quality, all members of ARTs use the rubrics that are publicly
available on our website.
What can we expect in the applicant interview?
A smaller group from the ART will ask a standard set of questions, along with any simple, clarifying
questions about your proposal. (Applicants may not introduce new evidence during the interview.) We
recommend several experts from your founding team attend the interview, including the proposed
leader(s). For charter applicants, the founding board’s president and treasurer also should be present.
Representatives from the District Accountability Committee will participate in charter interviews.
Why is the DPS Board hosting regional meetings? What can we expect?
Our Board wants to hear directly from families and community members about schools being proposed
in each region. Your team will be invited to present at the meeting in the region your school intends to
serve. DPS will invite families and community members on its contact lists. Your team also can invite
people who are excited about your proposed school. We’ll know more about the specific format as the
event draws closer, and, typically, your team would give a short presentation and answer any immediate
questions. Community members would complete a questionnaire.
What other kinds of community outreach are we expected to do?
As defined in the application and rubrics, community involvement in the development of your school’s
plan is critical, as is producing sufficient evidence of demand for the program. How you undertake
engagement is up to your team.
What will our presentation to the Denver Board entail?
We’ll know more once the meeting draws closer, and, typically, your team would make a short
presentation to the Board and answer any questions its members may have.
What is Public Comment?
Public Comment is a time for families and community members to speak directly to the Board about
their support for your proposed school. Your team will be asked to organize your supporters into a
single group, which will have 10 minutes to speak.
Who makes the decision about an application’s approval?
The DPS Board of Education makes the decision through a vote. The Application Review Team provides
its opinion about an application’s quality to the Superintendent and the senior leadership team. The
Superintendent and his team consider the ART’s opinion, community input and other factors and deliver
a public recommendation, with evidence, to the Board. The Board can agree or disagree with the staff’s
recommendation in voting to approve or deny an application.

19

 Appendix B: The DPS Board of Education
Anne Rowe, President
District 1
Anne_Rowe@dpsk12.org
Barbara O’Brien, VicePresident
At Large
barbara_o’brien@dpsk12.org
Happy Haynes, Secretary
At Large
Happy_Haynes@dpsk12.org
Mike Johnson, Treasurer
District 3
mike_johnson@dpsk12.org
Rosemary Rodriguez
District 2
rosemary_rodriguez@dpsk12.org
Rachele C. Espiritu, Ph.D.
District 4
Rachele_Espiritu@dpsk12.org
Lisa Flores
District 5
lisa_flores@dpsk12.org

20

 Appendix C: New Schools Opened Since 2008-2009 and Approved
Schools Not Yet Open2
Note: Approved schools not yet open or not placed in a District facility are eligible to participate in the
2017 Call for New Quality Schools Community Matching process.
School Name

School Type

Grades

Region

School Focus

2008-2009
Cole Arts and Sciences
Academy

District-run
(Innovation)3

ECE-8

NE

Emphasizes learning through the arts and sciences

DSST Stapleton MS

Charter

6-8

NE

Emphasizes science and technology

Place Bridge Academy

District-run
(Innovation)4

ECE-8

SE

Serves newcomers to our country, with over 30
languages and 40 countries represented among Place
students

Trevista

District-run
(Innovation)5

ECE-8

NW

Focuses on rigorous instruction and helping all students
succeed

2009-2010
Cesar Chavez Academy

Charter

K-8

NW

Focuses on scholarship, leadership, and community
involvement

Denver Justice
Academy

Charter

6-12

NW

Intensive pathway school with a focus on students who
are involved with the criminal justice system or have
not been successful in a traditional school setting

KIPP Denver Collegiate
High School

Charter

9-12

SW

Provides a rigorous curriculum, more time in school,
and a strong culture of achievement

Kunsmiller Creative
Arts Academy

District-run

K-8

SW

Focuses on the integration of the arts

Math and Sciences
Leadership Academy

District-run

K-5

SW

Emphasizes science, math and technology

STRIVE Westwood

Charter

6-8

SW

College preparatory school that replicates a highperforming middle school

Venture Prep

Charter

6-12

NE

Provides interactive student projects with an emphasis
on arts and technology

2010-2011

2

The District has approved 38 District-run school applications and opened 36 District-run schools. The District has
approved 62 charter school applications, and opened 44 of charter schools.
3
Cole Arts and Sciences Academy received Innovation Status in Aug. 2009
4
Place Bridge Academy received Innovation Status in June 2015
5
Trevista received Innovation Status in Sept. 2012
21

 Denver Green School

District-run
(Innovation)6

ECE-8

SE

Offers a hands-on learning experience focused around
issues of sustainability within the community

