Sims Fayola International Academy-Denver
Charter Application
Submitted to:
Denver Public Schools Office of School Reform and Innovation
September 12, 2011
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TABLE OF CONTENTS
INTRODUCTION .......................................................................................................................... 1
SCHOOL PROPOSAL OVERVIEW & ENROLLMENT PROJECTIONS ................................. 2
EXECUTIVE SUMMARY ............................................................................................................ 3
MISSION AND VISION ................................................................................................................... 3
Growth .................................................................................................................................... 3
Need and Target Population ................................................................................................... 3
EDUCATION PLAN ........................................................................................................................ 4
Instruction Delivery ................................................................................................................ 4
LEADERSHIP AND GOVERNANCE .................................................................................................. 5
MISSION, VISION AND SCHOOL CULTURE .......................................................................... 7
MISSION STATEMENT ................................................................................................................... 7
VISION AND GROWTH .................................................................................................................. 7
Vision ...................................................................................................................................... 7
Growth .................................................................................................................................... 7
Targeted Student Population .................................................................................................. 7
School Culture ........................................................................................................................ 8
DESIGN TEAM AND LEADERSHIP ........................................................................................ 13
MEMBERSHIP/INDIVIDUALS ON DESIGN TEAM........................................................................... 13
SCHOOL LEADER AND LEADERSHIP TEAM ................................................................................. 17
EDUCATION PLAN .................................................................................................................... 19
CURRICULUM AND INSTRUCTIONAL DESIGN .............................................................................. 19
Curriculum ............................................................................................................................ 19
Instructional Delivery and Design ........................................................................................ 23
PUPIL PERFORMANCE STANDARD .............................................................................................. 27
SCHOOL CALENDAR AND DAILY SCHEDULE ................................................................ 28
Daily Rotations ..................................................................................................................... 28
Trimester System ................................................................................................................... 29
SUPPLEMENTAL PROGRAMMING ................................................................................................ 29
SPECIAL POPULATIONS AND AT-RISK STUDENTS....................................................................... 30
Free, Appropriate Public Education in the Least Restrictive Environment ......................... 32
English Language Learner Students ..................................................................................... 33
STUDENT RECRUITMENT AND ENROLLMENT ............................................................................. 35
Plan for Student Recruitment and Marketing ....................................................................... 35
Enrollment Policy and Timeline ........................................................................................... 36
STUDENT DISCIPLINE ................................................................................................................. 36
PERFORMANCE MANAGEMENT ........................................................................................... 37
i
ASSESSMENT PORTFOLIO ........................................................................................................... 37
FREQUENCY OF DATA ANALYSIS ............................................................................................... 38
DATA REPORTING ...................................................................................................................... 39
STUDENT PERFORMANCE INFORMATION MANAGEMENT SYSTEM.............................................. 39
LEADERSHIP AND STAFFING ................................................................................................ 41
STAFF STRUCTURE ..................................................................................................................... 41
Year 1 Leadership Roles ....................................................................................................... 41
Full Capacity Roles............................................................................................................... 41
Salary .................................................................................................................................... 42
Recruitment and Hiring ........................................................................................................ 42
Evaluations ........................................................................................................................... 43
PROFESSIONAL DEVELOPMENT .................................................................................................. 44
GOVERNANCE AND MANAGEMENT ................................................................................... 47
LEGAL STATUS AND GOVERNING DOCUMENTS ......................................................................... 47
GOVERNING BOARD ................................................................................................................... 47
Governance Philosophy ........................................................................................................ 47
Structure, Roles, Composition .............................................................................................. 47
Board Creation/Transition.................................................................................................... 48
Procedures ............................................................................................................................ 49
Board Expansion, Development, Succession ........................................................................ 49
ADVISORY BODIES ..................................................................................................................... 50
GRIEVANCE PROCESS ................................................................................................................. 51
PARENT AND COMMUNITY INVOLVEMENT ..................................................................... 53
PARENT INVOLVEMENT .............................................................................................................. 53
SCHOOL AND COMMUNITY PARTNERSHIPS ................................................................................ 55
START-UP AND OPERATIONS ................................................................................................ 57
START-UP PLAN ......................................................................................................................... 57
TRANSPORTATION ...................................................................................................................... 57
SAFETY AND SECURITY .............................................................................................................. 57
Safety Training ...................................................................................................................... 57
INSURANCE COVERAGE.............................................................................................................. 58
FACILITY NEEDS ...................................................................................................................... 59
WAIVERS .................................................................................................................................... 61
BUDGET AND FINANCE .......................................................................................................... 63
BUDGET FORM ........................................................................................................................... 63
MANAGING BUDGETING, ACCOUNTING, PURCHASING, PAYROLL AND AUDITS ......................... 63
Financial Management and Internal Controls/Procedures .................................................. 63
Delegation of Duties ............................................................................................................. 63
Internal Controls and Financial Systems ............................................................................. 68
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Budget Process...................................................................................................................... 69
Payments and Incoming Funds ............................................................................................. 69
Internal Accounting and Reporting Procedures ................................................................... 70
Independent Audit Report ..................................................................................................... 70
Cash flow Management Plan ................................................................................................ 70
BUDGET NARRATIVE ................................................................................................................. 71
Professional Development .................................................................................................... 71
Staffing Considerations......................................................................................................... 72
PER PUPIL REVENUE .................................................................................................................. 75
ANTICIPATED FUNDING SOURCES .............................................................................................. 75
BUDGETARY CONSIDERATIONS .................................................................................................. 77
ENDING FUND BALANCE ............................................................................................................ 78
CONTINGENCY BUDGET ............................................................................................................. 78
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INTRODUCTION
The Founding Board of Directors of Sims Fayola International Academy-Denver (SFIA-D) is
pleased to present the Denver Public School Board of Education with this charter school
application for a 3-year charter. This charter application is for an all-male middle/high school to
be located in the Far Northeast (FNE) region. SFIA–D will provide a College Preparatory,
International Studies program with daily character and leadership education to 250 young men in
the 6th and 9th grades during its first year, using primarily a Project-Based Learning (PBL)
approach. At capacity, with 6th – 12th grades, SFIA–D will provide 722 high quality seats to
families of the FNE region.
It is no secret that Black and Latino males have been traditionally underserved and are struggling
in US schools as they are currently structured. Two recent reports, one from the Council of the
Great City Schools (CGCS) and one from the American Institutes for Research, reveal that the
achievement gap is still large between students of color and their white peers. Students of color
are markedly underrepresented in the top 25th percentile of students in the United States. The
proportionally low number of African-American and Latino male students who achieve at high
levels academically and are globally competent and competitive is the fundamental issue guiding
our mission, vision, and practices. With graduation rates declining and drop-out rates,
suspensions, and enrollment in special education programs increasing, the leadership of Sims
Fayola recognizes the challenge and humbly accepts the responsibility of being part of the
movement to improve the educational outcomes for this student population.
The report by the CGCS indicates that in the 8th grade, only 12% of African American males
across the country perform at or above proficient in math, compared with 44% of white males. In
FNE Denver, only 19% and 36% of African American and Latino males (grades 6 – 12)
met/exceeded expectations in Mathematics and Reading respectively in 2010.1 Socially, the
urban male population has the highest crime rate and jails and juvenile centers are full of urban
males between the ages of 16 and 21 (800,000 African American males as of 2010). The current
state of affairs, if left unaddressed, not only threatens to devastate more lives of students but also
to negatively impact the ability of Black and Latino males to care for their families. We believe
our model/school structure will improve the outcomes for students in the FNE region.
Our academic program is appropriate because it directly addresses the issues of low rigor, low
enrollment in advanced level courses, lack of global competitiveness and awareness, insufficient
character education, ineffective instructional strategies for males and is appropriate for English
Language Learners.
SFIA–D looks forward to working with Denver Public Schools to create a learning experience
for young men that will increase college readiness, global competence, and global awareness.
Sincerely,
Ben Moultrie, Board President
1
Dedrick Sims, Executive Director
Colorado Department of Education: SchoolView Data Lab Report
1
SCHOOL PROPOSAL OVERVIEW & ENROLLMENT PROJECTIONS
Name of proposed school: Sims Fayola International Academy—Denver
Primary contact person: Dedrick J. Sims
Mailing address: 13918 East Mississippi #480, Aurora, CO 80012
Phone: (day) 720-515-7342
(evening) 720-515-7342
Email address: d.sims@simsfayola.org
Name of team or entity applying: Sims Fayola International Academy, Inc.
Names, roles, and current employment of all persons on applicant team:
Dedrick Sims: Executive Director, Sims Fayola International Academy-Denver
Ben Moultrie: Board President, Financial Advisor: Trilogy Financial Services
Alton Clark: Board Vice President, Associate Director: Metropolitan State College of
Denver
Ken Greene: Board Treasurer, Deputy Manager of Aviation: Denver International
Airport
Towanna Henderson: Board Member, Parent Liaison: Denver Public Schools
Tameka Brigham: Board Member, Professor: Metro State University
Brandon Sylvester: Board Member, Associate Director of Development: Community
College of Aurora
Caroll Duran: Board Member, Assistant Principal
Does the applicant team currently operate any other schools? No
Does the school expect to contract with an education service provider (ESP)/education
management organization (EMO) or other organization for school management/operation?
No
Model or Focus of Proposed School (ex: Arts, College Prep, Dual Language, etc.):
College-Prep/International Studies
Grade level(s) to be served: At opening: 6 & 9/ At full enrollment: 6th – 12th
Please indicate the Region and the priority need area you are applying to serve: Far
Northeast Region
Is the team willing to share a facility with another school?  Yes
 No
Name of proposed Principal Candidate: Aamir Ashiqali
Current employment: Former Principal of PFC Omar E. Torres Charter School (Chicago, IL:
UNO Network)
Daytime Phone: 847-401-7310
Email: a.ashiqali@simsfayola.org
2
EXECUTIVE SUMMARY
MISSION AND VISION
The mission of Sims Fayola International Academy–Denver (SFIA–D) is to graduate globally
competent, college-ready males who possess the knowledge, skills and habits of mind necessary
to succeed and contribute in the 21st Century global environment. The vision of SFIA-D is to
prepare urban males to become creative and innovative thinkers and responsible world citizens
through international awareness, competence, and a global perspective of excellence.
Growth
At full capacity, SFIA-D will be a 6 – 12 grade open enrollment school that will serve 722
students in YR 4 (Year 4). Initially, we propose to open the 2012 – 2013 year with 250 students
in the 6th and 9th grades.
th
Upper School (9-12)
130
Lower School (6-8)
120
Yr 1 Enrollment
th
240
340
222
312
Yr2 Enrollment
Yr3 Enrollment
410
312
Yr4 Enrollment
By adding only 120 students in the 6th grade and 130 in the 9th grade per year for the first 3 years,
we will strategically develop culture, curriculum and assessment systems. As research indicates,
smaller schools are highly effective for urban students when it comes to academic achievement.2
Our small school model will also facilitate the building of a strong curriculum and appropriate
interventions for the English Language Learners (ELL) we will serve. Research also shows that
students in smaller schools have better attendance, higher graduation rates and increased student
engagement and achievement3.
Need and Target Population
With 2009 graduation rates for African American and Latino males at 48.8% and 40.8%,
respectively, and drop-out rates at 7.7% and 8.8%, respectively, within the Denver Public School
System (DPS), the leadership of Sims Fayola recognizes the challenge and humbly accepts the
responsibility to be a part of the solution for the male scholars of the DPS Far Northeast region.
According to the Call for Quality Schools report and the Keys to Denver’s Educational
Excellence report, Montbello is one of three high school zones that have the greatest need for
high performing school options at all grade divisions. SFIA-D seeks to serve 722 male students
in this region where only 20% of the middle school and 0% of high school students (this is one
of the primary reasons we are starting with 9th grade, and not just 6th grade) are performing well
based on total School Performance Framework (SPF) ratings. For the male students in the region,
2
3
Stewart, L. (2009). Achievement differences between large and small schools in Texas. The Rural Educator, 30(2), 20-28.
http://www.smallschoolsproject.org/index.asp?siteloc=whysmall&section=achieve
3
in 2010, only 19% and 36% of African American and Latino males (grades 6 – 12) met/exceeded
expectations in Mathematics and Reading respectively.4
Our unique single gender, international studies model offers a choice unlike any other currently
found in the region. According to long term studies of children from around the world, students
achieve more and learn better in single sex schools5. Additionally, our project-based learning
instructional strategies has been shown to increase the likelihood of our middle – school students
and English Language Learners to meet their academic goals and targets6. In “Meeting the
Challenge of Content Instruction” by Judie Haynes & Judith O’Loughlin (1999), one of the best
ways identified to teach English as a Second Language (ESL) students is to “provide concrete
examples.” Because of this results-driven and relevant approach, we expect a significant increase
to the 70% and 57% capture rates of middle and high school levels, respectively, and a reduction
in the persistent 35% achievement gap between the district’s White/Asian students and African
American/Latino students in the Far Northeast Region. This will provide an opportunity for
Latino families to participate in the DPS Choice Program within their zone of residence with
confidence.7
EDUCATION PLAN
SFIA-D’s academic philosophy is founded on two core beliefs: all students can achieve at high
levels, and international competence and awareness are absolutely necessary for success in
the 21st century. In alignment with our core beliefs and mission, SFIA-D will offer a 3-phased
college preparatory/international studies curriculum delivered primarily using project-based
instructional strategies.
Grades 6-8: Lower School
Core Curriculum/International Studies
Grades 9-10: Upper School
College Prep/International Studies
Grades 11-12: Upper School College
Prep/International Studies/2017: IB
Diploma
We will have a special focus on reading, writing and mathematics in our lower grades in
response to the historically low performance of 5th and 8th grade males, according to the
Colorado Student Assessment Program (CSAP) within the last three years. Additionally, our 4year requirement of Spanish will enable our ELL students to increase the development of their
native language, which significantly enhances the development of a second language. Only after
meeting specific academic quality indicators at the end of YR 3 (2014-15), will we seek to
become an “IB World School” and offer the IB Diploma Programme in YR 5 (2017-18). See
Attachment D1 for IB Diploma Readiness Criteria.
