Salida del Sol Academy - Greeley Central High School

 SalidadelSolAcademyJuly2013
P.O. Box336533
Greeley,CO 80633
BoardofEducation
WeldCountySchoolDistrict6
10259thAvenue
Greeley,CO80631
DearMembersoftheBoardofEducation:
It is with much excitement that we submit this charter school application for Salida del Sol Academy, a dual
language, multi‐cultural school for the children of Greeley and Evans. Enclosed you will find our complete
applicationandappendices.
Salida del Sol Academy will provide a supportive and challenging, personalized education for students in
kindergartenthrougheighthgrades.Weplantoattractastudentpopulationthatmirrorsthedemographicsofthe
schooldistrict.StudentsinSalidadelSolAcademywillbecomeproficientinEnglishandSpanish. Thegoalofour
programisthatallofourstudentswillexiteighthgradeperformingonorabovegradelevelinallacademicareas.
WeldCountySchoolDistrict6offersavarietyofeducationaloptions,buttherearenoduallanguageoptionsatthe
elementary and middle school levels.We have discovered that there are many parents who welcome such an
optionfortheirchildren. Salida del Sol Academy wouldliketowork with WeldCounty School District 6tooffer
this unique educational opportunity to parents in the form of a charter school that is a learning laboratory for
studentswhodesireaduallanguagelearningenvironment.
Weplantohaveamodifiedschoolcalendarthatwillprovideforanextendedschooldayandanextendedschool
year. Weanticipate building a school east of 8th Avenueand opening the school with 640 students inthe fall of
2014.
Wethereforerespectfully submitforyourconsideration, this applicationfora 5yearchartertooperateinWeld
CountySchoolDistrict6.
Ifyouhaveanyquestions,pleasefeelfreetocontacteitheroftheco‐chairsoftheBoardofDirectorsofSalidadel
SolAcademy.
Respectfullysubmitted,
ReneGonzalez
970‐302‐4840
RebeccaKoppesConway
970‐405‐2123
SALIDA del SOL ACADEMY will provide a supportive and challenging, personalized bilingual, multicultural education for students from
kindergarten through eighth grade. Our students will demonstrate pride, self‐confidence, mutual respect and acquire an academic
foundationnecessarytobecomesuccessfulleaders.
Table of Contents Cover Letter for the Application…………..................................... 2 Introduction to Salida del Sol Academy………………………………….. 5 Executive Summary………………………………………………………………… 6 Mission, Vision, & Core Values……………………………………………….. 11 School Achievement Goals……………………………………………………… 13 Evidence of Support……………………………………………………………….. 16 Education Program & Standards Educational Program: Philosophy……………………………………….. 19 Educational Program: Instruction……………………………………….. 20 Educational Program: Curriculum……………………………….…...... 34 Educational Program: Special Programs……………………………… 46 Educational Program: Staff Development…………………………… 48 Educational Program: Student Performance………………………. 49 Educational Program: Calendar…………………………………………… 54 Budget and Finance………………………………………………………………… 57 Governance and Operations…………………………………………………… 64 Employees……………………………………………………………………………… 71 Insurance……………………………………………………………………………….. 80 Community and Family Engagement………………………………………. 81 Accountability Committee……………………………………………………… 84 Enrollment Policy…………………………………………………………………… 88 Transportation……………………………………………………………………….. 92 Food Services…………………………………………………………………………. 93 Facilities…………………………………………………………………………………. 94 3
Waivers………………………………………………………………………………….. 96 Student Discipline & Discipline Policies………………………………….. 111 Students with Exceptional Needs…………………………………………… 120 Serving Second Language Learners…………………………………………. 125 Dispute Resolution…………………………………………………………………. 128 Appendices Appendix A – Bylaws…………………………………………………………… 129 Appendix B – Fiscal Management……………………………………….. 139 Appendix C – Student Policies…………………………………………….. 149 Appendix D – Personnel Policies…………………………………………. 156 Appendix E – Board of Directors Handbook………………………… 167 Appendix F – Five Year Budget Plan……………………………………. 175 Appendix G – Excel Budget Document………………………………… 177 Appendix H – Financial Contingency Plan……………………………. 178 Appendix I – Forms: Intent to Enroll Cards, Flyers………………. 180 Appendix J – Forms: Letters of Support………………………………. 185 4
INTRODUCTION TO SALIDA DEL SOL ACADEMY
Salida del Sol Academy. A name with meaning chosen deliberately. . .Salida del Sol =
Sunrise. A name already familiar in eastern Greeley, where the sun rises first even as the
city center moves westward and where a diverse demography is seen as an opportunity, not a
problem. Academy. A word also carefully chosen to shout its educational focus in preparing
learners for high school and further education beyond and active citizenship in a global
world.
5
EXECUTIVE SUMMARY:
Salida del Sol Academy
Salida del Sol Academy will serve students in kindergarten through eighth grade and will
open in September of 2014. Salida del Sol Academy will use a dual language, multicultural
teaching philosophy and curriculum in combination with the Gomez and Gomez Dual
Language Enrichment model to serve a diverse student population in Weld County School
District Six.
Our Mission
Salida del Sol Academy will provide a supportive and challenging, personalized
bilingual, multicultural education for students from kindergarten through eighth grade.
Our students will demonstrate pride, self-confidence, and mutual respect and acquire an
academic foundation necessary to become successful leaders.
Our Vision
Salida del Sol Academy will be a small community with no intention of enlarging, where
its smallness is considered a virtue, with the mantra, “each child is special.” Each child
will be assured of a safe, caring and challenging academic environment and where a
kindergartner may encounter her* 8th grade sibling in the hall or on the playground. She
will be comfortable with her home language and increasingly comfortable with a second
one as she hears and uses it in the classroom and in the halls. She will also learn to read
and write in both languages, giving her tools both for enriching her life and as a
competitive edge in further education and the world of work.
Each student will be identified, not with the year she enters, but the year she will graduate
from high school, for high school beyond will be assumptions, and that any profession or
livelihood, be it mechanic or research scientist, beautician or governor, is possible because
of her education and depends upon her ambition, application and ownership. She will have
mastered the Common Core Curriculum with both interesting and demanding classes and
experiences. The purpose of her teachers as well as her parents is to be enablers.
It is our vision that she will learn to speak, read and write in more than one language. The
earlier a child is exposed to a language not spoken in the home the easier it is for the child
to fully grasp the second language and to speak without an accent. We believe that
children are naturally inquisitive and playful. We want to take advantage of these
childhood characteristics by instructing students in an engaging, active, challenging and
interesting dual language setting. We also believe that children learn in a variety of ways.
Our instructional methodology must address and stimulate different learning styles and
modalities that are found within visual, auditory and kinesthetic learners.
It is our vision that the location of the school will provide the same opportunity of choice
for parents in the area of Greeley as is provided in the more affluent parts of the city, for
parents are integral to the success of the students and the school. Having chosen to enroll
their children, they become part of the learning environment, encouraged-often requiredto participate, thus making the school not only a part of but central to the surrounding
community. We anticipate and welcome students from elsewhere in District 6 whose
6
parents choose the dual language opportunity and thus add to the cultural mix. The
heterogeneity of the students offers a rich resource for meaningful multicultural activities
relating to them personally, whether from European, Latin American, African or Asian
family backgrounds, while learning also of those values which bind them as Americans,
particularly American jurisprudence stemming from English law.
*Generic; applies to both sexes.
Core Values
In order to accomplish our mission and realize our vision to prepare students for success in
high school, post-secondary education, and the bilingual workforce, and to build a strong
bilingual community, we are committed to:
•
•
•
•
•
•
•
•
•
establishing a school that will primarily serve the east side of the Greeley-Evans
communities
the belief that every child is special
providing a learning environment where students become literate in two languages
the belief that students and parents will make our school a success
the belief that parents will be a vital part of our school community
ensuring that all students become fluent in English and Spanish
a trusting family environment where faculty, students, and parents will learn from
and support each other
treating all people with respect, dignity, and courtesy
Salida del Sol Academy becoming a caring and supportive partner in the local
community
Salida del Sol Academy Instructional Philosophy
Salida del Sol Academy will emphasize individual instruction for all children, choice and
responsibilities within limits, multi-age classrooms, peer-to-peer learning, and
developmentally appropriate instruction.
Salida del Sol Academy will adopt and utilize the Gomez & Gomez Dual Language
Enrichment (DLE) Model. This model is currently being implemented in over 600 schools
across the states of Texas, Washington, Alaska, New Mexico, California, Kansas and
Nevada.
The Gomez & Gomez DLE Model is both comprehensive and detailed, with many
activities that take into account the academic and linguistic developmental growth of
children developing their first language and adding a second language. For Englishdominant learners, language arts and mathematics support their native language
development in kindergarten through fifth grades, while science and social studies are
learned in Spanish. Similarly, for the Spanish-dominant learners, science and social
studies support their native language development, while mathematics is learned in
English. Unlike most 50/50 and 90/10 DLE models, this model does not call for
instruction in all subject areas in both languages. Instead, it requires that all learners
regardless of language backgrounds learn certain subjects only in the minority language,
while others are learned only in the majority language. The model’s philosophy is that
children can indeed learn subject matter effectively in either their first or second language,
7
given the use of appropriate instructional strategies and other activities that support, in
particular, the second language in the respective subject area. Language arts are taught in
both languages beginning in the second grade.1
The goal of our program is that its graduates will perform at or above grade level in both
languages, regardless of each student’s home language when he or she entered the program.
It is recognized that from time to time there will be students entering Salida del Sol
Academy who have not been exposed to the Gomez and Gomez instructional model and that
during the first few years this problem will be massive, just as District 6 is faced with the
same problem as it distances itself from its so-far apparently successful adoption of a new
curriculum. Salida del Sol will address the problem in the same way as District 6: working
with children individually with counselors, teachers and specialists, but with two additional
arrows in our quiver: first, all of our teachers will be bilingual, so they can meet the students
on their own grounds and, second, having been trained in Gomez and Gomez, they will have
sharp eyes on the educational goals and process as well as the desired outcomes in both
English and the primary language.
Because the initial problem will be acute, a special cadre of teachers will be identified to
deal with these students individually. As time progresses and the younger students move
through the system, this problem will be less severe, though, as in District 6, it will never
disappear, and the problem will be dealt with by an appropriate number of previously
trained staff.
The school day at Salida del Sol Academy will run from 8:00-4:00 Tuesday–Friday and
from 8:00–2:00 on Mondays. The school will follow a modified school calendar which
will eventually include 185 instructional days, giving students approximately 150
additional hours of instruction at Salida del Sol Academy per year compared to traditional
district elementary and middle schools. We believe this additional class time, which adds
up to more than a one year’s worth of instruction over each child’s career from
kindergarten through 8th grade, will increase students’ achievement significantly.
All teachers will undergo extensive training in the Gomez & Gomez Model. This
training will take place prior to the opening of the school in the fall of 2014. Teachers
will have regular professional development every Monday from 2:00-4:00.
1
Gomez, L. & Gomez, R. (2012). Dual Language Training Institute.
8
Staff Requirements
Teachers will be required to hold, or be in the process of attaining, Colorado Teacher
Licensure in the appropriate grade level from an accredited teacher preparation program.
Once licensed, all teaching staff will meet the requirements needed to be considered
highly qualified under the No Child Left Behind Act. All teachers must be native
speakers or have native-like fluency in their language of instruction and must maintain a
level of fluency in their second language that allows them to communicate with parents
and participate in school business held in that language.
Start-Up and Implementation
Salida del Sol Academy will open in September of 2014 with 640 students in grades K-8;
at full enrollment the school will serve 720 students in grades K-8.
School
Year
2014-15
K
1
2
3
4
5
6
7
8
Total
80
80
80
80
85
85
55
50
45
640
2015-16
80
80
80
80
80
85
85
55
50
675
2016-17
80
80
80
80
80
80
80
80
55
695
2017-18
80
80
` 80
80
80
80
80
80
80
720
2018-19
80
80
80
80
80
80
80
80
80
720
We anticipate that at least 85% of the students enrolled at Salida del Sol Academy will
qualify for free or reduced lunches. At least 15% of the school population will need
special education services.
Special Programs
Salida del Sol Academy will offer classes in K-8th grades in physical education, music,
and visual arts. These classes will be staffed by highly qualified bilingual educators who
will design curriculum and instruction to meet the requirements of the Colorado
Academic Standards and the Common Core in these subject areas. Multicultural
activities and community involvement in these activities will be emphasized at Salida del
Sol Academy. Each student in the school will have an academic advisor and will
develop, with assistance from the advisor and a parent, a written Individualized
Academic Program that delineates an academic program to meet that student’s needs.
Salida del Sol Academy will partner with other educational institutions to offer adult
education classes and community outreach programs.
9
Location and Community Support
Salida del Sol Academy has located a site on which to build. The school site is east of
Highway 85 in Greeley. This area has been identified in our demographic analysis as
having a population that will greatly benefit from a dual language, multi-cultural school.
Outreach efforts with local leaders and parents have demonstrated strong support and a
desire to have a charter school located in this area. At this time we have received over 30
letters of endorsement from local businesspersons, parents, organizations and leaders.
Additionally we have collected over 800 Intent to Enroll forms, signed by parents, for
students old enough to enroll in our school in the fall of 2014. The school has received
support from the Colorado League of Charter Schools in the form of start-up grants and
guidance.
Community Need
For many years there has been a public demand for a charter school to serve a population
that more closely represents the demographics of Greeley-Evans School District Six than
do existing charter schools in the district. Salida del Sol Academy will accommodate that
underserved population. Salida del Sol Academy will serve an area of the community that
has no charter schools, an area where two elementary schools have been closed. The
school will be located in an area where the home language is most frequently Spanish, yet
the district does not currently offer any programs with a dual language focus in which
Spanish speaking students receive native language instruction in core academic areas while
building their English and Spanish proficiencies.
Governance and Leadership
Salida del Sol Academy will be governed by a Board of Directors made up of nine
individuals with a diverse set of skills and experiences relevant to the governance of a
new charter school. The board will have a deep commitment to the school and the
community. It will retain fiduciary responsibility for oversight of finances, academic
outcomes, long-term vision setting, and faithful implementation of the charter contract.
At least ten months prior to the opening of the school, the Board of Directors will retain
the services of an Executive Director for Salida del Sol Academy. The Executive Director
will be responsible for the day-to-day operation of the school. The board and Executive
Director will hire an Instructional Leader and Assistant Instructional Leader who will be
charged with implementing and carrying out the academic programs of Salida del Sol
Academy. In addition, a Business/Financial Manager will be hired to oversee school
finances and operations.
10
MISSION, VISION, & CORE BELIEFS:
Salida del Sol Academy
Mission Statement
SALIDA del SOL ACADEMY will provide a supportive and challenging, personalized dual
language, multicultural education for students from kindergarten through eighth grade. Our
students will demonstrate pride, self-confidence, and mutual respect and acquire an academic
foundation necessary to become successful leaders.
Vision Statement
Salida del Sol Academy will be a small community with no intention of enlarging, where its
smallness is considered a virtue, with the mantra, “each child is special.” Each child will be
assured of a safe, caring and challenging academic environment and where a
kindergartner may encounter her* 8th grade sibling in the hall or on the playground. She will be
comfortable with her home language and increasingly comfortable with a second
one as she hears and uses it in the classroom and in the halls. She will also learn to read and
write in both languages, giving her tools both for enriching her life and as a competitive edge
in further education and the world of work.
Each student will be identified, not with the year she enters, but the year she will graduate from
high school, for high school beyond will be assumptions, and that any profession or livelihood,
be it mechanic or research scientist, beautician or governor, is possible because of her education
and depends upon her ambition, application and ownership. She will have mastered the
Common Core Curriculum with both interesting and demanding classes and experiences. The
purpose of her teachers as well as her parents is to be enablers.
It is our vision that she will learn to speak, read and write in more than one language. The
earlier a child is exposed to a language not spoken in the home the easier it is for the child to
fully grasp the second language and to speak without an accent. We believe that children are
naturally inquisitive and playful. We want to take advantage of these childhood characteristics
by instructing students in an engaging, active, challenging and interesting dual language
setting. We also believe that children learn in a variety of ways. Our instructional
methodology must address and stimulate different learning styles and modalities that are found
within visual, auditory and kinesthetic learners.
It is our vision that the location of the school will provide the same opportunity of choice for
parents in the area of Greeley as is provided in the more affluent parts of the city, for parents
are integral to the success of the students and the school. Having chosen to enroll their
children, they become part of the learning environment, encouraged-often required- to
participate, thus making the school not only a part of but central to the surrounding community.
We anticipate and welcome students from elsewhere in District 6 whose parents choose the
dual language opportunity and thus add to the cultural mix. The heterogeneity of the students
offers a rich resource for meaningful multicultural activities relating to them personally,
whether from European, Latin American, African or Asian family backgrounds, while learning
also of those values which bind them as Americans, particularly American jurisprudence
stemming from English law.
*Generic; applies to both sexes.
11
Core Beliefs
• Salida del Sol Academy will primarily serve the east side of Greeley-Evans School
District 6.
• Students and parents will make our school a success.
• Every child is special.
• Parents will be a vital part of our school community.
• Students will be fluent in English and Spanish.
• Faculty, students, and parents will learn from and support each other in a trusting family
environment.
• All people will be treated with respect, dignity and courtesy.
• Salida del Sol Academy will be a caring and supportive partner in the local
community.
12
SCHOOL ACHIEVEMENT GOALS:
A FIVE YEAR PLAN
Salida del Sol Academy
Salida del Sol Academy will educate students in kindergarten through eighth grade for
success in the 21st century world. Salida del Sol Academy will use a dual language
(Spanish and English), multicultural teaching philosophy and curriculum to serve students
in the Greeley-Evans School District. We will provide a supportive, rigorous and
personalized educational environment. Our goal is for all students to perform at or above
grade-level as measured by the Transitional Colorado Assessment Program (TCAP).
Students who are not performing at grade level will be expected to make a minimum of
1.5 years of growth towards proficiency each year that they are in Salida del Sol
Academy.
We recognize that state assessment tests are only one measure of performance. We also
believe that student progress can be gauged by teacher-made assessments, anecdotal
observations and bodies of evidence, such as student portfolios and Individualized
Academic Programs (IAP), for each learner.
Salida del Sol Academy will set high goals for student academic achievement. We realize
that building a quality program takes time and that gathering baseline data will be
imperative. We understand that goals must be revisited and revised annually as we collect
data in order to ensure that our goals are rigorous, appropriate and responsive to our
student population and their needs.
Goal 1: Charter Recognition
Without charter recognition by Greeley-Evans School District 6, Salida del Sol Academy
cannot exist. It is our goal that within 90 days from the submission of our charter
application, Salida del Academy will be recognized by Weld School District 6 as a K-8
multicultural, dual language charter school.
Goal 2: Bilingual Staff
We believe that all employees of Salida del Sol Academy should be proficient in Spanish
and English. We want employees of the school to be able to communicate effectively with
all of our stakeholders. Our goal is that by July 2014, Salida del Sol Academy will have
identified and contracted a highly qualified dual language faculty and support staff.
Goal 3: Faculty and Staff Training
By the end of August 2014, all faculty and educational assistants will be trained in the
Gomez and Gomez Dual Language Enrichment Model, FOSS science techniques, the
Wonders reading program, Go Math, Every Child a Writer, and Social Studies Alive.
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Goal 4: Dual Language Academy
In September of 2014 Salida del Sol Academy will open its doors as a multi-cultural, dual
language K-8 school. The school will be located east Highway 85 in Greeley-Evans
School District 6.
Goal 5: English and Spanish Proficiency (Literacy)
It is our goal that 85% of the students who begin Salida del Sol Academy in kindergarten
and attend through grade eight will be proficient or above grade level readers and writers
in both English and Spanish as measured by TCAP and Access for English Language
Learners by the time they graduate from 8th grade. In the near future TCAP and Access for
ELL will be replaced by assessments developed to test the Common Core State Standards.
Our students will participate in these assessments and others required by the state.
Goal 6: 3rd Grade Reading
It is our goal that 85% of the kindergarten class of 2014-15 will be reading at or above
proficiency by the 2017-18 school year as measured by the 3rd Grade TCAP, or its
replacement exam.
Goal 7: All Grade Level TCAP Exams
It is our goal that by the 2018-19 school year 80% of the students in Salida del Sol
Academy will be performing at or above the district average on all sub-tests of the TCAP,
or its replacement exam.
Goal 8: Proficiency in Math
It is our goal that 70% of the students who have attended Salida del Sol Academy for
three full years will be proficient in the new Colorado Math Standards as measured by
TCAP. By the end of their fifth year in the school 80% of the students will be
performing at proficiency or above on the TCAP math assessment.
Goal 9: Proficiency in Science and Social Studies
Science and social studies will be points of emphasis at Salida del Sol Academy. It is our
goal that by 2018-19 school year 85% our students will perform at or above the district
average on the science and social studies Common Core State Assessments.
Goal 10: Parent Involvement
We believe that parent involvement is vital to the health of a successful school
environment. It is our goal to engage 100% of the parents/guardians of Salida del Sol in
their child’s/children’s educational career. This will be done in many ways, ranging from
logged student/parent home reading and math time to parent volunteers who serve the
school.
Beginning in our second year (2015-16) of operation, in our published annual report to the
public, we will include graphs and other documentation of parental volunteer time,
parental engagement with student time, and the percentage of parents who have been
involved in the school process.
14
Goal 11: Student/Parent/Teacher Conferences
We believe that conferences are essential for communicating important information about
a child’s academic progress and this is the time to develop an Individual Academic
Program for the student. We believe that conferences should be student led. It is our goal
to have 90% participation by parents in these conferences. When necessary we will
accommodate parent needs by conducting in-home conferences. Teachers will log parent
participation and we will acknowledge conference participation in our annual report.
Goal 12: Financial Stability
Salida del Sol Academy will maintain a balanced budget. The annual budget will be
reviewed by the Accountability Community and approved by the Board of Directors.
Goal 13: Technology Skills
We believe that students must have ready access to the technological skills and equipment
to learn and perform in the 21st century. To that end, every student will be supplied with a
laptop computer or tablet for his/her personal use, which can be taken home as needed.
Salida del Sol Academy will also have a comprehensive technology plan that will include
hardware and software acquisition as well as teacher training. The school will hire a
fulltime director of technology. We have preliminary evidence that a major corporation or
individuals will step forward and donate funds for the tablets. If this does not occur, we
are prepared to phase in the technology.
Goal 14: Learning about Cultures
We believe that multiculturalism should be embedded in the curriculum. Teaching teams
at each level in the school will incorporate cultural activities and information about the
various ethnic groups that currently live in Greeley and those groups that came before us.
Teaching teams will record the various activities, lessons or exposure their students
received in cultural awareness. In our annual report to the public we will share this
information with our stakeholders.
NOTE:
When an Accountability Committee for Salida del Sol Academy is fully established, it will
review these goals and assist the school administrative team with the revision and /or the
establishment of additional goals.
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EVIDENCE OF SUPPORT:
Salida del Sol Academy
Salida del Sol Academy was founded on the desire to create a K-8 neighborhood school
east of Highway 85 in Greeley, Colorado. In addition, there has been community interest
for a charter school that would serve a population representative of the district’s student
demographics, and would be located in an area that has historically been underserved by
charter schools. Several Greeley residents and parents have joined together to bring this
high quality educational option to the Greeley-Evans communities. Our mission is to
provide a supportive, challenging, and personalized dual language and multi-cultural
education for students from kindergarten through eighth grade in a neighborhood school
setting.
The following areas in this section will highlight our community engagement and
strategies for building parent involvement and measuring community support.
Community Engagement
Beginning in January of 2013, three community forums were scheduled for the purpose of
dissemination of information regarding the establishment of a charter school in northeast
Greeley. The forums were well attended and many questions were addressed. From these
forums a support group known as the “Leadership Team” was formed. The “Leadership
Team” is a group of parents and community members who have volunteered to canvas the
community and distribute “Intent to Enroll” forms. They are also serving as a quasiAccountability Committee. There are over fifty participants in this group.
An example of a “Community Flyer” used to advertise the forums can be found in
Appendix H.
The second outcome from the community forums was the identification of residents who
expressed an interest in serving on the Board of Directors. From these meetings the
founding board members came forth.
Student Recruitment
We plan to open Salida del Sol Academy in the fall of 2014 with 640 students in grades K8. It was our goal to have 100% of our initial enrollment numbers listed on “Intent to
Enroll” forms by June 1, 2013 which we have accomplished. Once we have charter
approval from Greeley-Evans School District 6, we will continue our recruitment efforts
until we reach at least 150% of our initial enrollment numbers. It is our goal to have a
deep lottery pool for the school.
An example of an “Intent to Enroll” form can be found in Appendix H.
16
Recruitment Strategy
To meet our goal of collecting 640 “Intent to Enroll” forms by June 1, 2013 we have
embarked on an extensive community outreach effort, which included the following
activities:
• A recruitment table at Moreno’s store
• A recruitment table at Shop ‘N Save grocery
• A recruitment table at the Greeley Children’s Festival
• A recruitment table at the UNC Children’s Carnival
• A recruitment table at the Greeley Cinco de Mayo Festival
• Visitations to local church parent meetings
• Door-to-door canvassing
• Public Service announcements on a local radio station
We will continue with these efforts up until the day the school officially opens.
Community Support
It is our goal to collect letters of endorsement from local community leaders, businesses
and/or organizations. We believe the school will be a community resource and we will be
reaching out to the community for their support.
Letters of Support
Salida del Sol Academy has received letters of support from numerous community
members. Listed below are those who have submitted letters of support.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Charles Archibeque, Greeley City Council Member
C. J. Archibeque, Youth Program Manager for the City of Greeley
Steve Baker, Sears Real Estate
Margaret Berg, Professor, UNC
Michael Bond, Guaranty Bank and Trust Company
Damion H. Cordova, Aims Community College
Margarita Diosdado, Parent
William Duff, Former Dean of the Monfort College of Business
Ron Eberhard, Administrator UNC
Thelma & Ron Edgerton, Citizen & Former Educator
Karen Fentiman, Retired Educator
M. J. Frick, Accountant
Sherry Gerner, Director of University Schools
John Haefeli, Adjunct Faculty, UNC
Bernard C. Kinnick, Weld County Councilman, Dist. 2
Leona and Matthew Larson, Educator and Business Owner
Carlos Leal, Retired Educator
Ila J. Leavy, Retired Educator
Rosalva Haro-Lyons & Shannon Lyons, Citizens
Sylvia P. Martinez, Citizen
Nathan Miller, Minister
Dick Monfort, Owner, Colorado Rockies Baseball Club
Ty Notestine, Business Owner
17
•
•
•
•
•
•
•
•
•
•
•
•
Pres Montoya, Real Estate
Marc Ringel, MD
Maria Sanchez, Executive Director of Realizing Our Community
Thomas Selders, Business Owner and Former Mayor of Greeley
Rhonda Solis, Citizen
Jennifer Soule-Hill, Parent, & Nathan Soule-Hill, Minister
Robert M. Traynor, CEO/Audiologist
Jim Wanner, Anthropologist
John Welch, MD
Mark Wood, Educator
Richard Wood, University Schools Board of Governor
Dave Young, State Representative
The letters of support sent from the community members listed above can be found in
Appendix J.
Board of Directors
Currently Salida del Sol Academy currently has a nine-person board of directors, which
mirrors the ethnic diversity of the District 6 student population. Our charter application
has a detailed description of how future members will be elected.
Summary
Over the past six months, there has been significant activity in promoting the dual
language charter school. From these activities, many key stakeholder groups were formed
resulting in identifying and recruiting committed leadership team members, founding
board of directors, and accountability committee team members. The community forums
were vital to establishing these committees, generating valuable discussions, and creating
awareness of the charter school project.
18
EDUCATION PROGRAM & STANDARDS:
Salida del Sol Academy
Educational Program: Philosophy
“Each child is special” is the underlying philosophy of Salida del Sol. We believe that
children are inquisitive, intelligent, kind, playful, and motivated to learn and that every
child deserves a strong education that cultivates hope and promise. Regardless of their
backgrounds, whether from poor or affluent circumstances, educated or uneducated
homes, native or immigrant, ethnicity or language, each child is special. We therefore
believe in a student-centered learning program, personalized to meet their individual
needs.
We believe that in this rapidly changing world, all children should be held to high
standards, taught in a respectful environment where they learn to appreciate others’
differences and learn strategies to leverage those differences as strengths. The experiences
students have at Salida del Sol will prepare them to thrive in high school, post-secondary
education, and the bilingual workforce. The school’s graduates will be bilingual, possess
the academic and decision-making skills to contribute positively to their communities, and
have the desire to do so. Each student will be equipped to succeed in the multilingual
communities of the 21st century.
Salida del Sol will offer a proven framework for dual language instruction that supports
students in learning to read first in their primary language and later in a second language.
Students will learn English and Spanish, becoming fluent (able to read, write and speak) in
both by the end of their K-8 education. The curriculum selected for the school is engaging,
hands-on, research-based, and aligned to the Colorado Academic Standards and the
Common Core standards. Technology will be an embedded tool that allows students to
demonstrate and extend their learning.
We believe that parents, regardless of circumstances, desire the best for their children and,
given the opportunity, will assist in their education. The location of Salida del Sol in an
area of Greeley available to many such parents will provide such an opportunity and will
foster their involvement both in their choice of the Academy and their cooperation in its
programs.
Multiculturalism is a mindset, not simply an add-on. Such a mindset will be every day at
Salida del Sol. In Gomez and Gomez, multicultural examples will be used as bases for
instruction. For example, through both are in English, 8th graders would not only read
Huckleberry Finn, but also, Bless Me, Ultima. There are rich Mexican- American and
Latin American literatures at all levels. Art, geography, of course, games people play,
varieties of food and food preparation, clothing and other everyday items are replete with
examples, which can and will be used by imaginative teachers. Even the rich mixture in
Greeley of recent or not-so-recent immigrations provide examples which will be
incorporated into the curriculum. For example, why not regular celebrations of holidays of
cultural significance to local immigration groups, e.g. Swedes, German-Russian, Mexican,
19
Japanese, English, Somali, Ethiopian, Vietnamese, Burmese. In most American public
schools, most multicultural programs artificial curricula are devised as a perceived chore;
ours are devised as a result of commitment.
Educational Program: Instruction
Salida del Sol Academy will be a kindergarten through 8th grade school. Our ultimate
educational goal is for each student to perform at or above the proficient level on state
mandated tests (TCAP) and to become bilingual and bi-literate. The instructional
environment of our school will be designed to provide students with a research based,
innovative curricula taught in a dual-language model. Each student will follow an
educational path which is developed for them according to their individual academic
needs, current knowledge base and skills. Salida del Sol Academy will encourage and
support teachers in the use of multiple instructional strategies and methodologies to meet
the various learning styles and academic needs of the students. In order to best meet the
needs of students and parents, the faculty and staff of will be bilingual. Salida del Sol
Academy will adopt the Gomez and Gomez Dual Language Enrichment Model as its
vehicle for dual language literacy. All faculty and support staff will be trained in the
Gomez and Gomez Dual Language Enrichment Model.
It is recognized that there will be students entering Salida del Sol Academy who have not
been exposed to the Gomez and Gomez instructional model and that during the first few
years this problem will be massive, just as District 6 is faced with the same problem as it
distances itself from its so-far apparently successful adoption of a new curriculum. Salida
del Sol will address the problem in the same way as District 6: working with children
individually with counselors, teachers and specialists, but with two additional arrows in our
quiver: first, all of our teachers will be bilingual, so they can meet the students on their
own grounds and, second, having been trained in Gomez and Gomez, they will have sharp
eyes on the educational goals and process as well as the desired outcomes in both English
and the primary language. Because the initial problem will be acute, a special cadre of
teachers will be identified to deal with these students individually. As time progresses and
the younger students move through the system, this problem will be less severe, though, as
in District 6, it will never disappear, and the problem will be dealt with by an appropriate
number of previously trained staff.
The instructional backbone of Salida del Sol Academy will be the Gómez and Gómez Dual
Language Enrichment Model (DLE), implemented in 615 elementary schools, 13 middle
schools, and 5 high schools in Texas, Washington, Alaska, New Mexico, California,
Kansas and Nevada. The DLE model is based on the idea that it is vital for students to
learn grade-level content and skills in their first language, while learning the second
language at the same time. Forty years of research shows that bilingual education is
effective—and dual-language programs are among the most successful. For any individual
learning a second language, long-term academic achievement in English depends on the
extent and quality of instruction in the student’s first language. According to the Texas
Education Agency, dual-language is the best way for ELLs to learn fluent English. It’s no
wonder that in Texas, with many ELL students, almost every large district in the state has
20
implemented the Gomez and Gomez program. 2 The benefits of dual language instruction
extend to native English speakers as well; in dual language programs all students, whether
English language learners or native English speakers, score higher, on average, on English
assessments than do native English speaker students in monolingual programs. 3
The Gomez and Gomez DLE model is based on the idea that children can effectively learn
subject matter in either their first (L1) or second (non-native) language (L2), with
appropriate instructional strategies and other activities to support the instruction students
receive in their second languages. Salida del Sol students will receive English and
Spanish instruction for specific subject areas and grade levels. 4 For example: students in
K-5th grade learn mathematics in English, while science and social studies is learned in
Spanish and language arts is provided in the child’s native language for grades K-1 and in
both languages in grades 2nd through 5th grade.
The model includes six major components:
1)
2)
3)
4)
5)
6)
Grade level appropriate instruction
Heterogeneous instructional grouping
Separation of languages for content-area instruction
L1 and L technology support
Quality teaching staff
L1 and L2 conceptual refinement
The model is unique among dual language programs in that it:
1. Provides instruction of subject areas in only one of the two languages
2. Calls for conceptual refinement activities that supports the L2 learner in the
subject areas taught in the students’ L2
3. Promotes the development of content-area bi-literacy by the end of 5th grade
4. Uses the concept of bilingual pairs for all classroom learning activities
5. Requires the use of bilingual learning centers PK-1st grade, and bilingual research
centers beginning 2nd grade
6. Requires the use of the language of the day for all non-instructional school language
used throughout the day by all students, parents and school staff.
2
Leo Gomez and Richard Gomez Jr. “Results Show Programs Lead to Greater Success.” Austin AmericanStatesman Sunday, May 13, 2012. http://www.statesman.com/news/news/opinion/results-show-programslead-to-greater-success/nRnjN/
3
Ibid.
4
For detail about the DLE program, see Leo Gomez and Richard Gomez, Jr. “Dual Language Training
Institute,” http://dlti.us/3.html
21
Additional information regarding these components is found below.
Separation of Languages for Content-Area Instruction:
Students, regardless of language background, learn certain subjects only in Spanish, and
certain subjects only in English. Math (from kindergarten through 5th grades) is learned in
English. The reasons for choosing English is that math is less language-dependent than
other subjects; its content cuts across languages. Students learn in a more hands-on
manner, using manipulatives for example. Science and social studies are learned in
Spanish only. This is to ensure a strong minority language curriculum that helps
compensate for the strong dominance of the English language in our culture. The language
used in specials and other activities alternates daily Since the time allotted for math equals
the time allotted for science and social studies combined, and the language for all other
activities alternates daily, the model is 50/50 Spanish and English in time as well as
content area once students reach 2nd grade.
In kindergarten and 1st grade, students learn Language Arts in their L1. This is the only
time in students’ academic life at SDSA where they will be separated by language.
Beginning in 2nd grade, students learn Language Arts in both languages.
Conceptual Refinement to Support L2 Learners:
In any subject, the main goal is for students to learn the concept, and the secondary goal is
to develop language skills while learning that subject. Student’s best achieve both of these
goals when they learn the subject in their first language. Therefore, students learning
subject matter in their second language will need additional help mastering the concepts.
This help is called conceptual refinement (CR). Teachers from kindergarten to 2nd grade
use conceptual refinement (CR) to support learners learning academic content in their
second language. During CR, students learning math, science, or social science in their
second language who need additional concept review are homogeneously grouped and
given L2 reinforcement for about 15-20 minutes at the end of each lesson. Conceptual
refinement is provided in the same language of instruction, using different instructional
strategies and working with each L2 learner more closely.
Content-Area Bi-literacy:
By 3rd grade, both English and Spanish dominant learners are fluent enough in both
languages to understand directions and subject area instruction in either language. The
focus then becomes fostering not only linguistic bi-literacy, but also content-area biliteracy: knowing content vocabulary in both languages. To facilitate this, all students
participate in specialized vocabulary enrichment activities where they learn previously
learned vocabulary in math, science, and social studies in the language not used for
regular instruction in that subject area (thus, these activities take place in Spanish for math
and English for science and social studies).
22
Bilingual Groups and Pairs:
For all subject-area instruction and participation in bilingual learning and resource
centers and other enrichment activities, students work in pairs or groups of 4-6, the
pairing changing regularly. English and Spanish speakers are grouped together, helping
each other both with content and with language. Students learn cooperatively, learning
content together, and then complete each assignment individually.
Bilingual Learning Centers and Research Centers:
Bilingual Learning Centers are interactive, subject-based learning centers at the K-2nd
grade levels. They allow students to use their first and second languages in natural,
meaningful contexts, negotiate subject area meaning among themselves, and learn
independently at their own paces, with minimal guidance from the teacher. Content
activities and materials are available in both languages, and pairs of students choose an
activity to complete together in either language. Bilingual Research Centers, for students
in grades 3-5, facilitate project-based learning, a central component of the DLE model.
They are subject-specific reference areas for bilingual pairs or groups to use in cooperative
learning project-based activities. Learning center activities are available through Gomez
and Gomez and will be purchased to assist the teachers with this important activity.
Language of the Day
In order to promote bilingualism in all areas and emphasize the equal importance of both
languages, all activities besides subject matter instruction are conducted in Spanish and
English on alternating days (Monday, Wednesday, and Friday in Spanish, Tuesday and
Thursday in English).
The following document from Gomez and Gomez’ training course outlines their suggested
implementation of the DLE model.
Recommended Guidelines for Effective One-Way or Two-Way Implementation
1. Whole School Environment/Climate
• Campus establishes and follows Language of the Day for P. E.,
Computer or Technology Lab, Music, Library, Announcements
• Signage – hallways, cafeteria, etc. naturally in both languages
• All campus staff (PE, Librarian, etc.) should follow the LOD (to the
extent possible)
• Dual Language Library – increase Spanish volumes
• Dual Language Balance
• Classroom should be balance based on linguistic ability in English and
Spanish of students, not just based on Spanish Dominant versus English
Dominant
23
• Although a Spanish Dominant Student may be considered an “English
speaker” for classroom balancing purposes due to having some English
skills, his/her dominant language is still Spanish and therefore receives
Spanish language arts
2. Establish a Dual Language Campus Committee (one teacher from each
Teaching Team, one administrator, and one parent)
• Dual Language Parent Empowerment Centers
• Regular parent meetings/updates
• Gifted and Talented Student Participation
• Gifted and Talented students receive additional special enrichment activities
as a group some part of the week
• Special Education students participate in DL classroom (inclusion)
• Special Education students’ resource/assistance in language of instruction
• Content-Area resource in language of instruction
3. Language of Instruction
It is important that the dominate language of the child be correctly identified upon
initial entry into the school (decision is based on the first and second language
assessment(s) administrated at PK or K at any school) for this will be the Target
Literacy Language (will learn to read first in this language) and the child will be
assessed in this language on the Reading/Writing TCAP beginning in the 3rd grade.
Salida del Sol Academy will administer the A-APT ACCESS Option #1 to students
prior to their entrance into kindergarten and the A-APT ACCESS to grades 1-8.
