A 14 Inspire. Educate. Empower. Inspira. Educa.Forta ece. Board of Education: Superintendent Recommendation September 27, 2018 Charter Application Review Process Goals: • Review Adams 14 school performance • Review Charter Application Review Process • Review DRAFT Superintendent Recommendation • Answer Board of Education questions Charter Application Review Process Adams 14: Percentage of Seats by performance plan (2018) Performance Plan Priority Improvement Plan 467% Improvement Plan 25.49? CI Inspire. Ed utate. Em power. Inspira. Ed um. Fortalece. Charter Application Review Process What information will the Board receive to make a decision? DAAC Recommendation Superintendent Recommendation Community Input Board vote Charter Application Review Process Date Item 7/12/18 KIPP application received by the District and evaluated for completeness 8/28/2018 Timeline extension approved by Board of Education 8/29/2018 DAAC and internal team begins reviewing application 9/11/2018 Board meeting and study session 9/18/2018 9/25/2018 Community meeting –AM & PM KIPP presentation to community KIPP Presentation and Q & A with Board 9/26/2018 Community/staff/board tour KIPP school 10/9/2018 Superintendent and DAAC recommendation 10/11/2018 10/23/2018 Community meeting – AM & PM Staff review of process and recommendation Public Hearing 11/13/18 Board vote on charter application Charter Application Review Process What information will the Superintendent receive to make a decision? Community Feedback Applicant’s Track Record Other Considerations ART opinion Superintendent Recommendation Charter Application Review Process Upcoming Community Meetings • September 18: Community Meetings, Our of the Mother Church - Applicant presentation and feedback collection from a broad base of stakeholders • September 26: Tour of KIPP Sunshine Peak Elementary and KIPP Denver Collegiate High School (Southwest Denver) - District staff coordinating logistics with KIPP Team • October 11: Community Meeting, Our Saviour Lutheran Church -District reviews process and presents recommendation Application Evaluation Process DRAFT Superintendent Recommendation KIPP Commerce City Academy (KCCA) Background Name of Proposed School KIPP Commerce City Academy Grade configuration (Year 1) ECE-3, ECE-4, Kindergarten, 1st grade, 5th grade Number of students (Year 1) 379 Grade configuration (full build) Model/ Focus ECE-12th grade Services offered Full-day ECE, free kindergarten, bilingual education, differentiated instruction, special education, transportation Potential locations 7200 E. 88th Avenue, Henderson 10600 Havana Street, Commerce City College Prep/Biliteracy/Personalized Learning Application Evaluation Process Per Adams 14 Board Policy LBD, “In accordance with state law, the purpose of a charter school is to: ➢ Expand learning opportunities for all students ➢ Encourage diverse approaches to learning through the use of different, proven, or innovative teaching methods ➢ Provide parents/ guardians and students with expanded choices in the types of educational opportunities that are available within the public school system ➢ Encourage parental and community involvement with public schools” Application Evaluation Process Application Review Team (ART) Opinion Charter Application Review Process • Thank you, Application Review Team! Culturally and Linguistically Diverse Learners Special Education Eileen Harder Shay Carter Dr. Jeanette Patterson Cheryl Green Curriculum and Budget and Instruction Finance Sean Milner External Consultant Parent/ Guardian Community Engagement Jack Becker Connie Bonnell Jesse Martinez Recommendation: KIPP Commerce City Academy Recommendation Rationale Proposed Conditions Approve with Conditions According to an evaluation of the application and an interview with the applicant, the District has determined the school has a high likelihood of success in the District if it is able to meet certain conditions. • Standard Conditions for all new schools • School-specific conditions: 1. Submit a revised biliteracy plan, including a curricular framework, scope and sequence, and clear benchmarks to monitor the effectiveness of this program at least 6 months prior to opening in Year 1. 2. Provide a comprehensive professional development plan to include the number of professional development days, proposed schedule, and topics covered to implement the educational plan and build the school culture at least 6 months prior to opening in Year 1. 3. Provide a detailed transportation plan, including financial implications, on mutually agreeable timeline. 