Instruction Delivery
Our active learning instructional programming is founded on research-based and classroomtested approaches that have proven to be highly effective with male students, ELL, and students
that are performing below grade level. Listed below are a few of our universally implemented,
4
Colorado Department of Education: SchoolView Data Lab Report
http://www.boardingschoolsinfo.com/advantages_girls.html
6
www.schools.nyc.gov/documents/teachandlearn/project_basedFinal.pdf
7
Locating Quality and Access: The Keys to Denver’s Plan for Educational Excellence
5
4
research-based approaches:
1. Cooperative Learning/Small Group Instruction: Cooperative learning has been shown to
raise the achievement of lower achieving learners as well as English Language Learners.8
Minority male students thrive in social learning environments, and male students in general
respond positively to the powerful dynamics of team organization9. For ELL students
especially, cooperative learning promotes language acquisition by providing comprehensible
input in developmentally appropriate ways and in a supportive and motivating environment10.
2. Project-Based Learning: Project-based learning is student-centered and student-driven, and
helps students make connections between what they are learning in the classroom and their
lives. The rigor involved in the PBL requires students to fine tune their critical thinking
ability, gets their creative juices flowing, and use knowledge from a breadth of curriculum.
ELL students thrive in a project-based learning environment because projects give them the
opportunity to learn with others through peer-to-peer exchange, vocabularies development
through conversation, to use their own strengths and cultural background to accelerate their
language acquisition at the same time that they are learning about topics of interest.
3. Service Learning Projects: It is a powerful approach to teaching that provides our young
men with authentic learning experiences in which they learn academic content in a real-world
context. Our emphasis on service learning aligns directly with our emphasis on leadership,
civic responsibility, and character development. English Language Learners also benefit
significantly in service learning project because of its research proven benefit of providing
meaningful contexts to demonstrate understanding11.
LEADERSHIP AND GOVERNANCE
Through several well-respected leadership training programs, exposure to the nations highest
performing schools, and work relevant experience in schools, the Executive Director and
Principal bring solid and relevant leadership knowledge and experience to SFIA-D’s families.
Dedrick Sims (Executive Director): KIPP Principal Leadership Program at New York University, New
Leaders for New School, Harvard’s Project Zero Classroom, Gulf Coast Business Council Masters
Program, Get Smart Schools Leadership Fellowship, SUPES Academy at Hartford, and TeachNOLA’s
Master Teacher Corps Selector Cohort.
Aamir Ashiqali (Principal): Respectful Workplace, Diversity and Cultural Competence, Team
Development - Making diverse teams effective, Organizational Culture Change for Respectful
Workplace, Leadership Development, Train-the-trainer, Staff Engagement and Satisfaction, Recruiting
and Retaining for diversity, Strategic Planning, Workshop Facilitation, Change Management
See Attachment 9: Principal Candidate Results as a School Leader.
The Founding Board of Directors is comprised of a high capacity, committed, and diverse group
of professionals from within the Far Northeast community and the city at large. Please see the
“Governance” section for a table of relevant skills of each board member. Providing effective
and stable governance throughout the charter term, the Board will ensure that SFIA-D delivers
on its mission by holding school leadership directly accountable for results.
8
What Special Education Teachers Should Know About Cooperative Learning, 1993
https://www.ocps.net/cs/services/.../Strategies%20Document.pdf
10
http://iteslj.org/Lessons/Yahya-Cooperative.html
11
http://iteslj.org/Techniques/Minor-ServiceLearning.html
9
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MISSION, VISION AND SCHOOL CULTURE
MISSION STATEMENT
The mission of SFIA-D is to:
“Graduate globally competent, college-ready males who possess the knowledge, skills,
and habits of mind necessary to succeed and contribute in the 21st Century global
environment”
The mission is in direct alignment with the DPS mission:
“To provide all students the knowledge and skills necessary to become contributing
citizens in our diverse society and to compete in the 21st Century global economy”
The mission is and will continue to be the guiding principle for decisions affecting the
educational program, instructional methodology, and school culture.
VISION AND GROWTH
Vision
The vision of Sims Fayola International Academy-Denver is to prepare urban males to become
creative and innovative thinkers and responsible world citizens through international awareness,
competence, and a global perspective of excellence. SFIA-D young men will be leaders in
their communities and lead all schools in Denver in college acceptance and graduation
rates for males. SFIA-D young men will be represented in various international careers where
their educational foundation has prepared them to be leaders.
Growth
At full capacity, SFIA-D will be a 6 – 12 grade open enrollment school that will serve 722
students. Initially, we propose to open the 2012 – 2013 YR with 250 students in the 6th and 9th
grades. By adding a small amount of students per year to the 6th and 9th grades, we will
strategically develop culture, appropriate ELL interventions, curriculum, and assessment
systems. Only after building a strong cultural foundation of academic achievement will we
increase our organizational complexity and size.
th
th
Targeted Student Population
SFIA-D will serve the young men in Denver’s Far Northeast region. The demographics of the
students of that region are:
Racial/Ethnic Composition
% African-American: 38%
% Asian: 4%
% Caucasian: 29%
% Latino: 28%
% Native American: 0.6%
Socio-economic Status
% Qualifying for Free/Reduced Price Lunch: 88%
English Language Learners % Qualifying for ELL Services: 34%
Special Education Students % Receiving Special Education Services: 10%
7
According to 2009 – 2010 SPF Summary data, the elementary schools in the Far Northeast
Region experienced less than 50% growth. Additionally, in the Far Northeast region, an average
of 37% of 5th grade student met/exceeded expectations in Reading, and 36% of 5th grade students
met/exceeded expectations in Mathematics on the CSAP in the surrounding elementary schools.
More relevant data for the students of the Far Northeast region is the 39% and 37% of 5th grade
boys that met/exceeded expectations in Mathematics and Reading, respectively. Therefore, we
anticipate that the majority of incoming 6th and 9th grade students will perform below grade level
in both subject areas. Further, based upon the current Special Education percentages of the
region and the percentage of students who qualify for SPED services at nearby elementary
schools, we anticipate that approximately 14% of the student population will require special
education services.
School Culture
The culture of SFIA-D is paramount to the actualization of our mission to ensure that all our
young men are college ready and globally competitive. The foundational blocks of the school
culture include:
o The “Fayola Zone”: Heart of A Champion Character Education Program 12
o Sims Fayola Core Values: Discipline, Hard Work, Character, Commitment and Vision.
Fayola Zone
The meaning of the name Fayola is “Good Fortune Walks With Honor.” Fayola Zone is a
dedication to our core values of Discipline, Hard Work, Character, Commitment and Vision.
The meaning of the name speaks directly to our character education program. It reinforces our
message that with good character traits good fortune will follow. We will intentionally develop a
culture supported by our core values in every aspect of day-to-day life at SFIA-D.
SFIA-D Core Values
In support of “Fayola Zone,” SFIA-D will impress upon each student the significance of our
Core Values of Discipline, Hard Work, Character, Commitment and Vision. Also, our “Heart of
A Champion” character education program will support our core value message with its nine
focal areas throughout the year. As a result, students completing SFIA-D will have an
opportunity to fully develop the nine character traits from the Heart of A Champion program by
the time they finish high school, and will be well on the path to leading successful and
meaningful lives.
In an effort to facilitate the internalization of these Core Values by each SFIA-D student, the
Principal will explicitly teach lessons on what each Core Value is and what it looks like in action
three days a week during “Character Lunch.” Also, students who commit minor to moderate
(Level 1–3) offenses, in accordance with SFIA-D Student Discipline Policy in Attachment I,
will have to complete a reflection exercise as a part of their redirection on how they failed to
exhibit one of the core values, and what behavior would have been appropriate. Our students will
be required to internalize and verbalize these core values and their affirmations during
community meetings and when asked by an administrator or teacher. The Core Values and their
12
http://www.heartofachampion.org/index.html
8
affirmations are 1) Discipline: I will stay focused through difficult times, 2) Hard Work:
Nothing worthwhile comes without hard work, 3) Character: I will do the right thing even when
no one is looking, 4) Commitment: I will finish what I start, and 5) Vision: I have a plan for my
future.
When students exhibit these Core Values, they will be acknowledged and celebrated at weekly
all-school gatherings and in class with an “Excellent Spartan” form to be taken to the Principal.
See Attachment I1 for the Excellent Spartan Form. This immediate and public recognition will
increase the capacity of our students to make better decisions and will assist in their efforts
towards becoming their best selves.
Developing and Sustaining a Culture of High Expectations - Every component of the SFIA-D
culture will be buoyed by high expectations of all students, to include ELL and Special Needs
students13. Students and staff will conduct themselves with the understanding that there are no
shortcuts and no excuses on the path to success. Students will be expected to attend school each
day and to arrive on time, as well as complete all homework assignments and classroom
assignments, and to master all standards. When a student fails to complete a homework
assignment, he will serve homework detention as well as lose Positive Behavior System (PBS)
points. When students are not meeting goals in class, they will be assigned to the appropriate
safety net, while receiving the proper academic supports. When a student does not meet
behavioral expectations, he will be held accountable according to the level of the infraction. ELL
and special needs students will be held to the same level of accountability. SFIA-D students will
have a longer school day and a longer school year and they will be explicitly taught that this hard
work will prepare them for success. The importance of upholding all expectations will be
imparted upon each student and continuously connected to the mission and vision of SFIA-D.
Developing and Sustaining a Culture of Achievement and Efficacy- Studies show that when
students are explicitly taught the concept of malleable intelligence and the connection between
effort and achievement, they consistently experience academic success at a higher level than
those who have not been exposed to these concepts. An effective effort belief system deemphasizes ability as the primary indicator of success and debunks the idea that smart is
something you are. SFIA-D will create a deliberate culture of smart is something you get and not
something you are. This paradigm shift away from the idea that intelligence is a fixed entity and
towards the belief that intelligence can be shaped by the hands of each student, teacher, and
parent will have a transformational impact upon the success of our students. Having the proper
academic supports in place for not only our Regular Education students, but also our Special
Needs and ELL students, will support this expectation and help all students feel they are capable
of succeeding at SFIA-D.
To further support a culture of achievement and effort, SFIA-D will have an award ceremony at
the end of each interim assessment. Any student who has demonstrated proficiency of 80% or
better on the interim assessments for two consecutive trimesters will receive a gold vest, which
symbolizes academic excellence. Any student who demonstrates at least an 80% level of
13
See Appendix U for Special Population support plan.
9
proficiency on all interims during one calendar year will be awarded a French cuff shirt with
SFIA-D cuff links in addition to the vest as an ultimate symbol of academic excellence. Other
reward systems will be used as well to recognize students for academic and social growth and
attendance. The daily “dress code” for our young men will be 1) SFIA-D Blazer, 2) SFIA-D tie,
3) White Oxford shirt, 4) Black or Brown belt, and 5) Black or Brown shoes (no athletic shoes)
Developing and Sustaining a Data-Driven Culture- In his recent book Driven By Data, Paul
Bambrick-Santoyo, asks the reader to imagine planning a trip and choosing the sites to see, the
lodging, and all other details. A great trip has been planned, but when the reader gets in the car
and is ready to go, he or she is missing one thing – the driving directions to get there. He equates
the elaborately planned trip to the goals we have for our students, and the driving directions to
the data that will lead us there. Essentially, as elaborate and amazing that our goals may be for
our students, without the effective and consistent use of data, these goals will not be realized. As
such, data will be the driving force of decision-making (instructional and operational) at SFIA-D.
Various artifacts will be demonstrative of our data-driven culture. We will have data walls
throughout the school’s common areas and classrooms, celebrations of students meeting
benchmarks, and visible mastery trackers within every classroom.
College-Going Culture- The desire that our students go to college will be introduced to students
as soon as they learn about the school, and then further developed over time. It will be messaged
to students and families during orientation and throughout their matriculation. SFIA-D
homerooms will be named after colleges, classes will be referred to by their college name, and
teachers will use college-style language and teach college readiness standards in addition to
Colorado Model Content Standards. Teachers will be encouraged to share stories from their own
high school and college experiences that will help students understand and internalize collegegoing values. College flags and pennants will be on our walls and bulletin boards, and we will
welcome guest speakers to talk about their universities.
The Day In The Life of…(See Attachment 1 for the detailed daily student experience)
A typical day for Michael, a regular education student in the 8th grade…
Michael arrives at Sims-Fayola International Academy Denver at 7:15 am to take advantage of
the school’s community INTAKE (breakfast) program and to meet with one of his 8th grade
classmates to discuss their role in an upcoming Model United Nations (MUN) conference.
Michael and his partner will be representing Saudi Arabia and introducing their plan for the
country’s sustainable economic development to the MUN’s General Assembly next week.
When INTAKE ends at 8:00 am, Michael starts the official school day the same way he always
does - with SFIA-D’s Reading Zone. The instructor groups him with other students (based on his
performance on his most recent Fountas and Pinnell literacy assessment) for a literature circle.
Today’s discussion centers on identity and whether the central character is as representative of
African-American boys as she is of girls…
A typical day for Andre, a student with mild special needs…
Andre, a student with mild special needs, will have an almost identical day to Michael, but is
likely to need more intense support. This will manifest itself in a higher likelihood of regular
attendance to the lunchtime Academic Support Center and After-School Math or Reading
10
Support. His teachers will all be familiar with his IEP, and will employ the strategies within to
support
the
teaching
of
the
general
curriculum
and
standards…
A typical day for a student with moderate special needs…
A student with moderate special needs will also have a similar day to Andre, but it will involve
even more support than that of a student with mild needs. He will almost certainly be involved
in both Lunch-time Support and After-School Math or Reading Support, and there is a strong
chance that several of his classes will be team-taught. These classes, however, will for the most
part still be general education level…
A typical day for William, a student with severe special needs…
William, a student with severe special needs, will still have the same daily structure as those
outlined for Michael (regular education), and Andre (mild special needs). William will spend a
significant portion of his day in self-contained classes, but will still participate in general
education classes where possible. Lunchtime Support and Math and Reading Support will still
be expected, and he will still be held accountable for meeting standards…
English Language Learners: For the complete ELL beginner, the focus is on verbal
communication skills to enable the student to function in the new environment. Reading and
writing are used to reinforce these structures and vocabulary. The intermediate ELL student
works on expanding vocabulary, increasing reading comprehension and refining writing skills,
facilitating participation in mainstream classes. The advanced ELL student moves towards
fluency in spoken and written English to approximate grade level competency. Full integration
into the SFIA-D mainstream curriculum takes place when a student masters the advanced level
ELL materials for the appropriate grade and can comprehend content material used in the
mainstream classroom.