Information from these assessments will give the school baseline information
regarding a child’s language development. (More information about this assessment
process can be found in the Serving Second Language Learners section of this
application.)
4. Student assessment takes many forms. Assessments will range from teacherdeveloped tests, oral language competencies, conceptual understanding and
daily assignments. (More information regarding assessments can be found in
the Student Assessment section of this application.
24
Initial Entry
Spanish Dominant Students are reclassified as English Dominant upon meeting “English”
criteria, but continue in the Dual Language Program; and continue to be served in both
languages through the 8th grade.
Note: These guidelines are designed to assist in the fidelity of implementation. Studies of
dual language schools indicate that a program’s overall success and increased student
academic attainment highly correlates with “consistent” implementation of model
components and effective classroom instructional practices by classroom teachers. It is
recommended that these guidelines be used as a guide to establish campus policy for OneWay and Two Way Dual Language Program implementation and be shared with
administrators, teachers and parents.
Class Size, Teaching Teams and Instructional Configuration
Salida del Sol will limit enrollment so as to maintain an average class size of 20 students
per teacher. We believe that students should not always be grouped by age or grade level.
We believe that students may move between “grade levels” depending upon their skills
and academic needs. Teachers will be placed in teams to work with “groups” of students.
A Teaching Team provides a “family” atmosphere to the learning environment. This
promotes closer contact and communication with parents, sharing of ideas, a blending of
grade levels, and collegial relationships. (No teacher should be on an island.)
For example:
Teaching Team could be composed of a Team Leader (a teacher with multiple
years of experience, a sound knowledge base and leadership skills); Two MidCareer Teachers (7 to 14 years of experience) and One or Two Novice Teachers
(less than 7 years of experience). Someone on each team will be or become the
expert in math, while someone else is the science expert, etc. This team would at
times combine their classes, divide into groups for leveled instruction, develop
enrichment activities as a group, utilize the large group for peer partners or move
the students into typical classroom settings for more traditional instruction.
In traditional terms the students will be in grouped as: Kindergarten, 1st & 2nd grade, 3rd,
4th and 5th grades. The middle school would be made up of grades 6, 7 and 8. The
Teaching Teams will be a common fixture at each of these levels, thus promoting a
“Teacher-Student Team Approach” to instruction.
25
Multicultural Education
The goals of the multicultural education program are to have each student:
•
Feel valued and respected
•
Be successful, both academically and socially
•
Recognize and understand diverse perspectives
•
Make meaningful contributions in a global society
Approach: The Additive Approach
In this approach content, concepts, themes, and perspectives are added to the curriculum
without changing its basic structure. This involves incorporating literature by and about
people from diverse cultures into the mainstream curriculum without changing the
curriculum. For example, examining the perspective of a Native American about
Thanksgiving would be adding cultural diversity to the traditional view of Thanksgiving.
The Additive Approach is also frequently used by teachers to integrate content about
ethnic and cultural groups into the school curriculum. In this approach, the organization
and structure of the curriculum remains unchanged. Special units on ethnic and cultural
groups are added to the curriculum, such as units on African Americans in the West,
Indian Removal, and the internment of the Japanese Americans (Banks, 1999).
Sample:
• Facilitate opportunities to examine the attitudes, beliefs, values, and practices
shared by the classroom and community of learners.
• Make available to schools a list of individuals in the community with
specialized training and experience in multicultural education, awareness,
diversity, conflict resolution, etc.
• Recognize and respect ethnic observances and religious holidays; cite major
observances from various faiths in the school.
• Participate in district or school-sponsored multicultural events and programs
and connect school staff with multicultural resources that are available in the
building, the district and the community
Process:
• The Colorado Department of Education content standards will be used in all
curriculum efforts to create an inclusive, active, safe and caring instructional
environment.
• Create a committee (Multicultural Education Team) charged with
introducing, implementing and monitoring the multicultural plan at the
school and develop multicultural curriculum activities for programmatic
levels: PK-8.
• Establish and/or incorporate a Multicultural Lead Teacher to serve as a liaison
between teachers and the staff, students and parents at the school.
• Raise awareness of multicultural goals and promote multicultural education
events and activities in the school.
26
•
Keep informed of and communicate current practices, policies, and issues in
multicultural education to other lead teachers and staff members within the
school.
Training:
Provide professional development to all staff during the non-instructional day and/or
during continuing education days. All faculties will receive a minimum of two hours of
multicultural education training. Review by designated school teams of the scope and impact
of curriculum efforts in multicultural education.
Research:
Research indicates that lessons, units, and teaching materials that include content about
different racial and ethnic groups can help students to develop more
positive intergroup attitudes if certain conditions exist in the teaching situation (Banks,
1995b). These conditions include positive images of the ethnic groups in the materials and
the use of multiethnic materials in a consistent and sequential way.
An equity pedagogy exists when teachers modify their teaching in ways that will facilitate
the academic achievement of students from diverse racial, cultural, and social-class groups
(Banks & Banks, 1995). Research indicates that the academic achievement of African
American and Mexican American students is increased when cooperative teaching
activities and strategies, rather than competitive ones, are used in instruction (Aronson &
Gonzalez, 1988). Cooperative learning activities also help all students, including middleclass White students, to develop more positive racial attitudes. However, to attain these
positive outcomes, cooperative learning activities must have several important
characteristics (Allport, 1954). The students from different racial and ethnic groups must
feel that they have equal status in intergroup interactions, teachers and administrators must
value and support cross-racial interactions, and students from different racial groups must
work together in teams to pursue common goals.
An empowering school culture and social structure is created when the culture and
organization of the school are transformed in ways that enable students from diverse
racial, ethnic, and gender groups to experience equality and equal status. The
implementation of this dimension requires that the total environment of the school be
reformed, including the attitudes, beliefs, and action of teachers and administrators, the
curriculum and course of study, assessment and testing procedures, and the styles and
strategies used by teachers. (Banks, Washington.edu)
27
Teacher Schedules for Grades K-5
TYPICAL TEACHING DAY FOR KINDERGARTEN
There will be two half-day sessions of kindergarten. The times for each are indicated.
7:30
Teacher arrives and checks in at office. Prepare classroom for day, put
out materials. Kindergarten teachers will not do duties before or after
school.
8:00 or 12:30
Teacher greets each student personally at door.
8:05 or 12:35
Greeting Circle and Morning/Afternoon Message, attendance procedure
and announcements. All instruction (except math) in kindergarten is
conducted in the child's native language. Still, vocabulary from the
Language of the Day and the all- school announcements will be in the
Language of the Day.
8:30 or 12:55
Language Arts--reading and writing block. This instruction is in the
child's home language. Using Wonders and Every Child a Writer will
integrate reading and writing. The emphasis here is on speaking and
listening, as well as reading, writing and viewing. There is also emphasis
on phonemic awareness, phonics, fluency, comprehension and
vocabulary. Themes from social studies and science will be integrated, as
will social justice lessons and service learning opportunities. Ten minutes
of Drop Everything and Read will be incorporated here as well.
9:50 or 2:15
Recess. Teacher will supervise, facilitating with the P.E. or Music
teacher active student play. Teacher will also deal with student
relationship needs--conflict resolution, introducing new games (some
noncompetitive) and equipment, musical activities.
10:10 or 2:35
Math block, utilizing Go Math!. Math is always taught in English in the
Gomez and Gomez model. Science and social studies activities, as well
as, service learning and social justice will be interwoven as appropriate.
11:10 and 3:40
Closing Circle which includes gathering materials to go home, cleaning
the classroom.
11:30
Teacher lunch
4:00
Teacher preparation for next day, record and enter data, make phone
calls, and review data.
28
SCHEDULE FOR A TYPICAL TEACHING DAY FOR GRADES 1 AND 2
7:30
Teacher arrives, checks in at office, prepares room and materials for the day.
Teacher may have supervisory duties during this time one or two days per week.
8:00
Greet every student personally at the door.
8:05
Attendance procedures--classroom business--school-wide announcements,
Morning Meeting. Done in the Language of the Day which will alternate English
and Spanish each day.
8:20
Students are regrouped based on language and academic needs. Utilizing
Wonders curriculum with instruction given in the child's dominant language, the
90 minute language block will also include teacher modifications based on data
and student needs and strengths. Reading and writing are integrated during this
time, utilizing Every Child a Writer. Writing will also be infused in every subject
area throughout the day. Reading instruction will be in all five areas of reading:
phonemic awareness, phonics, fluency, comprehension and vocabulary. There
will also be an emphasis on speaking, listening and viewing.
9:50
Morning recess. Teacher will do supervisory job, facilitating active student
play, using various methods to deal with student relationship needs, conflict
resolution, introduce new games and/or equipment, lead a walking group, etc.
10:10
Math block will utilize Go Math! program as a base. Teacher will modify based
on data and student needs and strengths. All math instruction in the Gomez and
Gomez mode is done in English.
11:20
Lunch for teacher duty free.
11:50
Students have recess. Teacher may be asked to do supervisory duties for up to 20
minutes of this 50 minute time.
12:10
Drop Everything and Read. Students will read books of their own choice. Teacher
may do any of the following things: monitor and advise student on book choices;
take running records with selected students; model silent reading behavior and
response to literature; check student comprehension with informal questioning
and/or conversation; help student select and locate new text; facilitate student
interaction with peers whether in pairs, small or large groups.
12:40
Science utilizing FOSS kits. Science instruction will always be in Spanish only.
Teacher may supplement FOSS science as student data, interest, language or
academic needs dictate. Social justice and service learning will be embedded at this
time. The last 10 minutes will be cleanup, which is extensive in hands-on science.
29
1:40
Afternoon recess. Teacher supervises--see morning recess for description
2:00
Specials rotation--music, art and P.E.
2:40
Social studies is based on Social Studies Alive! Teacher will modify program to
meet student needs and strengths based on data. Social justice lessons and service
learning opportunities will be embedded during this time. Instruction in social
studies is always in Spanish as in the Gomez and Gomez model.
3:40
Closing Circle is preceded by gathering materials to go home and cleaning up the
classroom. This time is conducted in the Language of the Day, which alternates
Spanish and English.
4:00
Students released from school.
SCHEDULE FOR A TYPICAL TEACHING DAY--GRADES 3-5
7:30
Arrive on campus, check in at office, prepare classroom and materials for day. On
some days, teacher may have assigned supervisory duties at various locations
throughout the school.
8:00
Greet every student personally at door. Utilize the language of the day, utilizing
key vocabulary as appropriate.
8:05
Attendance procedure. Classroom business, school-wide announcements,
morning meeting. All these will be done in language of the day and will use the
day's key vocabulary.
8:30
90 minute literacy block. Both reading and writing are interwoven in this time.
Writing is also infused throughout the day in all subjects. Students will be
regrouped for instruction based on language and learning needs and strengths. See
the Gomez and Gomez dual language model for the balance of language
instruction. All reading instruction will utilize the Wonders with teacher-chosen
modifications based on data and student strengths and needs. Similarly, the writing
curriculum, Every Child a Writer, will be adapted by the teacher.
10:00
Morning recess. Teacher will do supervisory job on some days, facilitating active
student play using various methods. Teacher will also deal with student
relationship needs--conflict resolution, lad a walking or running program,
introduce the use of new equipment and/or new games (including no competitive
games).
10:20
Math block. Utilizing the "Go Math!" Curriculum as a basis, teacher will modify
and supplement programs based on data and student needs and strengths. In the
Gomez and Gomez model, all mathematics is taught in English.
30
11:30
Clean up for lunch and midday recess.
11:40
Lunch duty free.
12:00
Students have recess. Teacher planning/ team planning. Teacher may be asked
to do supervisory duty for up to 20 minutes of this time on one or more days.
12:20
Drop Everything and Read. Students may need a bathroom or drink break. Teacher
may do any of the following: monitor and advise students on book choices; Take
running records while student reads aloud; model silent reading behavior and
response to literature; check student comprehension with informal questioning
and/or conversation; help students select and locate new texts and facilitate student
interaction with peers whether in pairs, small group or large group.
12:50
Specials rotation--music, art, P.E. Teacher planning and team meetings take place
during this time. At least one a month will be devoted to child study. Another will
be devoted to looking at and analyzing student work. Another will be devoted to
lesson study, rotating through all subject areas. Data will be studied regularly
within these meetings.
1:30
Science utilizing FOSS kits for hands-on science. Instruction is in Spanish
language one day and English the next. Teacher may supplement FOSS as
students’ interest/language and academic needs dictate, with reference to data.
Social justice and service learning experiences will be embedded regularly during
this time.
2:20
Cleanup required for all hands on science.
2:30
Afternoon recess - Teacher supervises--see morning recess for description.
2:50
Social Studies instruction utilizing Social Studies Alive! Teacher will modify
program based on student interest, language and academic needs, with
reference to data. Social justice and service learning lessons will be embedded
during this time. Instruction will alternate day to day with English or Spanish.
3:40
Closing Circle, including gathering materials to go home, cleaning up classroom.
Using English or Spanish whichever is the Language of the Day.
4:00
Grade papers, develop and enter data, review data, consult, some days teacher will
have supervisory duties.
31
Elementary School Instructional Day
Sample Daily Schedule K-5
Time
Content Area
Components
English
Language of
the Day
(LOD)
Spanish
Language
of the Day
(LOD)
8:008:45
Morning Meeting*
Snack & Warm-up
Activities
Greeting, sharing,
group activity, morning
message,
time
Tuesday
Thursday
Mon/Wed/Fri
8:4510:30
Reading Block**
(90)
Reading - Wonders
Writing - Every Child a
Writer
Native
Language
Native
Language
Tuesday
Thursday
Mon/Wed/Fri
Every Day
Every Day
Tuesday
Thursday
Mon/Wed/Fri
Tuesday
Thursday
Mon/Wed/Fri
10:30- Recess
10:45
10:45- Math (60)
11:45
Go Math!
11:45- Lunch/Recess
12:30
12:30- DEAR
1:00
Everybody Drops
Everything and
R d
FOSS Science Kits
1:302:15
Science (45)
2:152:30
Recess
2:303:15
Social Studies (45)
3:153:45
Specials rotation
for PE, Art, Music
3:453:55
Closing the Day
Enhances community
and reinforces learning.
3:554:00
Dismissal
Coat/backpack, bus,
walkers, pic-up
Mon/Wed/Fri
Tuesday
Thursday
Social Studies Alive!
Mon/Wed/Fri
Mon/Wed/Fri
Tuesday
Thursday
Mon/Wed/Fri
Tuesday
Thursday
Mon/Wed/Fri
*Morning Meeting is a component of The Responsive Classroom.
**Reading Block 90 minutes (grades K-1); 120 minutes (grades 2-5)
32
Middle School Instructional Day
Sample Daily Schedule 6-8
Components
English
Language of
the Day
(LOD)
Spanish
Language
of the Day
(LOD)
Time
Content Area
8:008:45
Morning Meeting*
Advisor/Advising
Time, Snacks
Morning message
Tuesday
Thursday
Mon/Wed/Fri
8:4510:15
Reading Block**
(90)
Reading - Writers
Workspace
Native Language
Native Language
10:15Writing (60)
11:15
Writing - Straight-up
Writing
Tuesday
Thursday
Mon/Wed/Fri
11:15- Math (90)
12:45
Big Ideas Math!
Every Day
Every Day
12:45
- 1:15
Lunch
Tuesday
Thursday
Mon/Wed/Fri
1:151:45
Specials rotation
for PE, Art, Music
Tuesday
Thursday
Mon/Wed/Fri
1:452:45
Social Studies (60)
History Alive! Tuesday
Thursday
Mon/Wed/Fri
2:453:45
Science (60)
FOSS Science Kits
Tuesday
Thursday
Mon/Wed/Fri
DEAR
Drop Everything and
Read
Tuesday
Thursday
Mon/Wed/Fri
Activities
Homework Club,
Tuesday
Intermurals, Enrichment
Thursday
Classes***
Mon/Wed/Fri
3:454:00
4:004:45
*Morning Meeting is a component of The Responsive Classroom. Homework Club,
Intermural Sports, Enrichment Classes - taught by volunteers/community/parents
33
Educational Program: Curriculum The curricula program for Salida del Sol Academy was carefully selected to align with the
Common Core Standards, the Colorado Academic Standards, include materials in both
Spanish and English, and to support the Gomez and Gomez Dual Language Model. The
curriculum selected has been designed by the publishers to maximum the mastery of
skills, is research based, hands-on, utilize cooperative/peer learning strategies to engage
and motive students, provide teachers with strategies for differentiated instruction and
provides materials to support Response to Intervention. The curriculum scaffolds from
grade level to grade level thus providing consistency from grades K-8.
We will highlight each curricula area with a brief explanation of the program chosen for
Salida del Sol Academy and the benefits of each.
READING INSTRUCTION
Kindergarten through Grade 6:
Salida del Sol Academy has chosen McGraw Hill Reading Wonders for its K-6 reading
curriculum. Wonders is the first K-6 reading program designed specifically for the
Common Core State Standards for Reading/Language Arts and in accordance with the
new Publishers’ Criteria for the Common Core State Standards in English Language Arts
and Literacy. 5 The Common Core State Standards mandate that students attain a deeper,
richer level of literacy than ever before; they must be able to access, understand, engage
with, and write about text. For grades K-2, the most important shift from prior standards
are, first, that students now must receive explicit preparation in reading informational text,
and, second, that students’ reading material must be more substantive and linked
meaningfully to content-area learning. For grades 3-12, the standards shift the focus of
literacy instruction to the text itself. Students must learn to read closely to draw evidence
and knowledge from the text, and must read texts of adequate range and complexity.
Curricula must include high-quality texts, high-quality text-dependent and text-specific
questions, and attention to writing to sources.
Wonders was released in December 2012. Since it is designed around standards for which
assessment mechanisms have not yet been developed and implemented, no research has
appeared regarding its effectiveness. The Indiana Department of Education fully approved
it as a core reading program, noting that it consistently met or exceeded state standards at
all levels. 6 The State of Louisiana has also approved the curriculum for district use.
Wonders has been selected as a finalist in two CODiE awards categories:
Best Classroom Management Solution and Best Reading/English/ELL Instructional
Solution. The CODiE Awards recognize excellence in software development.
5
http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf;
http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdf
6
http://www.doe.in.gov/achievement/curriculum/reading-wonders-mcgraw-hill
34
The curriculum is an excellent fit for Salida del Sol because it was developed for the
Common Core State Standards instead of being an older curriculum that’s been tweaked
to align with them. It emphasizes close reading and connects reading and writing. It also
makes good use of technology, an essential component of 21st century learning and one
that will equip our students well for their lives post-SDSA. It is built on the latest in
educational technology. Teachers have a platform that provides them with the resources
they need each day. There’s a new presentation tool to facilitate digital whole-group
lessons. Each student is equipped with a digital platform of his or her own, which students
can access on their SDSA-provided tablets. Wonders was also chosen for the fact that
materials come in English and Spanish. The Gomez and Gomez Dual Language Model
require students in grades K-1 to begin reading in their native language and in both
languages grades 2-5.
Reading and Writing in Grades 7-8:
Glencoe Writer's Workspace, from McGraw Hill, is an online, integrated, rigorous
language arts instruction that engages students in the writing process through interactive
reading-writing lessons, a dynamic writing platform, and useful student tools. Like
Wonders, it is a new program, developed to offer students rigorous language arts
instruction to meet Common Core Standards, English Language Proficiency Standards,
and College and Career Readiness Standards. It was a finalist for a CODiE award in 2011.
"When we think about K-12 education and college and career readiness, there is perhaps
no skill more important than writing," said Stephen Mico, senior vice president of
McGraw-Hill School Education's Literacy and Humanities group. "New digital technology,
such as real-time, online assessments, will push students to develop the foundational skills
necessary to write skillfully -- from a research paper to a letter of application. Writer's
Workspace will prepare students for a lifetime of academic and professional success." 7
Writer's Workspace supports English Language Learners and students in need of
intervention and provides personalized instruction to help all learners acquire the language
usage skills necessary to be effective communicators. Before the writing lesson begins,
students read literature and engage in interactive response activities. Students then build
writing skills by completing short, focused writing activities. Next, students enhance
writing skills through longer composition assignments that use online tools to guide them
through the writing process. 8
Each grade level of Writer’s Workspace includes eight different writing genres. Each
genre presents students with three different workshops for in-depth writing instruction and
development. Students will write in the following genres: multi-paragraph essay, letter,
response, persuasive essay, research report and personal narrative story poem.
7
http://www.prnewswire.com/news-releases/mcgraw-hill-education-launches-first-ever-online-language-artsprogram-at-nctes-2011-annual-convention-134031498.html
8
National Council for Teachers of English (NCTE) Conference, Annual Convention, McGraw-Hill Education
launched Glencoe Writer’s Workspace, 2011, April. http://www.prnewswire.com/news-releases/mcgraw-hilleducation-launches-first-ever-online-language-arts-program-at-nctes-2011-annual-convention-134031498.html
35
Glencoe Writer’s Workspace aligns with the mission, vision, and core values of SDSA in
several ways. First, it is both supportive and challenging. The online environment provides
teacher and peer support online and provides resources for support including Grammar and
Writing eBooks and Interactive Graphic Organizers. Teachers can provide comments
online at every stage of the student’s writing process. Before students write, they read
literature in the genre in which they will write; there is scaffolded reading support. It is
challenging in that exploring the connection between reading and writing helps students
think more critically and more complexly than discrete reading and writing assignments
alone. Second, this curriculum prepares students for success in high school, post-secondary
education, and the bilingual workforce. After completing this curriculum, students will be
well-prepared for high school writing, college composition classes if they choose college,
and writing to the needs of an employer. As an entirely online program, this curriculum
furthers students’ familiarity with technology.
With PARCC assessments coming online for 2014-2015 school year, students will be
expected to compare text and evaluate, analyze or use other higher-level skills to be
successful. Writer’s Workspace will prepare the students at Salida del Sol Academy to be
successful on these assessments.
To supplement Writer’s Workspace, SDSA plans to purchase leveled readers in science
and social studies through National Geographic Resources, since the school plans to
emphasize science and social studies instruction. Students love National Geographic
materials. These engaging texts will support the cross-curricular integration of reading
with non-fiction text and add to the school’s library collection.
MATHEMATICS INSTRUCTION
Go Math! Grades K-5
Big Ideas Math Grades 6-8
Go Math! and Big Ideas Math, both from Houghton Mifflin Harcourt, were selected by
Salida del Sol Academy. Go Math! is a focused program designed to meet the objectives
and intent of the Common Core State Standards; it is organized around the Critical Areas
of the Standards at each grade level. It supports teachers in their transition from earlier
standards. The publisher considers the two programs to be part of a K-8 program; thus,
there will be a seamless transition from Go Math! at the elementary level to Big Ideas
Math at the middle school level.
As with our choices for reading curricula, Go Math! and Big Ideas Math are relatively
new programs. Therefore, there’s no research backing their effectiveness yet. However, in
September 2012, hundreds of teachers across the country picked both programs’ textbooks
as their highest rated textbooks (out of 12). 9 Big Ideas Math has received awards and high
praise from school districts. The previous version of the curriculum received the 2012
Texty Award for Textbook Excellence from the same group. When the Anchorage, Alaska
school district chose to adopt these two curricula for 2013-2014, their reasons were that
9
http://classroomwindow.com/our-math-textbook-survey-results-are-in/
36
the programs have excellent online support for teachers, parents, and students, offer a
balanced approach that includes computation skills and conceptual understanding, and
provide good support for ELL students and parents. 10 Nashua, New Hampshire’s Board
of Education voted to adopt Big Ideas Math in summer 2012. According to the district’s
Assistant Superintendent, the Big Ideas math text provides the balance of math concepts,
procedure and real world application of skills that the district was looking for and is best
aligned with the Common Core standards. The city’s middle school teachers chose the text
over 5 other possibilities. One main reason was the curriculum’s excellent online and
other resources. 11
Big Ideas Math 12 is the only mathematics program developed using the Common Core
Standards for Mathematical Practice. Big Ideas Math 2014, rolled out in March 2013, is
aligned to the newest progression documents that form the Common Core State Standards.
The pedagogy behind the curriculum is designed to help sequence the program and provide
coherence to each topic. The program embeds preparation for Common Core testing
through online test practice, activities, exercises, in-book assignments, standardized test
practice, and an online test generator. The curriculum complements SDSA’s focus on
personalized instruction because it is the only program to offer two tracks, a Regular
Pathway, which prepares students for Algebra 1 or Integrated 1 in 9th grade, and a
Compacted Pathway, for accelerated learners who will have Geometry in 9th grade.
The curriculum is composed of equal parts Discovery and Direct Instruction. The
Discovery portions include inductive reasoning and questioning. The Direct Instruction
components include Key Ideas, Stepped-Out Examples, and the “On Your Own” section.
The students’ Record and Practice Journal provides students with a place to record
findings and hypotheses and includes manipulatives and a visual glossary.
Go Math! features technology, including eReaders and Online Editions for interactive
education. Students and parents have access to the online textbook and support materials.
The eTextbook is the same textbook as the print edition and is available for use on tablets.
In the classroom, there are interactive whiteboard lessons and interactive digital
manipulatives for the classroom. Other software and online features include math games,
multimedia e-glossary, animated math models, an Intensive Intervention Guide and a
Write On/Wipe-off Math Board. Big Ideas Math online includes digital 21st century
learning tools for both students and teachers: a student eBook, online tutorials that
students and parents can access at home, an Interactive Presentation tool for teachers
containing textbook features and the entire Student Edition.
The curriculum’s support for individualized learners aligns with our Mission Statement
emphasis on a personalized education. The program designers built in individual, practical,
point-of use support. Each section begins with asking students to “show what you know,”
and this is linked to special intervention and challenge resources in the Teacher Edition.
Diagnostic assessments are included, as are interactive interventions for RtI.
10
http://www.asdk12.org/news/archives/districtadoptsnewk-8mathprograms.html
http://www.nashuatelegraph.com/news/969774-196/nashua-board-of-education-oks-math-texts.html
12
http://www.hmhco.com/shop/education-curriculum/math/secondary-mathematics/big-ideasmath/features/digital-classroom
11
37
According to our Vision Statement, “Classrooms must stimulate the visual learner, the
auditory learner and the kinesthetic learner.” Go Math! components target all three kinds
of learners. The curriculum engages the visual learners through Write on/Wipe off Math
Boards, which help students organize their thinking through visual models and graphic
organizers. It also includes videos of real-world situations to start lessons. Auditory
learners will benefit from the audio reinforcement for each lesson and the audio portion of
the Multimedia eGlossary. Kinesthetic learners will appreciate differentiated math centers
kits and classroom manipulatives kits.
In the Gomez and Gomez Dual Language Model, math is taught in English in grades K-5.
In middle school the lessons in math may alternate between English and Spanish. Gomez
and Gomez encourage interactive learning and group activities so students are using their
language and math skills.
Math was selected to be delivered in English only for the following reasons: 1) Math is
less language dependent than science or social studies and therefore supports the minority
child, traditionally the most disadvantaged of the two, 2) Math is generally a more handson subject with numerous manipulatives available, 3) Math is more universal and its
content cuts across both languages, and 4) Generally speaking, Spanish speaking parents
can usually better assist their children in mathematics than in other subjects.
In the early grades, students use manipulatives to explore adding, subtracting and
grouping. Once students have a firm grasp using the manipulative approach, the
algorithms for these operations will be developed based on connections of patterning from
previous work. Math vocabulary is emphasized and journaling is part of the program, a
good preparation for PARCC assessments. The journaling often involves students using
data to answer questions and solve problems.
There is online training available for teachers. Teachers can use the online planning guide,
view and assign online activities, lessons and assessments. There is also an online data
management system to view student progress on the online assessment.
Both Go Math! and Big Ideas Math have strong assessment components, with formative
and summative assessment built-in and a midyear test to monitor student progress. These
assessments will provide teachers easy ways to demonstrate the growth of their students,
which will be one half of the teacher’s effectiveness evaluation under the new system.
Besides the online assessment tools, which are aligned to PARCC, there is a data
management tool that allows teachers to use an online planning guide, lessons and
assessments so that the data can be used to adjust and drive instruction.
Other features that make Big Ideas Math the best fit for SDSA include its focus on biliteracy, different learning styles and parent and community involvement. The program’s
vocabulary support includes a Spanish-language audio version of all eBooks, an
audiovisual glossary in Spanish and English, vocabulary help on the website, and ELL
tips. This matches our focus on content bi-literacy; students will learn math in English, but
they will learn terms in Spanish as well. Graphic organizers will help visual learners in
particular. SDSA emphasizes family involvement in each student’s education; this aligns
with SDSA’s Core Beliefs that parents will be a vital part of the community, and that
38
faculty, students and parents will support each other in a trusting family environment and
that we will partner with the local community. Each chapter of the textbook has resources
for family and community involvement, written in English and Spanish.
SCIENCE INSTRUCTION: K-8
Salida del Sol Academy has selected a kit-based science program, FOSS, to engage
students in real life application and experimentation of science knowledge and skills.
FOSS is a research-based science program for grades K–8 developed at Lawrence Hall of
Science at the University of California, Berkeley, with support from the National Science
Foundation, published by Delta Education. It is aligned to the Common Core Standards.
According to SDSA’s Vision Statement, “We believe that children are inquisitive,
intelligent, kind, playful, and motivated to learn. We believe that children learn by doing.”
FOSS science kits center on inquiry and hands-on learning, providing fun, meaningful
activities for student-directed, individual or small-group learning. The FOSS developers
believe that students learn science best by doing science. Teachers and students do science
together when they open the FOSS kits, engaging in enduring experiences that lead to
deeper understanding of the natural world.
As the FOSS kit science curriculum is developed and implemented at Salida del Sol
Academy, we will take full advantage of the Poudre Learning Center to give students both
hands-on learning and local understanding of scientific concepts. We have set aside field
trip monies in our budget to cover the expense of travel to the Poudre Learning Center
and the $10 student fee to use the Learning Center
Science, like social studies, is taught in Spanish. The Gomez and Gomez model’s
philosophy is that children can indeed learn subject matter effectively in either their L1 or
L2, given the use of appropriate instructional strategies and activities that support the L2
learner in the respective content area. A lesson in science not only seeks for the learner
to acquire the concept, but to also develop language (Spanish) in the process of learning
that concept. Thus concept review and hands-on learning are important. FOSS kit
science is a perfect fit for the dual language model.
Districts using FOSS include Los Angeles, Palo Alto, Oakland, Chicago Public Schools,
Minneapolis, and Boulder Valley in Colorado. Studies examining hands-on curricula such
as the FOSS program have found that these programs increase both science achievement
and reading and writing achievement and it narrows the achievement gap.
39
The program is cited as exemplary by organizations such as the National Science
Resources Center, Science for All Children, and the National Science Teachers
Association.13
According to its website, the FOSS program “provides all students with science
experiences that are appropriate to students’ cognitive development and prior
experiences,” offering “a foundation for more advanced understanding of core science
ideas organized in thoughtfully designed learning progressions in order to prepare students
for life in an increasingly complex scientific and technological world.” The program aims
“to help students know and use scientific explanations of the natural world and the
designed world; to understand the nature and development of scientific knowledge and
technological capabilities; and to participate productively in scientific and engineering
practices.” 14
Colorado’s new Academic Standards for Science begin, “In order to be successful in
postsecondary education, the workforce, and in life, students need a rigorous, ageappropriate set of standards that include finding and gathering information, critical
thinking, and reasoning skills to evaluate information, and use information in social and
cultural contexts. Students must learn to comprehend and process information, analyze
and draw conclusions, and apply the results to everyday life.” 15 FOSS addresses these
new science achievement standards. Students learn to think in ways that real-life scientists
and engineers think: asking questions and defining problems, planning and carrying out
investigations, analyzing and interpreting data, using models, using math, constructing
explanations and designing solutions, engaging in argument from evidence, and
communicating information effectively. Beginning in the 2013-2014 school year, there
will be a new Colorado Summative Assessment for Science in fourth and eighth grades.
FOSS should prepare students well. Furthermore, the program offers good ways for
teachers to measure student learning before the Summative Assessment: the assessments
included with the curriculum include daily formative assessments and benchmarks given
at the end of each investigation. These focus on depth and application of knowledge
instead of simply familiarity with a concept.
Each investigation is composed of active investigation, including outdoor experiences;
recording in science notebooks to answer the focus question; reading in the resource book;
and formative assessment that both monitors progress and motivates students to reflect on
what they have learned. Each module contains about 4 investigations, subdivided into 3-5
parts, each driven by a focus question signaling the challenge to be met, mystery to be
solved, or principle to be uncovered. At the end of each part, students record an answer to
the focus question in their notebooks. These notebooks, an important part of the
curriculum, help students organize their observations and data, record their data, and keep
a record of their learning for future reference.
13
14
15
http://www.bltek.com/images/research/science_tutors/nsf%20k12%20proposal.pdf
http://fossweb.schoolspecialty.com/program-goals
http://www.cde.state.co.us/CoScience/ScienceIntro.asp
40
With FOSS, students experience the organisms, objects and phenomena firsthand before
they engage the concepts in text. Aside from being the best way for all students to begin
learning about science and appealing to kinesthetic learners, the hands-on approach will
help students for whom the science curriculum is in their second language. After doing
hands-on investigations, students extend and reinforce their classroom discoveries and
vocabulary with FOSS Science Stories. 16 These student books have been developed
specifically to complement the FOSS modules. The books integrate reading and language
arts skills in the context of learning science. Students grow as they grapple with increasing
complexity of texts; as they master the text features of headers, captions, illustrations and
charts; and as they grasp academic vocabulary. By linking reading and science, the
program helps children to learn to read for evidence, dig deep for meaning, and use a
range of critical thinking skills including inquiring, questioning, investigating, noting,
analyzing and proving.
Teacher Toolkit, the most important part of the FOSS program, contains an investigations
guide and resources (science notebooks, science-centered language development, “Taking
FOSS Outdoors”). The Equipment Kit contains the materials needed for the investigations.
Students enjoy FOSS. Compared to textbook classes, students in hands-on program such as
Foss liked science more 17 ; students in these classes rated it higher, felt it was less hard
than did textbook class students. More picked it as their favorite class. FOSS worked
particularly well for low SES students—a very important factor for SDSA, which will
serve low-income students. Of the low SES students, 74% said it was their favorite class.
WRITING INSTRUCTION: K-8
Every Child a Writer (K-5) and Straight-Up Writing (6-8) Instructional Model
These writing programs bring the power of genre, differentiated writing instruction, and
specific instructional targets to the classroom. The developer, the National Literacy
Coalition, began in a small Colorado school district plagued by low achievement. Seventyfive educators developed the curriculum based on extensive research on best practices and
reflections from their own experience and expertise. The curriculum not only improved
student achievement, it gave the children “pride in their own learning” and transformed the
school community. Five hundred schools now use the system. 18
16
Full Option Science Systems (FOSS), Delta Education, Lawrence Hall of Science, Regents of the
University of California, Edition 2011 http://www.fossweb.com/
17
http://www.csun.edu/~bfoley/Foley&McPhee%20AERA08.pdf
18
http://www.nationalliteracycoalition.org/about.aspx
41
Every Child a Writer is based on the Australian genre-based approach to writing. Teachers
base their teaching on direct instruction and joint construction of text. Students master
descriptive, explanatory, instructional, persuasive and narrative writing. To graduate from
high school, Colorado students must produce effective informational, literary, and
persuasive writing. With this curriculum, SDSA students will become adept writers in
these genres from early elementary on. Through the curriculum’s emphasis on modeling
writing, students learn the importance of planning and drafting.
The components of the writing instructional model are below. Descriptions are taken
from the National Literacy Coalition website.
Demonstrated Writing19
Demonstrated Writing offers students opportunities to become fluent writers in action. 20
The teacher demonstrates the writing process by planning and crafting written products
exemplifying the five major genres of writing (descriptive, explanation, instruction,
persuasive, and narrative). Writing for different purposes often means writing for different
audiences. Focusing on the metacognition of the writer’s process, the teacher models the
“think-aloud” strategy while modeling for his or her students. This daily demonstration
leads to small-group instruction focused on learner targets for each group.
Differentiated Writing21
Differentiated Writing, the joint construction of text, involves the teacher and a small
group of students working together to compose written products within the targeted
genre. Instructional targets are differentiated in response to the needs of the group, and
the teacher “scaffolds” his or her instruction, gradually releasing control and
responsibility as students gain skills and confidence. Instructional targets will focus on
techniques for planning, organization, vocabulary usage, sentence and paragraph
structure, and conventions/mechanics (including spelling).
REVISING and EDITING DAILY (R.E.D.) is provided in this program of instruction and
practiced in language conventions, mechanics, and grammar. Each week features five
daily lessons for direct teacher instruction. Daily black line masters assure direct and
immediate student independent practice in standardized assessment formats. 22
The examples below document the model’s evidence of instructional efficacy as
measured by the Colorado Student Assessment Program (CSAP). 23
19
20
21
22
23
http://www.nationalliteracycoalition.org/dem_writing.aspx
What Works Clearinghouse (WWC), Top Three Recommendations, Teach students to write for a
variety of purposes.
http://www.nationalliteracycoalition.org/dif_writing.aspx
http://www.nationalliteracycoalition.org/seeingred.aspx
http://www.nationalliteracycoalition.org/ecaw_evidence_2009.pdf
42
2008
College View
Elementary
2009
Percent Proficient/Advanced
17% P/A
20% P/A
Percent Advanced
0% Advanced
5% Advanced
College View Elementary is a high poverty school (88%) located in Denver Public Schools.
From 2008 to 2009, the percentage of students scoring proficient and advanced rose from
17% to 20%, a 16% gain. Students scoring advanced rose from 0% to 5%.
2008
Thornton Middle
School
Percent Proficient/Advanced
Percent Advanced
2009
22% P/A
0% Advanced
4% Advanced
Thornton Middle School is a high poverty (80%) grades 6-8 school in Adams County. The
students demonstrated significant gains across all grade levels in their second year of
implementation. Average student proficiency rates across grades 6, 7, and 8 improved by
5.67%, an increase of 22% over the previous year. Students achieving advanced proficient
status improved from 0% to 4% using Straight Up Writing.
Wm. E. Bishop Elem.
Percent Advanced
2008
36% Proficient/Advanced
2009
38% Proficient/Advanced
William E. Bishop Elementary is a small, urban, high poverty (82%) school located in
Englewood, Colorado. Students achieving proficient or advanced scores on the CSAP
rose from 36% to 38% from 2008 to 2009.
Other schools similar to SDSA include Mesa Elementary in Cortez, serving a highly
diverse, economically disadvantaged student body. Over 6 years of implementation,
proficiency scores went from 27% to 38% school-wide. Inner city Denver school
Cheltenham, very low income, more than doubled its proficiency score over 5 years.
Another school using Every Child a Writer, Wiggins Elementary, jumped from 31%
proficiency in 2002 to more than 60% in 2006. 24
24
http://www.nationalliteracycoalition.org/ecaw_evidence_2006.pdf
43
SOCIAL STUDIES INSTRUCTION: K-8
SDSA has chosen Social Studies Alive! (grades K-5) and History Alive! (grades 6-8).
These programs were developed by Teacher’s Curriculum Institute (TCI). TCI is “a K-12
publishing company created by teachers, for teachers. They believe “that the best teaching
marries great content, meaningful technology, and interactive classroom experiences. The
end result – students of all abilities and learning styles succeed.” 25 Features of Social
Studies Alive! and History Alive! include differentiated instruction, online lesson plans and
student handouts, alignment to Colorado and common core standards and a Spanish
version of the online materials. Social studies will be taught in Spanish.