4. Provide more detail around the process for exploring post-secondary options in the KIPP through College program, including evidence of partnerships, a summary/ description of programs, and long-term goals for the program, at least one year prior to opening the KCCA high school. Standard Conditions Standard Conditions All new schools receive the following standard conditions as a part of approval: I. Enrollment: A. By the end of the first round of the School’s lottery, as specified in the application, the School shall have and maintain enrollment at the greater of the following two levels: 60% of its original application enrollment or 75 funded students, or they will reach an enrollment target to be determined at the district’s discretion prior to the beginning of the school’s lottery. B. By May 15 during the spring prior to opening, the School shall have and maintain enrollment at the greater of the following two levels: 80% of its original application enrollment or 100 funded students, or they will reach an enrollment target previously determined by the district. II. Facility: A. The school has the responsibility of and must secure its own facility within the boundaries of Adams School District 14. B. By October 30, 2018, or a date otherwise agreed to by the District, the School shall provide a short-list of probable, financially viable facility location(s) for the School that are acceptable to the District; and C. By January 11, 2019, or a date otherwise agreed to by the District in writing, the School shall provide evidence in writing that it has secured a financially viable location for the School that is acceptable to the District. D. In the event that the secured facility costs more than what was originally estimated in the application, the School shall also submit a revised budget acceptable to the District by January 11, 2019. III. Governance: A. In the year prior to opening, the School shall meet all required budget and governance submission deadlines which shall be provided to the School in the form of a draft contract document. B. On October 20th, 2018,​January 20th, 2018, April 20th, 2019, and July 31st, 2019, the School shall provide to the District quarterly budgets that include budget to actuals and the CDE chart of account level detail (program, object, job classification, project) for all funds, that are satisfactory to the District. Standard Conditions (cont.) Standard Conditions IV. Leadership: A. The School agrees to have and maintain a full-time founding school leader/principal during the nine months preceding the School’s opening. Ensuring a school leader is in place during the School’s pre-opening year is critical to the successful start-up of the School. V. English Language Learners: A. The school shall develop a detailed plan, satisfactory to the District, to ensure that all teachers are ELA Year One-qualified or on-track to becoming ELA Year One-qualified within one full school year of hire and all teachers are ELA Year Two-qualified or on track to becoming ELA Year Two-qualified within two full school years of hire. VI. Student Movement After The October Count Date: A. Pursuant to Colorado state law, students who enroll in a School shall have the right to remain enrolled in that School through the end of the school year, absent expulsion, graduation, court ordered placement, or IEP placement, or voluntary withdrawal by the student’s guardian(s). After The October Count Date, any movement of students between any of the Schools and any District school (including the school serving the student’s resident address that is not operated pursuant to a charter school contract) is subject to an agreement between the school and the Superintendent or his/her designee. VII. Continued Performance & Compliance with Regulations: A. Consistent with the school performance to-date, KIPP Colorado schools that serve the same grade levels KIPP Commerce City Academy will serve in Year 1 shall continue to meet expectations or better on the 2019 Colorado Department of Education School Performance Framework in order for KIPP Commerce City Academy to open in 2019 in accordance with the approved application. Recommended Contractual Language Standard Conditions I. Special education: Notwithstanding anything in this Contract to the contrary and unless otherwise agreed to by the Superintendent or his designee and the school, special education services, related services, and accommodations for students who are eligible under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (“Section 504”), or the Americans with Disabilities Act (ADA) shall be provided. The school shall comply with all Board policies, procedures and regulations, and the requirements of federal and state law and regulations concerning the education of students with disabilities. II. Adjustment to Funding: The District’s disbursement of funds will be adjusted as follows: January 15th and April 15th of each year, funding may be revised based on the number of FTE pupils actually enrolled at all Schools as determined at the October Count Date and included in the official membership count, and to reflect any change in PPR, positive or negative, so that the overall funding for the year is equal to the PPR provided for in this Contract. Funding on January 15th and April 15th may also be adjusted for any services provided by this Contract. Additional adjustments to funding may be made