A typical day for Ernesto, an ELL student…
Ernesto, a student who is learning English as his second language (ELL), will have a similar day
to Michael, but Ernesto will attend Mrs. Victoria’s ELD Language Arts 1 section designed
especially for ELL students. Ernesto’s progress is constantly assessed and he might move out of
ELD Language Arts 1 if his English skills meet quality indicators. Because his teachers have
been made aware that Spanish is his first language, Ernesto is likely to be given lesson
organizers prior to class. When he shows up to Science, for example, he might be given a
handout that helps him follow along with the structure of today’s class. Perhaps there are
objectives written explicitly on the top of the page, and a flowchart where he can fill in the
bubbles as class progresses. Because so many of our courses are based on cooperative learning,
Ernesto will typically be seated in a group of some kind rather than in isolation. This will
encourage the kind of general, social interaction that has been shown to be most beneficial for
ELL students. When possible, he will have at least one other ELL student with a similar
background in his group for added peer support…
11
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12
DESIGN TEAM AND LEADERSHIP
After serving urban students for over a decade in school-based positions that ranged from a
substitute to Principal, and in school support capacities as the Founder/CEO of an education
consulting company and the author of the book “Hardwired By Nature: What We As Educators
Underestimate About Our Minority Students” as well as several education articles, Lead Founder
Dedrick Sims is prepared to make a significant contribution to education reform in Denver
through the founding of SFIA-D. Consistent academic underperformance, lack of global
competitiveness and awareness, decreased high school graduation and college admission rates
have all contributed to Dedrick’s decision to open a single-gender school focused not only on
bringing students up to grade level, but also on advanced-level academics with an international
studies component and leadership development through physical fitness, service learning, and
character development. Recognizing the effort necessary to accomplish this mission, Dedrick has
composed a diverse founding team of inspired, driven and high capacity individuals from the Far
Northeast community and the city of Denver at large. Their names and their areas of expertise,
that are critical to our success, are listed below.
MEMBERSHIP/INDIVIDUALS ON DESIGN TEAM
Sylvester Brandon, Board Member- Born and raised in St. Louis, MO, Sylvester graduated
from Gateway Institute of Technology, a magnet high school. Before deciding to enroll in a 4year college he attended a local community college for 1 year. Sylvester transferred to Missouri
Western State University to pursue a degree in Communication. During his time at Missouri
Western University, he was selected as an intern for U.S. Congress as well as elected as the
Student Government Association president. It was here that Sylvester knew that he wanted to
make a greater difference in Higher Education. As a recent college graduate, Sylvester moved to
Colorado to attend the University of Northern Colorado where he received a Masters Degree in
Educational Leadership & Policy Studies. Sylvester took his leadership skills and passion for
education to the Community College of Aurora where he currently works as the associate
director of development. In his current position, Sylvester has raised over $2 million dollars for
scholarships, programs, and capital construction. Additionally, he successfully chaired and cowrote the College’s first TRIO SSS Grant, which benefits first generation, low-income, and
students with disabilities. Sylvester has a strong belief that education and hard work will provide
opportunities that would not present themselves otherwise. Currently, Sylvester is pursuing his
PhD in Higher Education & Student Affairs Leadership at the University of Northern Colorado;
Sylvester’s research will focus on capital construction, alternative funding, and institutional
advancement. Sylvester has a B.S., Communication, Missouri Western State University;
M.A., Educational Leadership & Policies Studies, University of Northern Colorado; and pursing
a Ph.D., Higher Education & Student Affairs Leadership, University of Northern Colorado.
Tameka Brigham, Board Member- As a life-long learner and education advocate, Tameka
Brigham is proud to impact the lives of the future leaders of Metro Denver. As a benefactor of
Colorado’s education system, Tameka is honored to have the opportunity to live her passion
teaching daily! With eight years of higher education teaching experience, she works diligently to
provide her students with a high quality, enriching academic experience. She holds an
undergraduate degree in Sociology and African American Studies, a Ma Ed. with an emphasis on
curriculum and instruction, and is currently pursuing a doctoral degree in education, with a
13
higher education emphasis. As an African American Studies Affiliate Faculty and Metropolitan
State College of Denver, she is well versed in the collegiate system, and the matriculation
process from high school to college. Some of her service activities include contributing to
bridging the gap between parents, administrators, and teachers by providing workshops that
promote healthy dialogue and collaborative brain storming to find solutions for the school and
parents within the community. As a faculty member she encourages and models community
involvement and research based effective strategies for working with children from a variety of
cultural, socioeconomic, religious, and language backgrounds. By engaging in a variety of field
experiences students enrolled in her courses become familiar with the population that they will
serve as future educators. Tameka has had the opportunity to network with area high schools and
colleges to discuss potential recruitment and transfer opportunities. Participating in campus wide
committees’ developed to solidify a smooth transfer agreement between The Community
College of Denver (CCD) and Metro State College of Denver (MSCD) has also been a highlight
in her repertoire of leadership success.
Alton Clark, Board Vice President - Alton is a veteran of the United States Army, who served
this country for 16.5 years and was honorably discharged as a Disabled Veteran. He is a
Colorado Native and a graduate of Manual High School, and a graduate of Metropolitan State
College of Denver (MSCD). Alton currently is employed as the Associate Director of the
Veterans Upward Bound Program (VUB), a federally funded TRiO program through the
Department of Education. In this capacity VUB provides academic refresher courses to veterans
planning on entering the postsecondary education or gaining a GED. Alton currently serves as a
board member of the Inner City School (ICS) located in the North East side of Denver. He also
works as a Certified Addictions Counselor (CACIII) in the community. He is a member and cochair of the education committee in the Colorado Black Round Table, and also served on the far
northeast A+ committee in the transition of the public schools. He serves as an active member of
the James P. Beckwourth Mountain Club, and member of the Denver Kwanzaa planning
committee. At Metro State College of Denver (MSCD), he is the President of the African
American Affairs Council, the Advisor of the Black Student Alliance, Advisor of the Veterans
Student Association (MSCD), Advisor of the Junior Black Chamber of Commerce, and the
President of the African American alumni Association (ACTS).
Caroll Duran, Board Member- Caroll Duran is currently the Assistant Principal of an
Elementary School in Greeley, Colorado. She began her career teaching 8 th grade English when
she graduated from Metropolitan State College of Denver in December of 2004. Since then, she
has worked in education with all grades K-12. In addition to English, she has taught ELA,
Special Education co-op classes, Humanities, Gifted and Talented courses, and various college
preparatory writing courses. She has served in the roles of: Teacher Mentor, Community
Outreach Coordinator, Data Team Leader, Administrative Intern, Department Chair, and as a
leader in multiple school-wide initiatives. In August of 2009, she attained her Masters Degree in
Educational Leadership from the University of Denver, and plans on eventually pursuing her
Ph.D. in Curriculum and Instruction.
Ken Greene, Board Treasurer - Ken Greene is currently the Deputy Manager of Aviation for
Maintenance at Denver International Airport (DIA). In April 2009 he was appointed to the DIA,
by the former Mayor of Denver (now Governor of Colorado) John Hickenlooper, as a Senior
14
Advisor to Manager of Aviation, Kim Day.
Ken is responsible for the maintenance of the airport’s main terminal, concourses, and parking
structures, as well as the airfield, roadway system, and snow removal operation. He is also
responsible for the management of a $127 million operating budget, and a vehicular fleet valued
at $170 million.
Mr. Greene’s career includes seventeen (17) years with the Port Authority of New York and New
Jersey, the bi-state agency that manages transportation facilities in the New York metropolitan
region. His last position with the agency was Assistant Director, Operations for the Port
Authority’s airport system that includes LaGuardia, Kennedy, Newark Liberty, and Teterboro
Airports. In this role he led planning and development for the maintenance, operations, and
security functions for the four (4) airports. He also led the Aviation Department’s Emergency
Operations Center and coordinated recovery and security related efforts after the September 11,
2001 attack on the World Trade Center, the Port Authority’s headquarters. He has an MBA
degree in Strategic Management from Pace University in New York City.
Towanna Henderson, Board Member - Towanna Henderson is appointed as the parent
representative for the State Council for Educator Effectiveness and has a voice in the policy
recommendations for teacher and principal effectiveness. She is a strong advocate for parental
involvement in education and education equity and is currently a Parent/Family Liaison for the
federally funded I-3 Innovation Grant. In her current role, she provides parents of ELL learners
and struggling readers with tools to help students at home and promotes parental involvement in
school. Her additional parent outreach efforts include writing a monthly education column in the
Denver
Urban
Spectrum.
Towanna’s professional background is in Marketing, Community Relations and Project
Coordination. She started her career in marketing as The Community Marketing Initiative
Coordinator for Norwest Banks focusing on marketing financial products and services to
underserved populations and complying with the Community Reinvestment Act. She has also
coordinated marketing and public relations efforts for McDonalds, The National Stroke
Association, Denver Community Schools and Adams Mark Hotel and many other companies. In
addition, she was a curriculum editor for Quiznos Corporation. Towanna has a B.A., Journalism
and is a graduate of Wayne State University in Detroit. She has lived in Denver for 25 years.
In the past 14 years, Towanna has volunteered her time to help mentoring and promoting
academic excellence in urban youth through her work with the Asfaw Family Foundation
International, Arches of Hope Bicycle Giveaway, Colorado Association of Black Professional
Engineers and Scientists (CABPES), The African-American Leadership Institute, LifeBound and
the Urban League Young Professionals. Her two children have attended magnet, charter, public,
and private schools, which has provided her with knowledge of diverse school environments and
cultures. Her son is a recent graduate of Howard University.
Ben Moultrie, Board President
Ben Moultrie has an admirable record of innovation and accomplishment in his career that spans
a wide range of fields. As an educator, he taught math and engineering in settings ranging from
urban elementary schools to university graduate schools. As a research and mission engineer
15
with NASA's Jet Propulsion Laboratory and later Lockheed Martin Space Systems, he developed
advanced technologies that enhanced the capabilities of interplanetary spacecraft as well as
improved performance for the nation's space-based defense systems. He also has provided
exceptional leadership as a Program Manager, Project Executive, Client Manager and Business
Development Manager in roles for IBM where client satisfaction was paramount. Ben is the
author or co-author of sixteen reviewed technical publications. He is also, the recipient of seven
NASA awards for technical achievements. In 1995, he was recognized by U.S. Black Engineer
Magazine as one the nation's ten most talented black engineers. In his current profession as a
personal financial advisor, Ben derives deep personal satisfaction in working with clients to
secure their financial futures and realize their most important goals.
In addition to his professional success, Ben has established a solid record in volunteerism. He
has been an Executive on Loan to the Mile High United Way. He served as a Director on the
Cherry Creek Schools Board of Education. In this role, Ben was the catalyst for the creation of
the Sci-Tech Program at Eaglecrest High School, a state and college recognized certificate
program. The program enables students to receive advanced hands-on preparation for science
and technology careers. Ben has served as a member of the Board of Directors for the Colorado
Minority Engineering Association (CMEA) as well as a Director on the Board of Cooperative
Educational Services (BOCES) for the Rocky Mountain School of Expeditionary Learning. He
represented Arapahoe County as a Commissioner on the Bronco Stadium Site Selection
Commission in 1997. The Community College of Aurora honored Ben with its Diversity
Alliance Award in 1995 for his community service efforts.
Ben Moultrie received his PhD in engineering from Michigan State University, MBA from the
University of Colorado Denver, MS and BS degrees in Mathematics from Michigan State
University. He achieved certifications or licenses in several technical, management, education
and financial areas.
Dedrick Sims, Lead Founder and Executive Director
Mr. Sims has engaged in selective and respected professional development through KIPP
Principal Leadership Program, New Leaders for New Schools, Gulf Coast Business Leadership
Council, TeachNOLA’s Master Teacher Corps Selector Cohort, Harvard’s Project Zero, and has
recently been accepted into the SUPES Superintendent Academy in Hartford, Connecticut and
Denver’s Get Smart Schools Leadership Fellowship. The professional development has afforded
the proposed Principal experience in School Design, School Operations, Teacher Hiring, Charter
School Governance, External Relationships, and School Leadership. Dedrick has been serving
urban students since 1999 both as a teacher and a school leader. Dedrick’s career in urban
education began in a high school classroom as a substitute and has since served in roles as a High
School Biology and Chemistry Teacher, Secondary Curriculum Administrator, Master Lead
Teacher, Technology Coordinator, Alternative School Teacher, Dean of Students/Assistant
Principal and Principal of both traditional and charter public schools (Co-Ed and Single Gender).
Dedrick has also served urban students in non-classroom/school based roles as an author of one
book and several professional articles addressing urban education. Additionally, Dedrick served
as the CEO/Senior Consultant of Zen Educational Consulting Group for five years.
The SFIA-D founding team brings a wealth of knowledge, professional and personal
experiences, and unwavering commitment to the hard work of founding and leading a high
16
performing urban charter school. We recognize the challenges ahead and are driven by the
mission of our organization — preparing males to be globally competent and college ready.
Please see Attachment A for Resumes of Design Team members.