School systems using TCI curricula include Denver Public Schools, Austin ISD, San
Francisco Unified, and Portland, Oregon – all cities that value innovative education.
California districts using the program grew in their test scores and outperformed the state
average; one district climbed 24 points. For example, Lodi Unified is the district whose
demographics are more similar to Greeley: its poverty rate is 16% and the schools are
70% minority. Before adopting the curriculum, Lodi’s scores were 30% P/A. They
steadily increased over 5 years. In 2010, they were just 1% lower than the statewide
average. 26 In one year, five Texas districts, each overwhelmingly Hispanic, experienced
average gains of 16%. 27
The curriculum is a good fit for SDSA for several reasons. Our Vision Statement
emphasizes that children are inquisitive and playful. These curricula are fun, engaging
students through opportunities for active learning, not just textbook reading. The
curriculum is based on five theories supported by extensive research: understanding by
design, nonlinguistic representation, multiple intelligences, cooperative group work, and a
spiral curriculum. Several of these theories, nonlinguistic representation and multiple
intelligences, align perfectly with our Vision Statement: “Classrooms must stimulate the
visual learner, the auditory learner, and the kinesthetic learner. Interspersing all three
learning styles makes sure that all three levels of the brain are activated: the thinking
brain, the feeling brain, and the doing brain.” Nonlinguistic representation is the concept
that students learn better when the curriculum incorporates nonlinguistic activities, such
as graphic organizers and movement activities. Social Sciences Alive! and History Alive!
incorporate these activities – which will engage visual and kinesthetic learners.
Nonlinguistic activities will also aid comprehension of learners being taught in their L2.
With Gardner, we believe that all children are intelligent in different ways. Finally, TCI’s
curricular emphasis on cooperative group work fits our vision of SDSA as a community
learning from one another.
Launched in 2011, TCI’s online Social Studies Alive! curriculum immediately won an
EDDIE (Education Software Review) award from the ComputED learning center. The
EDDIE Awards target innovative and content-rich programs and websites that augment
classroom curriculum and improve teacher productivity, providing parents and teachers
25
26
27
http://www.teachtci.com/news/TCI_PR_092711.html
http://www.teachtci.com/results_california/test_results-lodi-unified.html
http://www.teachtci.com/pdf/texas_impact_report_2003.pdf
44
with the technology to foster educational excellence. ComputED noted, “TCI's social
studies curriculum is fully optimized for teaching online, allowing teachers to immerse
their students in active social studies using the broad spectrum of technology available in
today's classrooms. The program helps teachers engage students in learning when teaching
with an interactive whiteboard or in a one-computer classroom. The lessons use a variety
of clever activities that target different learning styles to ensure that all students grasp
difficult concepts. In addition, the program provides teachers with ideas for differentiating
lessons for specific student populations such as English language learners and advanced
learners.” 28 The online curriculum also won a 2011 CODiE for Best Social Sciences
Instructional Solution, a 2011 EdTech Cool Tools Award, and a Tech and Learning
Magazine Award of Excellence.
In the Social Studies Alive! and History Alive! curriculum, students don’t just read
textbooks, they become part of problem solving, experiencing by participating in pairs and
small groups so they engage in their own learning. There are also opportunities for
personal reflection and processing. Giving students a variety of ways to experience content
helps them better retain and recall key information. We know when students are engaged,
they love learning. These social studies materials allow students to become part of the
learning and their understanding and grasp of knowledge is demonstrated during the
learning process.
Social Studies is not currently tested in Colorado, but fourth and seventh graders will be
tested starting in 2014, when the New Colorado Science and Social Studies Assessment
premieres and SDSA opens. The TCI website shows how the company’s curricula align
with Colorado K-12 Academic Standards in history, geography, economics, and civics and
to the Prepared Graduate Competencies. The website also offers an example of how a
particular lesson aligns with the Common Core; Common Core Webinars for teachers;
resources about the Common Core; and videos about how TCI addresses Common Core in
elementary social studies and US history and supports it in the language arts.
Social Studies Alive! is a thematic approach for grades K-5. The topics covered include:
• Kindergarten – Me and My World
• 1st Grade – Geography, maps, globes
• 2nd Grade – Environment, resources, geographic tools
• 3rd Grade – Concepts and Regions: Local government
• 4th Grade – Colorado history
• 5th Grade – America’s Past: historical eras, citizenship, United States government
origins, functions and structure
History Alive! is a thematic approach for grades 6-8. The topics covered include:
• The Ancient and Medieval World
• Regions and People
• The United States through Industrialization
• The United States through Modern Times
28
Ibid.
45
Educational Program: Special Programs We believe that for students to be truly successful they must have academic preparation
and skills necessary to be life-long learners. As part of that preparation we believe that
visual arts, music and physical education are crucial components of the curriculum. It is
the plan of Salida del Sol Academy to offer instruction in these areas linked to the
curriculum to enhance academic learning. Research has shown a correlation between
exposure to the arts and improvement in test scores in low income schools. The research
surrounding physical education is especially compelling. More time in physical activity
and movement has shown to lead to improved grades, better standardized test scores, as
well as concentration and improved student behavior. For example, our recess times will
be part of that physical activity process. Many studies in brain research and cognitive
development embrace the use of the arts as a learning tool, e.g. musical notes to teach
fractions. Teachers will incorporate music into reading and writing and physical
movement in the classroom to stimulate brain activity.
When addressing the issue of schools cutting the arts from their schedules, Tom Horne,
Arizona’s state superintendent of public instruction said, “If they’re [schools] worried
about their test scores and want to get them higher, they need to give kids more arts, not
less.” He went on to say, “There’s lots of evidence that kids immersed in the arts do better
on their academic tests.”
Salida del Sol will include art, music and physical education (which includes health,
nutrition, and wellness education) in the daily program of instruction. We consider these
programs to be academic and they will adhere to the Colorado Model Content Standards
for Art, Music and Physical Education.
All of our specials teachers will be bilingual. They will use a combination of Spanish and
English instruction to ensure that at least 50% of the specials classes will be taught in
Spanish and 50% in English.
All specials teachers must meet the Highly Qualified expectations by having a bachelor’s
degree and passing the PLACE exam for their subject area.
Specials will be taught on a daily rotation in the elementary school and on a semester
rotation in middle school.
Advisor / Advisee Program
We believe that every student is unique and special. Every student at Salida del Sol
Academy will be assigned an academic advisor. Every teacher will serve as an advisor. In
the elementary school the advisor will most often be the classroom teacher. In the middle
school, advisors may be determined by student interest or assignment to an advisor by the
middle school counselor. The advisor will be the primary conduit between the school and
home. The advisor will assist with the development of the student’s
46
Individual Academic Program (IAP) and be the faculty member responsible for the parentstudent-teacher conferences. The advisor will monitor the student’s academic progress. The
advisor supervises and enhances the total development of the student.
Advising groups will meet at the beginning of each day. The advising program is the most
direct avenue through which students develop feelings of belonging in the school
community. Through daily contact with an advisor, students learn in a supportive
community of peers and faculty. The advising program provides activities that develop
and reinforce appropriate social skills, promote a healthy school climate and advances a
positive and constructive school culture.
After-school Programs
Salida del Sol Academy will recruit and encourage community members to offer high
interest after-school programs to enhance the learning opportunities for students, e.g.
instrumental music, dance, chess club, yoga, self-defense courses for girls, intramural
sports. We will also offer programs such as HOMEWORK HELPER on Tuesday and
Thursday afternoons. A certified teacher will be hired to supervise this program and
asset students who need extra help/assistance with classwork. Snacks will be served.
47
Educational Program: Staff Development Opening a new school with a “new faculty and staff” requires time for all faculty and staff
to receive training in the curriculum, procedures, expectations, policies, and special
programs. Being a dual language school only compounds the need for staff development
and special training.
In the initial year, Salida del Sol Academy has built in 24 days of teacher training and
student release work days into the school calendar. In addition to the 24 full days of
training, Mondays throughout the year will be 2-hour early release days for students. Early
release days will be used a time for faculty meetings, teaching team meetings, child study
(RtI) meetings, curriculum meetings and grade level meetings.
The building for Salida del Sol will be under construction until mid-August of 2014.
Therefore the opening day of school will be on September 2. Faculty and staff will be paid
for 17 training days in August.
Teachers and staff will be paid a stipend of $150 per day for the August training sessions
for a total cost of $127,000. We will contract with Gomez and Gomez for dual language
training at the rate of $300 per teacher for a total cost of $15,000. Monies for the August
inservice activities will be built into the budget.
Faculty Development Calendar
August 4
August 5
August 6-7-8
August 11-12-13-14
August 19-20-21
August 25-26-27
August 28-29
Teacher & Staff Welcome and School Orientation
Learning Styles Workshop and Advisor/Advisee Training
Social Studies and Science Curriculum Training
Gomez and Gomez Dual Language Inservice
Mathematics Curriculum Training
Literacy Curriculum Training
Advisor/Advisee/Parent Conferences
Beginning in September faculty will have Monday meeting time from 2:00 – 4:00. There
are seven inservice/workdays built into the calendar between September 2 and June 16.
48
Educational Program: Student Performance At the beginning of each year, it is imperative for classroom teachers to collect and
establish baseline information about each student in the room. Since Salida del Sol will
be a new school with teachers and students who are not familiar with each other, the task
of establishing a “starting point” is vital.
We will begin the process of establishing baseline data for incoming kindergarten
students in June. During that month the kindergarten teachers will meet with the
students, administer the W-APT Option #1 assessment (speaking and listening) to
determine the student’s academic awareness of the English language. At the same time
we will do hearing and vision screening for the kindergarten students. We want parents
to be aware of any auditory or vision problems prior to the student starting school.
Every child in our school will have an academic advisor. Prior to the first day of school
we will host parent-student-teacher conferences. The conferences will give the “learning
team” a chance to meet each other and begin the process of developing an Individual
Academic Plan for each student. The IAP will help the teacher understand how the
learner perceives his/her strengths and weaknesses. The parent will have the opportunity
to share their thoughts and ideas for the IAP. We will ask older students to bring with
them their end-of-the-year report card from the previous spring.
Kindergarten students will be required (SB 08-212) to have an Individualized School
Readiness Plan (ISR). Kindergarten teachers will begin this process at the conferences in
August. The ISR will become a fixture in each student’s Salida del Sol Individual
Academic Plan.
Classroom Evaluation
Student classroom performance will be monitored on a daily basis by the child’s classroom
teacher. Teachers will report a child’s progress in the terms of mastery of skills. Salida
del Sol Academy will develop its own report card format and report cards will be issued
four times each year. Parent conferences will be scheduled for three of these reporting
times.
The Student Oral Language Observation Matrix (SOLOM) will be administrated in the
classroom environment to ensure students are achieving the social language proficiency
necessary for collaborative efforts in gaining academic language.
Teachers will be expected to keep comprehensive records on students’ progress through
the curriculum and mastery of identified skills and standards. The records will assist with
the planning and updating of a student’s IAP. We believe that effective record keeping is
necessary to ensure that students meet adequate yearly progress (AYP) toward the meeting
of all content and language proficiency standards. Extensive and detailed
49
records assist the teacher when reporting a student’s academic progress to a parent. A
portfolio of student work will be available to parents to share student progress in a tangible
format.
A teacher’s classroom records will include mastery of skills, math assessments, language
development (both English and Spanish), writing samples, anecdotal information from
observations regarding the students’ work habits, social interactions, etc. Records must be
kept in a format usable to the teacher. Records must be completed for every child in the
class and in all areas of the curriculum in order to track and assist the child’s progress
towards meeting the standards of performance. Records keeping must be in a format that
can be read and understood when the information is passed on to another teacher or another
school.
The school will maintain all permanent records. Included in these records will be TCAP
scores, report cards, standardized assessments and all state mandated assessments. The
school will purchase the services of the record keeping system used by District 6 and the
other charter schools in the district.
READ Act
Salida del Sol Academy will comply with all requirements of the READ Act of 2012. This
legislation focuses on reading skills and fluency in grades K-3. The Read Act requires
teachers to notify parents at least 45 days before the end of the school year if a child has
significant reading deficiencies. The teacher(s) in collaboration with the student’s parents
will write a READ plan that will identify the deficiency, set student goals, identify future
interventions, set evaluation and monitoring methods, give parents strategies to us at
home, and set forward any additional services deemed necessary. READ plans will be
evaluate and updated at least once a year.
In order to comply with the previsions of the READ Act (HB 12-1238), Salida del Sol
Academy will conduct normed reading progress assessments for students in grades K-3.
Many schools use DIBELS Next for their assessment tool. CDE is recommending
Pearson Aimsweb and Pearson Aimsweb Spanish Reading CBM. We will make a
decision on which instrument to use based on a recommendation of our building Reading
Specialist.
CAP4K (SB 08-212)
Salida del Sol Academy will comply with all state requirements regarding assessing
kindergarten students’ school readiness. The State Board of Education has defined school
readiness as “both the preparedness of a child to engage in and benefit from learning
experiences, and the ability of a school to meet the needs of all students enrolled in
publicly funded preschool or kindergarten. School readiness is enhanced when schools,
families and community service providers work collaboratively to ensure that every child
50
is ready for higher levels of learning in academic content.” Individual learning plans will
be written for students to ensure they meet school readiness standards.
If students are not on track for school success Salida del Sol will take the following steps:
• Assess and identify the areas of academic needs for the student, establish clear
and measurable goals to assist the student and a timeline for reassessment.
•
At the end of the timeline re-assess for progress. If progress has not been made a
meeting will be scheduled with the parent, teacher and the school RtI coordinator.
At this meeting the students’ areas of need will be discussed and the group will
decide on which school intervention resources would best serve the student.
•
New goals are set and the student will begin receiving intervention services. The
group will meet again in 4 to 8 weeks to determine whether the interventions have
been effective in closing the student’s achievement gap or whether services that
are more intensive are required.
Reporting Academic Achievement
Salida del Sol believes that collecting and analyzing student achievement data is
important. The data helps us improve upon instruction and it is important to
communicate this information to stakeholders. We will report this information to our
school community through the School Annual Report to the Public and Improvement
Plan. This report will be prepared in conjunction with the school Accountability
Committee.
Annually, the Executive Director will make an Academic Achievement report to the
Salida del Sol Academy Board of Directors.
SALIDA del SOL ACADEMY
Assessment Calendar
2014-2015
June 2014
Kindergarten screening W-APT Option #1
Hearing and Vision Screening
August 28-29
Kindergarten School Readiness Plans/Parent Conferences
September
Kindergarten TS Gold: given throughout the year and reported to
the state three (3) times in the school year
K- 5th DIBELS Next
September &
W-APT Access Grades 1-8
51
October
Language/Literacy Acquisition Assessments (English and Spanish)
ELLOPA for K-2 and SOPA for 2-8 are of consideration for oral
language proficiency levels of English and Spanish
February 23 to
March 6
Grade 3 Reading and Lectura
March 9 to
March 27
TCAP Testing for Grades 3-8 (TCAP will be replaced with
PARCC – Partnership for Assessment of Readiness for College
and Careers
April 13 to
May 1
Grades 5 & 8 Science and Grades 4 & 7 Social Studies
May 19 to
June 5
Language/Literacy Acquisition Assessments (English & Spanish)
ELLOPA for K-2 and SOPA for 2-8 are of consideration for oral
language proficiency levels of English and Spanish.
W-APT Option #1 is an annual test that measures a student’s progress in acquiring
academic English skills. W-APT Option#1 is given to kindergarten students and tests
speaking and listening.
W-A PT Access is an annual test that measures a student’s progress in acquiring
academic English skills and is given to grades 1-8
TS Gold (Teaching Strategies Gold) is given as a school readiness assessment to
kindergarten students
DIBELS Next (Dynamic Indicators of Basic Literacy Skills) is an assessment that
measures phonemic awareness, alphabetic principle, accuracy and fluency with
connected text, reading comprehension, and vocabulary.
SOPA is the Sheltered Instruction Observation Protocol which is a model of teaching
English Language Learners but is found to be best practice for all students. It is a teaching
model to ensure comprehensible input for all students. It includes lesson
preparation/application, lesson delivery, and review and assessment. This model has been
used for 15 years and is research based as a method for success for English language
learners in meeting the content and linguistic objectives.
SOLOM is the Student Oral Language Observation Matrix. It is of great value for
assessing ELL social language skills.
52
TCAP – Transitional Colorado Assessment Program (formally CSAP)
Assessments: 3rd grade – reading, writing, math
4th grade – reading, writing, math, social studies
5th grade – reading, writing, math, science
6th grade – reading, writing, math
7th grade – reading, writing, math, social studies
8th grade – reading, writing, math, science
53
Educational Program: Calendar
PROPOSED Student Calendar for 2014 – 2015: September 2, 2014 – June 12, 2015
The school day at Salida del Sol Academy will begin for students at 8:00 AM and end at
4:00 PM on Tuesday – Friday and 8:00 AM to 2:00 PM on Mondays. The school will
follow a modified school calendar which will include a longer school day, an extended
school year, eight days for parent-student-teacher conferences, and for the initial year of
operation twenty-two faculty inservice days.
Extended learning time
Students will benefit from a longer school day from 8:00 – 4:00 with intentional time for
literacy and mathematics. The extended day allows time for special programs such as art,
music, physical education and a daily advisor-advisee block.
In the initial year of operation the total instructional time for elementary and middle school
students will be 1205 hours – not counting conferences. This exceeds the state
requirement (CRS 22-33-104) for elementary instruction—968 hours—by 237 hours and
the state required instructional hours for middle school—1056 hours—by 149 hours.
The hours for student instruction at Salida del Sol surpasses the District elementary
instructional hours of 1138 by 67 hours and the District middle school instructional hours
of 1123 by 82 hours. The extended time at Salida del Sol is equivalent to nine (9)
additional school days for elementary students and eleven (11) additional school days for
middle school.
Eight Student-Parent-Teacher Conference Days
We believe that each student is special and that parent involvement in their child’s
educational program is vital to the academic success of the child. Therefore, each child
will have an Individualized Academic Program (IAP) that clearly identifies the strengths
of each child, ways to address areas of academic needs, relevant learning style
information, the child’s primary home language, particular interests, talents and hobbies
of the student that can be encouraged and fostered, and both short and long term
achievement goals that the student, parents and teachers will work together to achieve.
The initial conferences in August will allow teachers and families to begin their
partnership for the year and specifically target unique needs of each child and family
from the very first day.
Two conference days are scheduled in late October, two in January and two in April, for
the purpose of evaluating progress on the student’s learning goals and to set new goals as
appropriate and as needed. If the need arises some conferences may be held in the
54
student’s home. We believe that the student must learn to assume ownership for their
own learning, thus conferences are student led. It is our goal/expectation to have 100%
participation in conferences by the students and their parents.
Extended school calendar
Due to construction and the opening of a dual language school, Salida del Sol will have
169 instructional days (this number does not include the eight conference days) compared
to 174 for District 6. But, as shown in the information regarding length-of-school day, the
student contact time for 2014-15 will exceed District 6 on the average of ten (10)
additional days.
Beginning in the fall of 2015 there will be student contact days in August, thus moving
Salida del Sol past all other schools in District 6 in the number of student instructional
days.
Salida del Sol Academy: Draft Calendar for 2014-2015
March, April, May
June
June, July
August
into Salida del Sol
August 4
August 5
August 6-7-8
August 11-12-13-14
August 19-20-21
August 25-26-27
August 26-27
August 27
August 28 -29
Sat. Aug. 30
Hiring of faculty & staff
Kindergarten testing and screening
Parent, School Committee Meetings
Teacher/Staff Orientation, Professional Development, and moving
Teacher & Staff Welcome and School Orientation
Learning Styles Workshop
Social Studies & Science Curriculum Inservice
Gomez & Gomez Dual Language Inservice
Mathematics Curriculum Inservice
Literacy Curriculum Inservice
Evening School Tours (4:30 – 7:30)
Family Ice Cream Social (6:30 – 8:00)
Advisor/Advisee/Parent Conferences
(Students & Parents meet with advisor to develop the
IAP and hool supplies)
Formal School Dedication Ceremony
Mon. Sept. 1
Tues. Sept. 2
Wed. Oct. 22
Thur. Oct. 23
Fri. Oct. 24
Fri. Oct. 24
Mon. Oct. 27
Labor Day – NO SCHOOL
OPENING DAY OF SCHOOL
No Students – Teacher Work Day to prep for conferences
Student-Parent-Teacher Conferences (no classes)
Student-Parent-Teacher Conferences (no classes)
End of First Quarter
2nd Quarter Begins
Nov. 26-27-28
NO SCHOOL – Thanksgiving Break
55
Dec. 18 – Jan. 6
Jan. 5 & 6
Wed. Jan. 7
Mon. Jan. 19
Thurs. Jan. 29
conferences)
Fri. Jan. 30
Mon. Feb. 2
Tue. Feb. 3
NO SCHOOL – Winter Break
Faculty Inservice Days
School Resumes for Students
NO SCHOOL – Martin Luther King, Jr. Holiday
End of First Semester (87 contact days – does not include
NO SCHOOL – Teacher Work Day (Grades)
Student-Parent-Teacher Conferences (no classes)
Student-Parent-Teacher Conferences (no classes)
Wed. Feb. 4
SECOND SEMESTER BEGINS
Mon. Feb. 16
Fri. Mar. 27
Mon. Apr. 6
Fri. Apr. 17
Mon. Apr. 20
Tue. Apr. 21
Mon. May 25
Fri. June 12
Fri. June 12
June 15 & 16
NO SCHOOL – President’s Day Holiday
NO SCHOOL – SPRING BREAK BEGINS
(possible snow make-up date)
School Resumes
NO SCHOOL – Teacher Work Day
Student-Parent-Teacher Conferences (no classes)
Student-Parent-Teacher Conferences (no classes)
NO SCHOOL – Memorial Day Holiday
LAST DAY FOR STUDENTS
End of Second Semester (82 contact days – does not include
conferences)
Teacher Work Days – Close of school events
56
BUDGET & FINANCE:
Salida del Sol Academy
Salida del Sol Academy’s success depends on its ability to establish an efficient business
model that ensures the school can cover its expenses while delivering an exceptional
academic program. Please see Appendix F to view our five year budget.
REVENUE
School Revenue Sources:
• Public School Finance Act (Per Pupil Funding for grades K-8)
• Federal Title Programs
• English Language Proficiency Act
• Individuals with Disabilities Education Improvement Act (IDEA)
• Exceptional Children’s Educational Act (ECEA)
• Charter School Capital Construction Funds
• Foundation Grants
• Partnerships with local businesses and non-profits
• Colorado Public Schools Startup and Implementation Grant
Public School Finance Act
Grades K-8 will be funded by the State of Colorado at the Per Pupil Revenue amount for
Greeley-Evans School District 6, which is projected to be $6,650 per pupil in the 20142015 school year. We anticipate an enrollment of 640 students in grades K-8 during the
initial year. Kindergarten students (80) are funded at 54% of PPR. Given that we cannot
predict future funding decisions or how the voters of Colorado will respond to the School
Finance Referendum in the fall of 2013, we will assume that school funding will increase
at a rate of 3% over the next five years. We are projecting annual PPR at $4,011,200. (80
kindergarten students at $3590 = $287,200 and 560 students in grades 1-8 at $6,650 =
$3,724,000.)
In December of each year, the PPR amount is adjusted using the CDE “At-Risk
Adjustment” formula to compensate for Free and Reduced Lunches (FRL). We are
targeting an enrollment of 85% FRL and therefore anticipate that our PPR amount would
change accordingly.
57
Federal Title Programs
Title I funding qualifies schools with a FRL rate of greater than 35% $237.00 for each
student who qualifies for FRL. As we are projecting an FRL rate of 85%, we have
budgeted assuming we will receive these funds for our FRL population for a total of
$82,950.
The English Language Proficiency Act
The English Language Proficiency Act provides funding for Bilingual Education and
ELL programs serving students whose primary language of communication is not English.
Due to the nature of our Dual Language program, we anticipate that approximately
85% of our students in grades K-3 will qualify as either Non-English Proficient or
Limited English Proficient under the ELPA guidelines. We would project a budget amount
of $400.00 per student for a total of $88,000.
Individuals with Disabilities Education Act and the Exceptional Children’s Educational
Act
Every December, a count is taken of eligible IEP students enrolled in public schools.
Funds are allotted to defray the costs of special education programs. These rates are
subject to change but the current projected rates are: $1,660 per IEP student from IDEA
and $1,300 per student from ECEA. We are contracting with Greeley-Evans School
District 6 for special education services. They will retain those funds and reimburse the
school at a rate of $170.00 per student. We would project a budget amount of $85,000.
Foundation Revenue
Salida del Sol Academy values competitive salaries and strong dual-language professional
development. We also will have an extended day and extended school year. Therefore, we
are seeking grant funding from the following organizations:
•
•
We have spoken to several local businesses with regard to grants. They will
respond when the Charter Application has been formally approved by GreeleyEvans School District 6.
Salida del Sol Academy will establish a school Foundation, which will acquire a
501(c)(3) designation, to support the educational needs of the school.
EXPENSES
Employee Salaries
Salida del Sol Academy anticipates spending on average of 65% of its operating budget on
employee’s salaries and benefits. The staff will grow as the school grows and at full
implementation will include teaching staff, administrators, a business manager, an IT
specialist, a librarian, educational assistants and office staff.
A complete salary and benefits schedule is located in the Excel Budget Spreadsheet
which can be found in Appendix G.
Teacher Training
Teachers and administrators coming into Salida del Sol Academy will need training in the
curriculum and the Gomez and Gomez dual language model. We are planning on bringing
all faculty on board in early August 2014 and opening the school on September 2, 2014.
58
We are planning on paying teachers and educational assistants a stipend of $150 per day
for the training. We will also pay curriculum specialists to introduce our faculty to the
curriculum and we will pay Gomez and Gomez training costs. It will cost approximately
$3,200 per faculty member (50 x $3200 = $160,000) for the one month of training prior to
the opening of school. We have built this into our opening costs.
Start-up Plan
During our planning year, the majority of efforts are focused upon the following items:
•
•
•
•
•
Securing an adequate facility option
Recruitment of transformative teachers and staff
Recruitment of students
Developing and preparing curriculum, instructional materials and assessments
Securing the educational and physical resources for the start of the year
Transportation
SDSA expects that there will be no transportation provided for students, since we intend to
be a neighborhood school and are located within walking distance of several hundred
students. However, we will continue to explore collaborative partnerships with the GreeleyEvans Transportation, Boys and Girls Club and other organizations to ensure our students are
able to attend our school.
We plan to make sure that parents have access to our school. SDSA will work with parents
to ensure that they have access to the school, and that transportation is reasonable for the
students who need it. We will work with parents to arrange carpools and purchase bus
passes for older students. We are also are actively trying to secure a location along
established neighborhood communities in east Greeley so that families will be able to help
their students' access the school even if they don't own a car. For field trips the school will
provide transportation to students for free. We will examine all options to ensure that
students are able to get to school in a timely manner.
Insurances
SDSA will provide comprehensive insurance to cover a number of unlikely circumstances.
Types of insurance will include worker's compensation, liability, property, indemnity,
directors and officers, automobile, umbrella and student accident coverage. Please see the
Budget and Finance Section for details about Insurance.
A Great School for the Greeley-Evans Communities
Directly responding to the needs identified in the communities in east Greeley, SDSA
intends to locate the school east of Highway 85. Because there is a lack of high quality
educational options for students and families and a growing demand for seats within Greeley
and Weld County, we propose to locate SDSA near or within the community east of
Highway 85, where charter schools have not been an option for these families in regard to
location. We have been actively seeking facility options from 8th avenue down to Evans,
Colorado. As previously discussed, the educational options located in this region are not
meeting the needs of the community, resulting in underperforming and overcrowded
schools.
59
Budget Form
The five-year budget projection found attached with this application is based on
assumptions provided through research and best-practice or current similar schools'
experience.
Budget Narrative
Accounting Systems
The Board of Directors bears financial oversight for the school. The Board will select a
Treasurer with relevant professional experience in finance, and will receive monthly
financial reports from the Executive Director and Business Manager. The school plans to use
an industry standard accounting software program, likely QuickBooks, for its operations. The
Business Manager will receive training with the software and manage all day-to-day
accounting, including receivables, invoices and accounts payable. The Board Treasurer and
Finance committee are responsible for overseeing the audit process. We will hire
independent auditors who have proven to be effective, as judged by other high performing
charter schools, and by our Board. As recommended, SDSA will use the same auditor as
used by Greeley-Evans School District 6. SDSA intends to follow all practices and
regulations that are applied to public schools operating in Colorado, which are currently in
accordance with GASB #34. Our draft financial policies may be found in Appendix B.
Anticipated Funding Sources
The vast majority of revenues come from Per Pupil Revenues, which we are budgeting at
$6,650 per pupil. In calculating net PPR, we used $5,880; this is a conservative estimate
constructed with the understanding that the District may withhold up to 5% for
administrative services and that other District services require additional fees. Other
significant and usual public revenue streams include:
• Title I: Using the demographics of our community, we anticipate that 85% of
students will qualify for free and reduced lunch. As such, we are well above the
70% threshold and qualify for Title I Funds of $400 per FRL eligible student.
• Title II: Using the District as a guide, SDSA assumes a $237 adjustment per
student.
• Capital Construction: Using the District as a guide, SDSA assumes a $100
adjustment per student.
Fundraising Plan
SDSA has spoken to several local businesses with regard to grants. These businesses have
indicated that they will respond when the Charter Application has been formally approved
by Greeley-Evans School District 6.
To date, SDSA has received $9,300 in grants from the Colorado League of Charter Schools.
The School received $5,000 in the form of pre-planning grants, $2,500 for curriculum
development, $800 for editing and formatting the charter application and $1,000 for the
charter application review.
60
Expense Considerations
We plan to comply with all mandatory budget expense allocations as required by GreeleyEvans School District 6. These include:
• Special Education Services - This expense for required special education services is
$835 per funded pupil count.
• District Student Information System - We plan to use the District's SIS, Infinite
Campus, and expect to pay $10 per funded student.
• Pension Contribution – Pursuant to 22-30.5-111(3), SDSA and its employees must
make the appropriate contribution to the Public Employee’s Retirement Association of
Colorado.
Fiscal Conservatism
SDSA practices the accounting principle of conservatism in all budgeting.
Financial Ratios
SDSA plans to closely monitor a few key financial ratios. The Board of Directors will be
updated monthly as to the financial health of the organization, using these ratios.
Ratio
Months of cash on hand
Debt to Assets
Salary as a % of Revenue
Occupancy Costs
Surplus
Enrollment (Actual/Projected)
Fundraising as % of total revenue
Benchmark
> 3 months
0-4
50-65%
< 20%
10-20% of budget
100%
< 5-10%
Target Date
FY2
FY1
FY1
FY1
FY3
FY1
FY3
Restricted Revenue Considerations
Many revenue sources have significant restrictions, especially many common startup funds.
It is vital to our success to develop robust reporting and planning mechanisms to ensure that
funds are allocated appropriately. SDSA has begun budgetary planning sessions to institute
comprehensive financial planning tools, financial controls, and accounting procedures to
ensure proper monitoring of restricted funds. We place a very heavy emphasis upon strong
accounting and reporting systems. Sound financial management is essential to the realization
of our school's program and achievement of our mission.
Food Services
As is reflected in our planning budget, SDSA will provide students with breakfast, lunch and
snack every day of school. We plan to work with the District to provide healthy options for
our students. Based on the experience of similar schools, we are planning conservatively
using an expected annual expense for food services from the District to be
$20 per student.
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Ending Fund Balances
A vital consideration for SDSA is the amount of unrestricted cash on hand. Currently, we
are planning on having the following ending fund balances for each ending fiscal year.
The deficit in fiscal years 1 and 2 are due to the TABOR reserve requirement; this requires
that 3% of general fund expenditures be set aside for emergencies. Although we show
deficits in years one and two, total fund balance is positive for both years.
Unreserved
Reserved
FY 1
(44,290)
143,800
FY 2
(58,068)
267,024
FY 3
209,528
392,420
FY 4
476,899
519,580
FY 5
715,911
649,549
Contingency Plans
We constantly are testing assumptions and working to build a budget that can withstand
significant challenges. We have multiple levers available to cut expenses quickly in the
case of emergency.
Our cost-saving levers, in order of our preference (which still make a significant impact),
are the following:
•
•
•
•
•
•
•
•
Increase class sizes by 1 student or more
Cut discretionary expenses (travel, supplies)
Cut staff positions, including instructional assistants, office administrative assistants,
and campus monitors
Cut all salaries by 1-5%
Cut Business Manager and IT Specialists positions and replace with .5 position or
consultants
Reduce Executive Director, Instructional Leader and Assistant Instructional Leader
salaries by at least 5% in addition to initial 1-5% reduction above
Cut 2 specials positions
Cut salaries by more than 5%, beyond 1-5% reduction above
We have considered the following scenarios:
1. Enrollment is down by 40% for FY 1 & FY 2
2. Facility costs increase by 50%
Contingency #1
In scenario 1, we don't meet our enrollment targets during Year 1 and Year 2. This causes us
to lose $353,020 in FY 1 and $463,342 in FY 2. To compensate, we would likely reduce all
salaries, and further reduce the administrative staff salaries by a higher rate. The Business
Manager and IT Specialist positions would be eliminated and replaced with consultants.
Further eliminations would include support staff and two specials teachers. This would
result in positive net income for both FY 1 and FY 2, leaving the school in strong financial
health. See Appendix H for the related chart displaying this contingency plan.
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Contingency #2
In this scenario, we are unable to secure low-cost space. We assumed that we would pay
approximately 50% more in facility expenses. Without action, this would cost us
approximately $345,000 in additional expenses over the first year of operations. To
compensate, we would eliminate support service positions, two specials positions and reduce
all salaries by 5% for FY 1. This would ensure that we have net income for the first year.
See Appendix H for the related chart displaying this contingency plan.
Additional Information
Below is a chart showing SDSA’s enrollment projections:
Grade
Kindergarten
K, PPR
1st
2nd
3rd
4th
5th
6th
7th
8th
Total Count
Total PPR
Total K-5
Total 6-8
FY 14-15
80
40
80
80
80
85
85
55
50
45
640
600
410
150
FY 15-16
80
40
80
80
80
80
85
85
55
50
675
635
405
190
FY 16-17
80
40
80
80
80
80
80
80
80
55
695
655
400
215
FY 17-18
80
40
80
80
80
80
80
80
80
80
720
680
400
240
FY 18-19
80
40
80
80
80
80
80
80
80
80
720
680
400
240
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GOVERNANCE & OPERATIONS:
Salida del Sol Academy
Legal Status & Governing Documents
Salida del Sol Academy has filed Articles of Incorporation and is in the process of
applying for federal tax-exempt status. Our Bylaws may be found in Appendix A. The
school will be a recognized non-profit / non-member corporation of the State of Colorado.
Salida del Sol Academy is governed by the Board of Directors, which is the legal governing
board responsible for holding the charter, entering into contract with Greeley- Evans School
District 6, and overseeing the operational and academic performance of the charter school.
The Board of Directors will receive regular counsel from the Salida del Sol Academy
Accountability Committee.
The Board’s responsibility is to be stewards of the school’s mission and their primary lever
is through the hiring, evaluation and performance management of the Executive Director.
The Board enacts policy to further the mission of the school and then holds the Executive
Director accountable for effective and appropriate execution of those policies.
Initial Board of Directors
The initial Board of Directors is composed of volunteers who agreed to hold their
positions until Salida del Sol Academy has been in operation for a period of two school
years. At that time, the parent community of the school will elect three new members to
the board. Each year after, three members will be elected to the nine-member board.
Members of the board will be term-limited to two consecutive three-year terms.
Opening Meeting and Sunshine Act
The Board will schedule at least monthly meetings. Other meetings may be scheduled as
deemed necessary by the board. The Board will at all times comply with Open Meeting and
Open Records laws. As such, public notice of all regular meetings of the Board will be
provided on our website. The Board shall conduct all meetings in accordance with the
Sunshine Act, and no Board action may be taken without a vote in public session. There
may be a need for an emergency meeting, which is allowable given 24-hour notice.
Board Structure and Roles
There shall be a nine-member Board of Directors. The role of each member shall be as
follows:
• President of the Board: The President of the Board shall preside over all meetings
and shall have general charge of the business of the Board.
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•
•
•
•
Vice-President of the Board: The Vice-President of the Board shall have all
powers and shall perform the duties of the President in the absence or disability of
the President.
Secretary of the Board: The Secretary of the Board shall make a provision for a
record to be kept of all meetings of the Board.
Treasurer of the Board: The Treasurer of the Board shall have general supervision
over the care and custody of the funds and securities of the corporation.
Board Directors: Directors shall oversee the operation of the school.
Board Composition
The Founding Board of Salida del Sol Academy is a passionate, skilled, diverse group of
community members from the Greeley-Evans area. The members of the Board have
experience and expertise in Higher Education, K-12 Education, Finance, Business, Law,
Law Enforcement, Community Volunteer Service, and Charter School Management.
Board and Executive Director Responsibilities
The Board of Directors is the highest authority in the school. The Board will bear the
responsibility of oversight of the school and general management of the affairs, property
and business of the school. The Board will serve as the final authority in matters affecting
staffing, budget, curriculum, calendar decisions and setting of policy.
The Executive Director reports directly to the Board of Directors. The Executive Director
will be responsible for community relations, making reports to stakeholders, school
accountability reporting, communication with the Charter Authorizer, developing and
negotiating contracts with outside agencies, and supervising and evaluating the
Instructional Leader and the Business Manager.
Hiring of the Executive Director
Upon approval of the school’s charter application an Executive Director will be hired.
The position will be posted in local newspapers, with the Colorado League of Charter
Schools, with the Colorado Association of School Executives, and at other sites as
deemed appropriate. The Executive Director must possess a Colorado School
Administrators License or a degree in Business, Management or Marketing. The
Executive Director must demonstrate excellent communication skills in English and
Spanish.
Conflict of Interest
The Board of Directors Handbook includes a policy regarding Conflict of Interest. The
policy states if any Board member or administrator is aware that Salida del Sol Academy is
about to make a grant to or otherwise enter into a transaction directly or indirectly with
such person, any member of that person’s family, or any entity in which that person has
65
any legal, equitable or fiduciary interest or position, including, without limitation, as a
director, officer, shareholder, partner, beneficiary or trustee, such person shall (a)
promptly inform those charged with approving the transaction on behalf of the school of
such person’s interest or position; (b) disclose any material facts with such person’s
knowledge that bear on the advisability of such transaction from the standpoint of the
school; (c) thereafter recuse him or herself from further deliberations; and (d) not be
entitled to vote on the decision to enter into such transaction.
Grievance Policy
When parents or other parties approach a director with a grievance about school
personnel or other directors, the director shall redirect the aggrieved party to the Salida
del Sol Grievance Process provided in the Employee and Family Handbooks, as well as
at the end of the Board of Directors Handbook.
The administration and Board of Directors are committed to addressing and resolving
conflict in a timely manner. Steps below must be followed in order to ensure that
grievances are properly addressed and resolved:
• Address the issues with those directly involved.
• Facilitate resolution with the assistance of the Executive Director.
• Prepare a written grievance for the Executive Director.
Details of this policy and procedures are found in the Board of Directors Handbook. This
Handbook is in Appendix E.
Salida del Sol Accountability Committee
Salida del Sol Academy has established an Accountability Committee. The policy
regarding the Accountability Committee is found in the section titled School
Accountability Committee.