Denver Language
School

Charter

K-8

SE

Offers full language immersion in Mandarin Chinese
and Spanish

DSST GVR

Charter

6-12

FNE

Emphasizes science and technology and replicates one
of Denver’s highest performing high schools

GALS

Charter

6-12

SE

All-girls expeditionary learning school

Lake International

District-run

6-8

NW

Authorized International Baccalaureate Middle Years
Program that prepares students for success in high
school, college, and beyond

SOAR @ GVR

Charter

K-5

FNE

Offers holistic approach to education using the
workshop model of instruction, extended learning time
and added enrichment opportunities

STRIVE Sunnyside

Charter

6-8

NW

College preparatory school that replicates a highperforming middle school

STRIVE Lake

Charter

6-8

NW

College preparatory school that replicates a highperforming middle school

Summit Academy

District-run
(Innovation)7

6-12

SW

Multiple Pathways Center targeted for students who
are at-risk, over-aged, under-credited, and/or who have
dropped out of school

2011-2012
Collegiate Preparatory
Academy

District-run
(Innovation)8

9-12

FNE

Offers students academically rigorous programming
aimed at meeting their individual needs and providing
them with the skills and abilities to succeed at top
colleges and universities

DCIS Elementary at
Ford

District-run
(Innovation)9

ECE-5

FNE

Replicates Denver’s world-class magnet program
focused on international and cross-cultural affairs

DCIS Secondary at
Montbello

District-run
(Innovation)10

6-12

FNE

Replicates Denver’s world-class magnet program
focused on international and cross-cultural affairs

Denver Center for 21st
Century Learning
(DC21)

District-run
(Innovation)11

6-12

NE

Multiple Pathways Center offering accelerated and
rigorous education for students seeking a relationshiporiented education

DSST Cole

Charter

6-12

NE

Emphasizes science and technology and replicates one
of Denver’s highest performing high schools

6

Denver Green School received Innovation Status in Apr. 2010
Summit Academy received Innovation Status in Aug. 2011
8
Collegiate Prep Academy received Innovation Status in June 2011
9
DCIS at Ford received Innovation Status in May 2011
10
DCIS at Montbello received Innovation Status in May 2011
11
DC21 received Innovation Status in June 2011
7

22

 High Tech Early College

District-run
(Innovation)12

9-12

FNE

Centers on applied rigorous learning and connections
with industry professionals, and offers a 5th year of high
school leading to an Associate degree

KIPP Montbello

Charter

5-8

FNE

Offers students a rigorous curriculum, more time in
school, and a strong culture of achievement

Kunsmiller Creative
Arts Academy High

District-run

9-12

SW

Expands the existing successful K-8 arts-integrated
magnet program

Noel Community Arts
School

District-run
(Innovation)13

6-12

FNE

Offers academically rigorous programming
complimented by a robust integrated arts focus

SOAR @ Oakland

Charter

ECE-5

FNE

Offers holistic approach to education using the
workshop model of instruction, extended learning time
and added enrichment opportunities

Swigert International
School

District-run
(Innovation)14

ECE-5

NE

Focuses on international affairs and is shaped through a
community engagement process with the Stapleton
community

University Prep

Charter

K-5

NE

Offers an academically rigorous, results-driven
program, particularly focused on literacy

Vista Academy

District-run
(Innovation)15

6-12

FNE

Multiple Pathways Center targeted for students who
are at-risk, over-aged, under-credited, and/or who have
dropped out of school

2012-2013
Creativity Challenge
Community (C3)

District-run
(Innovation)16

K-5

SE

Focuses on thinking creatively to solve problems,
learning through partnerships with community
organizations, and challenging each other

DSST College View MS

Charter

6-8

SW

Emphasizes science and technology and replicates one
of Denver’s highest performing high schools

McAuliffe International
School

District-run
(Innovation)17

6-8

NE

Focuses on international affairs and is shaped through a
community engagement process with the Stapleton
community

Monarch Montessori

Charter

E-5

FNE

Offers a public Montessori educational program

Rocky Mountain Prep

Charter

ECE-8

SE

Emphasizes rigorous academic preparation, character
development, and individualized support

Sims-Fayola
International Academy

Charter

6-12

FNE

Provides a college preparatory, international studies
program with daily character and leadership education

12

High Tech Early College received Innovation Status in June 2011
Noel Community Arts received Innovation Status in May 2011
14
Swigert International School received Innovation Status in Aug. 2011
15
Vista Academy received Innovation Status in Aug. 2011
16
C3 received Innovation Status in Apr. 2012
17
McAuliffe International School received Innovation Status in Mar. 2012
13

23

 STRIVE Prep GVR MS

Charter

6-8

FNE

College preparatory school that replicates one of
Denver’s highest performing middle schools