SCHOOL LEADER AND LEADERSHIP TEAM
Dedrick Sims (Executive Director) ― Dedrick has been serving urban students since 1999 both
as a teacher and a school leader. Dedrick’s career in urban education began in a high school
classroom as a substitute and has since served in roles as a High School Biology and Chemistry
Teacher, Secondary Curriculum Administrator, Master Lead Teacher, Technology Coordinator,
Alternative School teacher, Dean of Students/Assistant Principal and Principal (Co-Ed and
Single Gender). Dedrick has also served urban students in non-classroom/school based roles as
an author of one book and several professional articles addressing urban education. Through
completing several nationally respected school leadership programs like the KIPP Principal
Leadership Program at New York University, New Leaders for New School, Harvard’s Project
Zero Classroom, Gulf Coast Business Council Masters Program, SUPES Superintendent
Academy, Get Smart Schools School Leadership Fellowship, and TeachNOLA’s Master Teacher
Corps Selector Cohort, Mr. Sims is currently and has received extensive training in instructional
leadership, operations, finance, and governance, along with significant exposure to the nation’s
highest performing urban charter schools. Mr. Sims holds teaching licenses in the states of
Alabama, Louisiana, and Mississippi as well as a K-12 Administrator license in Mississippi and
Louisiana.
Aamir Ashiqali (Principal) ― Aamir Ashiqali has been an experienced leader in Education for
the past thirteen years. Aamir has proven success in curriculum and instructional leadership,
organizational management and has achieved significant successes in all major areas: student
achievement, attendance, teacher retention, community involvement and ensuring a school
culture and climate. These achievements were the top out of all schools within UNO network of
schools and also gained the most growth within the schools. Prior to entering the field of
Education, Aamir served as a DCFS child advocate in Chicago, IL., committed to finding
permanent homes for the wards of the State and ensuring safe harboring and adequate
development in social, emotional and academic development. Aamir also served as a social
worker at Northwestern Memorial Hospital working with adolescent suffering early symptoms of
learning disabilities, depression, bipolarism and other psychosocial illnesses. Aamir has
completed his Doctoral coursework in Educational Leadership from Roosevelt University and is
near completion of his dissertation. He received his Masters in Instructional Leadership
specializing in Urban Education from the University of Illinois and holds a Bachelor in
Psychology from Columbia College. Throughout his educational journey, he served on various
committees that worked to further educational policies and enhance educational practices. Aamir
brings a solid package of commitment, motivation and skills in creating highly effective training,
consulting and leadership as he has had experience working in the private Catholic School
system, Chicago Public School system, Charter School system and district administration
providing depth of experience working across these various sectors.
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18
EDUCATION PLAN
SFIA-D will focus on three skills that Tony Wagner, author of “The Global Achievement Gap”
argues students will need if they are going to thrive in a 21st Century knowledge-based
economy14. Students must have the ability to think critically and solve problems,
communicate effectively, and work collaboratively. SFIA-D will create an environment that
facilitates the development of these skills each day at every grade level. SFIA-D will create such
a school by ensuring that our curriculum is not only aligned to state, national, and college
readiness standards, but also international standards that increase the global competitiveness of
our students. SFIA-D will develop teachers around the highly effective, research-based
instructional strategy of project-based learning (PBL), that’s proven to be effective with male
students and ELL students.
CURRICULUM AND INSTRUCTIONAL DESIGN
Curriculum
SFIA-D’s academic philosophy is founded on two core beliefs: all students can achieve at high
levels, and international competence and awareness are absolutely necessary for success in the
21st century. In alignment with our core beliefs and mission, SFIA-D will offer a 3-phased
college preparatory/international studies curriculum delivered primarily using project-based
instructional strategies. At the end of YR 3, only after meeting specific quality academic
indicators, we will seek to become an “IB World School”15 and offer the International
Baccalaureate Diploma Programme to our 11th and 12th graders in 2017-18. (See
Attachment D2 for IB Diploma Readiness Plan)
Grades 6-8: Lower School
Core Curriculum/International Studies
Grades 9-10: Upper School
College Prep/International Studies
Grades 11-12: Upper School
IB Diploma Programme
It is clear from the research that IB, in a nurturing academic environment, can provoke the
intellectual growth of ALL students. However, because we are fully aware that our target
population of urban males is traditionally 3 to 4 years below grade level, we have tailored our
curricular programming and instructional approach, adopted the Coalition of Essential Schools
(CES)16 10 Principles as part of shaping our learning environment, created an IB Readiness Plan,
and will become a member of the International Studies Schools Network (ISSN)17 to ensure that
our scholars are ultimately successful in our rigorous academic program.
While much attention must be given to the academic gap between students of color and their
white peers, proper attention must also be paid to the gap between students in the United States
and the other thirty developed countries (global gap). On the latest Trends in International
Mathematics and Science (TIMS) Report, the Unites States ranks 28th in Mathematics and 21st in
14
http://www.gse.harvard.edu/news_events/features/2008/08/20_wagner.php
www.ibo.org
16
http://www.essentialschools.org/
17
http://asiasociety.org/education-learning/international-studies-schools-network
15
19
Science18. SFIA-D’s curricular focus will directly address the deficiencies that are at the root of
those gaps.
Academic Achievement Gap
Because most of our young men are coming from potential feeder schools where Math and
Reading proficiency rates are 39% and 37% respectively, SFIA-D’s instructional programming
targets those Reading and Math deficiencies with the following approaches:
From 6th to 8th grade, SFIAD provides
10 hours of Reading and 10 hours of
Math instruction each week as well as
participation in mandatory academic
support structures for struggling.
Students in grades 9 &10 will
be automatically enrolled in an
AVID course designed to teach
organizational and study skills,
working on critical thinking,
and asking probing questions.
9th and 10th graders will also be
enrolled in a Reading course to
address anticipated deficiencies
in specific reading skills.
From 9th to 12th grade, SFIAD
provides 10 hours of
ELA/Reading and 5 hours of
Math instruction each week, as
well as mandatory academic
supports for struggling
students.
To facilitate deeper levels of understanding and increased usage of 21st
interdisciplinary project-based learning (PBL) will be the primary method
delivery and case studies will be used as one type of assessment we will use.
that low-achieving students benefit from using a PBL approach19,20,21. Urban
shown an increase in academic proficiency using a PBL approach22,23.
Century Skills,
of instructional
Research shows
males have also
Global Achievement Gap
In addition to targeting students who are several grade levels behind, SFIA–D’s committed to
increasing the global competitiveness and awareness of our young men. Globally competent
students ask and explore critical questions and researchable problems. These types of problems
may not have one right answer, but can be engaged with systematically, intellectually, and
emotionally. The questions are globally significant, and address important phenomena and
18
http://nces.ed.gov/timss/
teacherscollegesj.org/.../Research%20Synthesis%20PBL%20vs%20Std%20Algebra.pdf
medicina.iztacala.unam.mx/.../Performance%20of%20at-risk%20students%20in%20PBL%20programme.pdf
21
http://teachingtoday.glencoe.com/howtoarticles/engaging-students-with-project-based-learning
22
www.ncbi.nlm.nih.gov/pubmed/11879518
23
publications.sreb.org/.../11V10w_BestPractices_Motivate_and_Support_Students.pdf
19
20
20
events that are both globally and locally relevant. SFIA-D will facilitate this by participating as
an International Studies School within Asia Society’s International Studies School Network
(ISSN)24 to design learning activities that require students to use critical thinking and problemsolving skills to understand and address global issues and learn from and work collaboratively
with individuals representing diverse cultures, religions, and lifestyles in personal, work, and
community contexts. ISSN is a national network of design-driven public schools that are
achieving success in attaining their core mission: to develop college-ready, globally competent
high school graduates. The ISSN will help SFIA-D develop:






A curriculum that meets state standards and integrates international content throughout
all subject areas.
Engaging, inquiry-based instruction and multiple forms of assessment that promote
learning with real understanding.
Innovative uses of technology that support instruction and linkages to schools around the
world.
Opportunities for student international travel and exchanges.
Community service opportunities at internationally oriented businesses, cultural
institutions, and universities.
Engagement of faculty in continuous high-quality professional development including
international travel and exchange.
Overview of the Curriculum
Core curricular choices, by subject and grade, including rationale, can be found in Attachment
E1 for all grades. While our educational focus is on preparing students for the rigors and content
of the IB program and global competence, these goals are easily wed to the Colorado Model
Content Standards (CMCS)/Common Core State Standards, and the ACT’s College Readiness
Standards. Please see Attachment D for a detailed description of course sequencing and
alignment to CMCS and ACT standards. Also, see Attachment E11 for an example of how we
infuse international content and perspectives within rigorous, engaging coursework that address
state content and performance standards. Additionally, the flexibility of the eventual IB program
will easily allow alignment with Denver Public Schools’ graduation requirements. See
Attachment E for SFIA-D &DPS Graduation Requirements: 2017
Lower School: A Laser Like Focus on Mastery and “Catch Up Growth” (6th – 8th Grades)
Recognizing that our young men may enter our school significantly behind in reading, math, and
writing skills, our Lower School curriculum is designed to provide extra time on task in those
core disciplines. Our young men will be enrolled in 2 Language Arts courses (1 reading and 1
writing focused (Collins Writing Program25)), 1 Reading Course (staffed with certified reading
teacher), 1 Daily Reading Intervention Group (Reading Zone: Fountas and Pinnell Leveled
Literacy Intervention), and 1 Math Course (Saxon 1, 2, & 3) with accompanying Math
intervention group (Math Zone: Saxon). Additionally, in alignment with our hands-on learning
focus, we will use the Foss Science curriculum to ensure a lab-based science experience. See
Attachment D6: Saxon Math and Foss Science Curriculum & Course Sequence.
24
25
http://asiasociety.org/education/international-studies-schools-network
http://collinsed.com/cwp.htm
21
Lower School Course Sequence
6th GRADE
7th GRADE
8th GRADE
Reading Zone
Reading Zone
(Based on Fountas
and Pinnell BAS)
Reading Zone (Based Reading Zone (Based
on Fountas and Pinnell on Fountas and Pinnell
BAS)
BAS)
Mathematics
Saxon Math C1
Saxon Math C2
(Supported by Math Zone) (Supported by Math Zone)
(Supported by Math Zone)
Science
FOSS Science 1
FOSS Science 2
FOSS Science 3
World Culture
Civics/Political Science
LA 2.1
LA 2.2 (Collins
Writing Program II)
LA 3.1
LA 3.2 (Collins Writing
Program III)
Visual Arts
Oral
Communications/Model
UN
Social
World Geography
Studies/Humanities
English Language
Arts
Exploratory
LA 1.1
LA 1.2 (Collins
Writing Program I)
Reading
Saxon Math C3
Upper School: International Studies/College Preparatory (9th - 12th Grades)
SFIA-D’s upper school students will include college-preparatory courses that include intensive
reading in the form of a Reading course and Reading Zone in the 9th grade as an intervention of
the anticipated deficits. Also, Upper School students will be enrolled in an AVID (Advancement
Via Individual Determination) course26. The standards for the Upper School courses have been
outlined in Attachment D with not only the content and skill requirements of the IBDP in mind,
but also the Colorado Model Content Standards (CMCS)/Common Core State Standards and the
ACT’s College Readiness Standards. The international studies focus of SFIA-D will be
concretely emphasized in the upper school grades through internationally focused courses:
World History, World Geography, International Seminar, 21st Century Global Leadership,
International Relations, and 4 years of World Language (Spanish). The 21st Century Global
Leadership course will increase the awareness of our young men to international issues and
cultures through collaboration on a 1-year project with students across the world. The course will
culminate in the presentation of the yearlong project to teachers, parents, school board members,
and community members. Our commitment to the strategic and thoughtful curricular and
instructional programming of our upper school is essential to their successful transition into the
IB Diploma Program in 2017. The curriculum for the Upper School will be based on textbooks,
primary research material, video lessons, current news articles and reports, and other nontextbook resources. The specific textbooks have not been identified at the time of this proposal
submission, however that work will be completed by the Executive Director and the Principal.
26
http://www.avid.org/abo_whatisavid.html
22
9th GRADE
10th GRADE
11th GRADE
12th GRADE
Reading
Zone
Reading Zone
Reading Zone
Reading Zone
English
English I
English II
English III
(American Lit)
English IV (World Lit)
World
Language
Spanish I
Spanish II
Spanish III
Spanish IV
Humanities
International
Relations
U.S. History
World History
World Geography
Experimental
Biology I
Sciences
Chemistry
Biology II
Physical Science
Mathematics
Algebra I
Algebra II
Geometry
Statistics
Fayola
Studies 1
Reading
Civics/ACT
Prep
Music
International Seminar
Fayola
Studies 2
AVID
21st Century
Global Ldrshp
Physical Ed.
Economics
Senior Project
Seminar
Instructional Delivery and Design
In the middle school, our goal is to bring students to grade level and to prepare them for the
demands of high school. In the high school, our goal is the focused development of the higherorder thinking skills required to be successful in the IBDP, college, and a global society. Our
curricular and instructional approach will vary at the different grade levels to address these
general goals. However, two primary instructional approaches at all grade levels will be Mastery
Learning and Project Based Learning. This will be supported by other higher order thinking
facilitating instructional strategies outlined below.
Mastery Learning
Mastery learning will help teachers build the foundations needed for the IBDP. The IBDP’s
system of internal and external assessments is founded upon the idea of Mastery Learning.
Mastery Learning demands that students demonstrate basic academic skills before fully moving
to the next standard. By using a Mastery Learning approach, the academic foundation for success
is highly increased for our student population. SFIA-D’s mastery learning approach requires that
our students demonstrate 80% mastery on all exams before fully moving away from those skills.
We account for the time required to assess mastery and re-teach content and skills accordingly in
our academic calendar. Please see Attachment F, which illustrates our six-week assessment and
remediation cycle. Students who do not achieve mastery will receive remediation and additional
time for learning through our safety nets. In the Safety Nets students continue the cycle of
instruction and assessment until mastery is met. Additionally, we will use our Instructional
Coach, Special Education and ELL teacher to provide pullout services for additional support.
Project-Based Learning
23
The primary instructional strategy at SFIA-D will be Project-Based Learning (PBL). Because a
large portion of our student population will enter SFIA-D with skills below grade level, the
development of the academic independence and maturity necessary for PBL will be a consistent
focus of our program. PBL will not be the sole instructional strategy employed at SFIA-D, but,
in alignment with our mission to prepare our young men for the 21st century global society, we
intend to scaffold students’ skills towards this type of work. It should be noted that SFIA-D
views PBL as not only referring to long-term, inter-disciplinary projects, but also shorter,
creative problem-solving activities that can take place in a single, hour-long class period. SFIAD teachers in all subjects will engage our young men in two long-term PBL projects a
trimester, while using shorter case study based assignments throughout the year to
continue to facilitate PBL based skill development.