Governance and Operational Policies
Salida del Sol Academy has approved and adopted the following policies:
• Equal Opportunity Employment
• Accountability Committee Policy
• Board of Directors Handbook (Appendix E)
• Salida del Sol Academy Bylaws (Appendix A)
• Fiscal Management Policy (Appendix B)
• Contracts and Salary Model
At-Will Employment
All employees of Salida del Sol Academy are at-will employees.
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Responsibilities and Duties of the Board of Directors
The Board is responsible for:
1. Implementing the vision and mission statements as well as the school’s values,
philosophy and objectives. These should be read on a regular basis and taken into
consideration whenever possible changes of policy are under discussion.
2. Establishing policies for the School Director’s operation of Salida del Sol as well
as ensuring that the provisions of the corporation’s Articles of Incorporation,
Bylaws, the charter school contract, and other contracts or agreements with Weld
County School District 6 are being followed.
3. Establishing fiscal policy and boundaries, including but not limited to budgets and
financial controls for the school.
4. Selecting a new School Director, when necessary.
5. Establishing necessary working committees and ensuring that all directors are
actively involved in appropriate committee assignments. All directors are
expected to actively serve on at least one such committee.
6. Periodic evaluation of the school, taking into consideration the school’s
philosophy and goals as stated in the vision and mission statements.
7. Conducting a written annual evaluation of the performance of the School Director
and establishing his/her performance goals for the following year.
8. Conducting a written annual self-evaluation, including consideration of whether
the Board and its committees are independently knowledgeable concerning school
matters or are relying too heavily upon the School Director and other school
personnel for guidance in establishing and maintaining policies.
9. Keeping full and accurate minutes of Board meetings.
10. Maintaining a policy repository so that governing decisions made over a period of
years may be readily available to subsequent directors and administrators.
11. Developing and maintaining a communication link to the community.
It is important to remember that each director has no individual authority; it is only as a
collective Board that there is authority.
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Biographical Sketches for Board of Directors: Salida del Sol Academy
RICHARD R. BOND, PhD
Richard Bond is the former president of the University of Northern Colorado and a former
Colorado state legislator. He served as interim president of Front Range Community College
and as president of Morgan Community College. He is a founding president of the
Community Foundation Serving Greeley and Weld County. Bond served two terms on the
University Charter Schools Board of Governors and is a founding member and current chair
of the University Schools Foundation.
STEVE T. COMPOZ
Steve T. Compoz has 36 years of teacher education experience. Compoz received a Bachelor
of Arts from the University of Northern Colorado, a Master’s from Western State College,
and a Type D Administrative Certificate from Colorado State University. He has been a
classroom teacher, school counselor, dean of students, athletic director, assistant principal,
and principal.
REBECCA KOPPES CONWAY
Rebecca Koppes Conway is a 32-year resident of Weld County and a former trial lawyer who
now serves as a district court magistrate in the 19th Judicial District, Weld County. She is a
former president of the Colorado Bar Association, Weld County Bar Association, North
Range Behavioral Health, and Youth and Family Connections and has participated in several
civic and political activities in the past. She was a founding member of the University
Schools Board and was co-chair of that board for three years.
ALEJANDRA ESTEVEZ
Estevez obtained a Bachelor of Science in Business Administration with emphases in
Accounting and Finance and a minor in Spanish from the University of Northern Colorado.
She holds an active CPA license. Estevez worked in public accounting for over four years at
a Greeley-based CPA firm. She currently works as an accounting manager at a consulting
company in Loveland. She is an alumnus of Delta Sigma Pi, a professional business
fraternity, and serves on the Steering Committee for the Greeley Chamber of Commerce’s
Greeley Young Professionals group. As of 2013, Estevez became part of UNC’s inaugural
Young Alumni Council. Estevez is also a member of the Colorado Society of Certified
Public Accountants and the Association of Latino Professionals in Finance and Accounting.
RENE GONZALEZ
Rene Gonzalez, MBA, PhD candidate, obtained a Bachelor of Science in Business
Administration with emphasis in Management and a minor in Economics from the University
of Northern Colorado. He completed his Master’s in Business Administration with an
emphasis in Marketing from Regis University. Gonzalez is currently a PhD Candidate in the
School of Education at Colorado State University. He is a faculty member at Regis
University and has taught in the Upward Bound Program (a partnership program between the
University of Northern Colorado and Greeley/Evans School District 6) for the past three
years. Gonzalez also served as a community volunteer for a variety of boards, including
holding the position of Chair for the Jesus Rodarte Cultural Center and that of an executive
member of the Greeley Chief of Police Advisory Board.
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JOE MELENDEZ
Joe Melendez is currently a sergeant for the Greeley Police Department who has served on
a number of boards as a liaison between the city and board. He has served on the boards
of the Dream Team, Jesus Rodarte Cultural Center, and Humane Society and been on the
Latino Advisory Committee to the Police Department. He currently serves on the board of
A Kid's Place.
YOLANDA MENDOZA
Yolanda Mendoza received her Bachelor of Arts in Criminal Justice from the University of
Northern Colorado in 2008, and she is currently pursuing her Master of Arts in the same
field. She is a third year recipient of the Stryker Institute for Leadership Development
scholarship. As part of the Stryker scholarship, she has had the opportunity to mentor
teenage girls from Greeley middle schools. Mendoza has done one-on-one tutoring with
children who struggle with math and reading. Currently, she volunteers and teaches
English and Civics to adults studying to become citizens of the United States. Mendoza
has a three-and-a-half year old boy who will soon start school.
GREGORY N. PIERSON
Gregory Pierson has 38 years of experience as a public school teacher and administrator.
Pierson has served as the principal of Air Academy High School of the United States Air
Force Academy and as the principal of Englewood High School. He has served as the
principal of University High School and as director of University Schools. Pierson was
the director of University Schools when the school moved from the University of Northern
Colorado to its current location. Pierson is an educational consultant.
THOMAS J. ROCHE
Tom Roche has been a part of the Greeley community his entire life. He is the President
and CEO of Roche Constructors, which his father founded in Greeley in 1971. Roche has
a degree in construction management from Pittsburg State University and has been
actively involved with charter schools since 2000. He has 28 years of experience in the
construction industry and his experience working with educational and municipal projects
is extensive. A prime example is Roche’s involvement with University Schools. He has
been involved with the school since its separation from the University of Northern
Colorado in 2000. Through the years, he has personally assisted the school with its
charter application, site selection, financing and construction. He is truly a hands-on
person when it comes to education projects because of the value these projects bring to
the community. Roche is an honorary lifetime member of the University Schools Board
of Governors and is also a member of the University Schools Foundation Board. Roche’s
dedication to the education in Colorado is unparalleled. He takes a personal interest in
these projects and takes great pride in providing children with the best facilities in which
to learn.
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SpecialRecognition
JOSE ERMINIO CORDOVA, PhD
All of us were deeply saddened by the passing of Dr. Cordova. He was a founding
member of the Board of Directors and our resident expert in elementary education and
multicultural, bilingual teaching. His insights and passion for this project inspired all of
us. At one of the last meetings attended by Dr. Cordova, he made this statement, “I see
Salida del Sol Academy becoming a beacon of light to other schools in our district, our
county and even our state.”
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EMPLOYEES:
Salida del Sol Academy
SALIDA DEL SOL ACADEMY ORGANIZATIONAL CHART
District6Boardof
Education
SalidadelSol
AcademyBoardof
Directors
SchoolExecutive
Director
BoardofAppointed
Committees
LegalCounsel
InstructionalLeader
BusinessManager
Security
Director of
Technology
Assistant
InstructionalLeader
Non‐certifiedStaff
TeachingFaculty
Parent/Community
Volunteers
71
Board of Directors
The Board of Directors will be the highest authority in the school. The board will be
composed of 7 to 10 individuals with a diverse set of skills who are committed both to the
success of the school and the school community. The board will bear responsibility for
oversight of the school and general management of the affairs, property and business of
the school. The board will serve as the final authority in matters affecting staffing,
budget, curriculum, calendar decisions and setting of policy.
The Board of Directors will have the responsibility of hiring and annually evaluating the
performance of the Director of Salida del Sol Academy. The board will meet on a regular
schedule. The board will establish and receive reports from advisory committees. The
committees will be comprised of parents, employees, community members, and, when
appropriate, students. These committees may include but are not limited to the following:
Accountability Committee, Finance and Property Committee, Marketing, Recruitment and
Enrollment Committee, Hiring Committee, Curriculum Committee, Safety Committee,
Technology Committee, Benefits Committee, and Fundraising and Community Outreach
Committee.
Committees
Various committees will be established to advise the board on topics relevant to the
operation of the school. The initial committees will be chaired by a board member,
parent, or staff member appointed by the board. The committees will report directly to the
Board of Directors. The school administrative team or the Board of Directors may create
additional temporary or permanent committees as the need arises.
Administrative Team – Roles and Responsibilities
The administrative team at Salida del Sol Academy will be made up of at least four
individuals who will fill different roles.
•
•
•
•
The Director of Salida del Sol Academy
The Instructional Leader of Salida del Sol Academy
The Assistant to the Instructional Leader of Salida del Sol Academy
The Business and Financial Manager of Salida del Sol Academy
Director of Salida del Sol Academy: Qualifications, Roles and Responsibilities
Must possess a Colorado School Administrators License or a degree in Business,
Management, or Marketing; must demonstrate excellent communication skills in English
and Spanish
Responsibilities:
• Reports directly to the Board of Directors
• Maintains Community Relations
• Makes reports to stakeholders
• Oversees School Accountability Reporting
• Oversees Day-to-Day Operations of the School
• Oversees Parent Organizations and Volunteers
• Assists with Fundraising Activities
• Communicates with the Colorado League of Charter Schools
72
•
•
•
•
•
Communicates with the Charter Authorizer
Maintains and Updates the School Charter Agreement
Supervises and Evaluates the Instructional Leader and the Business/Financial
Manager
Develops/Negotiates Contracts with outside agencies
 Custodial & Maintenance
 Food Services
 Transportation / Busing
 Landscaping
 Trash Service
 High Plains Library District
 Aims Community College
 UNC
 District 6 Special Education
And all other duties as assigned.
Instructional Leader (Principal): Qualifications, Roles and Responsibilities
Must possess a Colorado Principal or Administrator License; must demonstrate excellent
communication skills in English and Spanish
Responsibilities:
• Reports to the Director
• Curriculum Development
• Staff Development
• Student Achievement
• Faculty/Staff Evaluation
• Program Evaluation
• Recruitment and Retention of Quality Faculty and Staff
• Oversees Special Education
• Monitors school data, oversees testing, ensures students are on target to meet
growth and status goals
• All other duties as assigned
Assistant Instructional Leader (Assistant Principal): Qualifications, Roles and
Responsibilities
Must possess a Colorado Principal or Administrator License; must demonstrate excellent
communication skills in English and Spanish
Responsibilities:
• Reports to the Instructional Leader
• Faculty and Staff Evaluation
• Provides Discipline Support to Teachers
• Student Personnel Issues
• RtI Coordinator
• Monitors/Evaluates Counseling Services
• Hires and Supervises Classroom Aides, Playground and Lunchroom Monitors
• Oversee School Safety and Development of Safety Procedures and Drills
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•
•
Supervises/Evaluates Coaches and Activities Sponsors
All other duties as assigned
Business, Financial and Officer Manager: Qualifications, Roles and Responsibilities
Must be a certified public accountant or have similar educational qualifications; must
demonstrate excellent communication skills in English and Spanish
Responsibilities:
• Reports to the Director
• Oversee school finances
• Must have a working knowledge of Colorado School Finance
• Must have the ability to manipulate financial software
• Must handle payroll, PERA, and tax withholding
• Assist the Director with school and employee insurance policies and issues
• Prepare and assist with the annual audit
• Make monthly financial reports to the Board of Directors
• Handle banking and deposits on behalf of the school
• Ensure monthly bills are paid
• Track the school bonding agreement and file necessary reports
• Serve on the Finance Committee and on the Benefits Committee
• Negotiate Contracts with outside agencies for telephone/internet service and
copier service
• Assist with the hiring of office staff
• Supervise non-certificated office personnel, i.e., secretaries, receptionists, etc.
Classroom and Specials Teachers
Classroom and Specials Teachers will report to and be evaluated by the Instructional
Leader or the Assistant Instructional Leader. Teachers will be responsible for the day-today instruction of the students in the school. Classroom teachers will provide primary
supervision of classroom assistants (aides). The Assistant Instructional Leader will
oversee that supervision, participate in 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. Salida del Sol Academy is a K-8 school and will
employee elementary and middle school teachers. Specials taught at Salida del Sol
Academy will include art, music and physical education.
Job Description:
Classroom teachers must possess a valid Colorado teaching license or be in the process of
obtaining such. Teachers must be fluent in Spanish and English. Teachers must have an
interest in innovative approaches to teaching and learning; must be willing to participate in
specific bilingual methodology training as selected for use by Salida del Sol Academy;
must be team players and willing to team teach; must possess a working knowledge of the
unique needs of the elementary or middle school child.
74
Special Education Teachers
Salida del Sol Academy will contract with Greeley-Evans School District 6 for special
education services.
Instructional Support Staff
Instructional Support Staff will report to and be evaluated by the Instructional Leader (or
Director of Interventions when hired). Instructional Support Staff will be responsible for
meeting the special needs of our diverse population.
Educational Assistants
Educational Assistants will report to the Classroom Teachers, but they will be jointly
evaluated by the Classroom Teacher and the Assistant Instructional Leader. Educational
Assistants will be responsible for aiding the Classroom Teacher by providing support for
academic, operational, and behavioral aspects of the classroom environment.
Recruitment and Retention of Quality Faculty
We know it is critical to the success of our school to recruit bilingual faculty members. We
will target universities that have noted bilingual teaching education programs. The search
for faculty will include all in-state colleges and universities as well as universities in the
neighboring states of New Mexico, Texas and Arizona. We will make a concerted effort to
create a salary model that will be attractive to candidates with teaching experience.
Teacher Hiring Process
Prospective teachers at Salida del Sol Academy will undergo a highly rigorous hiring
process conducted in both Spanish and English to evaluate each candidate’s bilingual
abilities. The hiring process will include, but may not be limited to, the following steps:
•
•
•
•
•
•
•
•
A letter of interest must be submitted
Three letters of reference must be on file
A resume must be submitted
Official transcripts from the candidate’s college or university must be on file
A copy of the candidate’s current teaching license is required
All candidates who interview will be asked to teach a demonstration lesson
Reference and background checks will be performed
Formal interview with school administrators and an interview committee
Teacher Evaluation Process
Teachers at Salida del Sol Academy will participate in an annual evaluation process, in
addition to on-going coaching, mentoring and feedback throughout the school year.
Salida del Sol Academy will develop its own teacher evaluation process in accordance
with the new CDE State Model Evaluation System that will include the following
components:
•
•
•
A concise and clear rubric of key teacher evaluation indicators that demonstrate
areas of mastery
Annual goal setting with input from the teacher and the administrative supervisor
Professional development that is individualized and aligned to annual goals, key
75
•
•
•
•
•
evaluation indicators, and a school-wide initiative to increase the quality of
instruction and student achievement
Monthly informal observations and prompt feedback
Teacher self-evaluation
Two formal evaluation conferences to review performance and offer feedback
with the administrative supervisor
Informal Mentor teacher observations and conferences
Student academic progress
Office Staff
The office staff will report to the Business/Officer Manager. The Business/Officer
Manager and the administrative team will evaluate office personnel.
Facilities Staff
The facilities staff will report to and be evaluated by the Assistant Instructional Leader.
All Other Non-instructional Staff
All of the non-instructional staff will report to and be evaluated by the Assistant
Instructional Leader unless the administrative team sees fit to appoint an alternate
supervisor and evaluator.
EMPLOYEE POLICIES
EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of Salida del Sol Academy to promote equal employment opportunity. The
school shall provide equal employment opportunity to qualified individuals without
regard to race, color, creed, sex, sexual orientation, religion, national origin, ancestry,
age, marital status, or disability.
The school does not illegally discriminate in any area of employment, including job
advertising, pre-employment requirements, recruitment, hiring, and opportunities for
advancement, compensation, fringe benefits, job classification, transfer, promotion, and
termination.
Adopted: March 5, 2013 Legal
Refs:
20 U.S.C.
20 U.S.C.
20 U.S.C.
29 U.S.C.
42 U.S.C.
42 U.S.C.
42 U.S.C.
28 C.F.R.
1400 et seq. (Individuals with Disabilities Act)
1681-1686 (Title IX of the Educational Amendments of 1972)
1701 and 1703 (Title II of the Equal Educational Opportunities Act of 1974)
794 (Section 504, Rehabilitation of 1973)
2000d (Title VI of the Civil Rights Act of 1964)
2000e et seq. (Title VII of the Civil Rights Act of 1964)
12101 et seq. (Americans with Disabilities Act)
Part 3534 C.F.R. 104 and 106
76
C.R.S.
C.R.S.
C.R.S.
C.R.S.
C.R.S.
18-9-121
22-32-109(1)(w) and (x)
22-32-110(1)(k)
22-61-101
24-34-402
CONTRACTS AND SALARY MODEL
A. Salaries are based on teacher services necessary for the operation of the school for
the regular school term, including all scheduled days on the officially adopted
school calendar. Make up of days when school is closed due to snow or other
natural causes are part of the regular school term. Such services include days
scheduled for teacher activities when pupils are not in attendance, as well as
generally recognized and accepted services incidental to the operation of the
school.
B. Employees are hired based on the current salary model. Steps are awarded for up
to nine years of teaching experience (Step 10) on a one-to-one ratio. Credit for
columns past the bachelor’s degree is given for graduate level coursework only
upon hire.
C. Teachers must present evidence of college work completed for salary schedule
placement in the form of official transcripts from the institution(s) where the work
was completed. These transcripts become a part of the permanent personnel file
of the teacher in the administrative office.
Step and column placement adjustments will be made once each year effective
with the August 31 payroll. Please see the sections pertaining to the horizontal
and vertical advancement on the salary schedule.
D. Vertical (step) advancement on the Salary Schedule – in order to be eligible for
vertical step advancement in August, a teacher must have been under contract a
minimum of one semester of the previous year and received an acceptable
evaluation.
E. Column Moves/Advancement. Column moves are based on the following:
1. Graduate level courses. The model is based on semester hours; quarter hours
are converted to semester at the rate of 2/3 credit for each hour earned.
2. Classes/workshops for CDE credit that are approved by the Director before the
class begins. Employees must submit a pre-approved Request for
Consideration of Non-Graduate Level Coursework for Column Movement and
a copy of the CDE certificate for the column movement to occur. (It is
important to note that many districts will not accept the transfer of CDE
workshop credits for their salary schedules. So, it may be to the employee’s
advantage to pay for graduate credits rather than CDE recertification credits.)
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3. Column movements for the school year are based on any classes taken
through the spring semester of the previous school year.
4. Each year, employees are asked to submit information regarding their column
movement for the upcoming year. This information must be submitted by the
deadline to be included in the budget and for the contract amount to be
adjusted.
Adjustments will take place with the first payroll in August, provided all
documentation (official transcripts / CDE certificates) has been submitted by
August 15.
5. Teachers are responsible for verifying their own placement on the salary
schedule. On occasion a teacher may be improperly placed resulting in an
overpayment or underpayment of compensation. The school or the teacher
will immediately notify the other if either becomes aware of the
misplacement. An adjustment or repayment may be made, as determined by
the Director, but only for amounts accrued or overpaid during the current
school year. In no event shall any claim by the teacher or the school for
overpayment or underpayment be recognized for prior school or contract
years.
Faculty Leave
Teachers and staff are given identified holidays plus breaks at Thanksgiving, winter and
spring as vacation days. In addition, full time teachers and staff are awarded discretionary
days (the number of days is established annually by the Board of Directors) that can be
used for any non-school related absence, e.g. illness, funerals, personal business and
emergencies. Part-time faculty and staff are given that percentage of days (e.g., .60 FTE =
.6 x discretionary days = discretionary leave). Jury duty or any school- related court
appearance is not considered discretionary leave. Any unused leave time will be paid out
in the June paycheck at the rate of daily substitute teacher pay for a full day. No leave can
be accrued.
In extenuating circumstances, staff may request that other staff be allowed to donate one
day (maximum) of their leave to help cover any absences they might have beyond their
allotted leave days. If approved, staff must complete a form to designate their donation.
Any staff qualifying for short term or long-term disability must use that avenue rather
than donated leave.
Short-term disability is provided by the school and begins on the eighth consecutive day of
absence. Pay is at a rate of 2/3 of the normal rate of pay. All payments are determined and
paid by the insurance carrier.
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Full Time and Part Time Determination
General Information:
Full time and part time status will be determined by the Board of Directors when the
length of the school day and school year is established.
Approved / Adopted: May 1, 2013
Faculty Evaluation
Salida del Sol Academy will utilize the Colorado Department of Education evaluation
rubric for teachers and administrators. Per the system that is being piloted, Salida del Sol
Academy will base faculty and administrative evaluations on a 50-50 basis. 50% of the
evaluation will be based on the rubric and 50% on student academic performance.
We understand the final rubric to be used will be determined by August of 2013.
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INSURANCE:
Salida del Sol Academy
Salida del Sol Academy will carry any authorizer or state mandated insurance coverage at
the limits recommended by the company with whom we contract for services. Coverage
will include but may not be limited to:
•
•
•
•
•
•
•
•
Directors and Officers Liability Insurance
General Liability Insurance
Property Insurance
Business Personnel Coverage
Educator’s Legal Liability Insurance
Abuse and Molestation Coverage
Worker’s Compensation
Errors and Omission
Salida del Sol Academy will obtain insurance coverage upon approval of the charter
application. The Board of Salida del Sol Academy will use a competitive bid process for
selecting an insurance carrier.
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COMMUNITY & FAMILY ENGAGEMENT:
Salida del Sol Academy
The Community & Family Engagement section offers an overview of how parents will be
and have been involved in the charter application process, a description of parent
investment to the school in terms of volunteer time, and details about the types of roles
parents and community volunteers will serve within the school. In addition, there is
information about community partnerships and outreach, how community organizations
will be involved with the school, and planned relationships with outside organizations.
Parent Involvement in the Charter Process
Salida del Sol Academy (SDSA) has had several community outreach meetings in which
potential students’ parents have been involved. We began introducing the community to
the school by hosting several community forums where parents attended and signed up to
volunteer for future events. Based on the forums, SDSA’s founding board determined that
there is a community interest in a dual language, multicultural K-8 school. At the
community meetings we asked parents and community members if they were interested in
being board members or serving on a leadership committee. The leadership committee
would be charged with the task of community outreach. Members and parent volunteers
have distributed and collected over 650 family/student enrollment interest cards. They
have canvassed neighborhoods, attended community functions, and stood outside of stores
to make contact with other parents.
Salida del Sol will publish a dual language monthly newsletter before SDSA opens to
inform parents, stakeholders, and community members of our progress, ongoing projects
and future needs. Information will be also posted on our website. Once the school is
operational, parents will be involved in several leadership aspects of the school including:
• Parent Teacher Organization
• Board of Directors
• Membership on board committees including the school accountability committee
and the Parent and Community Advisory Committee
• Parent Volunteer Committee
To date, we have a volunteer who has accepted the position of chair of the School
Accountability 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. SDSA will also have an “open door” policy with parents, stakeholders, and
community members who can speak to the school director or any member of the
leadership team.
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. SDSA
will emphasize and celebrate multicultural events, fostering in parents and children a
sense of cultural identity and pride.
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Parent Involvement as Volunteers
At SDSA, we firmly believe 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. SDSA plans to build family-school
partnerships and strengthen parental involvement and support for learning.
We believe that parents are more effective in supporting the goals of the school and more
engaged in their children’s education 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 to at least 5-8 hours of volunteer work throughout the school year.
This could be work in the classrooms, helping out with special events, participating in PTO
meetings, helping with student recruitment, chaperoning field trips, attending
demonstrations of learning, doing work for teachers or the school outside of school hours,
etc.
All efforts will be made to be flexible and accommodating of parent’s work schedules.
We are firmly committed to involving parents in our school community and in their
children’s learning and will therefore make all possible efforts to enable parents to fulfill
their commitment to volunteer at the school each year.
Parents and Community Education
At SDSA, we also feel that our community has much expertise and skills to share with
each other. We will encourage parents to offer their skills to their peers through a variety
of continuing education classes designed, planned and led by parent volunteers including:
• English as a second language
• Spanish as a second language
• Home budgeting & finance
• Citizenship application
• Basic computer skills
• Cooking classes
Annual School Community 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 that school traditions
and annual events give parents and children a sense of belonging to a community and a
feeling of stability and of having roots in the community and school. Some annual events
we plan to offer will include:
• Back to school social – held before the school year starts for families to get
re- acquainted after the summer and meet their new teachers
• Celebration of American and Latin American Cultural Events
 Halloween costume parade / Dia de los Muertos cultural event
 Thanksgiving lunch prepared by students
 Winter Music Concert
 SDSA Volunteers’ day
 New Student Recruitment drive
 Spring service and art day
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Outreach to the Larger Community
SDSA, as part of our community outreach, is working on establishing partnerships with
community groups and organizations, particularly those that serve families who will
attend SDSA. We are actively seeking a board member to work on this project and to
help us build partnerships, particularly with health-care providers in the area, so that we
can help our family’s access community services.
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ACCOUNTABILITY COMMITTEE:
Salida del Sol Academy
Salida del Sol Academy will have a school accountability committee. Several community
members have volunteered to serve on this committee. A chairperson for the initial
accountability committee has been appointed.
Colorado Revised Statute: 22-11-401
Each district public school and each charter school shall establish a school accountability
committee. Each school accountability committee shall have at least seven (7) members.
DUTIES:
1) Assist the principal/building administrator with prioritizing spending of school
monies.
2) Advise the principal/building administrator with the development and
implementation of a school improvement plan.
3) Provide input and recommendations on an advisory basis to the school/district
administration, and in the case of Salida del Sol Academy to the governing
board.
Rules of Operation for Salida del Sol Academy Accountability Committee
NAME
• The name of this organization shall be the Salida del Sol Academy Accountability
Committee.
PURPOSE
• The purpose of the Accountability Committee is to gather and analyze data to
assess the school’s progress toward its mission and to provide results of that
analysis to the Salida del Sol Board of Directors, the administration and the rest of
the Salida del Sol community.
RESPONSIBILITIES
1) To provide input to the administration and/or the Salida del Sol Board of
Directors to assist in establishing goals and improvement plans based on the needs
of the school and consistent with the mission and goals of the school and the
strategic plan.
2) To provide input to the administration and/or the Salida del Sol Board of
Directors for the assessment of the educational program, student achievement, and
staff, parent and student satisfaction.
3) To monitor the progress made toward meeting improvement goals and strategic
plan objectives.
4) To solicit input from parents, staff and students as appropriate for assessment and
evaluation.
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5) To submit an annual report to the Board of Directors, and make it available to the
Salida del Sol community.
6) To select from its members a chairperson, a vice-chairperson, and a secretary.
7) To recommend to the Executive Director, representatives from the school
Accountability Committee, other than the principal, to serve on the District
Accountability Committee (DAC), the District Parent Council (DPC) and the
District Special Education Advisory Council (SEAC). *
8) To send an Accountability Committee member to each regularly scheduled Board
of Directors meeting.
9) To provide representatives from the committee to assist each school level
principal with development and review of the school improvement plans.
10) To operate the committee in a manner consistent with applicable Colorado state
statutes, Colorado Department of Education regulations, and policies of the Board
of Directors.
11) To review the annual school budget in terms of alignment with the strategic plan.
12) To determine a meeting schedule and publish time, date, and location of meetings
with all meetings open to the Salida del Sol community.
MEMBERSHIP
1) The Salida del Sol Charter School Accountability Committee shall have at least
two administrators, at least one of whom is a principal.
2) At least one Board of Directors member who has been elected by the Salida del
Sol community.
3) School community members with the objective of having a cross section of
gender, ethnic and special populations represented.
4) Encourage at least one high school student to serve as a liaison between the
committee and the student body.
5) Representatives and officers shall serve from August 1 to August 1 of the
following school year.
6) Voting member status shall be attained by attending meetings, volunteering for a
task and remaining in good standing.
7) Voting members shall consist of Salida del Sol Charter School Accountability
Committee members in good standing.
8) A record of attendance will be kept for each meeting by the secretary.
POLICIES
1) The Salida del Sol Charter School Accountability Committee will communicate
with other Salida del Sol organizations as appropriate. All subcommittees and
representatives submit reports back to the entire Accountability Committee for
appropriate action.
2) The Salida del Sol Charter School Accountability Committee will follow all
policies and procedures established by the Salida del Sol Board of Directors
concerning the accountability process.
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OFFICERS
1) The officers of the Salida del Sol Charter School Accountability Committee shall
consist of: Chairperson, Vice-Chairperson, and Secretary.
2) The term of office shall be from August 1 to August 1 of the following school
year.
3) The officers are parents/guardians that are not regular employees of the school.
DUTIES OF OFFICERS
• Chairperson: The Chairperson's duties shall include, but are not limited to:
1. Presiding at all meetings.
2. Preparing and distributing an agenda for all meetings.
3. Scheduling meetings.
• Vice-Chairperson: The Vice-Chairperson shall assist the Chairperson and perform
the above duties in absence of the Chairperson.
• Secretary: The duties of the Secretary shall include, but are not limited to:
1. Keeping minutes of all meetings.
2. Maintaining attendance records, included in the minutes.
3. Submitting attendance and minutes to the membership for approval, which
can be done by email, and posting approved minutes on the Salida del Sol
website.
MEETINGS SCHEDULE
1) The community shall be notified of scheduled meetings. All meetings of the
Salida del Sol Accountability Committee shall be open to the Salida del Sol
community members.
2) Members shall be notified of any special meetings or schedule changes.
3) Regular meetings of the Salida del Sol Accountability Committee shall be held
August through May for a minimum of eight meetings. The meeting dates and
times shall be consistent and established by the committee and added to the
school calendar for the coming school year.
4) A quorum shall consist of the voting members present or a minimum of five.
ATTENDANCE
• Attendance at all regularly scheduled meetings of the Salida del Sol Charter
School Accountability Committee is expected in order to facilitate continuing
conversations about ways to enhance the quality of education in the school, and
avoid repetition in meetings.
COMMITTEES
• Ad hoc committees shall be formed as necessary.
VOTING
1) The Salida del Sol Charter School Accountability Committee will operate by
consensus with respect to most issues.
2) For issues requiring a vote, a two-thirds vote of the quorum shall govern the
acceptance by the Salida del Sol Charter School Accountability Committee of its
recommendations and actions.
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CHANGES TO THE RULES OF OPERATION
• Proposed changes in the rules of operation shall be submitted to the Chairperson
at least two weeks prior to a regularly scheduled meeting. Proposed changes shall
be presented at a regularly scheduled meeting and be voted upon at the next
monthly meeting.
Adopted: April 17, 2013
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ENROLLMENT POLICY:
Salida del Sol Academy
Salida del Sol Academy is a public charter school open to any student regardless of race,
color, national or ethnic origin, religion, gender, or socio-economic status. Salida del Sol
accepts students from kindergarten through 8th grade. At the point Salida del Sol receives
more applications for admission than its capacity, a random lottery will be held as
outlined to meet enrollment priorities.
Salida del Sol encourages parents to familiarize themselves with the school’s Mission,
Vision, Core Beliefs, and education curriculum. Information is available on the school’s
website and from the school’s administrative office. Parents are encouraged to attend
informational meetings and tour the school.
Students currently enrolled at Salida del Sol Academy automatically qualify for
admission for the next academic year. Parents are required to notify the school of their
commitment to continue enrollment of their child.
Application Process
All prospective students wishing to enroll must complete an enrollment application form,
which can be obtained from Salida del Sol’s administrative office and/or website
(www.salidadelsolacademy.com). Parents have an obligation to provide accurate and
complete information on the enrollment application form. The application must be
returned to the school’s office by January 15th for the prospective student to be eligible
for the annual lottery. For purposes of the lottery draw, a number will be assigned to the
application and provided to the parent. Salida del Sol reserves the right to decline
enrollment to students if false, misleading, or incomplete information is provided on
enrollment documents.
Only one application form may be submitted for each child. Parents wishing to enroll
kindergarten students may not submit an enrollment form for their child one (1) year
prior to eligibility. Enrollment forms submitted after the due date will be placed at the
bottom of the waiting list in the order of submission.
Lottery Process
To ensure the privacy of student information as required by state and federal law, Salida
del Sol will conduct enrollment lotteries in public with a disinterested party drawing
numbers which have been specifically assigned to each application received, rather than
drawing individual student names. The parent or guardian of each student is entitled to
know the student’s lottery number in advance of the drawing to ensure the transparency
and fairness of the process.
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Existing students will be guaranteed enrollment for the following year. Admissions
preferences will be offered in the following order:
1.
Siblings of currently enrolled students (exempt from lottery). It is the
responsibility of the parent to notify the school of any siblings whom they wish to
enroll at the school.
Stepchildren and foster children qualify as siblings; it is the responsibility of the
parent to notify the school.
Children of current Salida del Sol employees (exempt from lottery).
Residents of Greeley-Evans School District 6.
All other students outside School District 6.
2.
3.
4.
5.
The lottery will be held by grade level to determine enrollment for the fall semester of the
following school year. A waiting list will be established when enrollment has met its
capacity. The applications will be listed in the order drawn. If new openings occur during
the school year, children will be enrolled by order on the waiting list. Lottery and waiting
lists will be redrawn annually.
It is the responsibility of the parent(s) on the waiting list to notify the school of any
changes of the information listed in the enrollment application form.
Offers of enrollment will be made by telephone or in person. If the listed phone number
is not answered, an offer will be emailed and/or mailed to the listed address. In order to
be fair to all families and to fill class rosters in a timely manner, families who have been
notified of admission shall respond within three (3) school days to accept enrollment. If
acceptance is not given within three (3) school days or is declined, the student will be
dropped from the current enrollment list and the child will be placed at the bottom of the
waiting list.
Parents accepting enrollment of their child must sign the parent/student agreement that
shall serve to:
1.
2.
3.
4.
5.
Acknowledge they understand and value the school’s Vision and Core Beliefs.
Affirm their commitment to participate actively in their child’s education both
at school and at home.
Affirm their intent to adhere to the school’s policies and procedures.
Affirm their intent to attend regularly scheduled parent-teacher meetings and
conferences.
Acknowledge they have read and discussed the school’s expectations as a
family and agreed to work together to achieve those expectations.
Unless the school is notified in advance, students who are not in attendance by 12:00 p.m.
on the first day of school or admittance will forfeit their enrollment. The next student on
the waiting list will be notified.
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Given that enrollment in Salida del Sol by “parents’ choice,” transportation to and from
school is the sole responsibility of the parent.
Definitions
Terms in this document shall have the following meanings:
Enrollment Policy: The document that clearly communicates the charter school’s
adherence to applicable laws and regulations with the objective of creating a transparent
and fair enrollment process.
Application: As defined in the school’s enrollment policy, the primary document/form
used to make a request for admission to a school.
Applicant: Someone who formally asks (applies) for admission to a school.
Siblings: Children who share a common biological or legal guardian, as opposed to
children who live in the same household but do not share a common parent. Charter
schools may require proof of sibling status.
Receive Sibling Preference
•
•
•
Children who live in different
households but share a common
biological or legal parent
Siblings of students who are due to
graduate at the end of the school
year in which the lottery is held
If a student moves out of the local
city or town but remains enrolled,
that student’s siblings have
preference in admission even
though they are nonresidents at the
time of application
Do Not Receive Sibling Preference
•
•
Siblings and children of alumni/ae
Siblings of applicants who have
been accepted for admission but are
not yet attending (including twins)
Residents: Students who live in the attendance boundaries of Greeley-Evans School
District 6. Residency is determined by where the child actually lives, irrespective of
guardianship, custody, and domicile. A student who lives for part of the time in the
charter school’s attendance area is given preference. Salida del Sol Academy will require
proof of residency.
Non-residents: Are any students who reside outside the boundaries of Greeley-Evans
School District 6.
Admitted: To accept an offer of admission to a school.
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Currently attending: A student who is currently participating in classes at the school.
Attending: A student is considered to be attending a charter school if s/he goes to school.
Enrollment: A student is considered to be enrolled if an offer of admission is made and an
acceptance is received in accordance with the school’s enrollment policy. After the
student is enrolled, the school may determine, through placement testing provided to all
students, whether the student needs to be placed in a grade other than the one for which
he/she applied. If this is the case, the charter school must provide a space in the
appropriate grade.
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TRANSPORTATION:
Salida del Sol Academy
At Salida del Sol Academy, we believe that access to academic experiences is of the
utmost importance. In keeping with this we have budgeted $35.00 per child per year for
co-curricular activities and field trips. In our first year of operation, with 600 children,
this allows for a total of $21,000.00 for field trips and off-campus activities. Salida del
Sol Academy will contract with an outside agency to provide buses for trips. We believe
that curriculum and instruction is supported by diverse, integrated community activities.
We also believe that all students should have access to Salida del Sol Academy. We are
currently seeking a building site within walking distance of family neighborhoods. We
believe that daily transportation would greatly increase access for families to our school.
We will seek funding to support daily transportation to and from school, but if that
funding does not occur, it will be the responsibility of the parents/guardians to transport
students to and from Salida del Sol Academy.
The site of the school is on a major city bus route. We will provide bus tokens to
students who need to ride the city bus to and from school.
Salida del Sol Academy will contract for special education services with Greeley-Evans
School District 6. The special education contract provides for busing of students with
special needs.
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FOOD SERVICES:
Salida del Sol Academy
Salida del Sol Academy expects to have between 85 and 90 percent of the students enrolled
in our school on the free and reduced lunch program. We will also provide breakfast for our
students.
Salida del Sol Academy will contract with Greeley-Evans School District 6 for nutritional
services.
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FACILITIES:
Salida del Sol Academy
There is a need for high quality educational options and a growing demand for equivalent
opportunities for students and families on the east side of Greeley and Evans. Salida del
Sol Academy is directly responding to the needs of the community and will locate east of
Highway 85 and we propose to locate the school on the east side of 1st Avenue and 26th
Street.
We have canvassed the neighborhood and have found interest amongst families for a
school where all children in a family between kindergarten and 8th grade could attend
within walking distance. We intend to provide a new building that will house all the
necessary items to enable our program to be effective. The building(s) will include a
gymnasium and community rooms as well as outdoor facilities that any student and family
would be proud to call their school.
We have been actively seeking facility options in this area and have identified a piece of
land that will serve the purpose of a K-8 school that ultimately would house 720 students
in a state of the art facility. We have executed an option contract for this land. Please see
our conceptual graphic of the school on the proposed site at the end of this section.
Facility
We are planning to establish our facility in one phase by obtaining financing for a
design/build concept. We will have the services of a recognized and experienced firm for
the building of our school. We are budgeting $9,100,000 for 70,000 square feet for the
building, which includes all design and development costs. In addition to the square foot
amount for housing the students we have anticipated the need to finance opening costs to
include land, curriculum payments and other initial startup costs in the amount of
$10 million dollars. This amount will be raised by financing. We have engaged in
discussions with three financial firms that have a track record of assisting Charter Schools.
Additionally we are working with the Charter School Development Corporation. Methods
of financing could include a direct loan, sale of a bond, a subordinated 2nd mortgage, a
combination of these are a possibility. The contingency plan will be for the school to be a
tenant. The repayment amounts will not result in an annual mortgage payment greater than
20% of our annual budget.