STRIVE Prep Montbello
MS

Charter

6-8

FNE

College preparatory school that replicates one of
Denver’s highest performing middle schools

STRIVE Prep SMART HS

Charter

9-12

SW

College preparatory school that provides a challenging
and relevant liberal arts education of high standards,
structure, and accountability

West Generation

District-run
(Innovation)18

6-12

NW

Nationally recognized Generation Schools model with a
rigorous college- and career-readiness academic
program

West Leadership
Academy

District-run
(Innovation)19

6-12

NW

A rigorous, college- and career-focused education

2013-2014
Academy 360

Charter

ECE-5

FNE

Expeditionary Learning with an emphasis on health and
wellness

Downtown Denver
Expeditionary School

Charter

K-5

NE (CBD)

Offers students a downtown Expeditionary Learning
experience

STRIVE Prep NW High
School

Charter

9-12

NW

College preparatory school that provides a challenging
and relevant liberal arts education of high standards,
structure, and accountability

DSST Byers MS

Charter

6-12

SE

Emphasizes science and technology and replicates
Denver’s highest performing 6-12

DCIS- Fairmont

District-run
(Innovation)20

ECE-5

NW

Replicates Denver’s world-class magnet program
focused on international and cross-cultural affairs

Denver Public
Montessori Jr./ Sr. High
School

District-run
(Innovation)21

6-12

NE

Offers a public Montessori educational program at the
secondary level

Compassion Road
Academy

District-run
(Innovation)22

9-12

NE

Multiple Pathways Center targeted for students who
are at-risk, over-aged, under-credited, and/or who have
dropped out of school with an emphasis on supporting
students who transition out of the Gilliam Detention
Center

Excel Academy

District-run
(Innovation)23

9-12

SW

Multiple Pathways Center targeted for students who
are at-risk, over-aged, under-credited, and/or who have
dropped out of school

18

West Generations Academy received Innovation Status in Mar. 2012
West Leadership Academy received Innovation Status in Mar. 2012
20
DCIS-Fairmont in currently received Innovation Status in Mar. 2013
21
Denver Public Montessori Jr./Sr. High School received Innovation Status Mar. 2013
22
Compassion Road Academy received Innovation Status Mar. 2013
23
Excel Academy received Innovation Status Aug. 2013
19

24

 Uhuru School for
Authentic Learning

Charter

E-5

FNE

The applicant has since surrendered its contract and
will not open.

2014-2015

School Name

School Type

Grades

Region

School Focus

Denver Discovery
Middle School

District-run
(Innovation)24

6-8

NE

DSST Cole High School

Charter

9-12

NE

GALS HS

Charter

9-12

NE

All-girls expeditionary learning school

Highline Academy
Northeast

Charter

K-8

FNE

A charter replication school of the successful Highline
Academy in SE Denver offering students a rigorous
curriculum that incorporates Core Knowledge and
character development

High Tech Elementary
School

District-run
(Innovation)25

ECE-5

NE

Offers a project-based learning environment with a
rigorous 21st century curriculum and high standards

Oakland Elementary

District-run
(Innovation)26

ECE-5

FNE

DSSN/program TBD

STRIVE Prep Ruby Hill
Elementary

Charter

K-5

SW

Offers high academic expectations, instructional rigor,
character development and cultural enrichment in
elementary environment in STRIVE Prep network

Offers a project-based learning environment with a
rigorous 21st century curriculum
Emphasizes science and technology and replicates one
of Denver’s highest performing high schools

2015-2016
Northfield High School

District-run
(Innovation)27

9-12

NE

Comprehensive High School with an International
Baccalaureate (IB) Diploma Program.

Legacy Options High
School

District-run
(Innovation)28

9-12

FNE

Multiple Pathways Center targeted for students who
are at-risk, over-aged, under-credited, and/or who have
dropped out of school

KIPP Montbello
Collegiate High School

Charter

9-12

FNE

College prep high school program focused on blended
learning

KIPP Montbello
Elementary School

Charter

E-4

FNE

College prep elementary school program focused on
blended learning

REACH Charter School

Charter

E-5

NE

A full inclusion elementary program with wraparound
services and differentiated instruction

ROOTS Elementary

Charter

K-5

NE

A personalized learning elementary with mixed grade
levels

24

Denver Discover Middle School received Innovation Status March 2015
High Tech Elementary School received Innovation Status February 2015
26
Oakland Elementary School received Innovation Status June 2014
27
Northfield High School received Innovation Status September 2015
28
Legacy Options High School received Innovation Status September 2015
25