The guiding principle behind PBL is to learn by doing. Real-world problems capture students’
interest and provoke critical thinking as they acquire and apply new knowledge in relevant
contexts. Teachers act as facilitators, working with students in groups to frame worthwhile
questions, structure meaningful tasks, coach the development of knowledge and build teamwork
skills, all while carefully assessing what students have learned from these experiences. These
challenges are designed to prepare students to be college ready and globally competitive by
developing critical thinking, collaboration, and communication skills.
Core Principles for Exemplary Instruction
The eventual goal of “IB for All” necessitates a mindful, scaffolded curriculum that will drive
instructional design and planning. SFIA-D teachers will use the 9 Core Principles of Exemplary
Instruction as outlined by Dr. Dick Best of National-Louis University to serve as guide for
instructional planning and designing instructional experiences:
Balanced Instructional Design—
Maintaining a balance with TAPS
(T—Total, A—Alone, P—Pair and
S—Small group) with particular
attention on limiting the amount of
overall Total (whole group) time
Proximity—Moving throughout the
classroom to ensure accountability,
make connections, and assess
learning
Proactive Assessment—Assessing
student learning at the beginning,
during and concluding instruction
and using that assessment in the
moment data to guide instruction,
decision making and planning
Cognitive Rigor—Ensuring a
balance regarding cognitive levels
with significant access to higher level
thinking (Bloom’s Taxonomy and
Depth of Knowledge)
Minds-on Talk to Learn (TTL)—
Engaging students actively and
thoughtfully throughout the learning
process by having them talk in
pairs/small group
Coherent Routines— Maintaining
an effectively managed environment,
in which expectations are clearly
defined, procedures clearly spelled
out and consistently addressed
Relevance—Establishing clear
connections to
Previous and future learning
Learning in other curricular areas
The world beyond school
Minds-on Write to Learn (WTL)—
Engaging students actively and
thoughtfully throughout the learning
process by having them write about
their learning
Differentiation—Addressing the
diverse learning needs of all students
in building a culture of success; using
data to create distinct learning
opportunities that reflect the diverse
student needs
These principles require that objectives be established, supported, and reinforced through
relevant activities and that mastery is measured in a quantifiable manner, each and every lesson.
24
Schools that are the most successful in bringing students from below grade level to grade level
(Achievement First, Uncommon Schools, KIPP) use these principles to approach instruction.
Subject Specific Higher-Order Instructional Strategies
SFIA-D will use higher-order instructional strategies to prepare our young men for the rigors of
the IB Diploma Program and college. Studies have shown that students exposed to higher-order
strategies results in an average gain of 27 percentile points compared to students not exposed to
higher-order strategies27.
Subject
Math
Literacy
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Science
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27
Specific Higher-Order Instructional Strategies
Manipulative materials
Cooperative group work
Content integration
Justification of thinking
Verbal discussion of math and problem solving
Writing about math
Explicit problem-solving strategies
Utilization of a workshop model that includes interactive read-alouds, literature
discussions, independent reading, and data-driven small groups
Teaching students to read by reading continuous, genuine texts
Exposing students to a variety of books in an effort to help them build a reading
process
Developing a reading framework that allows for students to read a large quantity
of text
Reading aloud a variety of text and model strategies utilized by proficient readers
Ensuring that students have the opportunity to read texts for a variety of purposes
Ensuring that students have the opportunity to authentically respond to texts
Hands-on activities
Students identifying their own real questions about natural phenomena
Observation activities, often designed by students, aimed at real discovery,
employing a wide-range of process skills
Students hypothesizing to explain data
Providing information to explain data only after students have engaged in
investigation process
Applying content to social issues
Focusing on underlying concepts about how natural phenomena are explained
Questioning, thinking, and problem solving
Active application of science learning to contemporary technological issues
In-depth study of important thematic topics
Fostering curiosity about nature and positive attitudes toward science for all
students, including members of minority groups
Integration of reading, writing, and math in science unit
Collaborative small-group work, with training to ensure it is efficient and includes
learning for all group members
Teacher facilitating student's investigative steps
Evaluation that focuses on scientific concepts, processes, and attitudes
http://www.ascd.org/publications/books/101010/chapters/Applying-the-Research-on-Instruction@-An-Idea-WPrincipale-Time-Has-Come.aspx
25
Humanities
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Thematic units
Discussion
Hands-on activities
Projects
Student videos
Intimate interactions with historical and current information about cultures and
events
Exposure to other cultures in support of PBL
Literacy Instruction
SFIA-D recognizes the fundamental importance of literacy for expanding life opportunities for
our young men. Reading problems disproportionately affect African American, Latino and lowincome students. Among this group of students, the average ninth grader is performing at only
the fifth or sixth grade level in reading28. No single intervention will have as dramatic an effect
on their future learning and success as will a solid foundation in literacy. SFIA-D students who
struggle will be indentified using the Fountas and Pinnell Benchmark Assessment given before
the start of the year. Each LLI lesson provides specific suggestions for supporting English
language learners. The data from the assessment will be used to develop Individual Learning
Plans in their Reading course and to assign students to one of three targeted reading intervention
groups in Reading Zone: Aspire, Ascension, or Literature Circles. The Fountas and Pinnell
Levelized Literacy Instruction curriculum will be used in Reading Zone. The Fountas & Pinnell
Leveled Literacy Intervention System (LLI) is a small-group, supplementary intervention
program designed to help teachers provide powerful, daily, small-group instruction for the lowest
achieving children. Each LLI lesson provides specific suggestions for supporting English
language learners as well. The activities of Reading Zone and the Reading course are intended to
supplement the regular classroom-reading program and to provide the additional practice needed
to develop basic reading strategies. These sessions will consist of hour-long daily lessons for all
students. A detailed description of SFIA-D’s literacy program is included in Attachment D1.
Additionally, our LA 1 courses in grades 6-8 will be in the context of gender-relevant novels and
books. The rationale behind this approach is based on research that provides evidence of reading
improvement and gains when relevant readings are used29,30,31. We have chosen books with male
protagonists, both international and national, that have lives similar to those of our young men.
The reason certain text types (like non-fiction) and features of texts (visuals) tend to engage boys
has much less to do with the text itself, and much more to do with the connection these features
encourage readers to make to the world. The ability to see oneself and one's concerns in a text,
and to take the substance of one's reading to the world are significant contributors to engagement
and to achieving "flow" - a total immersion in the immediate experience of reading. It is this kind
of immersion and effect that is the basic rationale for our approach to teaching the CO model
28
ptgmedia.pearsoncmg.com/images/.../M01_ALLI7547_SE_C01.pdf
http://teacher.scholastic.com/products/instructor/boysread.htm
30
http://parenting.blogs.nytimes.com/2010/03/29/teaching-boys-where-they-learn/
31
http://docs.google.com/a/simsfayola.org/viewer?a=v&q=cache:sudiMs3jMwMJ:www.edu.gov.on.ca/eng/document/brochure/meread/meread.pd
f+teaching+boys+to+read&hl=en&gl=us&pid=bl&srcid=ADGEESj1yOp8QPLoG550W5bIc2dFn_PrJyUACl7evdoLf7BOwtOlAeE4pkViCggQzbzpGxTHhut-G33DvF-NSNDbsNWB0Zw8-cHzsKtXeicItSFoTN8vbiryHZYfaXme8GJN-5JsND&sig=AHIEtbTz-3tuixNpqG7lhNWKdUH-GretNQ
29
26
standards in this fashion. The relevance and attention-capturing nature of these books will allow
SFIA-D to engage our young men, while at the same time teaching them grammar skills in
addition to writing and reading comprehension. See Attachment D4 for the SFIA-D Reading
List. .
PUPIL PERFORMANCE STANDARD
SFIA-D will require 26.5 credits to graduate compared to DPS 24. SFIA-D’s graduation
requirements are aligned with DPS requirements at a minimum, but also include the following
SFIA-D specific requirements and exit activities as well:


Lower School
8th Grade Service Learning Project
(Portfolio, Paper, Project, Presentation)
40 Volunteer Hours (from school-provided
list)
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
Upper School
2 Act Exams
27 Credits Earned
4 University/College Visits (2 in the 11th
and 2 in the 12th grade)
IB Exams (YR 2018 and after)
Senior Project (C,A,S Project will replace
this in 2017)
60 Volunteer Hours (College visits can
count for 7.5 hours each)
See Attachment E for SFIA-D Promotion & Graduation Requirements.
Lower School
In grades 6-8, students will be promoted after demonstrated mastery (75% or better) in all of the
core subjects by the end of the final quarter. The core subjects are English Language Arts, Math,
the Humanities, and Science. Students whose performance does not meet this standard will not
be promoted to the next grade. Demonstrated mastery in those subjects increases the likelihood
of success on the TCAP and in the International Studies/IB Diploma Program.
Upper School
Because credits are what determine academic designation (Freshman, Sophomore, Junior,
Senior) in high school, any SFIA-D student not meeting DPS standards will remain in his current
classification. In alignment with DPS High School Graduation Requirements, a student must
earn 60 semester hours each academic year to advance in classification. However, students will
be given the opportunity to recover the credit from failed courses in summer school (Fayola
Academy). Additionally, students who do not meet the school’s attendance requirements of
missing no more than 10 unexcused days will also be retained. SFIA-D students must
demonstrate proficiency on SFIA-D exit standards in the 12th grade to be eligible for graduation.
A complete set of 12th grade exit standards and activities are provided in Attachment E. When
IB is implemented, all IB course grades will be valued one point higher than non-IB/non-honors
courses (For example, an “A” in an IB or honors course will count for 5 instead of 4 points).
Upper School Grading Scale: 92-100: A, 82-91: B, 72-81: C, 62-71: D, 61 and below: F.
27
SCHOOL CALENDAR AND DAILY SCHEDULE
In order to fulfill our vision, we need all students to meet or exceed standards. Many of the
students enrolling at SFIA-D will be behind grade-level in one or more academic areas. Our
most immediate need is for these students to receive remediation and for our at-level students to
have the opportunity to move further ahead. Our daily Lower School schedule has been
designed to maximize instruction time across all core courses while providing two hours per day
of both focused Reading and Language Arts instruction.
Daily Rotations
The academic school day will begin at 8:10 am, but students may arrive at SFIA-D as early as
7am to participate in the Breakfast/Intake program until 8am. Immediately following
Breakfast/Intake, our one-hour Reading Zone period begins both the Lower and Upper School.
Lower School Schedule: The Lower School day then follows a 7-block rotating schedule, with
every block meeting every day for fifty minutes. The rotating nature of the schedule ensures that
no particular class has the advantage or disadvantage of meeting at one particular time every day
of the year. With the rotation, the student who has Math 1 during first block on Monday will
have it during second block on Tuesday, third block on Wednesday, and so on. In accordance
with SFIA-D's belief that nutrition is a contributing factor to academic achievement, our Lower
School students will have a short break at 11:00am for a healthy snack. Students will then return
to the classroom for one more academic block before a thirty-minute lunch period. Students with
a grade below 75% in any core academic course will participate in SFIA-D’s Academic Support
Center (ASC) program during lunch to receive extra help and remediation. Following lunch,
students will head to grade-level Community Meetings on Mondays and Wednesdays and small
group Advisory classes on Tuesdays and Thursdays. Following these meetings, the students will
return to the academic classroom for two more blocks followed by a short break and then the
final two blocks. The official school day will end at 4:35pm.
Upper School Schedule: Following the morning Reading Zone block, our Upper School
students begin a daily rotation that includes either five or six of their seven total courses. This
system has been designed for a number of reasons. It allows for 60-minute class blocks that each
meet four days a week. This allows each student to have one “off” day each week for each
subject, providing a respite from SFIA-D's work-intensive curriculum. SFIA-D courses will be
largely project and laboratory-based, and this schedule allows for longer class sessions and thus
the opportunity to be more productive during any given session. Finally, it allows for an “Xblock” on Tuesdays and Thursdays. Tuesday’s X-block will consist of an Upper School Math
Zone meeting block and Thursday’s will serve as a flex period during which clubs can meet,
assemblies may be held, or extra academic help can be sought. As in the Lower School, 9th-12th
grade students will have two Community Meetings on Mondays and Wednesdays and two
Advisory meetings on Tuesdays and Thursdays. See Attachment E1 for what happens in
Advisory. See Attachment G for sample daily and weekly schedule: student.
On Mondays and Wednesdays, students can remain at SFIA-D for Office Hours. The Office
Hour block will also serve as SFIA-D’s detention period when necessary. On Tuesdays and
Thursdays during this time block, all students and faculty will engage in Fit Zone, SFIA-D’s
28
individualized physical fitness program. Each of these extended day activities are not extra, but
are part of each teacher’s job description.
Friday’s schedule for both the Lower School and the Upper School begins with Breakfast/Intake
but goes straight into its normal block rotation without Reading Zone or Community Meetings.
The Friday student school day thus includes all full-length academic courses but ends at 1:55pm
for middle school students and 2:50pm for high school students to allow for weekly staff
collaboration. Lower School students will participate in a PBS related activity until 2:50, when
the Upper School is dismissed.
Trimester System
With a 38-week regular school year, the calendar divides naturally into three trimesters that each
contains two 6-week cycles. This will allow for the ongoing and direct monitoring and
remediation of skills throughout each term, and the first cycle of each trimester will serve as a
natural mid-term and progress report for each term. At the end of the third trimester, there is an
extra week allotted for final exams and their preparation. See Attachment F for the school
calendar.
The SFIA-D school year calendar and trimester system are designed to maximize the instruction
time and preparation necessary for success on International Baccalaureate (IB) exams. In 2017,
all SFIA-D upper school students will be participating in the IB program and thus have an exam
schedule dictated by the IB, an international organization. IB exams begin in the middle of May
and last for two weeks. This will coincide smoothly with weeks five and six of the final
trimester's cycle and allow for an uninterrupted exam preparation lead-up and as little wasted
post-exam time as possible. See Attachment G for sample daily and weekly schedule: teacher.