We are budgeting $500,000 as an estimate for the funds needed in addition to the loan for
the building for furniture, fixtures and equipment. We plan to write grants and obtain
funding as needed for additional furniture, fixtures and equipment including our technology
needs and our outdoor playground and athletic spaces.
Our board has experienced members who have successfully obtained bond funding and
raised additional dollars for educational materials and supplies in a short time frame and
in amounts greater than those budgeted here. We have secured commitments from
persons to provide some of these dollars upon approval of the charter application and are
encouraged by the willingness of community members to support this application.
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WAIVERS:
Salida del Sol Academy
REQUEST FOR WAIVER OF GREELEY/EVANS DISTRICT 6
BOARD OF EDUCATION POLICY
Pursuant to the Charter Schools Act, the Salida del Sol Academy (SDSA) requests waiver
of certain school policies implemented by Greeley/Evans District 6 Board (SD6). Each
policy is identified and the reason for each request given, as well as a replacement plan, if
applicable. The waivers will enable SDSA to better meet its mission, goals and objectives
as well as implement its education program. Many policies of SDSA that are not finalized
will occur prior to the start of school operations. Many have been completed and approved
by our Board to date. Any replacement policies will be developed to be consistent with the
philosophy of SDSA and in accordance with the charter school contract prior to the start of
operations. SD 6 format will be used to categorize policies for purpose of this waiver
request.
Non-policy items (i.e., regulations, procedures, guidelines, forms, etc.) specific to policies
for which SDSA has requested waivers are assumed to be waived as well, unless otherwise
noted. Therefore, non-policy items are not generally included in the list below. Where a
District policy waiver has not been requested but SDSA intends to use a different
procedure, form, etc., for implementing said policy, the rationale for the different
procedure is specified below.
SDSA also reserves the right to identify, during its implementation period, that Colorado
Revised Statutes that are impediments to effective operation and to request waivers of those
statutes, as specified in C.R.S. § 22-2-117 and 22-30.5-104 (6) and 22-30.5-105 (3).
Note: unless otherwise noted, the following language applies to each of the policy waiver
requests:
Duration of the Waivers: The SDSA requests that the waiver be for the duration of its
contract with the Greeley/Evans School District 6.
Financial Impact: The SDSA anticipates that the requested waiver will have no financial
impact upon the Greeley Evans School District 6 or the Academy budget.
How the Impact of the Waivers will be Evaluated: The impact of this waiver will be
measured by the performance criteria and assessments that apply to the Academy, as set
forth in the Charter School Application for Salida del Sol Academy dated July 2014.
Note: Any relevant policies already adopted as covered in this section are attached in
Appendices C or D.
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Note: SDSA has determined that it will use the term “Instructional Leaders” to refer to
persons who are traditionally called “Principals”. Any statements or designations of
Instructional Leaders should be interpreted to be equivalent to the School district or
statutory reference of Principal.
Finally, SDSA is requesting a waiver for all policies covered under the automatic waivers
considered automatically granted by statute. Below are the specific waivers from District
policy that Salida del Sol (SDSA) is requesting.
Section “A” Policies
AC Nondiscrimination/Equal Opportunity, AC-E-1 nondiscrimination/equal
opportunity, ACE nondiscrimination on the basis of disability
Delegative
Rationale: SDSA will be responsible for its own governance and operations. SDSA
must have the ability to implement this District policy in its operations.
Plan: SDSA will fully comply with all Federal and State laws regarding
nondiscrimination and equal opportunity.
Expected Outcome: As a result of this waiver, the Academy will be able to manage its
compliance with existing nondiscrimination and equal opportunity regulations and laws.
AC-R Employee Discrimination Harassment Reporting and Investigation
Procedures, ACE-E-1 compliance officer, ACE-R complaint process Substantive
Rationale: SDSA will be responsible for its own governance and operations. SDSA must
have the ability to choose its own governance structure and manner of operations.
Plan: SDSA has its own discrimination/harassment reporting and investigation procedures,
as adopted by the SDSA board. These policies will appear in the Employee Handbook to
be finalized and in the adopted Board Handbook in our application. We believe it is
substantially in alignment with the intent of District policy AC.
Expected Outcome: As a result of this waiver, the Academy will be able to implement its
own discrimination/harassment reporting and investigation procedures.
AD School District Mission : ADA School District Educational Objectives
Substantive
Rationale: SDSA has its own unique Vision and Mission, which are integral to the SDSA
Charter Application and the nature of the school. The Academy will be operating
independently from other schools in the district and defined its own educational
philosophy and mission in its Charter Application.
Plan: SDSA fully supports the contents of this District policy, and we believe this is
demonstrated in our charter application.
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Expected Outcome: As a result of this waiver, the Academy will be able to carry out its
educational program, administer its affairs in an efficient manner, and accomplish its
mission as set forth in the Charter School Application.
ADC-Tobacco-Free Schools
Delegative
Rationale: The Academy will be operating independently from other schools in the
district and should be delegated the authority to implement a Tobacco-Free policy. Plan:
SDSA will fully comply with Colorado statue regarding a Tobacco-Free School, but will
implement this policy itself.
Expected Outcome: The Academy expects that as a result of this waiver it will be able to
manage its Tobacco-Free School policy, subject to the limitations in the Charter School
Agreement.
ADD Safe Schools Plan
Substantive
Rationale: Prior to the opening of school, SDSA will develop a Safe School Plan and
should be granted authority to develop, adopt, and implement its own disciplinary policy
subject to the limitations in the Charter School Agreement.
Plan: SDSA will develop a Safe School Plan that addresses conduct, discipline codes,
policies and procedures for dealing with disruptive students, anonymous student reporting,
bullying prevention, formation of a threat assessment team, formation of a violence
prevention program, development of an emergency crisis plan and crisis manual, and
compliance with the Gun-Free Act. SDSA will ensure that the Safe School Plan is
addressed in parent handbooks, staff handbooks, and the SDSA crisis manual. The
following areas will be addressed in SDSA’s Safe School Plan, tailored to the unique
factors of the SDSA facility: implementing codes of conduct, maintaining a Safe School
Plan, using a bully-prevention program and violence prevention program, and having an
effective emergency crisis plan; using effective procedures for dealing with disruptive
students and overcoming ‘codes of silence’; using mechanisms for students to
anonymously report worrisome behavior/conduct; and maintaining compliance with the
Gun Free Act and using a threat assessment team to evaluate all reported threats (Safe
Schools Act 4.01). SDSA will use this District policy as a model for developing its own
Safe Schools Plan, but will make some changes to address the unique aspects of the
SDSA model. in particular, SDSA may use a different bully-prevention than that specified
by this District policy, although there may be other minor changes.
Expected Outcome: SDSA expects that as a result of this waiver it will be able to manage
its own Safe School Plan, subject to the limitations in the Charter School Agreement.
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ADF School Wellness; ADF-R School Wellness
Substantive
Prior to the opening of school, SDSA will develop a School Wellness Plan and should be
granted authority to develop, adopt, and implement its own policy for developing lifelong
wellness behaviors subject to the limitations in the Charter School Agreement.
Rationale: SDSA anticipates that a sufficiently large percentage of its students will
qualify for free and/or reduced lunch programs. SDSA will contract with SD6 for food
services upon approval of the Charter Application. SDSA will be implementing a
physical activity component to its curriculum. SDSA would evaluate and consider any
reports that would be made by the Wellness Policy Committee concerning lifelong healthy
habits and physical activity. Given its size as well as the source of its food services, it
does not appear necessary to hire a separate registered dietitian or wellness specialist.
Plan: SDSA will evaluate and consider any reports made by these District committees if
such reports would be applicable to SDSA and implement those appropriate to its school.
Expected Outcome: The Academy expects that as a result of this waiver it will be able to
manage its own operational policies, rules and regulations, subject to the limitations in the
Charter School Agreement.
AE Accountability/Commitment to Accomplishment; AE-R
Accountability/Commitment to accomplishment Substantive
Rationale: The Academy will be operating differently from other schools with a unique
curriculum and will accept responsibility for all facets of school operations and programs.
Plan: SDSA will create a School Accountability Committee (SAC), as required by
Colorado statute. SDSA’s policy will adhere to the spirit of this District policy, and will
suit the needs of a small school. SDSA is interested and willing to send an SDSA
representative to the District’s Accountability Committee Meetings.
Expected Outcome: The Academy expects that as a result of this waiver it will be able to
manage its own operational policies, rules and regulations, subject to the limitations in the
Charter School Agreement.
AEA Standards Based Education; AED Accreditation
Delegative
Rationale: As presented within the SDSA charter document and pursuant to statutory
authority, SDSA will design its own educational programs, curriculum, instructional and
evaluation procedures, as well as teaching methods. All instructional resources and
materials will be approved by the Board of SDSA. Curriculum design, implementation
and review will be a continuous process. SDSA curriculum will ensure fulfillment of the
Colorado Academic Standards (or CORE Standards as the transition occurs at the district
and state level) for grades K-8.
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Expected Outcome: The Academy expects that as a result of this waiver it will be able to
manage its own operational policies, rules and regulations, subject to the limitations in the
Charter School Agreement.
SECTION B POLICIES
BBA School Board Powers and Responsibilities; BB-BA board member
qualifications; BC School Board member Conduct; BC-R School Board member
conduct; BCA-E-1 code of ethics for school board members; BCA-E-2 board member
code of ethics; BCB school board member conflict of interest; BCC violations of
policy by a board member.
Delegative
Rationale: As a whole the Section B Policies of SD 6 are good guidelines for its own board
functions. SDSA is its own entity and has developed policies regarding the above in the
SDSA Board Bylaws.
Plan: SDSA will comply with the spirit of this District Policy
Expected Outcome: As a result of this waiver SDSA will be able to integrate the guidance
within this policy to improve the conduct of Governing Board meetings.
BDA Board Organizational meeting; BDB Board Officer; BDF advisory
committees;; BE school board meetings; BEC executive sessions; BEDA notification
of school board meetings; BEDB agenda; BEDB-E agenda, BEDB-R agenda (placing
an item on the agenda);BEDD rules of order; BEDF voting method; BEDG minutes;
BEDH public participation at board meetings; BEDH-R public participation at
board meetings (addressing the board); BG school board policy process; BIBA
school board conference, conventions and workshops; BID/BIE school board
member compensation /expenses/ insurance/liability; DBF advisory committees
Delegative
Rationale: SDSA has created bylaws and formed a founding board. SDSA is its own
entity and has developed policies regarding Board meeting policies in its Bylaws. SDSA
The governance of the charter school should be accomplished by the entity’s bylaws
through action of its board. Roberts Rules of Order have been adopted as its operating
procedures except as otherwise specified by state law or Board policies. Amendments of
these bylaws may be made through the established format in the bylaws. SDSA’s
Governing Board is bound by the same laws regarding open meetings, executive sessions,
and notice of meetings as the School District and has integrated this policy into the conduct
of the Governing Board meetings and will continue to comply with this policy in relation
to meetings of the SDSA Board. Quorum is defined in the bylaws as well as attendance
requirements. Minutes will be taken of each meeting and are made available to the public
through an accessible electronic format. The parents and the public are allowed and
encouraged participation at SDSA board meetings. Standing agenda items and timelines
mentioned in these District policies are not always ideal for the SDSA Board.
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Advisory committees that are optional will be created as necessary, but there are
anticipated advisory committees. A School Accountability Committee will be formed as
required by statute. SDSA recognizes the need for continuous improvement of the board
function and to that end has provided substantial reading materials and information to the
board including handbooks and copies of all adopted policies. A code of ethics and a
conflict of interest policy has been adopted by the SDSA board.
SDSA board members will not be compensated for their board service but may be
reimbursed from time to time for expenditures made that benefit the entity and upon
advance and upon approval by the executive committee of the SDSA board.
Plan: SDSA will comply with the required provisions of these policies while retaining its
ability to govern effectively for the unique entity of SDSA.
Expected Outcome: As a result of this waiver SDSA will be able to integrate this policy
into the conduct of operating policy for the SDSA Board.
BDFA district personnel performance evaluation council
Delegative
Rationale: The Academy will be operating independently from other schools in the district
and should be delegated the authority to develop its own system of evaluation for
employees.
Plan: SDSA will evaluate its administrators for the criteria outlined in this district policy,
at a minimum. However, SDSA will have its own evaluation regulations and procedures
that may differ from those of the District.
Expected Outcome: SDSA expects that as a result of this waiver it will be able to manage
its own employee evaluations, subject to the limitations in the Charter School Agreement.
SECTION C POLICIES GENERAL SCHOOL ADMINISTRATION
CBA/CBC Qualifications/powers and Responsibilities of superintendent; CBB
Recruitment of School Superintendent; CBD superintendent’s contract; CBF
superintendents contract; CBI evaluation of superintendent; CHCA handbooks and
directives
Rationale: These policies are not applicable to charter schools.
Plan: SDSA will develop similar policies to cover these topics for SDSA Director using
these policies as a model.
Expected Outcome: SDSA expects that as a result of this waiver it will be able to develop its
own policies for the Director. SDSA expects that as a result of this waiver it will be
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able to manage its own operational policies, rules and regulations, subject to the limitations
in the Charter School Agreement.
SECTION D POLICIES FISCAL MANAGEMENT
DA Fiscal management goals/priority objectives; DAB financial administration; DB
annual budget; DBD determination of budget priorities; DBG budget adoption
process; DBJ budget transfers; DBK fiscal emergencies; DFA/DFAA revenues from
investments/use of surplus funds; DB banking services (and deposit of funds); DG-R
banking services (and deposit of funds); DGA authorized signature/check writing
services; DI fiscal accounting; DID inventories; DIE audit/financial monitoring;
DIEE financial oversight advisory committee; DJ/DJA purchasing/purchasing
authority; DJE bidding procedures; DJG vendor relations (sales calls and
demonstrations); DN school properties disposition
Delegative
Rationale: SDSA is a separate entity and will define its own administrative organization.
SDSA has an adopted Fiscal Management plan included in the application. It requires an
annual budget to be prepared and approved by the SDSA Board in accordance with
applicable statutes and not exceeding revenues and use of the beginning fund balance.
C.R.S. 22-44-101 through 117; C.R.S. 22-32-109 (1)(b).
It will be reviewed by the
SDSA Accountability Committee who will make recommendations to the board. C.R.S.
22-11-302 (1)(a) C.R.S. 22-11-402 (1)(a) All fund transfers will be approved by the
Board.
C.R.S. 22-32-109(1)(b) Automatic State Waiver Local Board Duties Concerning
Competitive Bidding
C.R.S.22-32-110(1)(i) Automatic State Waiver Reimburse Employees for Expenses
All equipment or materials purchased by SDSA will be purchased and sold in accordance
with best practices and guidelines established by the SDSA Board of Directors. All
reimbursements of employees for expenses will be determined in accordance with best
practices and guidelines established by the SDSA Board of Directors. Reserve balances
shall be maintained as required by statute. The SDSA budget will be reviewed through
quarterly reports and with an itemized reconciliation as contemplated by C.R.S. 22-44105(1.5)(b); CRS 22-44-301 et.seq.;C.R.S 22-45-102(1)(b).
Expected Outcome: The charter contract sets forth the plan for budget negotiations and
fiscal reporting complying with District deadlines. The Board of Directors will establish
its own business practices and budget priorities.
DEA funds from local tax sources; DEB loan programs (funds from state tax sources)
This provision does not apply to charter schools.
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SECTION E POLICIES SUPPORT SERVICES
All provisions of Section E
Substantive/Delegative
Rationale: SDSA will be responsible for its own governance and operations. SDSA must
have the ability to choose its own governance structure and manner of operations.
Plan: The SDSA Governing Board will have responsibility for school building
administration, delegated to the Academy Director. SDSA will develop its own plans,
including a crises management plan, to address issues concerning hazardous materials,
prevention of disease, security, use and maintenance of materials and equipment. SDSA
does not anticipate transporting students on a regular basis at this time but if it does it will
develop policies regarding the transportation of students in a safe manner. A separate
electronic communication policy has been adopted by the board concerning communications
by students and by staff. SDSA as previously noted will develop all the appropriate
policies. We believe it will be substantially in alignment with the intent of District policy.
With respect to life, health, or accident insurance, we are requesting the automatic state
waiver.
Expected Outcome: The Academy expects that as a result of this waiver it will be able to
manage its own School Building Administration, subject to the limitations in the Charter
School Agreement.
SECTION F POLICIES FACILITIES
FB Facilities Planning;FD facilities funding;FD-R facilities funding; FF naming of a
school or facility; FF-R Naming of a school or a facility
Delegative
Rationale: SDSA is a separate entity and has responsibility for its own School Building
Administration.
Plan: The SDSA Governing Board will have responsibility for school building
administration, and it may be delegated to the SDSA Director. The SDSA Board of
Directors is responsible for all real estate, finance, leases, purchases and building
construction involving SDSA. In the event that SDSA will obtain a non-District facility, it
will choose a qualified architect and contractor to construct or carry out the building
and/or leasehold improvements following all state and local specifications. The SDSA
Board of Directors and the Principal will oversee the work and naming of the facility.
Expected Outcome: The Academy expects that as a result of this waiver it will be able to
manage its own facilities, subject to the statutory provisions concerning the building of a
school facility.
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SECTION G POLICIES PERSONNEL
All G Policies
Delegative and Substantive
Rationale: SDSA should be granted the authority under the SDSA Charter to implement
its own operational policies, rules and regulations. Establishes the duties and
requirements of school districts regarding the evaluation of certificated personnel, the
district's reporting requirements to the Colorado Board of Education, and the minimum
information required in the district's written evaluation system. Many of the policies
contained in this section are subject to automatic waivers pursuant to state statute and are
addressed below.
C.R.S. § 22-9-106 Automatic State Waiver Local Board of Education -Duties C.R.S.
22-32-109(1)(n)(I) Automatic State Waiver Local Board Duties Concerning School
Calendar
C.R.S. 22-32-109 (1)(n)(II)(B) Automatic State Waiver Local Board Duties concerning the
adoption of a district calendar
Rationale: In order for the School to function according to its unique needs and design, the
Director and SDSA Board of Directors must develop and adopt its own system of
evaluation.
Expected Outcome: SDSA will provide a yearly evaluation for all staff. Teachers will be
held accountable to the Executive Director or designee. The evaluation system will be
further developed and submitted to the District prior to commencing school operations
Expected Outcome: With this waiver, SDSA will be able to implement its program and
evaluate its teachers in a manner that produces a greater accountability to the school. This
will benefit staff members as well as students and the community. Compensation and
employment contracts will be established and approved by the Board of Directors of
Principal of SDSA. All staff employed will be “at-will” employees with annual contracts.
SDSA will determine its own staffing needs recruitment and staffing procedures. SDSA
will establish its own salary schedule and benefits schedule subject to the statutory
requirement that employees of a charter school be members of the Public Employee
Retirement Association. SDSA will determine its own school calendar and staff work day
schedules.
C.R.S. 22-32-109(1)(f) Automatic State Waiver Local Board Duties concerning Selection
of Staff and Pay
C.R.S.22-32-110(1)(j) Local Board Powers Automatic State Waiver-Procure life, health,
or accident Insurance
C.R.S. § 22-32-110(1)(h) -Automatic State Waiver -makes Board of Education responsible
for terminating personnel.
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C.R.S.22-32-110(1)(ee) Automatic State Waiver Local Board Powers-Employ teachers'
aides and other non-certificated personnel
Requires the Board of Education to employ all personnel and fix their compensation.
Rationale: SDSA will be responsible for its own personnel matters, including employing
its own staff and establishing its own terms and conditions of employment, policies, and
rules and regulations. Therefore, SDSA requests that these statutory duties be waived or
delegated from the District to the SDSA Board of Directors. The success of SDSA will
depend in large part upon its ability to select, employ and terminate its own personnel.
Expected Outcome: As a result of the waiver, SDSA will employ staff in accordance with
the terms and conditions set by the Charter School Act. As a result of the waiver SDSA
will select, employ, and provide professional development for its own teachers and staff in
accordance with the terms and conditions set by the Charter School Act. A teacher
contract will be developed by the SDSA Board of Directors, with legal counsel. A
dismissal procedure will be written by the SDSA Board of Directors, prior to the beginning
of operations.
C.R.S. § 22-32-126 Principals - Employment and Authority— Automatic State Waiver
"(1) The Board of Education may employ, through written contract, public school
principals who shall hold supervisory administrative certificates and who shall supervise
the operation and management of the school and such property as the Board of Directors
shall determine necessary.(2) The Principal shall assume the administrative responsibility
and instructional leadership, under the supervision of the superintendent and in accordance
with the rules and regulations of the Board of Education, for the planning, management,
operation, and evaluation of the educational program of the schools to which he is
assigned. (3) The Principal shall submit recommendations to the superintendent regarding
the appointment, assignment, promotion, transfer, and dismissal of all personnel assigned
to the school under his supervision. (4) The Principal shall perform such other duties as
may be assigned by the superintendent pursuant to the rules and regulations of the Board
of Education."
Rationale: The SDSA Board of Directors will hire an Executive Director (Principal) with
responsibilities delegated to him/her for implementing policies and rules of the Board of
Directors. All recruitment and hiring will comply with applicable laws governing
employee rights and equal opportunity provisions. In conjunction with the Executive
Director/ Principal, the SDSA Board will further develop its own evaluation practices for
all staff members and assign staff to positions where they can contribute most to the
school’s educational objectives. Site based management for the school will be established
by the SDSA Board and Director. Further, pursuant to the Charter Schools Act, a charter
school is responsible for its own personnel matters. Charter schools have unique status and
are expected to be experimental and innovative in education reform. SDSA must be able to
look beyond the traditional supervisory administrative certification in selecting its
administrator (“Principal”).
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Replacement Plan: SDSA will employ an Executive Director who will report to the
school's Board of Directors. It is hoped that person will be superintendent qualified. The
Executive Director does not have to hold a Principal’s License to perform the listed duties.
The school will employ an Executive Director who holds the necessary experience to
operate a K-8 public school in accordance with our Mission and vision.
C.R.S. § 22-63-201 -Automatic State Waiver Prohibits Board of Directors from entering
into an employment contract with a person who does not hold a teacher’s certificate or
letter of authorization.
C.R.S. § 22-63-202 Automatic State Waiver Requires a written employment contract
with teachers, including a damages provision. Provides for temporary suspension of
employment and cancellation of contract.
C.R.S. § 22-63-203 -Automatic State Waiver -This section establishes specific
requirements for the employment of probationary teachers and the renewal, or not, of their
contracts.
C.R.S. § 22-63-206 Automatic State Waiver Permits transfer of teachers between schools
upon recommendation of the District’s chief administrative officer.
C.R.S.22-32-110(1)(ee) Automatic State Waiver Local Board Powers-Employ teachers'
aides and other non-certificated personnel C.R.S. §22-32-110(1)(k) Automatic State
Waiver Local Board Powers-Policies relating to in service training and official conduct
Rationale: The Charter Schools Act allows a charter school to be responsible for its own
personnel matters. It is inconsistent with this statute for the District to make transfers with/or
for SDSA.
Expected Outcome: SDSA will make staff assignments based on its needs and
educational goals. No staff will be assigned to positions for which they are not qualified.
C.R.S. § 22-63-301 Automatic State Waiver Provides grounds and procedures for
dismissal of teachers.
C.R.S. § 22-63-302 Automatic State Waiver This section describes the procedures for
dismissal of a non-probationary teacher including review by a hearing officer and judicial
review in the Court of Appeals.
Rationale: The success of SDSA in accomplishing its Mission is dependent primarily upon
the talents, skills and personal commitment of its teachers. SDSA must be able to
terminate employees who cannot deliver the school’s educational program successfully.
Expected Outcome: Continued employment in SDSA will be subject to an annual
satisfactory performance evaluation, a policy and procedure established by the SDSA
Board of Directors. Teachers who are rated unsuccessful may be terminated by SDSA.
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C.R.S. § 22-63-401-Automatic State Waiver This section requires school districts to
adopt a salary schedule, which shall apply to all teachers in the district and sets forth the
requirements for modifications to the schedule.
C.R.S. 22-32-109(1)(f) Automatic State Waiver Local Board Duties Concerning
Selection of Staff and Pay
C.R.S. 22-63-401 Automatic State Waiver Teacher Employment Act-Teachers subject to
adopted salary schedule
Rationale: The employees of SDSA will not be employees of the District. Thus, C.R.S.
22-63-401 and C.R.S. 22-32-109(1)(f) does not apply and is in contrast to the independent
fiscal responsibility stated in the Charter School Act.
Expected Outcome: SDSA will establish salary and payment obligations based on
educational goals. As a result of this waiver, SDSA will be able to attract qualified
personnel and provide instruction in accordance with the philosophy and Mission of the
school.
C.R.S. § 22-63-402 Automatic State Waiver This section prohibits the payment of school
district funds to any teacher unless that teacher holds a valid teacher's certificate, letter of
authorization, or written authorization from the Department of Education.
Rationale: SDSA will be solely responsible for selecting, supervising, disciplining and
determining compensation for and terminating its employees. Selection of personnel is
subject to compliance with all federal and state rules and regulations.
Expected Outcome: SDSA may, where possible, hire certified teachers and/or
administrative staff. However, it may be beneficial for SDSA be able to hire teachers
and/or administrative staff without a certificate who possess unique background and/or
skills, or fill a need for the school. SDSA may require such persons to obtain a certificate
within a designated period of time. As a result of these waivers, SDSA will be able to
employ professional staff possessing unique skills, and/or backgrounds, or filling needed
positions.
C.R.S. § 22-63-403 -Automatic State Waiver Governs payment of salaries upon
termination of employment of a teacher.
Rationale: SDSA should be granted the authority to develop its own employment terms
and conditions of employment. Given the “at-will” nature of employees, SDSA should
not be required to give non-probationary status and probationary periods to its teachers.
SDSA will be operating differently from other schools with a unique curriculum for
which having the proper teachers are essential.
Expected Outcome: The contract between SDSA and the District will have staff, to be
employed on a year-to-year basis, as "at-will" employees. The SDSA Board of Directors
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will develop an appropriate teacher's contract. SDSA expects that as a result of these
waivers, it will be able to operate its educational program in a more efficient and
productive manner and will be accountable for the performance of its teachers and
students.
SECTION H POLICIES NEGOTIATIONS
N/A – This appears to cover negotiations with bargaining units and therefore is not
applicable to charter schools or this charter school.
SECTION I POLICIES INSTRUCTION
All of Section I Except ILBB Program Assessments
Delegative including:
C.R.S.22-32-109(1)(n)(II)(A) Automatic State Waiver- Teacher pupil contact hours
C.R.S. 22-32-109(1)(t) Automatic State Waiver Local Board Duties Concerning
Textbooks and Curriculum
C.R.S.22-33-104(4) Automatic State Waiver Compulsory School Attendance-Attendance
policies and excused absences
Rationale: The Academy will be operating differently from other schools with a unique
curriculum and will accept responsibility for all facets of school operations and programs.
As presented within the SDSA charter document and pursuant to statutory authority, SDSA
will design its own educational programs, curriculum, instructional and evaluation
procedures, as well as teaching methods. After-school programs and secondary school
organizations will be authorized and overseen by the SDSA Board of Directors and
Executive Director.
Expected Outcome: All instructional resources and materials will be approved by the
Executive Director and Board with input from faculty and parents when appropriate.
Curriculum design, implementation and review will be a continuous process. SDSA
curriculum will ensure fulfillment of the Colorado Academic Standards (or “CORE
Standards” as transition occurs at the state and district level) for grades K-8. With regard
to field trips, SDSA will use the School District 6 policy as a guide in developing its field
trip policy and procedures. SDSA requests authority to determine and manage its own
school field trip policy.
ILBB Program Assessments
SDSA is not requesting a waiver of this requirement.
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SECTION J POLICIES: STUDENTS
All J policies including JB equal education opportunity; JBA nondiscrimination on
the basis of sex (compliance with title ix) ;JICI Weapons in School; JKD/JKE
Suspension/expulsion of students; JKD-JKE-E grounds for
suspension/expulsion;JKD/JKE-R suspension/expulsion of students (hearing
procedures);JKF educational alternatives for expelled students; JLF reporting child
abuse/child protection; JLF-R reporting child abuse/child protection.
Substantive and Delegative
Rationale: The Academy will be operating differently from other schools with a unique
curriculum and will accept responsibility for all facets of school operations and programs.
The Academy is granted the authority under the SDSA Charter to implement its own
operational policies, rules and regulations. SDSA will establish its own enrollment, lottery,
and assessment policies and practices consistent with the Charter School Act.
The SDSA Board of Directors has adopted its own student attendance and truancy policies,
adhering to all state law requirements and in alignment with the school’s Mission. SDSA
has developed its own dress codes, code of conduct, enrollment policy to date. Prior to the
opening of school, SDSA will develop a Safe School Plan and should be granted authority
to develop, adopt, and implement its own disciplinary policy subject to the limitations in
the Charter School Agreement. As stated above with respect to the Safe Schools Plan, a
Safe School Plan will address conduct, discipline codes, policies and procedures for
dealing with disruptive students, anonymous student reporting, bullying prevention,
formation of a threat assessment team, formation of a violence prevention program,
development of an emergency crisis plan and crisis manual, and compliance with the GunFree Act . We believe these policies to be substantially in alignment with District policy
and state statutes.
Expected Outcome: SDSA expects as a result of these waivers it will be able to adhere to
applicable portions of this policy as described above, subject to the limitations in the
Charter and to create its own policies in accordance with the spirit of its mission
statements and that of the District in a manner designed to meet the needs of its student
community.
SECTION K POLICIES: SCHOOL-COMMUNITY-HOME RELATIONS
All K Policies
Delegative
Rationale: SDSA has its own Board of Directors, and thus requests the authority to make
decisions implementing parental involvement in the school. Furthermore, the Board of
Directors will establish its own guidelines to handle all parental and community concerns
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and complaints about personnel, teaching and instructional materials. All volunteers will
be required to submit to a background check and comply with a volunteer agreement.
SDSA will establish and implement its own policy regarding distribution and posting of
promotional materials that best suits SDSA in accordance with its Mission and vision.
SDSA Board of Directors will establish and implement its own policies regarding
volunteers while adhering to the guidelines set forth by the State of Colorado and the
District. A grievance policy and procedure has been established as part of the Board
Handbook. SDSA should be delegated the authority to report data on the achievement of
its goals and objectives and educational achievements. SDSA will report its
accomplishments directly to the public, as well as to the District and the Colorado
Department of Education.
Expected Outcome: The Academy expects that as a result of this waiver it will be able to
manage its own communications and relationships with the parents and the public subject
to the limitations in the Charter School Agreement.
SECTION L EDUCATION AGENCY RELATIONS
No waivers are requested for this section as these do not appear to be applicable to
the governance or operation of the school.
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STUDENT DISCIPLINE & DISCIPLINE POLICIES:
Salida del Sol Academy
Discipline: Training that corrects, molds, or perfects the mental faculties or moral
character.
Salida del Sol Academy believes that effective self-management can be best achieved
when students are taught specific self-management strategies. It is our goal to assist and
teach students proper group behavior, individual self-management skills and how to make
appropriate choices that will allow them to be productive students and positive community
members. We believe that students must become responsible for their own behavior and
learning. We as a school community will support the students in this process. We believe
the Advisor/Advisee program and the daily advisor/advisee meetings assist students with
self-management skills.
The Founding Board of Salida del Sol Academy believes that school-wide discipline
policy and a student “code of conduct” should be developed by the administrative team,
faculty and the accountability committee. This process will take place prior to the opening
of the school.
When serious consequences are necessary, Salida del Sol Academy will follow the policies
developed by the school or the discipline policies of Greeley-Evans School District 6.
Salida del Sol Academy will publish a parent and student handbook including discipline
policies and procedures. Salida del Sol has established several student discipline policies.
Others will be developed prior to the opening of the school.
Student discipline related policies that have been adopted by the Board of Directors are
found below. Other student related policies can be found in the appendices.
Student Suspension/Expulsion/Denial of Admission Procedure
Definitions:
1. Suspension: the exclusion of a student from attending school and participating in
school activities, on or off school grounds, for a specified and limited period of
time not to extend beyond 25 school days.
2. Expulsion: the exclusion of a student from attending school (except for a districtprovided expelled student program) and participating in school activities, on or
off school grounds, for a specified period of time not to exceed beyond one
calendar year.
3. Students with Disabilities: students for whom a determination of disability has
been made by a properly constituted multidisciplinary team.
4. Parent: a student’s parent, guardian, or legal custodian.
5. Administrator: the principal/instructional leader, assistant principal/assistant
instructional leader or designee.
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Suspension Procedures
1. The student shall be given oral or written notice of the charges against the student,
which must be one of those set forth as grounds for suspension and expulsion.
2. The student will be given an explanation of the evidence which the school
authorities have and will be provided an opportunity to make a statement on his or
her behalf. This shall not include the right to secure counsel, to confront and
cross-examine witnesses, or to call witnesses to verify the student’s version of the
incident.
3. If the circumstances preclude the opportunity for the informal hearing described
above, the Administrator may suspend a student prior to the hearing, but must
provide such opportunity as soon as practicable.
4. If, after the hearing, the Administrator determines that the student is not guilty of
the charges under the guidelines for suspension, all records of the incident are to
be destroyed.
5. If a decision is made to suspend a student, the student and parent will be notified
verbally by the Administrator, and within one school day of the suspension, the
Administrator shall send a letter to the parent and the student explaining the
action taken and the grounds for the suspension, stating the days during which the
suspension will be in effect.
6. A suspended student shall be required to leave the school grounds immediately
after the parent and the Administrator have determined the best way to transfer
custody of the student to the parent or designated representative.
7. Law enforcement authorities may be involved in removal of students in
accordance with state law when there are reasonable grounds to believe that the
student has committed a delinquent act by violation of any statute, county or
municipal ordinance, or lawful order of the juvenile court.
8. The Administrator shall determine whether the student is or has been receiving
special education services or is on a 504 Plan. If the student is receiving special
education services or is on a 504 Plan, then Special Education Services must be
notified of the name of the student, length of suspension and cumulative days of
suspension for the school year.
9. Nothing contained in this administrative procedure shall prevent the Administrator
from arranging for a parent, if necessary, to attend the meeting with the student at
which the notice of charge given and a hearing is held, provided that in the
judgment of the Administrator it is in the best interests of the school and the
student to do so and that the meeting can be conveniently arranged.
10. By statute, a school official shall not use a student’s written statement regarding
an act that the student is alleged to have committed that could result in mandatory
expulsion unless the statement or admission is signed by the student and a parent,
or a parent is present with the student when a student signs the statement or
admission.
a. Exceptions: 1) If the student and parent, after full advisement of the student’s
rights, expressively waive, in writing, the above requirement, or 2) If the
student makes deliberate misrepresentations that affect the applicability of this
requirement and the school official relies in good faith on the student’s
misrepresentation in obtaining the signed statement from the student.
b. Parent Unavailable: 1) If, after a reasonable attempt (defined as calling all
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telephone numbers supplied to the school by the parent), the parent cannot be
reached, or fails/refuses to be present when the student signs the statement of
admission, the student cannot be forced to write or sign any statement of
admission. However, the statute expressly states that “Nothing in this section
shall be construed to prevent or interfere with a fact-finding or informationgathering investigation by a school or school employee.” Therefore, the
building administrator may obtain the statement orally, take extensive notes,
and testify on such oral statements at the expulsion hearing.
Re-admittance Procedures
1. No pupil shall be readmitted until the parent and the suspending authority have
met or until the parties mutually agree to review the suspension in order to assess
the need to develop a remedial discipline plan. By mutual agreement, the parties
may complete this process in a phone conference. If the Administrator cannot
contact the parent of such student or if such parent repeatedly fails to appear for
scheduled meetings, the Administrator may readmit the student.
2. The student must be provided an opportunity to make up schoolwork missed
during the period of suspension. The amount of credit to be granted for the makeup work will be determined by the Administrator consistent with the guidelines
published in the student handbook.
Report to the Board of Directors Regarding Property Rights
The Administrator is to report immediately, in full and in writing, to the Director any
serious infringement of property rights arising out of the incident leading to the suspension
that may come to his or her attention.
Expulsion and Denial of Admission Procedures
In the event that Salida del Sol Academy contemplates action denying admission to, or
expelling, any student or prospective student, the following procedure will be followed.
1. Notice. No fewer than five calendar days prior to the date of the contemplated
action, the Director or his/her designee will cause written notice of such proposed
action to be delivered to the student and his or her parent. Such delivery may be
made by United States mail addressed to the last known address of the student or
his/her parent.
2. Emergency Notice. In the event it is determined that an emergency exists
necessitating a shorter period of notice, the period of notice may be shortened
provided that the student or his/her parent have actual notice of the hearing prior
to the time it is held.
3. Contents of Notice. The notice will contain the following basic information:
a. A statement of the basic reasons alleged for the contemplated denial of
admission or expulsion.
b. A statement that a hearing on the question of expulsion or denial of admission
will be held if requested by the student or his/her parent within five school
days after the date of the request for the hearing.
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c. A statement of the date, time and place of the hearing in the event that one is
requested.
d. A statement that the student may be present at the hearing and hear all
information against him/her, that he/she will have an opportunity to present
such information as is relevant and that he/she may be accompanied and
represented by his/her parent and an attorney. If the student is to be
represented by an attorney, the Director must be notified at least 48 hours
prior to the scheduled hearing. If the School’s attorney cannot attend the
scheduled hearing, the hearing may be rescheduled at the option of Salida del
Sol Academy.
e. A statement that failure to participate in such hearing constitutes a waiver of
further rights in the matter.
4. Conduct of Hearing. The parent may request a hearing. Such hearing will be
conducted in closed session and limited to those individuals deemed advisable by
the hearing officer but including in all events the student, his/her parent and, if
requested, an attorney. If so requested and deemed appropriate by the hearing
officer, the hearing may be conducted in open session.
Testimony and information may be presented under oath. However, technical
rules of evidence will not apply. The student or his/her representative may
question individuals presenting information; however, this shall not be construed
as an opportunity for formal cross-examination. The hearing officer may consider
and give appropriate weight to such information or evidence he or she deems
appropriate.
A good faith effort by the School will be made to make a record of the
proceedings. Audio recordings will be kept for two years. Parties may request
copies of the audio recordings at their own expense, but preparation of written
transcripts will be the requesting party’s responsibility.
The hearing officer shall forward written factual findings and submit those
finding and a recommendation regarding expulsion or denial of admission to the
Director of Salida del Sol Academy. The Director will review the hearing
officer’s factual findings and recommendation and issue a written decision within
five school days of the hearing.
Appeals of Expulsion Decision
Within five school days after the decision of the Director, the student may appeal the
decision to the Board. Failure to request an appeal within five school days shall result in a
waiver of the right to appeal and the Director’s decision shall become final.
If an appeal is properly requested, the Board will review the findings of fact from the
hearing and arguments relating to the decision. The student may be represented by
counsel at the appeal. Representatives of the School and the parent or guardian may make
a brief statement to the Board, but no new evidence may be presented unless such
evidence was not reasonably discoverable at the time of the hearing. Members of the
Board may ask questions for purposes of clarification of the record.
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The Board will make a final determination regarding the expulsion or denial of admission
of the student.