after January 15th and April 15th should CDE’s calculation of the District’s per pupil funding change (positive or negative.) III. Facility: A. Certificate of Occupancy: If a School is located in a private facility, it shall have the obligation to provide the District with a Certificate of Occupancy on an annual basis no later than August 1st of each year. B. Inspections. The District will have access at all reasonable times to any facility owned, leased or utilized in any way by the School for purposes of inspection and review of such School’s operation and to monitor compliance with the terms of this Contract. IV. Other Purchased Services: The School may request that the District negotiate for the direct purchase of District services not otherwise included in this Contract pursuant to C.R.S. §§22-30.5-112(2)(a.9) or 22-30.5-112.1, if applicable, (b). Such negotiations shall be concluded by June 1st of the fiscal year preceding that to which the purchased services apply, unless otherwise agreed to by both Parties. Superintendent Recommendation: Rationale Section Evidence Vision and Mission The application includes a mission statement that clearly articulates the schools intent to "teach culturally relevant curriculum focused on valuing students' culture and facilitating activity through service learning” and to provide ECE-12th grade students with a “challenging standards-based, culturally responsive curriculum.“ The systems and structures articulated in the whole application align to the mission and vision, such as commitment to high expectations, character development, and the KIPP Through College program. The application also discusses KIPP Colorado’s 15 year track record in Denver Public School with a population that is majority students who are English Language Learners and qualify for free/reduced lunch. The application does not adequately articulate its long-term (5-10 years) goals for students. Goals, Objective, and Student Performance Standards The application has clearly identified four-year student and school goals for the school, by grade level, that are SMART (pgs 8-14) and aligned to the mission and vision. School wide goals are included around parity of special populations, family satisfaction, suspensions and other measures. The application does not include specific goals for the biliteracy program. The application details a comprehensive set of assessments, including daily, weekly, monthly, and unit-based assessments, as well as formative and summative assessments. The application outlines the use of all state-mandated assessments. Purpose and Evidence of Support The application ensures alignment between the vision and mission statements, target population, school culture; and frames the context for choosing the curriculum, instructional practices, interventions, evaluations, and all components for the educational plan. The application cites evidence from their research of Adams County that they will likely serve a high percentage of ELL students. The applicant collected 732 intent to enroll forms, however 11% of these students will be in grades served in Year 1. The application includes petition signatures from 411 individuals. The application also cites data about the number of students choicing out of Adams 14 to underscore the need for new quality options in the district. The application states there are no requirements for students to enroll in the school and the school will have enrollment priorities for students who reside in Adams County School District 14 and has provided aggregated student population projections based on publicly available demographic data. Student Achievement and Curriculum The educational philosophy of the program is the foundation of the school and serves to guide the school's belief in the college preparatory model, including offering tuition-free ECE and K, blended learning, and options personalized to their students' need. The application does not adequately describe the biliteracy program they will offer, however during the interview the founding team was able to detail this program. The application includes a detailed description of what the applicant believes high quality teaching strategies look like to achieve this educational philosophy. The application includes a detailed description of its chosen curriculum, which is available in English and Spanish and is vertically and horizontally aligned. The application outlines the manner in which school leaders will support teachers and monitor implementation of the school’s curriculum. The application does not include a clear professional development plan, including number of PD days, proposed schedule, and topics covered to implement the education plan. The application meets are standards for serving students with exceptionalities, including students with disabilities, English Language Learners, and gifted/ talented students. Superintendent Recommendation: Rationale Section Evidence Criteria for Enrollment Decisions The application