SUPPLEMENTAL PROGRAMMING
Academic Supports: “Safety Nets”
In anticipation of our young men needing additional support, we will offer additional assistance
through mandatory safety nets. These safety nets are in place to provide additional exposure to
standards that were not mastered in the regular classroom. Research indicates that schools have
been successful with urban, low-income African American and Latino students when the
appropriate scaffolds and academic supports are built into their programs 32. Our safety nets focus
on mastery of Colorado Model Content Standards and ACT College Readiness Standards. We
are confident that they, along with our gender-based and project-based instructional strategies,
will be adequate support for our young men that enter below grade level. They include:
Math &
Reading
Zone
Fayola &
Saturday
Academy
Academic
Support
Center
32
Teacher
Office
Hours
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ794091&ERICExtSearch_Se
archType_0=no&accno=EJ794091
29
1. Math Zone: Math Zone is an after-school math intervention designed to provide
additional support for students that are struggling with concepts taught during the regular
math course.
2. Reading Zone (6th -11th grades): Based on his score on the Fountas and Pinnell
Benchmark Assessment System, every student will be either assigned to 1 of 3 groups
that are designed to increase decoding skills, phonemic awareness, reading fluency,
comprehension and the ability to analyze and make inferences from text. All young men
within grades 6-11 will be assigned to Reading Zone. The continuity of this program is
important for all our students, but especially our English Language Learners.
3. Academic Support Center: This mandatory support will be for any of our young men
that are referred by their classroom teacher for additional assistance based on classroom
assessment performance or score less than 75% on their interim exams. This support will
be available during lunch for a minimum of 10 days.
4. Saturday Academy: This mandatory support will be for any of our young men that fall
below a 75% classroom average in any of their subjects or score less than a 75% on any
of their interim exams. Students will attend this support until their course grade average
is above 75%.
5. Fayola Academy: This 2-week summer program will be mandatory for any of our
young men that did not meet academic goals during the year. Their end of the year goals
will be set by their performance on the NWEA Map Assessment and the Fountas and
Pinnell Benchmark Reading Assessment. Additionally, this will be the time our young
men in the Upper School will use to recover any lost credits during the year.
6. Teacher Office Hours: This support will be for any of our young men who desire extra
assistance in any of their courses after school or requested by the teacher.
Please see Attachment D3 for a more detailed explanation of SFIA-D academic supports
School Calendar Information
First Day of School
School Day End Time
Hours in School Day
Number of Instruction Minutes Per Day
Number of Core Class Instruction Minutes
Number of Instruction Minutes Per Week/Year
Number of Instructional School Days Per Year
Number of days devoted to staff development
during school year:
Days devoted to staff development before school:
August 16, 2012
4:35 pm
8:35 hours
420 minutes
360 minutes
2040 minutes/72,900 minutes
187 days
37 days
18 days
SPECIAL POPULATIONS AND AT-RISK STUDENTS
SFIA-D acknowledges and understands that it is subject to all federal and state laws and
constitutional provisions prohibiting discrimination on the basis of disability, including the
Individuals with Disabilities Act (IDEA), the Colorado Exceptional Children’s Act (ECEA),
Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities
30
Act (ADA). The Principal and Coordinator and the Director of Curriculum and Instruction will
ensure SFIA-D’s compliance with the laws. See Attachment D5 for a detailed view of SFIA-D’s
Special Population Service Plan to include English Language Learners.
SFIA-D will use the following five specific strategies to meet the educational needs of our
special education students:
1. We will provide students with disabilities access to the general education program within
the least possible restrictive environment:
 Our special education students will take all the same courses as our regular education
students.
 We will provide students with disabilities access to all program options available to
other students without disabilities to include “pull-out” services as required by
student Individual Education Program (IEP).
 Students with disabilities will participate in standardized or alternate assessments of
achievement as designed and planned in their IEPs.
 Interventions will be provided by general and special educators to accommodate
unique learning needs.
 Related services will be provided in general education settings to the maximum extent
appropriate.
 Students with disabilities will progress from year to year toward meeting annual
goals. This progress is monitored and assessed by individualized promotion criteria
detailed in their IEPs.
2. Planning and collaboration between the general and special educator will be facilitated
through structured meeting times in order to provide the most effective individualized
instruction for our young men.
3. Parents of students with disabilities will be accorded abundant opportunities to
collaborate with school personnel to plan for overall school improvement through parent
newsletters, teacher meetings and invitations to board meetings.
4. During their regular meetings, teachers will discuss and strategize to meet the needs of
students identified as needing additional assistance. As a result of these efforts,
interventions will be designed by general and special education teachers to address
learning and behavior problems.
5. Staff development will enable school personnel to be well informed about and trained to
carry out LRE initiatives. The entire staff, including administrators, general educators,
and special educators will be trained to educate students with disabilities in the Least
Restrictive Environment through staff development.
Students with disabilities within SFIA-D are no exception to the culture and vision of the school
and will be held to the same academic rigor as their peers. Our school will comply with all
applicable state and federal statutes, including Title II of the ADA of 1990, ECEA, IDEA, and
Section 504 of the Rehabilitation Act of 1974. The school shall not discriminate against students
having disabilities in admission and enrollment practices.
The Individual Education Program (IEP) is the keystone to implementing a topnotch special
education program at SFIA-D. The Principal and the Director of Curriculum and Instruction will
31
oversee the implementation of IEP services by the staff, and will be integral in the administration
of the IEP process. SFIA-D will be responsible for providing special education instruction, all
necessary accommodations and instructional/curricular modifications according to the
individualized education programs (IEPs) for each student with a disability enrolled at SFIA-D.
DPS will be responsible for providing special education related services and conducting initial
evaluations and re-evaluations. As a proposed charter within DPS, SFIA-D understands that the
school will be required to purchase special education services from DPS, including development
of IEPs, handling administrative proceedings and providing specialized services.
SFIA-D’s initial enrollment application form will not ask a parent to state whether their child is
on an IEP or a Section 504 plan. However, at the time that a child is accepted for enrollment at
SFIA-D, the parent will be asked those questions. Students who are currently receiving special
education services will have their IEPs reviewed by the IEP Team to determine which resources
will be needed to implement the IEP. Should related services be necessary, the school will seek
provider support from DPS in accordance to our service delivery model.
Any teacher may refer the student to the school’s pre-referral team, the School Support Team
(SST). The SST will review the student’s performance and recommend other support services
such as safety net attendance, mentoring, counseling or alternative instructional strategies
according to the Response to Intervention (RTI) plan in place. At the conclusion of the specified
RTI time period, the SST will reconvene to review student progress. If appropriate, the SST may
recommend an evaluation at that time. After the case study evaluation is complete, the IEP team
will convene to determine whether the student is eligible to receive special education services
and, if so, develop an appropriate IEP.
Interim assessment will occur throughout the year. Each student will have an assessment that
measures skill levels and deficits using criterion-referenced tests. The use of criterion-referenced
tests will assist teachers in identifying present levels of performance and aid in IEP development.
At minimum, baseline data will be obtained annually, in order to best monitor progress. Students
with special needs will also take all grade level milestones testing, and any state or federally
mandated tests. Accommodations appropriate to student needs will be provided during testing as
designated within each IEP. Assessment scores of students with special needs will be calculated
without bias into the overall school report card. If the students with disabilities require extended
school year services, we will include them, using the inclusion model, in our summer school
program.
Free, Appropriate Public Education in the Least Restrictive Environment
We firmly support the right of students with special needs to be taught in the least restrictive
environment, using an inclusive setting, according to the specifications of the student’s IEP.
Inclusionary practices are infused throughout the culture of the school and include but are not
limited to: effective instructional strategies, family involvement, accommodations, and
professional development.
Student learning will be addressed within the regular classroom setting, but the special education
teacher will provide support and instruction as specified in the students’ IEPs. Students will be
exposed to the same curriculum, scope and sequence as their peers in all subject areas. Students
32
will be supported through one-on-one lessons, small group instruction, and large group lessons,
taught by the general education teacher and/or the special education teacher. The special
education teacher shall be responsible for establishing a schedule, in cooperation with the general
education teachers to meet the requirements of student IEPs.
SFIA-D will ensure that children are taught in their least restrictive environment. Some students
may require pullout services to meet success in their least restrictive environment, and this can
be accomplished through multi-collaborative sessions outside of the general education classroom
setting. Some students may have disabilities that exceed the expertise of the school personnel. In
these cases, SFIA-D will cooperate with DPS to provide the programming detailed in their IEPs.
This will be done to the minimum extent necessary, maximizing the opportunity to learn with
their non-disabled peers. Teachers will employ multi-modal instructional strategies in every
classroom. Further, they will provide accommodations and modifications of the curriculum and
learning environment in accordance with student IEPs. Supplementary materials shall be used in
the classroom including: manipulative, assistive technology, visual aids, thinking maps, and
curriculum related materials.
Family involvement and participation in the IEP process is a crucial part of ensuring a student’s
success within the inclusionary setting. Workshops will be provided to parents in their primary
language informing them of their procedural rights and safeguards and the IEP process in the
student’s first year of special education eligibility.
The special education teacher is charged with a high volume and great intensity of
responsibilities. For this reason, the special education teacher will be considered a teacher leader
within the school. It is anticipated that the special education population will be approximately
11-14% of the total school population, with no general education classroom exceeding 20% of its
students having IEPs. The special education teacher will be responsible for writing some portions
of the IEP for each eligible student and will attend all IEP meetings. They will administer
individual assessments, assist in the administration of group assessments through providing
accommodations, and provide differentiated instruction based upon IEP goals. The special
education teacher will attend planning meetings for each grade level to provide feedback and
assist in developing integrated and mini-supplementary lessons for each classroom.
The special education teacher will also have great responsibilities with regard to providing
professional development to other faculty and staff members. Identified areas for professional
development include: IEP development and IDEA compliance, instructional practices for
students with disabilities, accommodations for students with specific disabilities, RTI, team
building in IEP meetings and using assistive technology in the classroom.
English Language Learner Students
From the first day of school, the ESL students are assigned to a homeroom with their peers. The
placement into homerooms ensures their constant exposure to English and allows for an early
integration into the SFIA-D community. For a certain number of periods per day, depending of
the level of the students' English, ELL teachers in an English Language Development (ELD)
course instruct them using a research based literacy curriculum. SFIA-D will contract the
33
services of McRel33 for ELL support and yearlong professional development support for all our
teachers. See PD Plan in table below. Additionally, SFIA-D will adopt a program of structured
English immersion for all students. The purpose of this program is to achieve English
proficiency for all students as quickly as possible, while holding the utmost respect for the
language and culture of every student who enters the school. At the orientation the administrative
team will ensure all families, with the help of bilingual staff, complete the Home Language
Questionnaire. Students whose families identify the primary language spoken at home as a
language other than English will be tested using the Colorado English Language Assessment
(CELA) to determine if the student requires ELL services. Processes for ELL
identification/assessment and parent involvement and notification, in Spanish where needed, will
follow all DPS guidelines. The educational needs of English language learners will be met by the
curriculum through an intensive reading program, project-based instruction, intensive writing
program (Collins), differentiated instruction that caters to English language learners, English
Language Development (ELD) course, and extra intensive tutoring for ELL students in L1 as
needed through our Safety Nets. See Attachment D5 for SFIA-D’s Special Populations Plan.
English Language Learner Professional Development (Facilitated by McRel consultants)
DATE
August 2012
EVENT
Two day learning session for
teachers addressing Classroom
Instruction That Works with
English Language Learners
strategies and their
implementation.
September 2012- November
2012
Two day on-site visit to observe
and coach teachers implementing
strategies learned in August.
January 2013
Two day learning session for
teachers addressing Classroom
Instruction That Works with
English Language Learners
strategies and their
implementation.
33
http://www.mcrel.org/
34
OUTCOME(S)
Day One: Intro to the Research,
Stages of Second Language
Acquisition, Cues and Questions,
Setting Objectives, Providing
Feedback, Summarizing, and
Nonlinguistic Representation.
Day Two: Review strategies,
incorporate strategies into lesson
plans, peer coach each other on
their plans, determine degrees of
implementation, and plan for
action research.
Collaborative learning and
planning for implementation of
effective instructional strategies
for ELLs in the general
classroom.
Day One: Practice and
Homework, Cooperative
Learning, Advance Organizers,
Similarities and Differences,
Note Taking, Reinforcing Effort,
Providing Recognition, and
Generating and Testing
Hypotheses.
Day Two: Review strategies,
incorporate strategies into lesson
plans, peer coach each other on
their plans, determine degrees of
February 2013 & March 2013
Two day on-site visit to observe
and coach teachers implementing
strategies learned in January.
April 2013
Two day learning session for
teachers addressing academic
vocabulary instruction with a
particular focus on ELLs.
May 2013
Two day on-site visit to observe
and coach teachers implementing
direct vocabulary approach
learned in April.
implementation, and plan for
action research.
Collaborative learning and
planning for implementation of
effective instructional strategies
for ELLs in the general
classroom.
Day One: Teachers learn method
for direct vocabulary instruction
with emphasis on ELLs.
Day Two: Review strategies,
incorporate strategies into lesson
plans, peer coach each other on
their plans, determine degrees of
implementation, and plan for
action research.
Collaborative learning and
planning for implementation of
effective vocabulary strategies
for ELLs in the general
classroom.
STUDENT RECRUITMENT AND ENROLLMENT
SFIA-D will utilize an aggressive and comprehensive marketing plan to recruit and attract
students. In accordance with local and federal laws, we will use a non-discriminatory enrollment
policy that provides equal access to all students living in Denver.
Plan for Student Recruitment and Marketing
We will work with the DPS Office of Multicultural Outreach to ensure that we provide all print
materials and radio and television advertisements in both English and Spanish in accordance
with best practices for reaching out to the Latino community. Through these efforts, those whose
primary language is Spanish are provided with the same information and given equal opportunity
to enroll in SFIA-D. In addition to our significant community outreach and awareness campaigns
already in progress, SFIA-D will work with regional elementary and middle schools and youth
support organizations to recruit males who are currently in the 5th and 8th grades. We will speak
at these schools and at these youth support functions to qualifying families. This type of
grassroots effort is indicative of how we will engage the communities and families we serve for
years to come.