Crimes of Violence
The following procedures shall apply when the School receives notification that a student
at least twelve years of age but less than nineteen years of age has been charged in juvenile
or district court with a crime of violence, as defined by state law. C.R.S. § 18-1.3-406
defines a crime of violence as:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use, possession or threat to use a deadly weapon
Causing serious bodily injury or death to any other person except another
participant in the crime
Any crime against an at-risk adult or at-risk juvenile (a physically or
mentally impaired adult or juvenile)
Murder
First or second degree assault
Kidnapping
Sexual assault
Aggravated robbery
First degree burglary
Escape
Criminal extortion
Any unlawful sexual offense in which the defendant caused bodily injury
to the victim or used threat, intimidation or force against the victim
First degree arson
Conspiracy to commit any of the above.
1. The student may be subject to suspension proceedings in accordance with the
procedures of this policy.
2. As soon as practicable, the Board of Directors, School Director, or a designee
shall conduct a hearing in executive session to determine the following:
a. whether the student’s behavior was detrimental to the safety or welfare of
other students, teachers, or school personnel; and
b. whether educating the student in school would disrupt the learning
environment, provide a negative example for other students, or create a
dangerous and unsafe environment for students, teachers, or other school
personnel.
3. If the Board of Directors or the School Director or designee, in accordance with
the above determinations, concludes that the student should not be educated in the
school, the Board of Directors or the School Director shall determine whether
sufficient grounds for expulsion exist to expel the student at that time. If
sufficient grounds for expulsion exist, expulsion procedures may be initiated.
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4. Alternatively, the Board or the School Director or designee may wait until the
conclusion of the juvenile or criminal proceedings to consider the expulsion
matter, in which case an appropriate alternative education program or a homebased education program shall be established for the student during the interim
period. The student shall not be permitted to return to the school until there has
been a disposition of the charges.
5. The student and parent shall be given prior notice of the hearing. Such notice
shall include the following information:
a. The date, time and location of the hearing.
b. The student and his or her parent may be present at the hearing, and may be
represented by legal counsel;
c. The hearing will be held before the Board of Directors, School Director, or a
designee, however, the student has the right to have the hearing before the
Board of Directors, and can invoke that right by making a timely objection;
and
d. Testimony and information may be presented under oath and the student or his
or her representative may question individuals presenting information, but the
technical rules of evidence do not apply.
6. If a crime of violence is committed by a student with disabilities, the student shall
not be expelled from school unless a properly constituted multidisciplinary team
has determined that the student’s conduct was not a manifestation of the student’s
disability. The multidisciplinary team shall follow the procedures set forth in
paragraph 6 of the section “Students with Disabilities” of this administrative
procedure.
7. Any information made available to the School regarding the details of the alleged
crime of violence shall be used by the Board or School Director or designee for
the purpose set forth in this administrative procedure, but all such information
shall remain confidential unless the information is otherwise available to the
general public by law.
Students with Disabilities
The following procedures shall apply to all students with disabilities who are subject to
suspension or expulsion.
1. Students with disabilities may be suspended, expelled, or removed to an
alternative setting in excess of ten school days during the same academic year
(subject to the provisions of paragraph 8 of this section concerning students who
bring a firearm to school) if : (a) the misconduct constituting grounds for
suspension was determined not to be a manifestation of the disability, or (b) ten
days of suspension have not accumulated following a properly constituted
multidisciplinary team’s reevaluation of the student’s educational placement. For
the purpose of this paragraph, “academic year” includes summer school only if it
is part of a student’s Individualized Education Plan (hereinafter IEP).
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Following each such suspension, the Director or School Instructional Leader shall
forward a copy of the letter of suspension to the Director of Special Education
who shall monitor the frequency and nature of behavior causing the suspension.
The Special Education Department shall monitor the total number of suspensions
in order to determine the need to convene a manifestation hearing.
2. For purposes of this policy, when calculating the aggregate of prior suspensions,
the special education teacher or administrator shall determine whether prior
removals to alternative settings should be included in the calculation.
3. Regardless of the aggregate of prior suspensions of a student with disabilities, the
Administrator may immediately remove the student from the situation if the
student poses and immediate danger to the student or others. The Administrator
may not, however, suspend or otherwise temporarily change the student’s
placement without a reevaluation meeting unless he or she obtains the written
consent of the student’s parent, or initiates a procedure through the special
education administrator to obtain a court order restraining the child from
attending school.
4. If a student with disabilities exhibits behavior which poses a threat of physical
harm to the student or other students, the special education administrator shall,
within ten days of the incident, arrange for a meeting of a properly constituted
multidisciplinary team to reexamine the student’s individual education plan and
amend the program if necessary to ensure that the needs of the student are
addressed in a manner or setting which is appropriate to the student’s educational
needs, is less disruptive to other students, and complies with the state and federal
law.
5. A student with disabilities who exhibits behavior which poses a threat of physical
harm to himself or herself or to other students, may be suspended in accordance
with this policy and administrative procedure. If during the time the student is
suspended a properly constituted multidisciplinary team has convened, the student
shall be returned to the services determined by the team. If the team has not
convened when the student returns to school, or if the student is not suspended for
the incident, the student shall not be returned to the student’s previous placement
but shall be placed in an alternative setting within the school until the team has
convened and determined the appropriate placement for the student. No student
shall be placed in an alternative setting as described in the paragraph for longer
than ten days unless the parent consents to a longer placement. The ten days shall
include the days the student was suspended for the current incident as well as the
number of days of prior suspensions that have occurred since the student’s
individual education program was last evaluated and substantially changed during
that academic year.
6. If a crime of violence is committed by a student with disabilities, the student shall
not be expelled from school unless a properly constituted multidisciplinary team
has determined that the student’s conduct was not a manifestation of the student’s
disability. The multidisciplinary team shall follow the procedures set forth in
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paragraph 6 of the section “Students with Disabilities” of this administrative
procedure.
7. If suspension or expulsion is recommended for a student with disabilities and the
aggregate of prior suspensions will exceed ten days due to the proposed
suspension or expulsion, the special education administrator shall convene a
properly constituted multidisciplinary team to determine whether the student was
receiving an appropriate education in his or her current placement and whether the
alleged misconduct is a manifestation of the student’s disability. If verbal notice
of the meeting of this team is the only notice received by the student’s parent, the
student’s special education teacher and the Director of Salida del Sol Academy
shall give such notice. Notice will include an explanation of the purpose and
significance of the meeting and notice of the opportunities to have a representative
present at the meeting and to request an impartial due process hearing to contest
the determination of the team. If the team determines that the student’s alleged
misconduct was not a manifestation of his or her disability and that the student
was receiving an appropriate education, the suspension procedures may continue,
unless the parent has requested an impartial due process hearing. If the team
determines that the student was not receiving an appropriate education in his or
her current placement or that the student’s conduct was a manifestation of the
student’s disability, the suspension or expulsion proceedings shall be discontinued
and the matter shall be referred to the properly constituted multidisciplinary team
for a review of the student’s present placement and consideration of a change in
placement.
8. A student with disabilities who is expelled pursuant to this policy may be
excluded from any public school. However, if the expelled student has been
identified as disabled under the Individuals With Disabilities Act, as amended,
and not solely pursuant to Section 504 of the Rehabilitation Act of 1973; a
properly constituted multidisciplinary team will convene to determine how the
appropriate services will be provided to the student during the expulsion period.
9. Disabled students carrying weapons to school or possessing, selling, or soliciting
drugs may be removed to an alternative setting for the same amount of time as
would be applied to a nondisabled student, but not for more than 45 days.
A hearing officer may order removal to an alternative setting for 45 days where
the district/school demonstrates by substantial evidence that maintaining the
student’s current placement is substantially likely to result in injury to the student
or others.
Either before, or when, ten days after any change in placement related to a
disciplinary problem, the IEP team must meet to determine an appropriate
alternative setting and to develop a behavioral assessment plan; or to review and
modify an existing intervention plan, and review and modify the IEP where
necessary.
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Nothing in this procedure shall prohibit the IEP team from establishing
consequences for disruptive or unacceptable behavior as part of the student’s IEP.
The plan shall be subject to all procedural safeguards established by the IEP
process.
Students Not Identified as Disabled:
Students who have not been identified as disabled may be subject to the same disciplinary
measures applied to children without disabilities if the School or District did not have
“knowledge” of the disability.
The School and/or District has knowledge of the disability when:
a. The parent/guardian has expressed concern in writing that the student needs
special education.
b. The student’s behavior or performance has demonstrated such a need in
accordance with applicable regulations.
c. The parent/guardian has requested an evaluation in accordance with applicable
regulations.
d. The student’s teacher or other School personnel have expressed concern about the
student’s behavior or performance to the school Administrator or a school
counselor, in accordance with the School’s special education referral system.
If a request for evaluation is made during the period the student is subject to disciplinary
measures, the evaluation will be expedited.
10. Notwithstanding the various required procedures outlined in this section, a student
who has been determined to be disabled solely due to his or her addiction to drugs
or alcoholism, pursuant to Section 504 of the Rehabilitation Act of 1973, and who
has not also been determined to possess one of the categorical disabilities listed in
the individuals with Disabilities Education Act, may be suspended or expelled as
would any student without a disability for the current illegal use of drugs or
alcohol.
Approved /Adopted: May 1, 2013
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STUDENTS WITH EXCEPTIONAL NEEDS:
Salida del Sol Academy
Itisourbeliefthatallstudentscanlearnandcanbesuccessfulinaduallanguage
environment. Interventionswillbeavailableinbothlanguagesandprovidedinthe
languagethatismostappropriatetomeettheindividualstudentneeds. Early
interventionisessentialtomitigatingstudentacademicdifficulties.
SalidadelSolAcademywillcomplywithfederalandstatestatutesregardingthe
educationofstudentswhoareinneedofadditionalservices.TheseincludeTitleIIof
theAmericanswithDisabilitiesAct1990(ADA),IndividualswithDisabilities
EducationAct(IDEA)2004,andSection504oftheRehabilitationActof1974. As
suchwewillprovideaFreeandAppropriatePublicEducation(FAPE)intheleast
restrictiveenvironment(LRE)withtheirclassmateswithoutdocumenteddisabilities
asdeemedappropriateandallowedbyeachstudent’sIndividualizedEducational
Program(IEP).
LikeallstudentsatSalidadelSolAcademy,studentswithIEPswillbenefitfromthe
rigorousinstruction,individualizedsupport,small‐groupliteraryinstruction,and
bilingualteachers. Inordertoprovidetheleastrestrictiveenvironment,theSalida
delSolAcademymodelofservingspecialeducationstudentswillbeaninclusion
model.Thatis,moststudentswillreceivein‐classsupportfromaspecialeducation
teacheranddifferentiatedinstructionfromtheirclassroomteacher,inaccordance
withtheirIEP. Thisensuresinstructioninaheterogeneousenvironmentallowingfor
studentstodevelopfoundationalknowledge,skillsandsocialskillsnecessaryfor
futuresuccess. IfastudenthasaplanforResponsetoIntervention(RTI),theymay
bepulledoutoftheregularclassroomattimesasnecessaryforadditional
educationalassistanceortoaccommodateanidentifiededucationalneed.
SalidadelSolAcademywillpurchasespecialeducationservicesfromGreeley‐Evans
SchoolDistrict6. Becauseofourstrongbeliefintheimportanceofhavingafully
bilingualstaff,SalidadelSolAcademywillplacepreferenceonhiringbilingual
specialeducators. Professionalstaffdevelopmentwillberequiredofallpersonnelof
SalidadelSolAcademy. Wewillprovidethesamestaffdevelopmentincurriculum,
bilingual‐multiculturalphilosophy,andbestpracticesforteachingduallanguagesfor
allteachersandeducationalassistants.
SalidadelSolwillemployitsownELLteachers,ateacherforgiftedandtalented
education,readingspecialists,andaninterventioncoordinator.
Duetothediversemakeupourofourtargetedstudentpopulationweanticipate
thatstudentswillarriveatschoolwithavarietyofschoolreadinessskills. Weplan
todohomevisitsandpre‐screeningofstudentspriortothebeginningofschool.This
shouldhelpusidentifyareasofconcernthatshouldbemonitoredduringthefirst
fewmonthsofachild’stransitiontoSalidadelSolAcademy.
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Therewillbeatransitionteammeetingforanystudentwhoenterstheschoolwitha
pre‐exiting 504 Plan or IEP. The intervention coordinator will conduct grade level meetings
on Monday afternoon staff meeting time to discuss any student concerns. Using teacher
observations, a body of evidence, discussing a child’s strength and weaknesses the team will
assess whether or not interventions would be appropriate to meet the needs of a child. If the
team deems it appropriate, a meeting will be scheduled with the parents of the child to
discuss further interventions and specific educational needs.
Response to Intervention (RtI) Model
When we think of RtI we usually have a vision of a student who is struggling with
academic challenges. Those challenges may take the form of difficulties with the
curriculum, but they may also come in the form to behavioral issues, speech and language
concerns and students who need academic acceleration (gifted and talented) services.
Salida del Sol Academy believes that all students can be successful and achieve at levels of
proficiency. And we believe that students should be grouped for instruction by skills and
abilities, not necessarily by age or grade level. We understand that the students enteringour
schoolwillcometouswithawidevarianceofacademicandsocialskills. Teacherswill
receiveprofessionaldevelopmenttoassisttheminidentifyingstudentneedsand
instructionaldeliverytomeetthoseneeds. Theexpectationisthat75%to80%ofthe
studentswillbesuccessfulandreachtheidentifiedlevelsofproficiencythroughdaily
classroominstruction.
WhenstudentsneedspecialassistanceSalidadelSolwillutilizeathree‐tieredRtI
Model.
RtI:TierI:
RtIisdesignedasaproblem‐solvingtoolfortheteachertousewhenastudentisn’t
performinguptoexpectationsorwhenthestudentneedstobeacademicchallenged.
Theteacherandagradelevelteam,whichmightatanytimeincludetheparent,will
meetandidentifyspecific,measurableoutcomesanddesigninterventionstoaddress
theconcerns. TheRtIprocessfitsperfectlyintotheIndividualAcademicProgram
thatisdevelopedforeverystudentatSalidadelSolAcademy. TeachersatSalidadel
SolAcademywillbeexpectedtomodifytheirinstructionalstrategiestomeetthe
needsofindividualstudents. Teacherswillutilizeanarrayofdatatoanalyzestudent
progressandachievement. Whenateacherbecomesawarethatastudentis
strugglingwiththecurriculum(orisadvancedbeyondthecurriculum)theteacher
willbringthatevidencetoagradelevelteammeeting.Theteamwilldiscuss
instructionalstrategiesthatcanbeimplementedbytheclassroomteachertoassist
thestudent. Theteacherwillimplementtheagreeduponstrategies,collectdataand
reportbacktotheteamat
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theiragreedupontime. Forsomestudentsthetimemightbetwoweeks,whilefor
othersitcouldbeamonthtosixweeks.
RtI: TierII:
Technically,allstudentsreceiveTierIinstruction,butstudentsinneedof
supplementalinterventionwillreceiveTierII. TierIIwillbedesignedforstudents
whofallbelowtheestablishedbenchmarks/expectationsandareatriskoffalling
furtherbehindintheiracademicprogress.
AsinTierI,theclassroomteacherwilldocumentstudentdatatobesharedwiththe
gradelevelteam. TheRtICoordinatorwillalsobeinattendanceatTierIImeetings.
TheTierIImeetingwillfollowthedescribedsequence. Theclassroomteacherwill:
1. Present observations, assessment data and samples of student work.
2. Describe what strategies were implemented after the Tier I meeting and their
effectiveness.
3. Identify the student’s strengths and areas of concern.
4. Establish SMART goals (specific, measurable, attainable, relevant and timebound) for the student. During the established time frame, the teacher will
continue to record the strategies being implemented, student progress and
outcomes.
TheRtICoordinatorwilldeterminewhetherornotthereisanestablished
interventiongroupwhichwouldbeappropriateformeetingthestudent’sneeds. If
suchagroupisinplace,theteammaychoosetoplacethestudentinthatgroupfor
intervention.
Attheendoftheagreedupontimeframetheclassroomteacherwillreportbackto
thegradelevelteam. Theteacherwillsharetheresultsoftheappliedinstructional
strategiesandinterventions. WastheSMARTgoal(s)met? Ifso,whatworked?Did
thestudentmakeprogress?Ishe/shecontinuingtodemonstrateimprovement?Will
thestudentbemeetinggradelevelexpectationsbytheendoftheschoolyear?
Iftheteacherandtheteamagreethatthestudenthasmadesignificantprogressthe
interventionwillbeconsideredasuccessandtheteacherwillreturntoTierI:
observationandassessmentofthestudent’sprogress.
Iftheteacherandtheteamagreethatthestudenthasnotmadeprogress,thenit
becomesnecessarytodiscussifitisappropriatetomovethestudentintoTierIII. If
theteamagreesthatthestudentshouldbemovedintoTierIII,ameetingwiththe
RtICoordinator,theteacher,theparent,thestudent(ifappropriate)andsupport
staffasneededshouldbescheduled.
RtI:TierIII
TierIIIinterventionsaredesignedtoaddressspecificproblemsforwhichthestudent
isinneedofintensiveintervention.Ameetingwiththeteacher,RtI
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Coordinator,parent,studentandappropriatesupportstaffisheldandthefollowing
actionistaken:
1. What will be included in future interventions (procedures, strategies,
expectations)
2. What materials and/or resources (including human resources) are needed and
are they available
3. Who will be responsible for overseeing the interventions, preparing materials
4. What will be the intervention schedule (long term, what days, when,
where, personnel needed)
5. How will the interventions be monitored and measured; what is the timeline
6. How can the parent support and assist with this effort?
IftheteamdeterminesthatTierIIIinterventionsarenothelpingthestudentbe
successful,theteamwillmakeadeterminationastowhethertheschoolshould
proceedwithaprocesstodetermineifthestudentqualifiesforanIEP,ILP,ora504
Plan.
StudentswithHearing/Speech/LanguageConcerns
Giventhatmanyacademicdelaysintheearlygradescanstemfromhearinglossor
speechandlanguagedelays,wefeelitiscriticaltoprovidescreeningservicesfor
thesedevelopmentalissuesearlyintheeducationalprocess. Teacherswhohave
concernsregardinganyoftheseissueswithastudentwillimmediatelyreportthat
concerntotheschoolnurse. Ifnecessarytheschoolnursewillscheduleascreening
forthatstudentandnotwaitforthescheduledschooldistrictscreeningprocess.
Audiology,speechandlanguageserviceswillbepurchasedfromGreeley‐Evans
SchoolDistrict6.
GiftedandTalentedEducation
SalidadelSolAcademysupportscomprehensiveprogrammingfortheidentification
andeducationofthegiftedandtalentedstudent. TheColoradoExceptional
Children’sActdefinesgiftedandtalentedstudentsasthosepersonswhoseabilities,
talents,andpotentialforaccomplishmentaresooutstandingthattheyrequire
specialprovisionstomeettheireducationalneeds. Programmingforthe
educationalandaffectiveneedsofthesestudentsismosteffectivewhenstudentsare
providedwithchallengingopportunities,intellectualstimulation,anddifferentiated
curriculumaspartoftheirschoolexperience.Thespecialaffectiveneedsofthese
studentsneedtobeaddressedinasupportiveschoolenvironmentwithteachers
whounderstandtheneedsofgiftedandtalentedstudents.
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Tothisend,SalidadelSolAcademyiscommittedto:
1. Hiring a part-time gifted and talented coordinator.
2. Developing and using an identification process that provides equitable access to
screening for all students.
3. Providing identification guidelines based on a body of evidence that includes
measures of intellectual ability, achievement, demonstrated performance, and
behavioral characteristics.
4. Communicating identification procedures with gifted and talented students and
their parents.
5. Encouraging acceleration and enrichment beyond the basic curriculum.
6. Implementing a plan for to be met for an individual student needs through the
student’s Individual Academic Plan.
7. Identifying gifted and talented students from traditionally underserved
populations of students, including minority students, economically disadvantaged
students, culturally different students, students with Limited English Proficiency,
and students with disabilities.
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SERVING SECOND LANGUAGE LEARNERS:
Salida del Sol Academy
SalidadelSolAcademywillutilizea50/50DualLanguageModelProgram. Thismeans
thatallofourstudentswillbeSecondLanguageLearnersforatleastaportionof
theirdayandwillbebilingualandbi‐literatebythetimetheyleaveourschoolatthe
endofthe8th gradeyear. Thisalsomeansthatallofourstudentswillneedthesame
supportsinplacethatEnglishLanguageLearners(ELL)needintraditionalschool
models.
SalidadelSolAcademywillbelocatedinanareaoftheGreeley‐EvansSchool
DistrictwhereSpanishispredominatelyspokeninthehome. Buttherearean
increasingnumberofELLstudentsmovingintothisareathathaveothernative
languages. Wewillintentionallymarketourschooltorecruitadiversepopulation.
Weaimtoultimatelyhaveastudentbodyinwhichmorethan80%ofallstudents
comefromnon‐Englishspeakinghomes.
Identification
Itisimportantthatweidentifyastudent’shomelanguage,andtheirlevelof
proficiencyintheirhomelanguage,asearlyinourrelationshipwiththestudentas
possibleinordertofullyimplementtheduallanguageprogramandserveeach
child’sneeds. Tothisend,weproposeadevelopmentscreeningforeachstudent
uponenrollmentatSalidadelSolAcademy. Thescreeningwillbegiveninthehome
languageifthatlanguageisSpanishorEnglish. Forstudentswhospeakalanguage
thatisneitherEnglishnorSpanish,theschoolwillconductasurveywiththechild’s
parentstogainasmuchinformationaspossibleaboutthechild’slanguage
development.
Uponenteringschool,allstudentswillbeassessedinbothEnglishandSpanish. By
assessingbothlanguages,teacherscanmoreaccuratelygaugethestudent’slevelof
proficiencyinbothlanguagesandtargetinstructionappropriately. Eachfamilywill
receiveahomelanguagesurveytocompletefortheirstudent(s). Webelievethe
resultsofthesesurveys,whilenotformal,shouldsupporttheresultsofthemore
formalassessmentsandprovidetheteacherswithinformationaboutthelanguageof
thestudentfromthosewhohavehadthemostexperiencewiththestudent:their
parents.
StudentswishingtoenrollatSalidadelSolAcademywillparticipateinanenrollment
lottery. Whenastudent’snameisdrawnfromthelotterypool,theparentswillbe
givenseveralformstocompletepriortotheschoolenteringschool.Oneoftheforms
willbea“HomeLanguageSurvey.” Thesurveywillhavefourquestions:
1. What is the language most frequently spoken in the home?
2. Which language did your child learn when he/she first begin to talk?
3. Which language does your child most frequently speak at home?
4. What language do you most frequently speak to your child?
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Ifanyanswersfromthehomelanguagesurveyareansweredsomething“otherthan
English”SalidadelSolAcademywillgivetheW‐APTACCESSPlacementTest(World
ClassInstructionalDesignandAssessment–WIDA. W‐APTisanacronymforthe
WIDA‐ACCESSPlacementTest.)
W‐APTisanEnglishlanguageproficiency“screener”testgiventoincomingstudents
whomaybedesignatedasEnglishlanguagelearners.
In2010,ColoradoDepartmentofEducationestablishedanassessmentgroupwhose
taskitwastomakearecommendationforEnglishlanguageproficiencyassessments.
ThiscommitteeconcludedthattheWIDAACCESSbestalignedwiththeColorado
EnglishLanguageProficiencystandardsandwouldbestservetheneedsofColorado
students.
W‐A PTtestformsaredividedintofivegradelevelclusters:
• Kindergarten
• Grades 1-2
• Grades 3-5
• Grades 6-8
• Grades 9-12
Eachformofthetest(withtheexceptionofKindergarten)assessesthefourlanguage
domainsofListening,Speaking,ReadingandWriting.
SinceSalidadelSolwillenrollstudentsingradesK‐8,alllevelsoftheW‐APTwould
beutilizedtodeterminetheproficiencylevelofstudents. TheKindergartenW‐APT
Option#1(listeningandspeakingonly)wouldnotbegiventoincomingstudents
earlierthanMaypriortoenteringKindergarten. Thistimeframewouldprovidethe
mostaccurateandusefulinformationtotheKindergartenteacher.
TheW‐APTinformationwillbeused:
• To assist in the development of each students’ Individual Academic Program
(IAP)
• As one of several criteria to determine eligibility for language support service,
and
• As an indication of a student’s language proficiency level.
TeacherswillcontinuallycollectaBodyofEvidence(BOE)oneachstudent. One
componentoftheBOEwillincludeanecdotalnotesconcerningthestudent’slinguistic
developmentintheirfirstandsecondyearsofschool.
StudentswhoentertheschoolintheuppergradeswillbegiventheW‐APTasatool
toassesstheirlanguageproficiencylevel. Studentsintheuppergradesmaybe
grouped,attimes,forinstructionbasedupontheirlanguageproficiencylevelandnot
theirageorgradelevel.Thegroupingsmightvaryaccordingtoastudent’s
proficiencylevelineachofthefourlanguagedomains.
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StudentAcademicAdvisor
EachstudentatSalidadelSolAcademywillbeassignedanacademicadvisor. Most
oftenthatadvisorwillbetheclassroomteacher. ButeveryteacherinSalidadelSol
Academywillbeassignedagroupofstudentswhomtheywillassistwiththeir
IndividualAcademicProgram(IAP). EverystudentintheschoolwilldevelopanIAP.
TheIAPwillfollowthestudentthroughouttheiryearsatSalidadelSolAcademy.
TheIAPwillassisttheclassroomteacherwiththeevaluationofastudent’sacademic
progress,establishmentoflearninggoals,anddevelopmentofareasofpassion.The
IAPwillbedevelopedwithstudentandparentalinputatanannuallyscheduled
conference.
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DISPUTE RESOLUTION:
Salida del Sol Academy
Except as otherwise provided in C.R.S. 22-30.5-108, Appeal Standard of Review
Procedures, any disputes that arise between Salida del Sol Academy and Weld County
School District 6 concerning governing policy provisions of Salida del Sol Academy’s
charter contract shall be resolved pursuant to C.R.S. 22-30-107.5, Dispute Resolution
Governing Policy Provisions Appeal.
These two sections of Colorado law outline in detail how disputes between charter
schools and the authorizer, concerning governing policy provisions of the charter contract,
shall be remedied. The plan for dispute resolution includes the following:
1. Salida del Sol Academy may initiate a resolution by providing reasonable written
notice to the other party of intent to invoke a dispute resolution. Such notice shall
include:
a. A brief description of the dispute matter; and
b. The scope of disagreement between Salida del Sol Academy and Weld
County School District 6;
2. Within thirty (30) days of receipt of written notice, both Salida del Sol Academy
and Weld County School District 6 shall either reach an agreement by mutual
consent, or mutually agree to use any form of alternative dispute resolution as
allowed by Colorado state law;
3. Alternative dispute resolution shall result in final written findings by a neutral
third party within one hundred twenty (120) days from the receipt of written
notice;
4. The neutral third party shall appropriate costs reasonably related to the mutually
agreed upon dispute resolution process;
5. Salida del Sol Academy and Weld County School District 6 may mutually agree
to be bound by the findings of the neutral third party or may appeal such finding
to the Colorado State Board within thirty (30) days after release of such findings;
and
6. Any decision issued by the state board, pursuant to state law, shall be final and is
not subject to appeal.
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APPENDIX A:
Bylaws for Salida del Sol Academy
ARTICLEI
General
1.1 Name: The name of the corporation shall be Salida del Sol Academy (herein
sometimes referred to as SDSA or the “school”).
1.2 Purpose: The purpose of these bylaws is to make provision for the functioning of the
corporation in accordance with, and subject to, all provisions of its Articles of
Incorporation.
1.3 Location: The principal office of the corporation shall be located anywhere in Weld
County, state of Colorado or such other site as may be designated by the Board of
Directors (hereinafter referred to as the “Board”). The Board may change the principal
place of business at any time.
1.4 Members and Stock: The corporation shall have no members and no stock.
1.5General Powers: The corporation shall have all the powers granted non-profit
corporations under the Colorado Revised Nonprofit Corporations Act, and all powers
granted to Schools under the Colorado Schools Act, and all powers
appropriate to a nonprofit corporation or Academy provided for in other laws of the
State of Colorado now in effect or hereinafter enacted.
ARTICLEII
BoardofDirectors
2.1 Powers and Duties of the Board: The Board shall have control and general
management of the affairs, property and business of the corporation and, subject to these
Bylaws, may adopt such rules and regulations for that purpose and for the conduct of its
meetings as the Board may deem proper, consistent with Colorado Law. Further, the
Board may enact any and all policies and procedures necessary for the proper operation
of the corporation as long as said policies and procedures are not in conflict with these
Bylaws or with Colorado law. The powers of the Board shall only be limited by the
Articles of Incorporation, these Bylaws and the Colorado Revised Statutes applicable, or
deemed applicable by courts of competent jurisdiction in Colorado to Schools such as
Salida del School Academy. In addition, the Board shall have the duties and rights
described by the Salida del School Academy Charter Agreement with the SD 6 School
District, as such document may be modified or amended from time to time.
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Section1:OBJECTIVES
The objectives of the Board are as follows:
A. To ensure that the Mission Statement and Contract between SDSA and
SD6 School District are adhered to in all activities and decisions of the
board, staff, students, parents and SDSA advisory committees.
B. To serve as final authority in matters affecting staffing, budget, curriculum,
calendar decisions and other Salida del School Academy concerns, and to ensure that
these are consistent with and promote the educational goals of the Mission Statement,
Operating Contract and official SDSA policy.
C. To encourage faculty, parents and students to be aware and responsive to the
needs and concerns of SDSA as a whole, and to the unique learning styles,
challenges and talents of individual students.
D. To act as the official voice of SDSA with regard to public information, media
contacts, and public relations.
E.To adopt policy and procedures that will govern the Salida del Sol Academy.
F. To ensure SDSA’s long-term viability and fiduciary responsibility.
2.2 Policies and Procedures: The Board is hereby authorized to adopt such policies and
procedures as it may deem necessary or appropriate concerning the election of Directors
of the Board as the Board may determine necessary or appropriate from time to time, as
long as the policies and procedures are not in conflict with any provision of Colorado
Law and/or any provision of these Bylaws. As of the date of adoption of these Bylaws,
such Board election policies and procedures shall include the following provisions:
1. Each parent/guardian of a student or students shall be accorded one vote each for
each position open on the Board. This policy shall be effective even in
circumstances where a student or students have more than one custodial parent
or set of parents living in separate domiciles. In such event, the custodial parents
shall mutually determine which parent shall be entitled to vote on behalf of that
student family and shall so notify the Vice-President of the Board (or the VicePresident’s designee) of the identity of the parent entitled to vote at the time of
any such election, as part of the election process.
2. Those candidates receiving the most votes shall fill the available seats on the
Board. In the event of a tie, a second ballot shall be cast for that position only,
with only the tied candidates participating. Should a second tie vote occur, a
majority of the Board shall appoint one of the two candidates who tied for the
position to fill that vacant seat.
3. Terms of office for the Board shall begin on the first scheduled meeting following
the election, and shall expire the last scheduled meeting following the election.
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4.There shall never be more than three Directors elected in a single election.
5.The SDSA Board-designated representative shall conduct board elections in
accordance with the Bylaws, Operating Contract, Charter, and applicable
Colorado law.
2.3 Board Responsibilities: The following sets forth the general duties and
responsibilities of the Board as a whole, and its individual Directors.
A. The Board shall set and enforce policy and assure that SDSA is run in a manner
consistent with the Mission Statement and in compliance with all applicable laws,
the Charter, and Operating Contract.
B. The Board shall develop and approve an annual budget, and operate within that
budget.
C. The Board shall appoint Directors to standing and ad hoc committees. Those
elected to the Board will be expected to serve on a minimum of one standing
committee.
D. The Board shall establish and publish the school calendar, including any changes
made during the school year.
E. The Board shall be responsible for the maintenance of any records required by
law or provided for in the Contract.
F. The Board shall negotiate and approve any changes to or renewals of the facilities
lease, its use and maintenance, and shall establish policy for facilities use.
G. The Board shall convene at least eight times per year, subject to Open Meetings
Law, and will provide an opportunity for public input. In addition, the Board may
convene work sessions as it deems appropriate.
H.The Board shall adopt and administer a grievance policy and procedure.
I. The Board shall approve an enrollment policy, and assure compliance with all
aspects of such policy with Federal and State requirements.
J. The Board shall approve or disapprove all hiring and termination recommendations,
and approve all staff employment contracts.
K. The Board shall enforce all contract issues, including employment, leases, and
contractual agreements with the District or State of Colorado.
L. The Board shall be responsible for the implementation and monitoring of a code
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of conduct and discipline policy, consistent with the applicable law and the
Operating Contract.
M. The Board shall approve the use of recommended curriculums in the classroom
that have been thoroughly researched according to policy.
N. The Board shall perform other such duties as appropriate and necessary to the safe
and effective operation of SDSA, and which promote SDSA’s commitment to
educational excellence.
O. The Board shall not participate or intervene in any political campaign on behalf of
any candidate for public office. The board may carry on activities or use SDSA
assets to educate its community on SDSA-related issues.
Responsibility for day-to-day operations of the school and for implementation of the
policies established by the Board shall generally be the responsibility of the Executive
Director and Staff. All books and records of the corporation shall be open by request of a
Board Director, to inspection by all Board Directors at any regular meeting of the Board,
or by any individual Board Director at any reasonable time. The Board will have the
authority to make its own rules and regulations (subject to the provisions set forth in SD 6
policies and state law, the charter application and contract); to organize and maintain a
system of K-8 education and to exercise sole control over the school and the property of
SDSA.
2.4 Number and Composition: The SDSA Board shall consist of no fewer than seven
members. At least three directors will be community members who do not have children
enrolled at the school. The community members will be appointed by the board to ensure
diversity within the Board, and uphold the partnership between SDSA, students, parents,
staff and community, iterated in the Mission Statement. The appointed positions will
have a term of three years. If the only enrolled child of a Board Director graduates from
or otherwise leaves SDSA during the parent’s term, the parent may complete his or her
term. The Instructional Leader and Assistant Instructional Leader and business manager
of SDSA will attend all board meetings, acting in an advisory or consultative capacity.
2.5 Terms for Board: The term of a Board Director will begin in May and end two to
three years later, depending on the term. The Board Directors will select its officers from
its own number, by majority vote of a quorum, to serve as President, Vice-president,
Secretary and Treasurer, with no Director holding more than one office. Officers will
serve for one year and may be re-elected for one additional term. New officers will be
elected by the Board after new Directors are seated following the annual election.
Officers shall be elected or appointed by the Board at the annual retreat, which shall be
the first regular monthly meeting of the Board after the annual election each year. All
officers must perform the duties described for them in these Bylaws, and such other
duties as may from time to time be assigned to them by the President or the Board.
2.6 Election of Board: The regular election will be held in March of each year for the
seats whose term ends at the close of the school year. The voting method will be secure to
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ensure anonymity and will be approved by the Board prior to the election. The outcome
of the election will be delivered first to the candidates and then to the public within
twenty-four hours of the close of the election. Newly elected Board members shall
assume office at the May Board meeting following their election. Elections to appoint
Directors to the Board, fill vacancies, elect officers or remove Directors shall only take
place at meetings where advance notice has been given both to the public as required by
law, and individually delivered to all Board Directors no
less than forty-eight hours before said meeting.
2.7 Removal of Board Directors: A Board Director may be removed for cause by the
affirmative vote of five Board Directors, at any properly called and noticed posted
meeting. A parent may submit to the Board at a regularly scheduled meeting a recall
petition containing a minimum of fifty signatures, each representing a different
student family, or a number equal to one-third of all families of students currently
enrolled at Salida del School Academy, whichever number is greater. Such a petition
must state the reason(s) for the removal of the member(s) and the name of the person(s)
responsible for submission of the petition to the SDSA Board. So as to prevent
interference with students, petitions shall not be solicited on school grounds. A petition
to remove one or more Board members must be provided to either the Board President or
Secretary no less than fifteen days prior to the Board meeting date, and no less than four
months prior to the expiration of the term of office for any Board member who is the
subject of such a petition. The Board must then determine the validity of the signatures
on the petition, and after such determination of validity, thereafter schedule and conduct a
recall election within thirty days of the board meeting at which the ballots were
confirmed to be valid. The recall election shall only ask whether the Board Director shall
be recalled or not. If the majority of votes cast support removal, the Board Director shall
be removed by such vote. In the event that any Board seat is vacated for whatever cause,
the Board will conduct a special election to fill the remaining portion of the vacated
Director’s term. However, if the vacancy occurs within six months of a regularly
scheduled election, the Board will request that volunteers submit their names to serve
until the next regularly scheduled election. The replacement will be chosen from among
the volunteers by a majority vote of the Board. If the vacated seat is an officer of the
Board, the Board will elect a Director to fill that position until the next regularly
scheduled election. The removed Board Director may seek re-election at any future
Board election.
2.8 Vacancies: In the event that any Board seat is vacated for whatever cause, the Board
may appoint a replacement throughout the year, other than in the election month. The
replacement will be chosen from among the volunteers by a majority vote of the Board.
If more than the minimum seven members remain on the Board, the Board may vote to
hold the position open if the opening occurs sixty days prior to the election. If the vacated
seat is an officer of the Board, the Board will elect a Director to fill that position until the
next regularly-scheduled election.
2.9 Attendance: Attendance at regular meetings is mandatory. Any Director with two
consecutive unexcused absences, or four unexcused absences in a twelve-month
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period, shall be treated as a resignation from the Board. The Directors shall be removed
from office effective as of the date notice of such absenteeism is taken by the Board,
unless a majority of the voting Directors of the Board determine that circumstances
warrant retaining the offending Director. The President of the Board shall determine if
an absence is to be excused or unexcused.
2.10 Officer Powers Not Exclusive – Delegation of Officer Duties: Powers of officers
listed herein are not exclusive and the Board may assign officers additional
responsibilities by resolution. All responsibilities calling for an officer to “make
provision” for certain actions may be fulfilled by delegating said responsibility to any
agent of the corporation and assuring that the agent has carried out the responsibility
assigned.
2.11 President: The President of the Board shall preside at all meetings of the Board,
shall have general charge of the business of the Board, and shall carry out its policies
under the direction of the Board. The President shall make provision for and set an
agenda to be distributed to all interested persons at the beginning of each meeting. The
President may have any other powers and duties as may be conferred by the Board. The
President shall have the authority to delegate duties and responsibilities to other Board
Directors. The President shall call and preside over Board meetings; she or he may
designate another officer or individual as a Director ex officio of any committees as are
provided for from time to time.
2.12 Vice-President: The Vice-President shall have all the powers and shall perform the
duties of the President in the absence or disability of the President. The Vice-President
shall perform such other duties as the President may assign from time to time. The VicePresident shall have the authority to sign official documents requiring approval of the
Board, such as contracts.
2.13 Secretary: The Secretary shall make provision for a record to be kept of all meetings
of the Board; make provision for all Board Directors to have a current copy of the
charter, articles of incorporation, by laws, management agreement and tax exempt status
of the corporation; make provision for the maintenance and secure preservation of the
history of this corporation and its predecessor or successor organizations; make provision
for communication to the constituencies of the corporation on a regular basis; make
provision for all notices required by the bylaws or by vote of the Board; report any
communications received to the Board as a whole; and make provision for publication of
such reports, articles or communications as the Board may direct from time to time.