provides an enrollment policy consistent with state and federal law, including key dates for enrollment of ECE students, confirmation that it will make publicly available their enrollment timeline each year and sample recruitment materials and strategies they will use for outreach. They state they will use a lottery for decisions, along with priorities. Governance and Decision Making The application includes bios and information for the current 12 members of the board, which includes members reflective of diverse industry and experience (fundraising, law, education, consulting, finance, etc.) The application includes a plan to expand the board by adding members who live outside of Denver, however the process for recruiting new members in unclear. The application confirms the board will evaluate the CEO and do self evaluations. The application states the Board has ongoing committees put in place and biographies of all members are presented in the application. The outlined SAC meets statutory requirements for number and type of representatives, and demonstrates understanding of the role of a SAC, including the review of the school budget. The application outlines a clear grievance policy for all stakeholders. The application describes a plan for parent/guardian/community involvement in decision-making primarily through the SAC, family council and quarterly town hall meetings with the CEO. Employment Plan and Practices The application outlines a plan to recruit and hire the staff members, and during the interview founding team members discussed the strategies for hiring hard-to-fill positions. The application states the school will hire a school leader who possesses the qualifications outlined in the KIPP Leadership Competency Model. The application clearly states the relationship between the school and its employees. The application includes a description of the evaluation systems in place for teachers, administrators, and the CEO, in accordance with SB-191. The application states all teachers must be considered “in field “ according to the Every Student Succeeds Act (ESSA) and must demonstrate subject matter competency as required by the Colorado Department of Education. Financial Data, Facilities, and Transportation The application includes a budget that clearly explains revenue and cost assumptions, and the applicant was able to clarify certain items, including food services allocation, in the interview. The budget includes an allocation for transportation costs, however because the exact location of the school and enrolled families is not yet known, the exact cost of transportation is unknown. The budget is reliant on per pupil revenue and state-administered start-up costs, and the application includes contingency plans should the school fail to meet enrollment projections. The application states the school ahs contracted with an independent auditing firm to review financial transactions and controls and draft annual financials. The application includes two potential locations for the school facility and states the school has contracted with a facilities consultant to explore permanent options. Dispute Resolution The dispute resolution policy provided meets all state requirements. Waivers The non-automatic state waivers include adequate replacement policies and align with the school’s mission and vision. Application Evaluation Process Community Feedback Superintendent Recommendation: Rationale Community Meeting Summary* Per Board Policy LBD: ➢ “After giving reasonable notice, the Board shall schedule and hold community meetings in the affected areas or the entire district to obtain information to assist the Board to make a decision about the district charter school application.” Meeting Overview: ➢ District process and landscape overview ➢ KIPP Presentation and Community Q&A ➢ 98 participants (parents and community members) representing 8 District schools attended the meetings * NOTE: A detailed summary of community feedback will be submitted to the Board of Education on October 9. Superintendent Recommendation: Rationale School Culture I believe students and families would feel safe, supported and welcomed at this new school. Teaching I believe the school has a plan to ensure teachers are supported. Education Program I believe all students would learn and grow academically at this new school. Leadership I believe the leadership team at this new school would ensure students were successful. Governance I believe families would have a voice in this new school. Superintendent Recommendation: Rationale KCCA ratings by subgroup 5 4.5 4 Ratings 3.5 3 English language preference Spanish Language preference 2.5 2 1.5 1 School Culture Teaching Ed Program Leadership Aspect of school design Governance Disaggregated for language preference, Spanish-speaking parents and community members rated KCCA higher on average than attendees who preferred English on their feedback form. Superintendent Recommendation: Rationale On Wednesday, September 