Throughout the recruitment process, SFIA-D will provide parents of potential students with
additional information about the programs and services at school. When possible and helpful,
recruitment efforts will be bilingual. In compliance with federal law, our recruitment efforts will
target all populations in the community, regardless of race, disability, or ethnicity. See
Attachment H1 for SFIA-D Recruitment Plan, Sample enrollment form, and Recruitment flyer.
35
Enrollment Policy and Timeline
We will recruit students in a manner that ensures equal access to the school and does not
discriminate against students of a particular race, color, national origin, religion, language of
origin, sexual orientation, or sex, academic skill level, or against students with disabilities.
Priority enrollment will be given to:
1. Children of SFIA-D employees
2. Founding Families (Defined in Attachment H)
3. Currently enrolled students
4. Siblings of currently enrolled students
5. New Applicants
All enrollment policies and procedures have been designed in alignment with the CO Charter
Schools Act, section 22-30.5-104, item (3). Should we receive a greater number of applicants
than seats available, SFIA-D will hold a public lottery according to all state and local laws. All
letters of intent should be in by late February and the lottery will take place in March. Please
find our Enrollment Policy provided in Attachment H.
STUDENT DISCIPLINE
SFIA-D’s Student Discipline is in direct alignment with DPS’s Discipline Policies (JK, JK-R,
JFK). SFIA-D’s philosophy regarding discipline is in accordance with our mission of developing
independent thinkers and world citizens. The research literature underscores the fact that African
American and Latino males are no more likely than their racial and ethnic peers to be discipline
problems in the classroom; however, many schools and school districts, particularly in urban
environments, continue to hand out harsher discipline punishments to this cohort. Our goal is for
our young men to develop the capacity to self-govern through continued reflection on their
actions and the effect they have on others and the environment around them. To facilitate that
development, SFIA-D approaches student discipline in a corrective and communal manner rather
than an exclusively punitive one. SFIA-D will support our young men and staff through the
following actions:
1. Implement culturally relevant professional development (CRPD) for classroom management.
2. Establish a discipline advisory committee
3. Establish leveled infraction and consequences chart
4. Include “natural” consequences for minor infractions. (i.e., student spit on the sidewalk will
require him to go overboard in cleaning it up).
5. Enforce a 3-Strikes Rule for non-violent behavior offenses.
6. Referral for counseling/therapy.
At SFIA-D, all staff members will challenge students to align their actions with our core values.
See Attachment I for the SFIA-D discipline policy
36
PERFORMANCE MANAGEMENT
To serve the greater mission articulated by the Denver Plan, SFIA-D has clear measurements to
ensure that we remain focused on building the foundation of a college preparatory path for every
student. In alignment with the CO Charter Schools Act and No Child Left Behind, our Academic
Goals include explicit measures against which the academic achievement of students will be
gauged. We also include Organizational Goals with explicit measures that underpin the school’s
organizational and financial success and ensure that we can continue to provide a high quality
educational option to families and students in the Far Northeast community far into the future.
See Attachment J for Annual Academic and Organizational Goals.
The goal of assessment at SFIA-D is to support both learning and teaching through varied and
balanced assessment practices. It is aligned with the curriculum, state and college standard, and
reflects the international nature of the school and includes useful feedback to students, parents,
teachers and administrators. While the state-testing program provides important end-of-year
performance data, SFIA-D will maintain a robust internal accountability system that includes
measures of criterion-referenced assessments, comparative assessments, and organic, internally
developed assessments. SFIA-D will compile data from all of these assessment tools to internally
monitor our performance and to inform adjustments in curriculum and instructional methods and
practices from year to year.
In addition to the state testing programs, SFIA-D will administer a diagnostic exam at the
beginning and end of each school year in order to establish a baseline of performance and
measure longitudinal growth in achievement. We will gather data concerning individual students
and grade cohorts using the Northwest Evaluation Association Assessment (NWEA MAP),
Edusoft Benchmark Interims, and the Fountas and Pinnell Benchmark Assessment System
(BAS) for Reading growth. SFIA-D will use the data from these tests to drive classroom
instruction and re-teaching efforts, evaluate teacher effectiveness in improving student
achievement over the school year, compare student performance to local, state, and national
benchmarks, assign reading intervention groups, and develop individual learning plans.
ASSESSMENT PORTFOLIO


Northwest Evaluation Association (NWEA): SFIA-D will use the NWEA MAP
Assessment to measure student growth in Reading, Mathematics, and Language. The
assessment will be administered in the July, December, and June of each year. In July, this
assessment will give us the necessary baseline data in these areas to develop interventions
that support our young men in reaching proficiency, and identify a target growth RIT. In
December, this assessment will be used to measure student progress toward their growth
target RIT as well as assess the effectiveness of the individualized intervention plan. The
June assessment will measure total growth against the target RIT and be used to develop the
summer intervention plan for any student who doesn’t meet his target RIT score for the year.
Interim Assessments: Using Edusoft’s state standards aligned benchmark exams, SFIA-D’s
interim assessments (IA) will be implemented every five weeks to assess how well students
are progressing toward proficiency on Colorado and ACT College readiness standards.
37



Fountas and Pinnell Benchmark Assessment System (BAS): SFIA-D will use the Fountas
and Pinnell Benchmark Assessment System (BAS) in July (Baseline data gathered),
December, and June. July’s BAS data will determine and measure students’ independent and
instructional reading levels and place them on the Fountas & Pinnell A-Z Text Gradient and
in one of three Reading Zone intervention groups. December’s BAS score will measure the
progress of our young men’s reading levels and the effectiveness of our interventions. It will
also help identify students who should move into other intervention groups. June’s
assessment will be used to measure reading growth over the school year and to assign
reading intervention group for students who did not meet predetermined growth targets.
Educational Planning and Assessment System (EPAS): To focus on college preparation,
SFIA-D will use the ACT’s Educational Planning and Assessment System (EPAS) to assess
and guide instruction regarding the College Readiness Standards (CRS), which are
incorporated into our general curriculum for all grade levels. The EPAS consists of the
Explore for 8th and 9th grade students, the PLAN for 10th grade students and the ACT for 11th
and 12th grade students. Each of these assessments is designed to indicate college readiness in
the areas of English, Math, Reading, and Science by providing student scores that correspond
with CRS and projected ACT scores and identifying skills that are needed to improve scores.
Classroom Assessments: Teachers will administer pencil/paper and case study based
classroom assessments in order to gauge student mastery of material recently covered. These
assessments take only a small part of a class period and enable teachers to efficiently and
promptly recognize which students have mastered which aspects of material taught in the
previous few classes. The assessments are aligned with Colorado Model Content and College
Readiness Standards and serve as a reliable, ongoing way to ensure that students are making
progress to overall mastery of the standards.
July
SFIA-D Assessment Calendar
Aug
Sept Oct Nov Dec
Jan Feb Mar
Apr
PreIA1 IA2 IB
IA3
IA4 TCAP
Explore
ACT
IA5
(8th/9th)
(11th/
12th)
PLAN
(10th)
May
PostExplore
(8th/9th)
PLAN
(10th)
2018:IB
Exam
(12th)
IA6
June
ACT
(11th/
12th)
F&P
F&P
F&P
NWEA
NWEA
NWEA
F&P=Fountas and Pinnell Benchmark Assessment, NWEA=Northwest Educational Assessment,
IA=Interim Assessment, IB=International Baccalaureate Exam, ACT= American College Test,
TCAP= Transitional Colorado Assessment Program
FREQUENCY OF DATA ANALYSIS
Every five weeks, our students will take interim assessments in all subjects. Every Monday
following the week of interim assessments will be a professional development day dedicated to
the analysis of outcomes and the creation of re-teaching plans, guided by the Instructional Coach
38
and the Principal. Teachers will also perform weekly and unit assessments and use the resulting
data to drive subsequent modifications to instructional plans. The Instructional Coach is
responsible for overseeing all data collection and analysis with the Principal directly involved in
oversight. Using Paul Bambrick’s model in Driven By Data: A Practical Guide To Improve
Instruction and the Achievement Network’s framework for assessment and analysis, teachers
will prepare a thorough analysis. Then, during a data-driven planning conference with the
Principal and INSTRUCTIONAL COACH, the teacher will develop a re-teach plan for the next
week. Please see Attachment J1 for visuals of our data analysis tools. Teachers will leave these
planning conferences with a firm understanding of how well students have mastered the
standards, a clear plan for adjusting their practice to address areas of weakness, and appropriate
interventions for students that may be falling behind. The Principal will oversee this system to
ensure its efficacy.
DATA REPORTING
Families will receive a progress report every three weeks. Every 6 weeks, after interim exams
and re-teach week, a report card will be sent home detailing academic achievement and
attendance. SFIA–D will follow the DPS template in developing standard-based report cards and
progress reports for our Lower School families. Standards-based report cards will break down
each subject area or course into precise elements of learning. Reporting on each of the standards
within each subject area gives parents a detailed description of their child’s achievement. On a
monthly basis, student achievement data is reported to the Board of Directors using the SFIA–D
Dashboard for Upper School and Lower School. See Attachment J2 for a snapshot of the
developing Dashboard. Student data will also be kept in the Student Information System-Infinite
Campus. At full capacity, the Principal, Instructional Coach, Dean of Students, and the Special
Services Coordinator will use the dashboard to track school systems and student performance.
This data is accompanied by demographic, attendance, discipline, special services, and attrition
data.
STUDENT PERFORMANCE INFORMATION MANAGEMENT SYSTEM
Edusoft Assessment Management System (EAMS) will be the main warehousing software for all
assessment data. EAMS is a standards-based assessment solution used to collect, analyze and act
on student performance data to improve classroom instruction and student performance. The
Instructional Coach will be responsible for inputting student data from all assessments into
Edusoft, and producing data reports that are user-friendly and readily accessible for action
planning. The Principal works closely with the Instructional Coach to ensure that all reports are
clearly presented and provide detailed data that may be used to make instructional decisions.
39
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40
LEADERSHIP AND STAFFING
STAFF STRUCTURE
Our organizational chart has been developed to maximize student achievement while remaining
organizationally viable. A four-year staffing chart is located in Attachment K. In Y1 the Lower
School will have 6 teachers per grade level that represents the 5 core courses and 1 reading
course. In the Upper School, we place seven teachers per grade level. With the strategic support
of the Instructional Coach, the Principal oversees the academic program and school culture. The
Executive Director will be responsible for all operational aspects of the school to include
financial areas. A part time Business Coordinator will be present in the first year to process
invoices, interface with vendors, and serve as a liaison between the school and the Boos
Financial Services (Boos Financial Services). The Executive Director provides oversight
accountability to the school’s academic performance and organizational viability at all times as
guided by the mission. The Executive Director reports to the Board of Directors.
Year 1 Leadership Roles
Instructional
Coach
Principal
Executive
Director
In YR 1, Sims Fayola is comprised of 20 Full-Time Employees: Executive Director, Principal,
Instructional Coach, Half-time Business Manager, six Lower School Teachers, seven Upper
School Teachers, one ELL Teacher/Coordinator, and one Special Education
Teacher/Coordinator. The Principal manages and evaluates all staff. See YR 1 job descriptions in
Attachment K1. Job descriptions for all future positions will be created in a similar vein and as
their time approaches.
Full Capacity Roles
Although the Principal is the instructional leader, he/she will also be responsible for discipline
and daily school administrative duties as well. To ensure the fidelity of our instructional
programs and practices, continuous instructional feedback, coaching and professional
development, and assessment analysis, the Instructional Coach is invaluable to our
administrative staff, teachers, and students. However, the Principal will oversee the entire
instructional program and will have observational, feedback, as well as curriculum assessment
and planning duties. Therefore, administratively, SFIA-D intends to open with the Executive
Director, Principal and Instructional Coach as essential roles to our program. Upon reaching
capacity,
the
school
will
be
staffed
with
the
following
positions
41
•Executive Director
•Principal
•Instructional Coach
•Dean of Students
•IB Coordinator
Instructors
•18 Lower School Teachers
•28 Upper School Teachers
•2 Reading Teachers
•4 Special Educators
•2 ELL Teachers
Leadership
•Director of Finance and
Operations
•Administrative
Assistant/Receptionist
•Beyond Fayola Coordinator
•Community Partners
Operational
Staffing Plans, Management and Evaluation
Salary
SFIA-D Denver will be an at-will employer. Policies and procedures (see Attachment M) are
not intended as a contract between SFIA-D and its employees. The Board of Directors and the
Executive Director may revise these policies and procedures, delete sections, or add additional
components at any time. As required, 19.25% combined goes to PERA and PCOPS. Should
funding allow, we will institute an added performance-based pay structure as well an incentive to
attain additional certifications that will benefit the school.
Recruitment and Hiring
SFIA-D will utilize the following set of indicators in addition to the Colorado definition of
“Highly Qualified”:
In accordance with section 1119 of NCLB, Colorado defines Highly Qualified Teachers as
teachers that are fully licensed and able to demonstrate subject matter competency in each
core content area in which they are assigned. This definition applies to both general and
special education teachers that are responsible for providing instruction in core content
subject areas.
These indicators are: Strong experience with students in under-resourced communities; strong
content-area knowledge; strong record of student achievement results; experience in standardsbased instruction; ability to plan for and implement a variety of instructional techniques and
strategies to meet the needs of diverse learners; strong classroom management skills; alignment
with the vision, mission, and values of SFIA-D; desire and ability to hold all children to high
expectations; commitment to going above and beyond and doing whatever it takes to ensure
universal student success; willingness to work long hours and be held accountable for meeting
high expectations; strong work ethic; strong organizational skills; strong communication skills;
professionalism; openness to feedback; desire and ability to work effectively as part of a team;
demonstrated ability to work well with parents; demonstrated ability to evaluate tests and
42
measurements of achievement; commitment to ongoing professional development; and a sense of
humor, flexibility, and adaptability.