2.14 Treasurer: The Treasurer shall have general supervision over the care and custody of
the funds and securities of the corporation and shall deposit the same or cause the same to
be deposited in the name of the corporation in the bank or banks, trust company or trust
companies that the Board may designate. The Treasurer shall keep or cause to be kept
full and accurate records and accounts of all receipts and disbursements of the
corporation and whenever required by the Board shall render or cause to be rendered
financial statements of the corporation. The Treasurer shall make provision for the
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accounts to be subject to an annual audit by a Certified Professional Accountant or other
appropriately qualified individual. The Treasurer shall also make recommendations to the
Board, along with the Director and/or Business Manager, for the coming year’s budget.
2.15 Absence or Inability: In the absence or inability of any officer, the Board may
delegate the powers and duties of such officer, except as otherwise provided herein, to
any Director of the Board.
2.16 Resignation and Removal of Officers: An officer may resign at any time upon
written notice to either the President or Secretary. Any officer may be removed at any
time, by a majority vote of the Board, whenever, in their judgment, the best interests of
SDSA are served by the removal.
ARTICLE III
Meetings & Committees
3.1 Regular & Special Meetings: The Board meets at least once a month, but will meet
more often if deemed necessary. If circumstances so warrant, the Board may hold special
meetings at other times. Special meetings may be called by the President of the Board or
by two other Directors at such time and place, within Colorado, as the person or persons
designate. Notice of special meetings shall be given personally or by mail at least three
days before the day on which the meeting is to be held, or within twenty-four hours of the
meeting if done by e-mail notice. Notice of special meetings shall be published at least
twenty-four hours in advance, stating the time, place and purpose of the meeting in
accordance with Colorado’s Open Meetings Law. A simple majority vote of those present
at a meeting will constitute action by the Board. The Board may meet in Executive
Session in any meeting posted as either a Regular or a Special Meeting and according to
law. The Board may not act in any meeting unless a quorum of Directors is present. All
Board meetings will comply with the Colorado Open Meetings Law. Robert’s Rules of
Order shall govern the SDSA Board whenever they are applicable and not inconsistent
with Bylaws, District policy, or State law.
3.2 Board Retreat: A Board retreat will be organized each year following Board elections.
The purpose of this retreat will be to train and orient new Board Directors, assess the
previous year’s Board performance, review key documents and develop strategic
planning for the coming school year.
3.3 Committees: The Board, by resolution, may appoint advisory committees to the
Board. There shall also be such additional committees as may be required by state or
federal statute, which committees shall have the functions, rights and responsibilities
provided in such statutes. There shall be at a minimum of one Director of the Board
appointed as liaison to, or as a Director of, each and every committee. An advisory
committee shall consider, review, advise upon and make recommendations to the Board.
Members of any advisory committee shall hold office at the pleasure of the Board. These
committees may include but are not limited to the following:
Accountability Committee
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Hiring Committee
Safety Committee
Curriculum Committee
Finance Committee
Facility Committee
Fundraising Committee
Library Committee
Technology Committee
Compensation Committee
Public Accountability Committee
ARTICLE IV
Financial Activities
4.1 Contracts & Checks – Faith and Credit: Any and all contracts entered by the
corporation shall be signed by the President and attested by the Secretary, provided that
checks of the corporation may be signed as otherwise provided in these bylaws or by
Board resolution. No officer or agent of the corporation has authority to pledge the credit
of the corporation in any matter which is not (a) provided for in a formal budget of the
corporation or (b) approved by proper advance vote of the Board.
4.2 Conflicting Interest Transactions: Directors of the Board hold a position of trust,
created in the interest of the common good and for the benefit of the school. Board
Directors shall disclose any known present or potential conflicts of interest, which
disclosure shall be reduced to writing, to the Board prior to or at the time set for voting
on any conflicting interest transaction. Conflicting interest transactions shall include
those involving any “party related to a Director” as that term is defined in Colo. Rev.
Stat. § 7-128-501(5). Written disclosures shall be attached to the minutes of the meeting
at which, or the first meeting after, such disclosure has been made. Board Directors with
conflicting interests may be counted as present for purposes of determining a quorum to
act and may discuss such transactions in public session. Board Directors with conflicting
interests shall not vote on such transactions. Failure to abide by this provision may
constitute grounds for removal of a Board Director. No loans may be made by the
corporation to Directors or officers. Any Director or officer who assents to or participates
in making any such loan shall be liable to the corporation for the amount of such loan
until it is repaid.
4.3 Board Director Compensation: Board Directors are volunteers and shall receive no
compensation for service on the Board, provided that the Board may make provision for
the corporation to reimburse Board Directors for reasonable and appropriate out-ofpocket expenses incurred for the benefit of the corporation and school and properly
documented for the records of the corporation. Directors shall not be disqualified from
receiving reasonable compensation for services rendered to or for the benefit of the
corporation in any other capacity, subject to Section 2 of this article.
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ARTICLE V
Legal Compliance
5.1 Primary Board Duty: It is the primary duty of the Board to further the purposes of the
corporation, as set forth in the Articles of Incorporation.
5.2 Consistency with Internal Revenue Code: Notwithstanding any other provision of
these bylaws, the corporation shall neither compensate any person, nor reimburse
expenses, nor indemnify losses, or purchase any insurance in any manner or to any extent
that would jeopardize or be inconsistent with qualification of the corporation as an
organization described in section 501(c) (3) of the Internal Revenue Code, or that would
result in the imposition of any liability under the Code.
5.3 Nondiscrimination: SDSA shall comply with all applicable federal, state and local
laws, rules and regulations, including, without limitation, the constitutional provisions
prohibiting discrimination on the basis of disability, age, race, sexual orientation, creed,
color, gender, national origin, religion or ancestry.
5.4 Nonreligious, Nonsectarian Status: SDSA agrees that it shall operate, in all respects,
as a nonsectarian, nonreligious, non-home-based public school. SDSA shall not be
affiliated with any nonpublic or sectarian school or religious organization.
5.5 Severability: If any section, article or other provision of the bylaws or the articles of
incorporation is invalidated by any court on any ground, the balance of these articles and
bylaws shall be unaffected thereby and shall be construed as if such provision had been
repealed by amendment.
5.6 Disposition of Assets: In the event of dissolution, assets will go to a nonprofit, tax
exempt entity, such as the Greeley School District 6, and shall be disposed of as required
by the charter contract with the Greeley School District 6.
ARTICLE VI
Indemnification
6.1The corporation shall indemnify any person who was, is or is threatened to be made
party to any threatened, pending or completed action, suit or proceeding, whether civil,
criminal, administrative or investigative, by reason of the fact that this person is or was
an officer or Board Director of the corporation and acting in that capacity, unless such
indemnification is prohibited by law. In the event a request for indemnification is made,
the Board will consider such requests as provided in the Colorado Revised Nonprofit
Corporations Act. Indemnification shall be decided by majority vote of a quorum of
Board Directors, with only Board Directors not parties to the proceeding counted in
satisfying the quorum, or, if a quorum cannot be so obtained, by independent legal
counsel selected by majority vote of the full Board. The determination made before
indemnification is provided shall conform to the requirements of Colo. Rev. Stat. §7-129102 (1998). An advance of expenses in aide of indemnification shall only be made as
allowed by Colo. Rev. Stat. § 7-129-104, and as otherwise required by this Article for
indemnification generally. The corporation may seek to purchase, maintain or otherwise
participate in an insurance plan to enable it to carry out any indemnification called for in
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this article.
ARTICLE VII
Seal – Fiscal Year
7.1 No Seal – Signatures Sufficient: The corporation will not use a seal. The signatures of
duly authorized persons shall be legal and binding.
7.2 Fiscal Year: The fiscal year of the corporation shall be the fiscal year of the SD 6
Greeley School District.
ARTICLE VIII
Amendments
8.1 Amendments by Majority Vote & At Regular Meeting: Amendments to the bylaws,
excepting Sections 8.2 and 8.3, may be made by a majority vote of all Directors of the
Board, at a regular meeting, and not otherwise.
8.2 Notice of Proposal – Advance Reading – Waiver: Advance notice of proposed
amendments shall be given to Board Directors not less than forty-eight hours
before
a meeting at which the amendment will be proposed. Proposed amendments shall be read
at a public meeting not less than thirty days before taking a vote to amend, unless
such reading is waived by unanimous consent of those present.
8.3 Amendments Consistent with Charter Contract: No amendment to these bylaws
may in any way alter, amend or controvert any provision of a Academy contract with
SD 6 Greeley School District, unless such proposed amendment first is submitted to and
approved by the Board of Education of said District. The Board shall have power to
make, amend and repeal the Bylaws of the corporation at any regular or special meeting
of the Board. The Bylaws shall be reviewed by the Board for any useful or necessary
amendments at least biennially at a regular meeting of the Board.
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APPENDIX B:
Fiscal Management
The annual budget is the financial plan for the operation of the school system. It provides
the framework for both expenditures and revenues for the year and future years and
translates into financial terms the educational programs and objectives of the SDSA.
The SDSA Board takes its responsibility seriously to manage community, state and
federal funds that may become allocated to it in a wise and prudent manner. To that end,
the fiscal management policy is adopted to require ongoing supervision by the Board
through its Treasurer and School Director.
The budget shall be prepared and adopted in accordance with state law. SDSA financial
records shall be kept in accordance with state law and with generally accepted principles
of governmental accounting. The Executive Director or designee shall continually be
aware of the financial and political landscape both internally and externally and shall
develop contingency plans against possible events.
All funds received and/or disbursed by any agency of the school system including any
and all SDSA transactions shall be accounted for carefully and accurately; shall conform
with generally accepted principles of governmental accounting providing for the appropriate separation of accounts, funds and special moneys, and shall be done in a manner
that is easily reviewed and lends itself to auditing.
All checks drawn on SDSA checking accounts shall require the written signature of the
Treasurer of the SDSA Board and, if required by the Board, the written countersignature of
any other person designated by the Board.
The Treasurer of the Board or the Executive Director shall be responsible for receiving
and properly accounting for all funds of the SDSA.
When accounting for any enterprise funds the SDSA shall use the full accrual basis of
accounting.
BUDGET PROCESS
The budget shall be presented in a summary format that is understandable by any
layperson. The budget format shall itemize expenditures of the SDSA by fund and by
student. It shall describe the expenditure and show the amount budgeted for the current
fiscal year and the amount budgeted for the ensuing fiscal year. When budgeting for any
enterprise funds, the SDSA shall use the full accrual basis of accounting. The budget shall
summarize revenues by revenue source and expenditures by function, fund and object.
The budget shall include a uniform summary sheet for each fund administered by the
SDSA that details the beginning fund balance and anticipated ending fund balance for the
budget year; the anticipated fund revenues for the budget year; the anticipated transfers
and allocations that will occur to and from the fund during the budget year; the anticipated
expenditures that will be made from the fund during the budget year; and the amount of
reserves in the fund.
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The budget also shall disclose planned compliance with spending limitations outlined in
Article X, Section 20, of the Colorado constitution, including holding TABOR reserve
funds in an unrestricted general fund or in cash funds.
The Board assigns to the Executive Director overall responsibility for annual budget
preparation, budget presentation and budget administration that shall comply with federal
and state law. The Executive Director shall have authority to delegate portions of his or
her budget responsibility to a designee. As part of the Executive Director’s budget
responsibility, the Executive Director shall cause to be prepared a budget preparation
calendar that shall ensure that all deadlines established by law for budget presentation,
hearings and adoption. The Board shall determine its budget priorities based on a strategic
plan.
Following the consideration of the budget proposal by the Executive Director, the Board
shall approve a proposed budget on or before May 1 of each fiscal year and after notice in
accordance with the Open Meetings requirements. Notice of the budget proposal shall be
provided to the public, including parents, on or before March 1 of each fiscal year. The
proposed budget will be available for inspection by the public at the central administra- tive
office during business hours.
At the budget hearing specified in the notice, the Board will present and explain the proposed budget, inviting questions and discussion from the audience. If the budget is to be
adopted at a future meeting, the date, time and place of such meeting shall be entered in
the minutes of the hearing.
The Board shall officially adopt the budget and an accompanying appropriations
resolution prior to the end of the fiscal year. The adopted budget shall be posted online in
accordance with the Public School Financial Transparency Act.
After adoption of the budget, the Board may review and change the budget with respect
to both revenues and expenditures at any time after 30-day notice is provided. If money
for a specific purpose becomes available to meet a contingency, the Board may adopt a
supplemental budget for expenditures not to exceed that amount.
Unencumbered moneys shall not be transferred from one fund to another unless authorized
in advance by the Board. When a contingency occurs, the Board, by adoption of a resolution,
may transfer any unencumbered moneys from the contingency reserve account, which is
within the general fund, to any other fund or function.
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AUDITS
All SDSA funds and accounts shall be audited by an independent auditor annually in
accordance with state law and Board policy. Timely and appropriate corrective actions
shall be taken in accordance with any internal or external audit findings.
As needed, the Board may issue a request for proposal (RFP) or use some other similar
process for selection of an independent auditor licensed to practice in Colorado and
knowledgeable in government accounting to conduct the audit. The independent auditor
also shall audit any other accounts held by SDSA for report to the SDSA board.
The audit report shall contain among other information:
1.
Financial statements prepared insofar as possible in conformity with generally
accepted governmental accounting principles. (The financial statements are the
representation of the SDSA whether prepared by the SDSA or by the auditor.)
2.
Disclosures in accordance with the Financial Policies and Procedures Handbook.
The supplemental schedules of receipts and expenditures for each fund shall be in
the format prescribed by the State Board of Education and shall be in agreement
with the audited financial statements of the SDSA.
3.
All funds and activities of the SDSA.
4.
A budget to actual comparison for each fund and activity.
5.
The auditor's opinion on the financial statements. If the opinion is anything other
than unqualified, the reason must be explained. The opinion shall include general
fixed assets.
6.
Disclosure of all instances of noncompliance with state law, including the Public
School Finance Act of 1994, irrespective of materiality.
7.
A supplemental listing of all investments held by the SDSA at the date of the
financial statement.
8.
A calculation of the SDSA’s fiscal year spending in accordance with the state
constitution.
The auditor shall meet with the Board to discuss the audit report, make recommendations
to the Board concerning its accounting records, procedures and related activities as may
appear necessary or desirable and shall perform such other related services as may be
requested by the Board.
The audit report shall be completed and submitted by the auditor to the school SDSA
within five months after the close of the fiscal year unless a request for an extension of
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time is granted. Within 30 days after the Board receives the audit, it shall be submitted to
SD6 as the chartering authority. The Board reserves the right to request an audit at more
frequent intervals if desired. The Board shall receive all audit reports and be informed of
all corrective actions taken.
FINANCIAL REPORTS
The Executive Director or Board Treasurer, until such time as an Executive Director is
hired, or designee shall prepare and submit to the Board a quarterly fiscal actions report of
all SDSA funds. The format and basis for reporting shall be consistent with the adopted
budget and generally accepted accounting procedures. This report, at a minimum, shall be
quarterly and shall include:
•
•
•
•
•
the actual amounts spent and received as of the date of the report from each of
the funds budgeted by the SDSA for the fiscal year, expressed as dollar amounts
and as percentages of the annual budget
the actual amounts spent and received for each fund for the same period in the
preceding fiscal year, expressed as dollar amounts and as percentages of the
annual budget
the expected year-end fund balances, expressed as dollar amounts and as
percentages of the annual budget
a comparison of the expected year-end fund balances with the amount
budgeted for that fiscal year
details on the SDSA’s major revenue sources, with variance analysis that
shows the factors that are affecting revenue inflow.
Complete and accurate financial records shall be kept for all SDSA funds and accounts.
The Board shall receive all financial reports in a timely manner and be informed of all
corrective actions taken. The Executive Director, as well as all persons responsible for
any SDSA monies shall take all reasonable steps to identify funds, programs, or
departments that may end the fiscal year with an operating loss or deficit. A corrective
action plan shall be developed and implemented within 30 days of such identification.
The Executive Director or designee as well as all persons responsible for any SDSA
monies shall develop and implement processes whereby variations or deviations in cash
flow, revenues or other important financial indicators can be identified and dealt with in a
timely manner.
Immediate verbal notification shall be given to the Board regarding any potential financial
problem or any matter that may affect the SDSA’s financial condition or ability to achieve
its mission. The Board may request other financial reports as needed.
All financial and audit reports shall be made available to the public and shall be posted
online in accordance with the Public School Financial Transparency Act.
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Reports and filings required by state and federal law and agencies shall be accurately and
timely filed.
The Executive Director or designee shall develop and implement procedures to
encourage all SDSA staff to report suspected financial problems or wrongdoing. No
adverse employment decisions shall be taken in response to a good faith report by an
employee.
FINANCIAL OVERSIGHT
In order to provide a high level of accountability and communication on behalf of the
SDSA Board, the Board shall appoint the School Accountability Committee to
independently monitor and report to the Board and the community concerning the
SDSA’s expenditure of funds. To fulfill its responsibilities, the Accountability
Committee shall review the Board’s annual budget for the additional revenue prior to
final adoption to determine if the revenues have been allocated in accordance with the
authorized educational purposes. The Board directs the Executive Director or the
Executive Director’s designee to provide an annual report to the Accountability
Committee about the SDSA’s expenditures as well as any other financial information
requested by the Accountability Committee related to their duties as specified by the
Board and this policy. The Accountability Committee shall issue an annual report to the
community about how the revenues were expended.
INVESTMENT OF FUNDS; PROCEDURE FOR DEPOSIT OF FUNDS
The SDSA shall invest public funds in a manner which shall provide the highest
investment return with the maximum security while meeting the daily cash flow demands
of the SDSA and conforming to all federal, state and local statutes governing the
investment of public funds.
This policy and the accompanying regulations shall apply to the investment of all
financial assets and all funds of the SDSA over which it exercises financial control. These
funds are to be accounted for in the SDSA’s budget and available for inspection. All
SDSA funds allocated to a specific use but temporarily not needed shall be invested by
individuals authorized by the SDSA Board in accordance with state law and in a manner
designed to accomplish the following objectives:
1.
2.
3.
4.
Ensure that all funds are deposited and invested in accordance with state statutes
and resolutions enacted by the local school board.
Ensure the safety of the SDSA’s financial assets.
Ensure that adequate funds are available at all times to meet the financial
obligations of the SDSA when due.
Earn a market rate of return on the funds available for investment throughout the
budget cycle while taking into account the SDSA’s investment risk constraints and
cash flow needs.
The SDSA shall recognize that no investment is totally without risk and that the
investment activities of the SDSA are a matter of public record.
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In order to effectively use the SDSA’s cash resources, all moneys, unless otherwise
restricted by law, may be pooled into one investment account and accounted for
separately. The investment income derived from such a pooled account shall be
distributed to various SDSA funds and accounts on a pro rata basis.
The SDSA Board shall be provided periodic reports regarding the investment portfolio,
activity and return on investments. Investments and electronic transfers of funds shall
occur only on approval of the executive committee of the SDSA.
The SDSA Board of Directors shall be responsible for all SDSA investment decisions and
investment activities. The chief financial officer may appoint an investment officer to
carry out the SDSA’s investment decisions and activities. No person may engage in an
investment transaction except as authorized under the terms of this policy and the
accompanying regulations. All participants in the investment process shall seek to act
responsibly as custodians of the public funds.
Officers and employees involved in the investment process shall refrain from personal
business activity that could conflict with proper execution of the investment program or
which could impair their ability to make impartial investment decisions.
Employees and investment officials shall disclose to the SDSA Board and the Executive
Director, and the Board any material financial interests in financial institutions that
conduct business within this jurisdiction, and they shall further disclose any large personal
financial/investment positions that could be related to the performance of the SDSA’s
portfolio. Employees and officers shall subordinate their personal investment transactions
to those of the SDSA, particularly with regard to the time of purchases and sales.
The Board shall be kept informed of investments and yields.
All revenue received by the school SDSA shall be deposited in an official bank or banks
or savings and loan institutions as designated by the Board. Such financial institution
must qualify as an eligible public depository in accordance with state law.
The treasurer or official custodian shall comply with all requirements of state law regarding
the deposit of SDSA funds.
All funds received by the SDSA shall be deposited in an official bank or banks or savings
and loan institutions as designated by the Board. The Public Deposit Protection Act
(PDPA) requires schools to deposit public funds only in approved institutions (eligible
public depositories).
The SDSA shall comply with all requirements of state law regarding the deposit of SDSA
funds.
The SDSA shall investigate the condition of financial institutions before committing
SDSA funds. Banks and savings institutions are evaluated by comparing them to other
similar institutions in a number of areas. These areas include size and growth, loan
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exposure, capital adequacy, asset quality, earnings, and liquidity. Certain rating agencies
and publications are available which may enhance the evaluation process.
When depositing public funds in banks and savings and loan associations, the PDPA
requires the institution be designated as an eligible public depository institution, pursuant
to sections 11-10.5-101 and 11-47-101. The PDPA Act of 1989 requires banks to apply or
reapply for designation as an eligible public depository, C.R.S. 11-10.5-106. In addition,
every public entity must apply to the State of Colorado Bank Board for a public
depository account number. This number must be given to any bank in which the SDSA
does business, C.R.S. 22-40-105 and C.R.S. 22-32-107. The SDSA shall seek legal advice
for any investment or deposit outside of the state.
When SD6 has elected to have all moneys belonging to the SDSA paid over to the
treasurer of said Board, the treasurer, or such other custodian appointed by the Board, shall
deposit or cause to be deposited, all such moneys in such depositories as shall be
designated by such Board. C.R.S. 22-40-105, 22-32-107 and 24-75-601 (Fund-Legal
Investments) et. seq.
Eligible public depository means the depository has met the required criteria, including the
deposits are insured by federal deposit insurance; that the bank meets capitalization
standards set by the banking board; and that the bank agrees to abide by all PDPA
requirements (See the State Auditor’s Handbook, C.R.S. citations 11-10.5-101 and 11- 47103(6)). Note, eligible public depositories are limited to depositories operating within the
state.
SECURITY
When SDSA deposits funds in a state approved bank or savings and loan institution, the
FDIC shall insure these deposits up to a maximum amount. The FDIC may extend federal
insurance to funds segregated in a separate bond redemption fund. Amounts deposited in
excess of the maximum amount are not insured by FDIC but are covered by the collateral
provisions of the PDPA.
The amount of the total deposit is defined as the total of all school SDSA deposits even if
different funds and accounts are involved. Separation of deposits by funds, account or
designated custodian usually shall not extend the total amount insured by the FDIC.
As an ongoing requirement of designation as an eligible public depository, any such
depository shall pledge such collateral having a market value in excess of one hundred two
percent of the aggregate uninsured public deposits. C.R.S. 11-10.5-107(5).
The PDPA requires that the uninsured portion of a school SDSA’s deposits be protected
through collateralization by the bank or savings and loan institution. The bank or savings
and loan is required to certify sufficient collateral to cover uninsured public funds to state
agencies on a regular basis. This certification of collateral is made to the state banking
commissioner or savings and loan commissioner.
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The SDSA shall follow a general rule regarding diversification or allocations of
investments among various banks and savings institutions because of possible delays in
the recovery of money in the event of institutional failure.
Maturity
All investments must mature in five years or less, unless SDSA Board allows investment in
excess of five years.
PURCHASING AND PURCHASING AUTHORITY
The Board's authority for the purchase of materials, equipment, supplies and services is
extended to the Executive Director through the detailed listing of such items compiled as
part of the budget-making process and approved by the Board through its adoption of the
annual operating budget.
Except in emergencies or for reasons of economy, the annual purchase of major pieces of
equipment shall be scheduled so that annual budgetary appropriations for capital purposes
will be of similar size or will show a continuous trend without severe fluctuations.
The Executive Director shall direct the purchase of such books, supplies, equipment and
other materials as is required and permitted within the limits of the budget. The purchase
of these items shall require no further Board approval except in those instances where
Board policy requires certain purchases to be put to bid. An expenditure of $50,000 or
more, regardless of fund or purpose, shall require prior Board approval even though the
item is covered in an appropriation or project control estimate. Upon the Executive
Director’s recommendation, expenditures of lesser amounts may also require Board
approval.
In order to receive the greatest value for each dollar expended, it shall be the policy of the
school SDSA to obtain comparative prices based on similar quality, to consider a balance
between long-term quality and cost, and to purchase in quantity whenever possible and
practical.
PETTY CASH
The Executive Director or designee may authorize petty cash funds for SDSA departments
and sites as deemed necessary or appropriate. The purpose of such funds is to provide a
source of ready cash for immediate settlement of small transactions. Notwithstanding the
authorization of petty cash funds, the preferred method of making a SDSA purchases is
use of a purchasing card or reimbursement. A custodian of such funds may be appointed
who shall ensure that all expenditures from the fund are properly approved, accounted for
and documented. Each purchase made from the petty cash fund shall be supported at
minimum by a dated receipt or bill of sale.
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The amounts authorized for petty cash funds may vary between and among departments
and sites, but shall in no event exceed $100.00. Purchases shall not be divided for the
purpose of circumventing this limitation.
All contractual services and purchases of supplies, materials and equipment in the amount
of $5,000.00 or more shall be put to bid. This shall not apply, however, to professional
services or instructional materials. Other purchases may be made in the open market but
shall, when possible, be based on competitive quotations or prices.
All contracts and all open market orders shall be awarded to the lowest responsible
qualified supplier, taking into consideration the quality of materials (services) desired and
their contribution to program goals.
With regard to materials or services for which bids are required, the Executive Director or
designee shall develop a procedure to pre-qualify bidders. Suppliers shall be invited to
have their names placed on mailing lists to receive information about pre-qualifying.
When specifications are prepared, they shall be mailed to all merchants and firms who
have pre-qualified. Only pre-qualified bidders may submit bids.
All bids shall be submitted in sealed envelopes, addressed to the Board, and plainly
marked with the bid number and the time of the bid opening. Bids shall be opened in
public by appropriate SDSA officials or employees at the time specified, and all bidders
shall be invited to be present.
The Board reserves the right to reject any or all bids and to accept that bid which appears
to be in the best interest of the SDSA.
The bidder to whom an award is made shall be required to submit to the SDSA proof of
liability insurance and when appropriate, proof of workers’ compensation insurance, and
may be required to enter into a written contract with the SDSA. Any written contract shall
include a provision requiring a criminal background check for any person providing direct
services to students under the contract, including but not limited to transportation,
instruction or food services as required by law. The contracting entity shall be responsible
for any costs associated with the background check.
INVENTORIES
The SDSA shall maintain a system for an annual inventory of all real and personal
property costing $5000 or more and having a life expectancy of two years or more, with
the exception of equipment, such as lockers, permanently fixed in a building. The
Instructional Leader shall be accountable to the Executive Director or designee for the
maintenance of proper inventories at his or her site.
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DISPOSAL OF SURPLUS MATERIALS AND EQUIPMENT
Materials and equipment including old and surplus books shall be declared surplus, in
writing, by the Executive Director or designee. Property shall be available for disposal
only when it has been found to be surplus. The disposal of all surplus materials and
equipment may be handled by sale, donation or by other appropriate means.
Sales of surplus property involving the passage of a recorded title and/or involving
$1,000.00 or more require the prior approval of the Board. Sales of surplus property that do
not require the passage of a recorded title and/or do not involve as much as $1,000.00
require the prior approval of the Executive Director to ensure that the method of disposal is
consistent with the SDSA's position of public trust and responsibility.
Following the close of sales of surplus property, documentation of the disposal actions shall
be filed with the property control section of the business office. Records of property disposal
actions shall be maintained for at least one year following the date of disposal.
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APPENDIX C:
Student Policies
Procedures and Definitions: Reporting Child Abuse/Neglect
1. Definition of abuse or neglect:
Child abuse or neglect is defined in state statute as “an act or omission that
seriously threatens the health or welfare of a child.” Specifically, this refers to:
a. Evidence of skin bruising, bleeding, malnutrition, failure to thrive,
burns, fracture of any bone, subdural hematoma, soft tissue swelling or
death and such condition or death which is not justifiably explained or
where the history given concerning such condition or death is at variance
with the condition or the circumstances indicate that the condition may
not be the product of an accidental occurrence.
b. Any case in which a child is subject to unlawful sexual behavior as
defined in state statute.
c. Any case in which a child is in need of services because the child’s
parents, legal guardians or custodians fail to take the same actions to
provide adequate food, clothing, shelter, medical care or supervision that
a prudent parent would take.
d. Any case in which a child is subjected to emotional abuse which means
an identifiable and substantial impairment of the child’s intellectual or
psychological functioning or development or a substantial risk or
impairment of the child’s intellectual or psychological functioning or
development.
e. Any act or omission described as neglect in state statute as follows:
i)
ii)
iii)
iv)
A parent, guardian or legal custodian has abandoned the child
or has subjected him/her to mistreatment or abuse or allowed
another to mistreat or abuse the child without taking lawful
means to stop such mistreatment or abuse and prevent it from
recurring.
The child lacks proper parental care through the actions or
omissions of the parent, guardian or legal custodian.
The child’s environment is injurious to his/her welfare.
A parent, guardian or legal custodian fails or refuses to
provide the child with proper or necessary subsistence,
education, medical care or any other care necessary for his
/her health, guidance or well-being.
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v)
vi)
vii)
The child is homeless, without proper care or not domiciled
with his/her parent, guardian or legal custodian through no
fault of such parent, guardian or legal custodian.
The child has run away from home or is otherwise beyond
the control of his/her parent, guardian or legal custodian.
A parent, guardian or legal custodian has subjected another
child or children to an identifiable pattern of habitual abuse
and the parent, guardian or legal custodian has been the
respondent in another proceeding in which a court has
adjudicated another child to be neglected or dependent based
upon allegation of sexual or physical abuse or has determined
that such parent’s, guardian’s or legal custodian’s abuse or
neglect caused the death of another child; and the pattern of
habitual abuse and the type of abuse pose a current threat to
the child.
2. Reporting Requirements
Any school employee who has reasonable cause to know or suspect that any child
is subjected to abuse or to conditions that might result in abuse or neglect must
immediately upon receiving such information report such fact to the Weld County
Department of Social Services. The employee must follow any oral report with a
written report sent to the appropriate agency.
In cases where the suspected or known perpetrator is a school employee, the
report should be made to the law enforcement agency.
If a child is in immediate danger, the employee should call 911. “Immediate”
refers to abuse that occurs in the employee’s presence or has just occurred.
The employee reporting suspected abuse/neglect to social services or law
enforcement officials must inform a school administrator as soon as possible
orally or with a written memo. The ultimate responsibility for seeing that the oral
and written reports are made to social services or law enforcement agencies lies
with the school official or employee who had the original concern.
3. Contents of the Report
The following information should be included to the extent possible in the initial
report:
a. Name, age, address, sex and race of the child.
b. Name and address of the child’s parents, guardian and/or persons with
whom the student lives.
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c. Name and address of the person, if known, believed responsible for the
suspected abuse or neglect.
d. The nature and extent of the child’s injury or condition as well as any
evidence of previous instances of known or suspected abuse or neglect
of the child or the child’s sibling – all with dates as appropriate.
e. The family composition, if known.
f. Any action taken by the person making the report.
g. Any information that might be helpful in establishing the cause of the
injuries or the condition observed.
It is helpful if the person reporting suspected abuse/neglect is prepared to give
documentation. Thus, noting details of observations is important. It is
permissible for the school official or employee to conduct a preliminary noninvestigation inquiry of any injury or injuries under the following conditions:
a. School personnel may inquire of the child how an injury occurred. Leading
and/or suggestive questions should be avoided. School personnel may not
contact the child’s family or any other person suspected of causing the injury
or abuse to determine the cause of the suspected abuse or neglect.
b. A school employee’s reasonable cause to suspect that the child has been
subjected to abuse or neglect may arise from a child’s vague or inconsistent
response to such an injury or from an explanation that does not fit the injury.
c. All efforts must be made to avoid duplicate or numerous interviews of the
victim.
4. After filing reports
After the report is made to the agency, school staff members will cooperate with
social services and law enforcement in the investigation of alleged abuse or
neglect. The school will report any further incidents of abuse to the agency’s
representative.
As the case is being investigated, the school will provide supportive aid and
counseling services for the child.
Once a report of child abuse is given to the agency, the responsibility for
investigation and follow-up lies with the agency. It is not the responsibility of the
school staff to investigate the case. Therefore, the school staff will not engage in
the following activities:
a. Make home visits for investigative purposes.
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b. Take the child for medical treatment. (This does not preclude taking action in
an emergency situation.)
c. Convey messages between the agency and the parents/guardians.
Authorized school personnel may make available to agency personnel assigned to
investigate instances of child abuse the health or other records of a student for
such investigative purposes.
5. Guidelines for consideration
a. If any school employee has questions about reasonable cause of child
abuse and the need for making a report, the employee may consult with
a school administrator or designee (often a school counselor is the
designee). If the administrator or designee is not available, a direct call
to the county department of social services about concerns is advisable.
NOTE: Consultation with another school employee will not absolve the
school employee of the responsibility for reporting child abuse.
b. In an emergency situation requiring retention of the child at the school
building due to fear that if released the child’s health or welfare might be
in danger, it should be observed that only law enforcement officials have
the legal authority to hold a child at school.
c. When a school official or employee has a question about the thorough
investigation of suspected abuse/neglect following the filing of a report,
the employee or official should contact the Director of Salida del Sol
Academy or his/her designee.
d. While all school officials and employees are reminded of their legal
responsibility to report suspected cases of abuse or neglect, they may be
assured that reports will be investigated by trained professionals and that
there are more supportive and therapeutic treatment alternatives
available for parents/guardians, and/or other persons with whom the
student lives than there have been in the past.
e. The confidential nature of information pertinent to child abuse or neglect
cases is a matter to be emphasized both legally and humanely.
Legal Reference:
C.R.S. §18-3-412.5 (1)(b) (definition of unlawful sexual behavior) Approved
Adopted: May 14, 2013
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Reporting Child Abuse/Child Protection
It is the policy of the Directors of Salida del Sol Academy that the school complies with
the Child Protection Act.
To that end, any school official or employee who has reasonable cause to know or suspect
that a child has been subjected to abuse or neglect or who has observed a child being
subjected to circumstances or conditions which would reasonably result in abuse or
neglect, as defined by statute, shall immediately upon receiving such information report or
cause a report to be made to the appropriate county department of social services or local
law enforcement agency. Failure to report promptly may result in civil and/or criminal
liability. A person who reports child abuse or neglect in good faith is immune from civil
or criminal liability.
Reports of child abuse or neglect, the name and address of the child, family or informant
or any other identifying information in the report shall be confidential and shall not be
public information.
The Board of Directors shall provide periodic inservice programs for all employees in
order to provide them with information about the Child Protection Act, to assist them in
recognizing and reporting instances of child abuse and to instruct them on how to assist
victims and their families.
School employees and officials shall not contact the child’s family or any other persons to
determine the cause of the suspected abuse or neglect. It is not the responsibility of the
school official or employee to prove that the child has been abused or neglected.
Legal References:
C.R.S. §19-1-103 (1) (definition of child abuse or neglect)
C.R.S. §19-3-102 & 103 (definition of neglected or dependent child)
C.R.S. §19-3-304 (persons required to report)
C.R.S. §10-3-309 (immunity from liability for persons reporting)
C.R.S. §22-32-109 (1)(z) (providing inservice for employees)
Approved /Adopted: May 14, 2013
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Student Dress Code
A safe and disciplined learning environment is essential to a quality educational program.
Standards on student attire are intended to encourage school pride and unity, and thereby
help students concentrate on schoolwork, reduce discipline problems, and improve school
order and safety.
Salida del Sol Academy will require students to dress in a uniform manner. It is our
desire to solicit input from the school Accountability Committee and from parents before
making a decision on the type of uniform to be worn by our students. This decision will
be made several months prior to the opening of the school, thus allowing parents advance
notice regarding school wear.
Approved/Adopted: May 14, 2013
Truancy
If a student is absent without an excuse signed by the parent/guardian or if the student
leaves school or a class without permission of the teacher or administrator, the student
shall be considered truant. In accordance with law, a student is deemed “habitually
truant” when he/she is of compulsory attendance age and has four or more unexcused
absences from school in any month or 10 unexcused absences during any school year.
Absences due to suspension or expulsion shall not be counted in the total of unexcused
absences.
When the school is aware that criteria exist to designate a student as habitually truant, the
school shall refer the student and his/her parent/guardian to the Weld County Judicial
System, the Youth and Family Corrections Program and/or the Weld County District
Attorney’s Juvenile Diversion Unit. When a student is found to be “habitually truant” an
individualized attendance plan will be written for that student.
In order to reduce the incidents of truancy, parents/guardians of all students shall be
notified in writing at the beginning of the school year of their obligation to ensure that all
children of compulsory attendance age attend school. Parents/guardians shall be required
to acknowledge in writing awareness of their obligations and to furnish the school with a
telephone number or other means of contacting them during the school day.
The school shall establish a system of monitoring individual unexcused absences. When
a student fails to report on a regularly scheduled school day and school personnel have
received no indication that the parent/guardian is aware of the absence, school personnel
or volunteers under the direction of school personnel shall make a reasonable effort to
notify the parent/guardian by telephone.
A plan shall be developed for a student who is at risk of being declared habitually truant
with the goal of assisting the child to remain in school. When practicable, the student’s
parent, guardian, or legal custodian shall participate with school personnel during the
development of the plan. Appropriate school personnel shall make reasonable efforts to
meet with the parent, guardian, or legal custodian to review and evaluate the reasons for
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the student’s truancy.
Legal References:
C.R.S. §22-33-104 (compulsory school attendance)
C.R.S. §22-33-105 (suspension / expulsion)
C.R.S. §22-33-107 (enforcement of compulsory school attendance) 1
CCR 302-67, Rule 2.01 (7) (definition of a dropout student)
1 CCR 301-78 Rules 1.00 et seq. (standardized calculation for student attendance)
Approved /Adopted: May 14, 2013
Equal Educational Opportunities for Students
It is the policy of Salida del Sol Academy that every student be afforded equal
educational opportunities regardless of race, color, ancestry, creed, sex, sexual
orientation, religion, national origin, marital status, disability or need for special
education services. As prescribed by law, the School shall not illegally discriminate
regarding access to or participation in any educational program or activity conducted by
the School.
Adopted/Approved: April 24, 2013
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APPENDIX D:
Personnel Policies
Sexual Harassment of Staff
The Board of Directors and administration of Salida del Sol Academy are committed to a
working and learning environment that is free from sexual harassment. All staff, without
exception, shall be treated with respect and shall be protected from intimidation,
discrimination, physical harm, and harassment.
It shall be a violation of this policy for anyone to sexually harass any staff member or to
retaliate against anyone who reports sexual harassment or participates in a harassment
investigation. Appropriate corrective action, including disciplinary measures when
justified, will be taken to remedy all violations of this policy. This policy similarly applies
to non-staff volunteers or any persons who work subject to the control of the school
authorities.
Any conduct of a sexual nature directed toward students by teachers or others to whom
this policy applies shall be presumed to be unwelcome.
Sexual Harassment
Unwelcome sexual advances, requests for sexual favors, or other verbal or physical
conduct of a sexual nature may constitute sexual harassment when:
a. Submission to such conduct is made either explicitly or implicitly a term or
condition of a person’s employment, advancement, or educational
development.
b. Submission to or rejection of such conduct by an individual is used as the
basis for employment, advancement, demotion, or educational decisions
affecting an individual.
c. Such conduct has the purpose or effect of unreasonably interfering with an
individual’s work or educational performance or of creating a severe and
pervasive intimidating, hostile, or offensive working or educational
environment.