26, Adams 14 and KIPP Colorado hosted two tours of KIPP Colorado schools– KIPP Denver Collegiate High School and KIPP Sunshine Peak Elementary. The District received 11 feedback forms, summarized below. Application Evaluation Process Applicant?s Track Record Superintendent Recommendation: Rationale Pupil Membership Demographics (2017-18 CDE data) 120% 100% % total population KIPP Colorado currently serves a population similar to Adams 14: 95% 86% 94% 89% 82% 80% 99% 95% 94% 86% 99% 94% 76% 72% 57% 60% 48% 50% 44% 43% 40% 20% 11% 11% 11% 9% 7% 8% 0% Adams 14 (Average) KIPP Northeast Denver Elementary (ECE-4) KIPP Northeast Denver Middle School (5-8) KIPP Northeast Denver Leadership Academy (9-12) KIPP Denver Collegiate High School (9-12) School/ District name % Students with Disabilities % English Language Learners % Minority students % Free/Reduced Lunch % Gifted and Talented KIPP Sunshine Peak Academy (58) Superintendent Recommendation: Rationale KIPP Colorado’s middle school literacy growth for FRL/ SPED outperforms District middle schools: Literacy Median Growth Percentiles for Special Populations 80 76 76 76 71.5 68 70 67 65 60 49 50 40 30 49 49 45 38 27 28 28 20 10 0 with IEP without IEP FRL KIPP Northeast Denver Middle School (5-8) KIPP Sunshine Peak Academy (5-8) Adams City Middle School Kearney Middle School non-FRL 50 Superintendent Recommendation: Rationale Overall ELA Performance (2017-18 CMAS) 50.00% 45.00% 40.00% 37% 35.00% 30.00% 31.80% 30.80% 27.30% 26.70% 26.20% 24.30% 21.80% 25.00% 20.00% 37% 23.50% 19.90% 19.80% 18.60% 16.10% 15.30% 15.00% 10.00% 7.70% 6.80% 8.40% 5.00% 1.30% 0 0.00% Adams 14 (all grades, all schools) Does Not Meet Expectations KIPP Northeast Denver Middle School Partially Meets Expectations KIPP Northeast Elementary Approaches Expectations Meets Expectations KIPP Sunshine Peak Academy Exceeds Expectations Superintendent Recommendation: Rationale Overall Math Performance (2017-18 CMAS) 50.00% 45.70% 45.00% 40.00% 35.00% 37% 34% 30.10% 28.50% 30.00% 24.70% 25.00% 23.40% 20.00% 14.10% 15.00% 13.40% 12.30% 11.10% 11.10% 10.00% 6.20% 5.00% 0.90% 0.80% 0 0.00% Adams 14 (all grades, all schools) Does Not Meet Expectations KIPP Northeast Denver Middle School Partially Meets Expectations KIPP Northeast Elementary Approaches Expectations Meets Expectations KIPP Sunshine Peak Academy Exceeds Expectations Superintendent Recommendation: Rationale Each KIPP school with publicly available 2018 CMAS data had a higher percentage of FRL students meet or exceed expectations in ELA. Overall ELA Performance: FRL students (all grades) (2017-18 CMAS) 80.00% 70% 70.00% 60.00% 56.30% 50.00% 43.50% 40.00% 35.50% 30.00% 24.50% 20.00% 18.90% 10.00% 0.00% Adams 14 (all grades, all schools) KIPP Northeast Denver Middle School Meets or Exceeds Expectations FRL KIPP Sunshine Peak Academy Meets or Exceeds Expectations non-FRL Superintendent Recommendation: Rationale KIPP Colorado has a track record of success according to the Colorado Dept. of Education: School Name 2016 Performance Ratings 2017 Performance Ratings 2018 Preliminary Ratings KIPP DENVER COLLEGIATE HIGH SCHOOL KIPP NORTHEAST DENVER LEADERSHIP ACADEMY Performance Plan Performance Plan Performance Plan Performance Plan Performance Plan Performance Plan KIPP NORTHEAST DENVER MIDDLE SCHOOL Priority Improvement Plan Turnaround Plan Performance Plan KIPP NORTHEAST ELEMENTARY KIPP SUNSHINE PEAK ACADEMY Performance Plan Performance Plan Performance Plan Performance Plan Performance Plan Performance Plan KIPP SUNSHINE PEAK ELEMENTARY (opened 2018) n/a n/a n/a Application Evaluation Process Other Considerations Other Considerations Political Implications • The DAAC is prepared to recommend Other considerations: • Finance and Operations denial to the Board of Education. • Curriculum and Instruction • If the Board votes to deny, it is the applicant’s right to appeal to the state • Federal Programs Board. The state Board could then • Human Resources affirm the decision or remand the decision back to the District. • Denial of a high performing school option may have an impact at the state board hearings. Superintendent Recommendation: Rationale ➢ Expand learning opportunities: Adams 14 is in dire need of expanded learning opportunities for students, based on the District's performance over the past 8 years. ➢ Encourage diverse approaches: KIPP Colorado has a proven track record of success in the Denver metro area with a population that is similar to Adams 14. ➢ Provide parents/ guardians and students with expanded choices: KIPP Commerce City Academy would provide Adams 14 families interested in a bilingual college prep model an additional option within the Adams 14 school district. ➢ Encourage parental and community involvement: KIPP Colorado has demonstrated an ability to encourage parental and community involvement, collecting over 400 petition signatures, over 700 intent to enroll forms, and hosting meetings in the community. Superintendent Recommendation Questions?