25

 Rise Up Community
School

Charter

9-12

SW

A drop out recovery school serving as an Intensive
Pathway program

Joe Shoemaker
Expeditionary School

District-run
(Innovation)29

E-5

SE

An expeditionary learning school integrating
environmental sciences

Denver School of
Innovation and
Sustainable Design

District-run
(Innovation)30

9-12

SE

A competency-based approach to a small school

Compass Academy

Charter

6-12

SW

A partnership with City Year and JHU to serve students
with wrap around services and 21st century learning
opportunities

DSST College View HS

Charter

9-12

SW

Emphasizes science and technology and replicates one
of Denver’s highest performing high schools

Rocky Mountain Prep 2

Charter

E-5

SW

Emphasizes rigorous academic preparation, character
development, and individualized support

2016-2017* Approved to Open
Academia Lincoln

District-Run

6-8

SW

STEAM-focused middle school with emphasis on
Spanish language acquisition and maintenance

Banneker Jemison
STEM Academy

Charter

K-5

NE

This applicant has since surrendered its approval and
will not open.

Bear Valley
International School

District-run
(Innovation)31

6-8

SW

Focused on personalized learning and International
Baccalaureate/ Middle Years Program

DSST Byers HS

Charter

9-12

SE

Emphasizes science and technology and replicates one
of Denver’s highest performing high schools

DSST Henry MS

Charter

6-8

SW

Emphasizes science and technology and replicates one
of Denver’s highest performing middle schools

High Tech Early College
Middle School

District-run

6-8

FNE/NE

The District has since opted to not pursue the opening
of this school.

Kepner Beacon MS

District-run
(Innovation) 32

6-8

SW

A blended learning approach that focuses on student
leadership

McAuliffe at Manual
MS

District-run
(Innovation) 33

6-8

NE

College preparatory curriculum guided by the
International Baccalaureate/ Middle Years Program

STRIVE Prep FNE HS
(Rise)

Charter

9-12

FNE

College preparatory school that provides a challenging
and relevant liberal arts education of high standards,
structure, and accountability

STRIVE Kepner MS

Charter

6-8

SW

College preparatory school that replicates one of the
best secondary models in DPS

29

Joe Shoemaker Expeditionary School received Innovation Status September 2015
Denver School of Innovation and Sustainable Design School received Innovation Status September 2015
31
Bear Valley International School received Innovation Status November 2016
32
Kepner Beacon Middle School received Innovation Status November 2016
33
McAuliffe at Manual Middle School received Innovation Status November 2016
30

26

 University Prep at
Steele St.

Charter

K-5

NE

College preparatory model focused on rigorous
academics and strong school culture

2017-2018 Approved to Open
NNE Community
Engagement School

Charter

6-8

NE

A personalized learning approach with an
interdisciplinary project-based curriculum, focused on
empowering students

Inspire Elementary
School

District-run

K-5

NE

Focused on building 21st Century Skills and creative
thinking through design and personalization

STRIVE Southwest
Elementary School

Charter

K-5

SW

Offers high academic expectations, instructional rigor,
character development and cultural enrichment in
elementary environment in STRIVE Prep network

STRIVE Prep Far
Northeast Elementary
School

Charter

K-5

FNE

Offers high academic expectations, instructional rigor,
character development and cultural enrichment in
elementary environment in STRIVE Prep network

The Boys School of
Denver

Charter

6-8

NW

A single-gender movement based program focused
health and wellness to promote academic success and
self-development

DSST VI HS
(Conservatory Green)

Charter

9-12

NE

Emphasizes science and technology and replicates one
of Denver’s highest performing high schools

2018-2019* Approved to Open
DSST VIII MS

Charter

6-8

TBD

Emphasizes science and technology and replicates one
of Denver’s highest performing middle schools

DSST IX MS (DSST
Montbello Middle
School)

Charter

6-8

TBD

Emphasizes Humanities

DSST X MS

Charter

6-8

TBD

Emphasizes science and technology and replicates one
of Denver’s highest performing middle schools

DSST XI MS

Charter

6-8

TBD

Emphasizes Humanities

Downtown Denver
Expeditionary Middle
School

Charter

6-8

NE

Expeditionary Learning middle school features projectbased learning and field experiences

2019-2020* Approved to Open
DSST VII HS

Charter

9-12

TBD

Emphasizes science and technology and replicates one
of Denver’s highest performing high schools

2020-2021* Approved to Open
DSST VIII HS

Charter

9-12

TBD

Emphasizes science and technology and replicates one
of Denver’s highest performing high schools

DSST IX HS

Charter

9-12

TBD

Emphasizes Humanities

DSST X HS

Charter

9-12

TBD

Emphasizes science and technology and replicates one
of Denver’s highest performing high schools

27

  

 

DSST XI HS

 

Charter

 

9-12

 

TBD

 

Emphasizes Humanities

 

 

28