The prohibition against sexual harassment applies whether the harassment is between
people of the same or different gender. Sexual harassment may result from words or
conduct of a sexual nature communicated in a manner that would, under the
circumstances, be reasonably considered to offend, stigmatize, or demean a person against
whom the harassment is directed. An intimidating, hostile, or offensive environment
created by acts of a sexual nature can arise in various locations, including offices,
classrooms, school hallways, playgrounds, and vehicles.
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Sexual harassment, as defined above, may include without limitation:
a. Sexual-oriented “kidding,” abuse, or harassment
b. Pressure for sexual activity
c. Repeated remarks to a person with sexual, threatening, or demanding
implications
d. Unwelcome touching, patting, pinching, hitting or repeated, intentional
brushing against another person’s body
e. Unwelcome written material, posters, drawings, letters, notes, or other graphic
writing
f. Suggesting or demanding sexual involvement, accompanied by implied or
explicit threats concerning one’s grades, employment status, or similar
personal concerns
Complaint Procedure
Staff members may report complaints of alleged sexual harassment through procedures
established by the Board of Directors. No staff member shall be subject to adverse action
in retaliation for any good faith report of sexual harassment. Filing a formal complaint or
otherwise reporting sexual harassment shall not reflect upon the individual’s current or
future employment or educational standing or status. To the extent possible, all matters
involving sexual harassment complaints shall remain confidential. Where social services
or law enforcement have authority to act, such agency will be involved at the onset of the
complaint procedure.
Legal References:
20 U.S.C. §§ 1681-1688 (Title IX of the Education Amendment Act of 1972)
20 U.S.C. §§ 1701 and 1703(Title II of the Equal Educational Opportunities Act of 1974)
42 U.S.C. §§ 2000d et seq. (Title VI of the Civil Rights Act of 1964)
34 C.F.R. Part 106 C.R.S.
§ 22-32-109(1)(w)
C.R.S. § 22-32-110(1)(k)
C.R.S. § 24-34-402
Cross References:
Salida del Sol Academy Board Policy #1 – Nondiscrimination/Equal Opportunity
Approved /Adopted: May 14, 2013
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Sexual Harassment Procedure
The procedure for resolving complaints of sexual harassment requires a staff member to
first report alleged harassment to his or her immediate supervisor. If the staff member
believes that the immediate supervisor is the source of the harassment, he or she may
report instead to the Director of Salida del Sol Academy. A staff member may request
the right to make his or her report of sexual harassment to an administrator of the same
sex as the staff member by making such request through the Director.
Procedure for Conducting an Investigation into a Complaint
1. The administrator responding to the complaint of alleged sexual harassment
shall conduct an investigation through the following process:
a. Confer with the complainant regarding the basis of the complaint.
Identify any witnesses to the event(s). The complainant should complete a
written documentation of the event(s).
b. Meet with the person(s) charged to obtain a response to the complaint.
Where a person charged is a student, the person investigating shall attempt
to notify the student’s parent, guardian, or legal custodian before this
meeting.
c. Meet with any witnesses to obtain their perceptions of the incident(s).
d. If deemed necessary by the person investigating, hold additional meetings
with the persons involved or with witnesses to the incident(s).
e. The investigating administrator shall establish and maintain written
records of all complaints, meetings, and investigations. If a staff member
is found to have violated the sexual harassment policy, a copy of resulting
action shall be kept in the staff member’s file.
2. Where possible, the person investigating shall make a finding as to whether
sexual harassment has occurred based upon the information obtained and shall
submit a written summary to the Director detailing such findings. The
Director shall determine if the action taken was appropriate or if additional
sanctions are warranted.
3. Upon determining that incidents of sexual harassment are occurring in
particular school settings or activities, the Board of Directors shall implement
measures designed to remedy the problem in those areas or activities.
4. The complainant may seek other redress, including the filing of a complaint
with the Office for Civil Rights, U.S. Department of Education, 1961 Stout
Street, Denver, CO 80294.
Ongoing Training and Evaluation
1. The school shall train staff members to recognize and effectively deal with
incidents of sexual harassment.
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2. There shall be disciplinary action taken against any staff member who fails to
respond promptly and appropriately to complaints received or activities
observed regarding incidents of sexual harassment.
3. The Board of Directors shall annually review its compliance with this policy
and regulation and take necessary action where deficiencies are noted.
Factors to review include the frequency and nature of reported complaints, the
number of staff members charged with repeat offenses, and whether staff
members are in compliance with the sexual harassment policy and regulation.
Confidentiality
All information obtained through this procedure shall be kept confidential to the extent
possible and consistent with law. No information shall be discussed unless the person so
requesting has a legitimate need or legal right for such information.
Adopted /Approved: May 14, 2013
Cross References:
Salida del Sol Academy Sexual Harassment Policy
Salida del Sol Academy Nondiscrimination / Equal Opportunity
Staff Protection
Salida del Sol Academy is committed to providing a safe working environment for all staff.
We do not tolerate any form of violence or abuse including but not limited to actions,
words or insults toward our staff. The following procedures may be initiated to protect
school staff in alleged instances of:
•
•
•
•
•
•
•
•
•
assault
disorderly conduct
harassment or intimidation
knowingly making a false allegation of child abuse
knowingly making a false allegation of an offense
any alleged offense under the Colorado Criminal Code
the use of profane language
the use of threatening language
verbal or written insults
by a student, another staff member, parent or a community member towards any staff
member.
The procedures are applicable on school premises and at all school events on or off
school property and in electronic, oral or written communication.
A staff member who believes he/she has been a victim of any of the above may
immediately contact his/her supervisor to report the incident. When notified of an alleged
incident, the supervisor shall immediately communicate with the Director and the
supervisor or designee shall conduct an investigation.
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If the alleged perpetrator is a student, the instructional leader (principal), shall initiate
disciplinary action as appropriate.
If the staff member believes the supervisor is the source of the alleged behavior, the staff
member may report instead to the Director.
If the alleged perpetrator is a staff member, he/she may be subject to discipline including
a written reprimand, suspension, dismissal, filing of criminal charges or other appropriate
consequences, after receipt of the complaint and adequate proof of the charges.
If the allegation involves a parent or community member, the Director or designee may
report the incident to the district attorney or the appropriate local law enforcement agency
or officer who will determine the appropriateness of filing criminal charges. Any parent or
community member considered by the Director or designee to be in violation of this policy
may be instructed to leave the school property and/or be denied access to the school’s
electronic communication systems.
Legal References:
C.R.S. § 22-32-109(1)(w) and (x)
C.R.S. §22-32-126(5)(a)
Approved /Adopted: May 1, 2013
Use of Technology for Staff
Introduction:
The Internet and the Salida del Sol Academy local area and wide area networks are
available to staff.
Information accessed using Salida del Sol Academy equipment or networks should reflect
the educational mission and goals of the school. The school supports the use of Internet
and electronic communications to improve teaching and learning.
The Internet environment is constantly changing. The school will make every reasonable
effort to ensure that this educational resource is used appropriately and responsibly. Staff
and students should work together so that students learn the necessary skills to be
successful in the 21st century.
Staff Responsibilities:
Employees are responsible for their own use of school computers and computer
networks.
• Exercise good judgment.
• Do not reply to or follow links in e-mail solicitations from unknown sources.
• Only communicate via e-mail in a manner that would be appropriate in a face-toface conversation. Do not e-mail sensitive information (social security numbers,
bank account information, credit card numbers, student information covered
160
under FERPA, staff information of a sensitive nature, etc.).
Accounts and Passwords:
• Create and use a secure password.
• Do not divulge or allow another person to use your password.
• Do not leave a computer unattended while you are logged in, or allow another
user to use your computer while you are logged in.
Employee Use and Privileges:
The use of Salida del Sol property and technology services is a privilege and not a right.
• Inappropriate use may result in cancellation of technology privileges or other
action, up to and including termination of employment.
• An account may be closed at any time should inappropriate activity occur, or if
directed by the school administration.
• Each employee shall comply with federal and state law and school policy.
No Expectation of Privacy:
• The school reserves the right to monitor activity on the school network.
• E-mail and other electronic messages sent or received over the school network
may be considered public records and may be subject to disclosure under the
Colorado Open Records Act.
Prohibited Uses Include:
• Publishing, accessing, downloading, storing, reviewing and/or distributing any
content (text, graphic, photo, audio) that contains material that is defamatory,
abusive, obscene, profane, threatening, or sexually explicit;
• Using school technology in any fashion that violates federal law (e.g. copyright
violations), state law, or school policy;
• Using school technology to send unsolicited bulk e-mail;
• Using school technology to link to personal business advertisements and/or
personal fundraising sites;
• Using school technology to conduct political campaign activities in violation of
the Fair Campaign Practices Act (C.R.S. 1-45-101, et seq.);
• Using software without appropriate registration and payment of fees to the
software owner; and
• Possessing or using malicious software, hacking software, proxy software, or
devices used for those purposes on school property.
Collaborative Technologies:
The school supports the use of collaborative technologies such as blogs, wikis and
podcasts for educational or official purposes. Employees are responsible for content
shared with and by students. Collaborative technologies are considered an extension of
the classroom and should be used to:
•
•
•
•
Communicate with students, parents and community members;
Convey information about educational programs;
Encourage collaborative educational opportunities for students; and
Maintain appropriate professional avenues of communication with students.
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Any communications posted to these types of collaborative technologies are school
communications, and may be subject to disclosure under the Colorado Open Records Act.
Staff members who use school network services understand that their failure to abide by
the standards outlined in this policy could make them subject to disciplinary action up to
and including dismissal.
I,
, agree to abide by these terms and
conditions and give my consent for Salida del Sol Academy to monitor and view my
network traffic.
Approved /Adopted: May 14, 2013
Staff Dress Code
Staff members project an image to the community and to students about the
professionalism of Salida del Sol Academy. The example set by staff is a significant
teaching opportunity. During the workday and at all work-related activities, staff shall
adhere to a professional standard of dress and shall be neat and clean in appearance.
Staff is not permitted to wear apparel that is disruptive or potentially disruptive to the
classroom environment or to the maintenance of a safe and orderly school. The following
items are deemed disruptive to the classroom environment and therefore staff shall not
wear the following in the school building, on school grounds, or at school activities:
•
Any clothing, paraphernalia, grooming, jewelry, accessories, or body
adornments that are disruptive or potentially disruptive to the educational
environment as determined by the school Administration, including but not
limited to items that:
o Refer to drugs, tobacco, or alcohol
o Are obscene, profane, vulgar or defamatory in design or message
o Advocate drug use, violence, or disruptive behavior
o Threaten the safety or welfare of any person.
•
Clothing that:
o inappropriately reveals all or part of the stomach, buttocks, or chest, or
o is backless or
o is inappropriately sheer, short, tight, or low-cut, or
o is torn, tattered, or soiled.
Staff in specialized roles, such as art teachers, physical education teachers, coaches, field
trip chaperones, custodians, occupational therapists, et al., may wear attire appropriate
and reasonable to performing their functions.
Clothing worn on “school spirit days” or their equivalent must conform to items one and
two above.
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Legal Refs:
C.R.S. § 22-32-109 (1) (cc)
Adopted/Approved: April 24, 2013
Staff Bereavement Leave
Full-time employees shall be allowed up to five days leave for each loss with full pay for a
death in the employee’s immediate family. For purposes of this policy, the term
“immediate family” includes: spouse or domestic partner, the employee’s children, stepchildren, daughters-in-law, sons-in-law, parents, step-parents, parents-in-law,
grandparents, grandparents-in-law, grandchildren, brothers, sisters, brothers-in-law, and
sisters-in-law. Exceptions may be approved by the Director.
Bereavement leave shall not be cumulative.
An employee may request additional bereavement leave days subject to approval by the
Director. If approved, the additional days used shall be charged to the employee’s
discretionary leave.
Part-time employees shall be entitled to bereavement in the ratio that their service bears
to full-time service.
Bereavement leave may also be requested for death outside of the immediate family.
Such leave shall require the approval of the Director and may not exceed one day.
Approved /Adopted: May 1, 2013
Discretionary Leave
The Board of Directors shall establish a discretionary leave amount annually and publish
the same prior to the first day of school.
Procedures:
1. All full time teachers and full time support staff will receive a like amount of
leave. Leave for employees on extended eleven or twelve month contracts is
established in the contract.
2. Any employee at least 50% but less than 100% time will be awarded discretionary
leave based on a pro-rated basis.
Approved /Adopted: May 1, 2013
163
Staff Conduct and Responsibilities
All employees of Salida del Sol Academy are expected to carry out their assigned
responsibilities with due diligence.
In conduct and interpersonal relationships, all staff members must recognize that they are
in a position of trust and are being continuously observed by students and the community.
Their manner, dress, courtesy, actions, and attitudes serve as models that influence the
development of young people. The Board of Directors expects all employees to be
exemplary models.
Staff is responsible for the education of and safety of all the students. Additional
responsibilities that shall be required of all personnel include but are not limited to:
• Consistent and prompt attendance at work.
• Enforcement of and adherence to the policies of the Board of Directors of Salida
del Sol Academy.
• Attention to the safety and welfare of students, including the need to ensure that
students are under supervision at all times.
• Diligence in submitting required reports in accordance with guidelines and at the
times specified.
• Care and protection of school property.
• Disclosure or use of confidential information acquired in the course of an
employee’s employment only to staff who are authorized to know such
information, and only for lawful purposes.
Any employee of Salida del Sol Academy who is arrested or charged with one of the
following offenses must notify the Director within three business days:
a. Any felony offense;
b. A misdemeanor or municipal violation involving unlawful sexual behavior;
c. A misdemeanor or municipal violation involving children;
d. A misdemeanor or municipal violation involving indecent exposure, as defined in
C.R.S. 18-7-302(2);
e. Driving under the influence or driving while ability impaired, as defined in C.R.S.
42-4-1301, but only if the staff member’s employment with the school includes
transporting students via motor vehicles.
f. Misdemeanor domestic violence, as defined in C.R.S. 18-6-800.3 (1);
g. Misdemeanor sexual assault, as defined in C.R.S. 18-3-402;
h. Misdemeanor unlawful sexual contact, as defined in C.R.S. 18-3-404;
i. Misdemeanor child abuse, as defined in C.R.S. 18-6-401;
j. Misdemeanor sexual exploitation of children, as defined in C.R.S. 18-6-403;
164
k. Misdemeanor or municipal violation involving the illegal sale or possession of
controlled substances, as defined by C.R.S. 12-22-303(7), excluding an arrest or
charge for simple marijuana possession;
l. A crime of violence, as defined in C.R.S. 18-1.3-406; and
m. Any felony offense in another state, the elements of which are substantially
similar to the elements of the offenses described above.
Each staff member shall observe rules of conduct established in the law and policy,
which specify that an employee of Salida del Sol Academy shall not:
• Report for duty under the influence of any narcotic, alcoholic beverage, illegal
drug, or intoxicant.
• Participate in the unlawful manufacture, distribution, dispensing, possession, or
use of narcotics, alcoholic beverages, illegal drugs, intoxicants, controlled
substances, or drug-related paraphernalia on school property or at any official
school function.
• Report for duty under the influence of any substance, including legally prescribed
drugs and medicines, that will adversely affect his/her working ability, alertness,
coordination, or jeopardize the safety of others.
• Accept a gift or reward of substantial value or economic benefit which would tend
to improperly influence a reasonable person.
• Perform any action on behalf of the school that would create an economic benefit
for the staff member and/or associates.
• Sell to the school goods or services of any kind for personal gain without the
express prior written consent of the Board of Directors.
• Supervise or evaluate a member of his or her immediate family.
• Conduct his or her personal commercial business on school property without prior
specific written approval of the Board of Directors. Further, an employee shall
not pressure or obligate any other staff member, student or parent to purchase
goods or services.
• Recommend or require the use of a psychotropic drug for any student, except that
staff members may suggest that the parent or guardian speak with an appropriate
health care professional about concerns regarding their child’s performance or
behavior at school.
• Test or require a test for a child’s behavior without prior written permission from
the parents or the guardians of the child and prior written disclosure as to the
disposition of the results of the testing.
It is permissible for a staff member to:
• Receive an occasional gift or benefit which is insignificant in value.
• Receive an award presented by an organization in recognition of public service.
• Receive payment for speeches, appearances, or publications reported as honoraria
as long as such activities were not conducted on work time.
• Use school facilities and equipment (for example, school phones for local calls or
school rooms for meetings), to communicate or correspond or meet with parents,
165
patrons, family members, or business associates on an occasional basis, so long as
such use is reasonable and does not violate any other school policy or state
statute, e.g. the Fair Campaign Practices Act.
Legal References:
C.R.S. § 22-32-109(ee)
C.R.S. § 22-32-110(1)(k)
C.R.S. § 22-63-204
C.R.S. §§ 24-18-101 et seq. C.R.S.
§§ 22-2-106(1) (a) and (c)
C.R.S. §§ 22-2-107(1) (c)
Article IX, Section 1, Colorado Constitution Approved
Adopted: May 1, 2013
166
APPENDIX E:
Board Handbook
SALIDADELSOL
ACADEMY
BOARDOFDIRECTORS
HANDBOOK
167
VisionStatement
SALIDAdelSOLACADEMYwillbeaschoolthatensuresallstudentswillhaveasafe,
caring,andchallengingacademicenvironment. Ourkindergartenthrougheighth
gradestudentswillobtainpositiveacademicachievement.
MissionStatement
SALIDAdelSOLACADMEYwillprovideasupportiveandchallenging,personalized
bilingual,multiculturaleducationforstudentsfromkindergartenthrougheighth
grade. Ourstudentswilldemonstratepride,self‐confidence,mutualrespectand
acquireanacademicfoundationnecessarytobecomesuccessfulleaders.
PolicyStatementonDecisionMaking
SalidadelSolAcademy(SDSAorAcademy)seekstobecharteredbySD6Greeley
EvansasaK‐8school. TheBoardofDirectorsoftheschooloverseesthischarter.All
decisionsbytheBoardofDirectorsandtheAcademyDirectorshallbemadewithin
theparametersandupholdtheprinciplesofthevisionandmissionstatements.
Decisionsshallbemadefirstconsideringthevisionandmissionstatementsandthen
consideringthestakeholders(parentsandtheirstudents),alwayskeepinginmind
thatparentsshouldhaveameaningfulvoiceintheirchild’seducation.
BoardMemberAgreement
AmemberoftheAcademyBoardofDirectors(“Board”)shallhaveafirmbeliefinthe
establishedvision,mission,valuesandphilosophyoftheschoolandbecommittedto
thebestpracticesforeducationandthecurriculumasapprovedbytheBoard.
MembersoftheBoard(“Directors”)additionallyshallbefullycommittedtothe
charterschoolconcept.
ThepurposeoftheBoardistosetthegeneraldirectionandpolicyoftheschool,not
managetheschoolonadailybasis.Directorsshallbeabletogoverninamannerto
ensuretheadherencetotheAcademyvisionandmissionstatements. Furthermore,
directorsoftheBoardshallfosterpositiverelationshipswithschoolpersonnel,the
schoolcommunity,andcommunityatlarge,overseethefinancialstabilityofthe
AcademyanddealwithschoolrelatedissuesasprescribedintheAcademybylaws.
BYSIGNATUREBELOW,EACHDIRECTORAGREESTOUPHOLDTHETERMSOFTHIS
AGREEMENT.
Qualifications
•
•
•
BefamiliarwiththeAcademyCharterSchoolApplication(Application)
andCharterSchoolContract(Contract).
BefamiliarwithRobert’sNewRulesofOrderandagreetofollowthe
outlinedrulesandproceduresinBoardrelatedmeetingsandagreeto
followtheoutlinedrulesandproceduresinBoardrelatedmeetings.
CompletetheOnlineBoardTrainingModulesat
http://www.boardtrainingmodules.org/withinthreemonthsof
joiningtheBoard.
168
•
•
•
UnderstandthecurriculumthathasbeenapprovedbytheBoard.
Beinagreementwiththeeducationalphilosophy,disciplinepolicyand
administrativestructureoftheAcademy.
Bewillingtomodelongoingprofessionaldevelopmentforstaffand
students.
AlldirectorsshouldattendatleasttwoParentsofSalidadelSolAcademy(parent
organization)meetingsperyeartoshowsupportandencouragementforthatvital
aspectofourschool.
PriorboardexperienceishelpfulbutnotrequiredtoserveontheBoard.Placinga
highvalueonprofessionalismandthesuccessoftheschoolismandatory.Motivation
forservingontheBoardshallbetofacilitatetheeducationalsuccessofstudentsand
financialstabilityoftheschool.
AlldirectorsarerequiredtoattendayearlyBoardretreatwherethegoalsofthe
Boardaredefined.Further,aBoardself‐evaluationmeetingshallbeconductedeach
yearwheretheperformanceoftheBoardduringthepastyearwillbecritiqued.
Additionalmeetingsmaybeheldduringtheyearwhereoutsidespeaker’spresent
informationoneffectiveboardleadershipand/orotherpertinenttopicsare
discussed.
TheBoardshallatleastannuallyconductaBoardVisitDayattheschool.Duringthis
time,directorswillvisitclassrooms,talkwiththefacultyandstaff,andbecome
familiarwiththecurrentsuccessesandconcernsoftheschool.
Directorsshallfulfilltheirboardandcommitteeresponsibilitiestotheirfullest
capability.
Alldirectorsshouldrememberthatbeingapublicrelationsrepresentativeforthe
schoolisoneoftheirkeyroles.
BehavioralExpectations
Directorsshallabidebytheopenmeetingslaw[C.R.S.§24‐6‐401].Theopen
meetingslawstatesthatanyonediscussingBoardbusiness,policy,actions,
resolutions,etc.amongstthreeormoredirectors,exceptatmeetingsforwhichnotice
hasbeenproperlypostedatleast24hourspriortothemeeting,isillegal.“Meeting”
withanotherdirectorisdefinedascommunicationinperson,bytelephone,by
electronicmail,orthroughanyothermeans.Executivesessions[C.R.S.
§24‐6‐402(4)(a)through(h)]andconfidentialitylawsarealsooutlinedinthe
statute.Personnelmatters,individualstudents,andnegotiationsareconfidentialby
lawandmaybeconductedinexecutivesession.
ExpectationsincludeaprofessionaldemeanoratallBoardandschoolfunctions.
Issuesbeingdiscussedshallnotbepersonalizedanddirectedtowardafellow
director,Academypersonnel,parentoranyoneelse.Discernmentshouldbeusedin
interpersonalrelationshipsandcommunications.
169
Adiversityofopinionsandsolutionsarenecessaryfortheeffectivegovernanceof
theAcademy;however,directorsshallrespectandlistentoideasbeingpresentedby
anotherdirector.Directorsshallencourageeachothertofulfilltheirresponsibilities
tothefullestoftheirpotential.

Grievances
Whenparentsorotherpartiesapproachadirectorwithagrievanceaboutschool
personnelorotherdirectors,thedirectorshallredirecttheaggrievedpartytothe
AcademyGrievanceProcessprovidedintheEmployeeandFamilyHandbooks,aswell
asattheendofthisHandbook.Directorsshallneverspeaknegativelyaboutschool
personnelorotherdirectorstotheschoolcommunity,orpartiesoutsidetheschool
community.
Grievancesshallberesolvedbythosebetweenwhomitexists.Directorswillcommitto
resolvinggrievancesdirectlywitheachotherorwiththeappropriateschool
personnelandnotsharethegrievancewithanyoneoutsideofthegrievanceexcept
asnecessarytofollowtheapprovedGrievanceProcessoftheAcademy,including,
butnotlimitedto,otherparents,otherschoolpersonnel,orthemedia.
Directorsshallexemplifyintegrity,honesty,andrespect.Adedicationand
commitmenttothevisionandmissionoftheAcademyshallbetoppriorityforany
directors.Anydirectorfindinghimorherselfinvolvedinanirresolvablegrievance
shallputthevision,missionandinterestoftheschoolfirst.
ConflictofInterest
Theconflictofinterestpolicyoutlinestheproceduresifapotentialconflictdueto
outsideinterestsarises.Ifanypersonwhoisadirector,officer,executive,or
administratoroftheAcademyisawarethattheAcademyisabouttomakeagrantto
orotherwiseenterintoanytransactiondirectlyorindirectlywithsuchperson,any
memberofthatperson’sfamily,oranyentityinwhichthatpersonhasanylegal,
equitableorfiduciaryinterestorposition,including,withoutlimitation,asadirector,
officer,shareholder,partner,beneficiaryortrustee,suchpersonshall:(a)promptly
informthosechargedwithapprovingthetransactiononbehalfoftheAcademyof
suchperson’sinterestorposition;(b)discloseanymaterialfactswithinsuch
person’sknowledgethatbearontheadvisabilityofsuchtransactionfromthe
standpointoftheAcademy;(c)thereafterrecusehimorherselffromfurther
deliberations;and(d)notbeentitledtovoteonthedecisiontoenterintosuch
transaction.
AttendanceatMeetings
DirectorsareexpectedtoattendallBoardmeetingsunlessexcused.Adirector
missingmorethantwoconsecutiveBoardmeetingswithoutpriorapprovalfortheir
absencefromthePresidentoratleasttwootherdirectorsshallreceiveanoticeof
probation.Missingathirdmeetingwithoutpriorapprovalisconsideredaresignation
bythatdirector.Directorsmaybepresentbytelephoneandshallbedeemedpresent
inpersonforallpurposes,providedsuchdirector(s)cansimultaneouslyhearand
170
speaktoallotherpersonspresent.
AllboardmeetingsshallbegovernedaccordingtoRobert’sRulesofOrder.
TheBoardshallbecomposedasdescribedintheAcademyBylaws.TheBoardshall
establishandmaintainfundamentalschoolpoliciestoensureadherencetothevision
andmissionstatements.TheAcademyDirector(hiredbytheBoard)shallmakeday‐
to‐daymanagementdecisionsandisresponsibleforalladministrationdutiesforthe
school.TheAcademyDirectorshallreportdirectlytotheboardandserveatthe
pleasureoftheboard.
Aswithallcharterschools,SDSAisanentityseparatefromtheauthorizingschool
districtintheareaofgovernance.Eachdirectorshallguardthisuniquecharacteristic
oftheAcademy.Directorsshouldrememberthatderogatorystatementsconcerning
mattersregardingtheAcademyinapublicforumtendtobringdisreputeonthe
schoolasawholeandcouldbecounterproductivetonotonlytheAcademy,butalso
theColoradocharterschoolmovement.Ifadirectorquestionsaschoolrelated
decision,heorsheshallimmediatelytakethatconcernordisagreementtothe
AcademyDirectorinaconfidentialanddiplomaticmanner.Likewise,theAcademy
DirectorshallagreetothesamecommitmentregardingBoarddecisions.
Whileattheschool,directorsshallbemindfulofthedifferentrolestheyplay:parent,
volunteer,director,etc.Directorsshallnotusetheirpositionofauthority
whileactingintheirparentorvolunteerroles.Withhumility,eachdirectorshall
servethebestinterestsoftheschool.
Directorsshallrememberthatsteppingoutoftheiradvisoryordirectorcapacityand
attemptingtomanageorundulyinfluencetheoperationsoftheschoolwillalways
causeproblems.Asnotedpreviously,thepurposeoftheBoardistosetthegeneral
directionandpolicyoftheschool,nottomanagetheschoolonadailybasis,or
undulyinfluencetheschooloperations.
ThevisionandmissionstatementsofSDSAwillservetoguideanddirectthe
functionanddecisionsoftheBoard.Thegoaltocontinuallyimprove,maintain
integrity,servetheAcademyfamiliesandensureacademicsuccessforthe
Academy’s’studentsshalltakeprecedenceinallsituations.
MaterialsandEquipment
SDSAshallprovideeachBoarddirectorwithatleastthefollowing:
1. AboundcopyoftheSDSACharterApplication
2. AcopyoftheCharterContractwithDistrict6GreeleyEvans
3. AcopyofRobertsRulesofOrderinBrief
4. Accesstotheminutesofpastmeetingsandthepolicyrepository
171
Governancechart
District6Boardof
Education
SalidadelSol
AcademyBoardof
Directors
SchoolExecutive
Director
BoardofAppointed
Committees
LegalCounsel
InstructionalLeader
BusinessManager
Security
Director of
Technology
Non‐certifiedstaff
Assistant
Instructional
Leader
TeachingFaculty
Parent/Community
Volunteers
172
ResponsibilitiesandDutiesoftheBoardofDirectors
TheBoardisresponsiblefor:
1. Implementingthevisionandmissionstatementsaswellastheschool’s
values,philosophyandobjectives.Theseshouldbereadonaregularbasis
andtakenintoconsiderationwheneverpossiblechangesofpolicyare
underdiscussion.
2. EstablishingpoliciesfortheAcademyDirector’soperationofSDSAaswell
asensuringthattheprovisionsofthecorporation’sArticlesof
Incorporation,Bylaws,thechartercontract,andothercontractsor
agreementswithWeldGreeleySD6arebeingfollowed.
3. Establishingfiscalpolicyandboundaries,includingbutnotlimitedto,
budgetsandfinancialcontrolsfortheschools.
4. SelectinganewAcademyDirector,whennecessary.
5. Establishingnecessaryworkingcommitteesandensuringthatall
directorsareactivelyinvolvedinappropriatecommitteeassignments.All
directorsareexpectedtoactivelyserveonatleastonesuchcommittee.
6. PeriodicevaluationsoftheAcademy,takingintoconsiderationthe
school’sphilosophyandgoalsasstatedinthevisionandmission
statements.
7. Conductingawrittenannualevaluationoftheperformanceofthe
AcademyDirectorandestablishinghis/herperformancegoalsforthe
followingyear.
8. Conductingawrittenannualself‐evaluation,includingconsiderationof
whethertheBoardanditscommitteesareindependentlyknowledgeable
concerningschoolmattersorarerelyingtooheavilyupontheAcademy
Directorandotherschoolpersonnelforguidanceinestablishingand
maintainingpolicies.
9. KeepingfullandaccurateminutesofBoardmeetings.
10. Maintainingapolicyrepositorysothatgoverningdecisionsmadeoveraperiod
ofyearsmaybereadilyavailabletosubsequentdirectorsandadministrators.
11. Developingandmaintainingacommunicationlinktothecommunity.
12. Itisimportanttorememberthateachdirectorhasnoindividualauthority;itis
onlyasacollectiveBoardthatthereisauthority.
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
173
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
Agreedtoandsigned,this
dayof
,20 .
Director,SalidadelSolAcademy
Appendix
ThefollowingdocumentsmaybereviewedintheSDSAoffice/officialrepository
locatedatwww.salidadelsolacademy.com
1. ArticlesofIncorporation
2. Bylaws
3. PreviousBoardmeetingminuteswithBoardpacketsupplements
174
APPENDIX F:
Five Year Budget Plan for Salida del Sol Academy
The five year budget plan for Salida del Sol Academy is enclosed on the following page.
175
SALIDA DEL SOL ACADEMY FY2015 ‐ 2020 Financial Strategic Plan Strategic Strategic FY2015 Strategic FY2016 Strategic FY2017 Strategic FY2018 FY2019 Student FTE Count 80 410 150
600
640 Kindergarten
Elementary
Middle
Total Student FTE Total Number of Students Revenues 80 405 190
635
675 80 400 215
655
695 80 400 240 680 720 FTE Increase 35 20 25 FTE % Increase 6% 3% 4% 80 400 240
680
720 ‐ 0% PPR, Net
3,528,000
3,776,028
3,938,951
4,135,421
Tuition from Full Day K
-
-
-
-
Activity Fees
-
-
-
-
Grants
80,000
Capital Construction Grant
Title II Grant
Fund Raising
80,000
63,500
65,500
68,000
68,000
124,188
128,928
128,928
-
-
500, 000 4,892,860 -
Growth
‐ 4,333,024 -11%
194,000
-
‐ 4,456,739 -
25,000
9,100
-
194,000
50,000
9,100
-
189,000
100,000
9,100
Other Total Revenues -
184,000
425,000
Interest
85,000
120,396
-
Foundation Receipts
-
82,000
60,000
177,000
Athletics (Specials)
-
113,760
-
Reimbursements
80,000
4,182,011
25,000
9,100
3%
‐ 4,642,449 9,100
4%
‐ 4,692,039 1%
Expenses Staffing Elementary
880,000
897,600
915,552
933,863
952,540
Secondary
360,000
367,200
374,544
382,035
389,676
Specials
437,000
445,740
454,655
463,748
473,023
Office
440,000
448,800
457,776
466,932
476,270
Stipends
15,000
15,000
15,000
15,000
15,000
Benefits
594,210
532,134
542,705
553,488
564,486
Facilities Total Staffing % of Revenue 64, 000 2,790,210
57% 65, 280 2,771,754
64% 66, 586 2,826,818
63% 67, 917 2,882,983 62% 69, 276 2,940,271
63% Instructional Svcs & Supplies Elementary
466,889
102,806
119,611
120,861
Secondary
280,133
61,683
71,767
72,517
73,600
93,378
20,561
23,922
24,172
24,533
840,400
185,050
215,300
217,550 220,800
Specials Total Instr Svcs & Supplies % of Revenue 17% 4% 5% 5% 122,667
5% Facilities Contracted Facility Services
Facility Payment
Other Facility Expenses
Technology
Utilities
Security
Custodial Supplies
Furniture & Equipment
Food Service & FRL
Insurance (Workers Comp, D&O, Liability, Compre) Total Facilites % of Revenue 40,000
40,000
40,000
40,000
40,000
748,239
748,239
748,239
748,239
748,239
11,000
7,500
11,000
11,000
11,000
75,000
50,000
25,000
20,000
20,000
140,000
147,000
158,025
169,877
182,618
2,000
2,000
2,000
2,000
2,000
18,000
19,000
19,000
19,000
19,000
2,000
2,000
500
500
500
12,000
12,700
13,100
13,600
13,600
35,000
35,000
35,000
35,000
35,000
1,079,739
1,066,939
1,051,864
1,059,216 1,071,957
22% 25% 24% 23% 23% Other Other Contracted Services
Dues/Membership
Office & Admin Svcs
Office ‐ Other Svcs and Supplies Total Other % of Revenue Total Expense % of Revenue 22,000
22,000
22,350
22,650
4,000
4,200
4,500
4,700
4,900
27,000
27,000
27,800
28,600
29,600
30,000
30,500
31,250
31,950
32,700
83,000
83,700
85,900
87,900 90,300
2% 2% 2% 2% 2% 4,793,349 4,107,443 4,179,882 4,247,649 4,323,328 98% 95% 94% 91% 92% ‐14% 2% 2% 2% 225,581 276,857 394,801 368,712 ‐ 6% ‐ 9% ‐ 8% Growth Net Income from Operations 99,511 x‐che ck % of Revenue SPED Reserves
Tabor Reserves
23,100
0 2% ‐ (0) 5% ‐ ‐ ‐ ‐ 143,800
123,223
125,396
127,429
129,700
Annual Net Capital Addition after Reserves (44,290) 102,357 151,461 267,371 239,012 End of Year Capital Reserves Balance (unencumbered)
Total Reserve Balance (encumbered) (44 290)
143,800 58 068
267,024 209 528
392,420 476 899
519,850 715 911
649,549 185
APPENDIX G:
Excel Budget Spreadsheet
The Excel spreadsheet detailing the budget for Salida del Sol Academy is attached in a standalone document.
177
APPENDIX H:
Financial Contingency Plan
The financial contingency plan is enclosed on the following page.
178
Salida Del Sol Academy
Budget & Finance
Contingency Plan # 1 and # 2
Contingency # 1
60% of anticipated enrollment for Year 1 and Year 2
YR 1
Revenue
Base Financial Plan - PPR
3,528,000
Other Revenues
1,364,860
Downside Scenario # 1 - PPR
2,116,800
Variance
2,776,060
3,776,028
556,996
2,265,617
2,067,407
3,938,951
517,788
4,456,739
-
4,135,421
507,028
4,642,449
-
4,182,011
510,028
4,692,039
-
Expenses
Base Financial Plan
Downside Scenario # 1
Variance
4,107,443
3,285,954
821,489
4,179,882
4,179,882
-
4,247,649
4,247,649
-
4,323,328
4,323,328
-
276,857
276,857
-
394,801
394,801
-
368,712
368,712
-
YR 2
YR 3
YR 4
YR 5
Net Income with No Action
Base Financial Net Income
Variance
4,793,349
3,834,680
958,670
(353,020)
99,511
(452,530)
(463,342)
225,581
(688,922)
Contingency Plan
Eliminate discretionary expenses
Cut support service positions
Cut all salaries by 5%
Cut BM and IT positions
BM and IT Consultant Costs
Reduce an addt'l 5% of ED, IL, AIL
Cut two specials positions
Cut all salaries beyond 5% - 1%, 9%
Total Contingency Plan
Contingency Adjusted Net Income
19,400
106,000
139,115
132,402
(70,000)
12,142
101,244
27,823
468,126 15,596
24,400
106,000
139,115
132,402
(70,000)
12,142
101,244
250,407
695,710
6,788
-
-
-
-
-
-
Contingency # 2
50% increase in facility costs leading to higher bond payments
YR 1
Expenses
Base Financial Plan
4,793,349
Downside Scenario # 2
5,138,691
Variance
(345,341)
YR 2
YR 3
YR 4
YR 5
4,107,443
4,107,443
-
4,179,882
4,179,882
-
4,247,649
4,247,649
-
225,581
225,581
-
276,857
276,857
-
394,801
394,801
-
4,323,328
4,323,328
-
Ending Fund Balance with No Action
Base Financial Net Income
Variance
(245,831)
99,511
(345,341)
368,712
368,712
-
Contingency Plan
Cut support service positions
Cut all salaries by 5%
Cut two specials positions
Total Contingency Plan
106,000
139,115
101,244
346,359
-
-
-
-
1,018
-
-
-
-
Contingency Adjusted Net Income
179
APPENDIX I:
Sample Intent to Enroll Cards & Community
Engagement Flyers
Documents enclosed on the following pages.
180
PARENT’SNAME/NOMBREDELOSPADRES
ADDRESS/DIRECCIÓN
CITY/CIUDAD
STATE/ESTADO
ZIPCODE/CODIGO
POSTAL
EMAIL/ DIRECCIÓNDE
CORREO ELECTRONICO
PHONE#/NÚMERO
DETELÉFONO
Salida del Sol Academy Language
Idioma
K
1
2
3
4
5
6
7
8
PARENT’SNAME/NOMBREDELOSPADRES
ADDRESS/DIRECCIÓN
CITY/CIUDAD
STATE/ESTADO
ZIPCODE/CODIGO
POSTAL
EMAIL/ DIRECCIÓNDE
CORREO ELECTRONICO
PHONE#/NÚMERO
DETELÉFONO
Language
Idioma
K
1
2
3
4
5
6
7
8
Salida del Sol Academy Salida del Sol Academy Información sobre la escuela bilingüe: Salida del Sol Academy  No hay costo para asisƟr a la escuela
 Esta escuela será una escuela pública
 Kindergarten a octavo grado
 Aprendizaje personalizado
 No hay transporte disponible
*
Interesado en aprender más?
Por favor, enviar un correo electrónico a la escuela en
[email protected] Salida del Sol Academy
P.O. Box 336533
Greeley, CO 80633
Salida del Sol Academy InformaƟon: Dual Language (Spanish/English) charter school





No cost to aƩend the school
This will be a public school
Kindergarten through eight grade
Personalized learning
No transportaƟon will be available
*
Interested in learning more?
Please fill out an intent form or email the school directly at
[email protected]
Salida del Sol Academy
P.O. Box 336533
Greeley, CO 80633
APPENDIX J:
Letters of Support
Letters of support follow beginning on the next page.
185