In addition to seeking out qualified candidates who are student-focused and demonstrate a strong
command of their subject area, SFIA-D will be intensely focused on identifying candidates
whose values align with the SFIA-D values. Our teachers’ commitment to excellence, both
personal and professional, will result in their support of the SFIA-D mission and ultimately their
students’ success. SFIA-D is committed to employing the most highly qualified staff members.
Thus we have applied for a blanket waiver and reserve the right to hire both non-certified staff as
well as certified instructional staff. Please refer to Attachment K1 for a detailed description of
SFIA-D’s hiring practices.
Evaluations
The Principal and the Instructional Coach will meet at various times during the year to discuss
teacher observations and ways to support teachers based on areas of growth. Both the Principal
and the Instructional Coach will collaborate on summative evaluations of teaching staff based on
observations during the year. At the mid-year point, each teacher will have individual
conversations with the Principal and the Instructional Coach regarding their mid-year
evaluations. The Principal and the Executive Director will develop the instrument for teacher
evaluation once the Principal is hired. SFIA-D is looking at how the New Teacher Project and
Teach For America evaluate teachers as a foundation for our evaluation instrument design.
Informal Evaluation of Teachers
The Instructional Coach and Principal will observe teachers over the year providing constant
observation, evaluation, and analysis of instruction in the spirit of “coaching”. Feedback will be
provided on all aspects of the class including, but not limited to, classroom management,
implementation of school wide systems, lesson pacing, assessment and questioning methods, and
student engagement. These informal coaching sessions will provide teachers and administrators
the opportunity to “talk through” instructional concerns and adjustments as well as a focus on
supporting teachers and creating an action plan based on areas for growth in management,
instructional delivery, or curriculum/lesson planning.
Formal Evaluation of Teachers and Staff
All teachers will receive a comprehensive evaluation twice each year from the Principal and the
Instructional Coach. This evaluation will consist of a full review of the employee’s contributions
toward academic student performance and the mission of SFIA-D. For all teachers, this
evaluation will consist of student performance data, classroom observation results, and progress
based on informal coaching session goals. The end of the year summative evaluation will be
strongly informed by the Instructional Coach, but will be the final responsibility of the Principal
unless otherwise delegated to the Instructional Coach. See Attachment K3: Teacher Support
Packet.
Evaluation and Support of Administrators
All school-based administrators will receive a comprehensive evaluation twice each year,
directly from the Principal. For all administrators, this evaluation will consist of performance
indicators informed by initial goals set at the beginning of the year and the responsibilities listed
43
in each job description. The Board of Directors will evaluate the Executive Director and the
Executive Director will evaluate and support the Principal. Specifically, the Principal will be
supported through monthly support meetings with the Executive Director as well as quarterly
administrator mentoring cohort meetings. Additionally, the Principal will be coached by
Terrance Johnson, leadership coach, who serves as the Senior Director for Leadership
Development with the KIPP Foundation. See Attachment L2 for Terrance Johnson’s bio and
resume. The Executive Director, as benefit of being a Get Smart Schools affiliated school and
leader, will be assigned a coach from the Get Smart Schools. Also, the Executive Director will
get support from a coach from his participation in the SUPES Superintendent training program 34.
The Principal will also be evaluated based on progress toward or meeting the goals set forth in
the School Performance Goals. The Executive Director will be evaluated based on progress
toward or meeting the overall performance of the SFIA-D. See Attachment L: SFIA-D
Evaluation Instruments for the Principal and the Executive Director. See attachment L1:
Principal Support Meeting Protocol
PROFESSIONAL DEVELOPMENT
SFIA-D believes that in order to increase the effectiveness of our teachers, we must support their
personal and professional growth. We believe that consistent delivery of instruction by all
teachers and a focus on the frequent analysis of student data will support our goal of student
achievement. To reach this goal, we have designed several levels of professional development to
support our teachers and staff. See Attachment M1 for a general overview of SFIA-D’s
Professional Development Plan. The Executive Director and the Principal will complete the
summer PD plan after the school leader is identified.
Mission,
vision and
goals of
SFIA
An Excellent Team
starts with
recruitment,
developed over
time and sustained
through retention.
Talent recruitment
is vital to getting
talented
professionals who
fit our culture.
34
Policies and
Procedures,
roles and
responsibiliti
es
Professional
Development,
Talent
Development and
Staff Development
School Policies and
Procedures: What you
want accomplished and
how. The process set up
for specific tasks,
practices and norms.
Policies and Procedures
are essential for
consistency in daily
operations and provide
clarity & accountability.
Vast field of support and
staff development through
transformational approach
of emergent staff and
faculty as leaders of the
school community.
Endless list of topics for
Professional Development
of staff and Faculty in
developing their craft and
their capacity to have a
positive and an
immeasurable impact on
http://www.supesacademy.org/
44
Selfassessment
(Ties in with
Performance
Evaluation).
Employ Self
assessment that
ties directly into
the process of
Professional
Performance
Evaluation
Teachers are hired
and contracts are
renewed based
on the promise:
1. Teaching and
staff working at
SFIA-D is a
Task oriented
salaried
position, not
time-based
hourly position
to swipe in and
out.
2. Full
accountability
for the outcome
and our results
of individual
students, class
and schoolwide.
3. We need
professionals
passionate to
develop students
in all capacities.
4. Responsible
adults to
challenge the
status quo,
question the
norms, dialogue,
discuss and
debate with the
positive and
productive
intent to enrich
the school
community.
the young scholars of
SFIA-D.
Develop staff capacity in:
1. Common Core and
Learning Standards
2. Project Based Lesson
Planning
3. Cooperative
Learning/Small Group
Instruction
4. International
Baccalaureate Program
5. Service Learning
Projects
6. Culturally Relevant
Teaching
7. ELL Practices
8. Preparing classrooms
for learning
9. Classroom
Management
10. School-wide Behavior
Management
(Character Ed Tied in)
11. Sp.Ed./LEP/504/RTI
12. Interim Assessments
13. Differentiation
14. Data-Driven
Instruction & RTI
15. Higher Order Thinking
Skills
16. Bringing Learning to
Life (Field Trips)
17. Integrated Lessons
18. Teaching Reading
19. Gender based
instruction
20. Accommodations and
Modifications
21. Setting up a classroom
community
22. Partnering with the
parent
23. Professional Learning
Communities
School norms, policies
and procedures are
established and
reviewed in detail
during Pre-service in
the following areas:
1. HR policies and
procedures
2. Inventory
3. Breakfast/Lunch
4. Afterschool Activities
5. Bathroom Breaks
6. Dismissal
7. School-wide events
8. School
Culture/Uniformity
9. Home-visits/
communication with
parents/meeting with
parents
10.Preparing Classrooms
for learning
11.School-wide Behavior
Management
12.Student information
management system
(grade book
management)
13.Unit and Lesson
Planning (Project
Based Lessons)
14. Tardy and attendance
15. Roles and
Responsibilities of the
various committees
16. School Policy on
monies collected from
students/parents
17. Field Trip Protocols
18. Requests for
purchasing and
resources
45
Staff and faculty
employing the
assessment tool
to:
1. Inform Self
Growth Plan
2. To facilitate
dialogue with
Coaches and
Mentors
3. As part of
teacher/staff
Professional
Performance
Evaluation
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46
GOVERNANCE AND MANAGEMENT
LEGAL STATUS AND GOVERNING DOCUMENTS
SFIA-D has registered its name and filed Articles of Incorporation with the State of Colorado
under Sims-Fayola International Academy, Inc. (submitted and received January 18, 2011).
Articles of Incorporation, our Colorado certificate of good standing, governing bylaws, and draft
board policies can be found in Attachment N. We are in the process of obtaining non-profit
status under Section 501(c)(3) of the Internal Revenue Code. The law firm of Jackson Kelly,
PLLC is assisting with our 501(c)(3) application.
GOVERNING BOARD
Governance Philosophy
Our governance philosophy comprises a belief that all students can succeed and a commitment to
our mission and vision to develop male students who are equipped for success in a globally
competitive environment. This philosophy is the cornerstone for the development of policies by
the Board and for establishment of advisory bodies. Consistent with this philosophy, we will
seek to maintain broad diversity on the Board and advisory bodies in terms of experiences, skills,
cultural and community relationships. As an example, we will seek to retain among our Board
members representation from the FNE Denver area and professional educators. Engagement with
SFIA-D by parents, professional educators, community members and other stakeholders will be
pursued and valued. Leveraging the wisdom of crowds will be core to advancing SFIA-D’s
mission and vision.
Structure, Roles, Composition
Our Governing Board of Directors will comprise a culturally, professionally and globally diverse
membership. We will include members with established relationships in FNE Denver and the
greater metropolitan area as well as and with global experiences that support SFIA-D’s vision. It
is our intent to maintain parental representation on the Board. This diversity will be critical to the
enduring success of SFIA-D.
The Board will have nine voting members for its nominal size. Our Bylaws preserve flexible to
adjust the number of members with voting rights in the interest of the Board’s effectiveness.
SFIA-D’s Executive Director will be an ex officio, nonvoting member. The Board’s core officers
consist of a President, Vice President, Treasurer and Secretary. Our members are a highly
talented group of professionals, including individuals with skills and experiences in
organizational development and management, contract negotiation and management,
administration, education, business, finance, budget management, community engagement,
school governance, fundraising, facility and inventory management, data management and
security, project management, and partnership development and management. This diverse scope
of expertise and experience reduces SFIA-D’s exposure to many potential organizational and
financial management risks that can threaten start-up operations. Attachment A provides detailed
information on each proposed governing Board member. The following table provides an
overview of board member experiences and areas of expertise that provide a strong foundation
for SFIA-D’s success and connect us to the FNE Denver community.
47
Board Member Experiences and Expertise
Experience / Expertise
Bi-lingual
Board
Business Ops
Charter Schools
Contract Mgm't
Curriculum
Development
Data Security
Diversity Edu Strategies
ELL Strategies
Community Relations
Fiduciary
Financial Mgm't
FNE Denver Parent
Fundraising
Human Resources
Legal
Marketing
Media
Relations
Org Improvement
Partnerships
Performance Eval
Personnal Mgm't
Property Mgm't
School
Financials
School Admin
Strat Planning
Tech Mgm't
Voting
Members
Tameka
Brigham
Alton Kenric Towanna Benjamin
Clark Greene Henderson Moultrie
X
X
X
X
X
Caroll
Duran
X
Brandon
Sylvester
X
X
X
X
X
X
Executive Director /
Nonvoting
Member
Dedrick
Sims
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
The Governing Board will hold the charter for SFIA-D and be accountable for the overall
success of the school. As such, the Board is responsible for ensuring that SFIA-D always has at
its helm an Executive Director and a Principal who are highly qualified, innovative and forward
thinking. Clarity in the roles and responsibilities of the Board and administrative leaders is
essential to SFIA-D’s ability to achieve its goals. In general terms, the Board is responsible for
SFIA-D “governance,” the Executive Director is responsible for SFIA-D’s management and
mission implementation, and Principal is accountable for curriculum design and implementation,
teacher effectiveness and student achievement.
Board Creation/Transition
Founding Board members are active participants in the design of SFIA-D. These members will
make-up the initial governing board for SFIA-D after charter application approval.
48
Procedures
Board members were selected on the basis of commitment to the SFIA-D mission and vision,
and diversity of skills relative to their aggregate ability to achieve a successful and sustainable
implementation of SFIA-D. An Experience and Expertise Matrix has been created to provide
guidance on the qualifications to be pursued in candidates when it’s necessary to fill open seats.
The baseline matrix can be found in the herein section on “Structure, Roles, Composition.” It
will be updated as needed over time to reflect the strategic and tactical needs of SFIA-D.
SFIA-D’s board policies (Attachment N) include a member Code of Conduct that documents
personal responsibilities including required actions when a potential conflict of interest exists.
The identification of a potential conflict of interest is based on the existence of a financial
interest or personal interest. Conflict of interest responsibilities and situational examples will be
incorporated into training and orientation that will be required of all Board members. SFIA-D’s
Conflict of Interest Policy is provided in Attachment P and is based on Article 6 of the SFIA-D
Bylaws. See Attachment N.
Following the initial opening of SFIA-D, all meetings of the Board will be conducted in
compliance with Colorado’s Sunshine Law (C.R.S. 24-6-402). The Board will meet monthly for
two hours (at least 10 times each year) in a public space with dates, times and locations preannounced and posted on our website1. Meeting agenda also will be posted at least 24 hours prior
to the meeting on website. The Board will record minutes of all meetings and will make these
publicly available on our website in addition to other documents that may be required by the
Colorado Public Records Act (C.R.S. 24-72-201). After SFIA-D begins operations, the typical
focus of Board meetings will be on policy and programmatic needs to achieve the objectives and
goals of the SFIA-D strategic plan, and on related achievements.
Standing and ad hoc committees will be established as needed to comply with application laws
and regulatory provisions as well as to enhance SFIA-D’s performance. The initial committees
that will support SFIA-D’s Board are highlighted below in the discussion of Board Expansion,
Development, and Succession. Among the opportunities for parental engagement, a Parent
Advisory Council (PAC) will be created in compliance with C.R.S. 22-7-106 to support our
Principal in addressing school level accountability needs. More information on the PAC’s role is
provided in the Parent Involvement discussion herein.
Board Expansion, Development, Succession
Currently, all of our Board members have completed the Online Board Training Modules2 that
were co-developed by the Colorado League of Charter Schools (CLCS), CDE and CSI. This
basis governance training combined with SFIA-D specific governance will provide a foundation
for SFIA-D oversight and the fulfillment of fiduciary responsibilities by Board members.
Additional and ongoing board development will be achieved by participation in periodic CLCS
training and seminars, committee work, retreats and other activities as depicted in the “Board
Development Model” figure. In general, training will be received by the Board as a group to
promote collaboration among members. Annual facilitated retreats will be conducted as vehicles
1
2
http://www.simsfayola.org/
http://www.boardtrainingmodules.org/
49
Board Development Model
for maintaining Board cohesion and alignment with the strategic plan. See
Attachment N1: Board Training Modules Completion Certificate.
The SFIA-D process for filling Board vacancies is outlined in Section
3.6 of our Bylaws, Attachment N. Advisory bodies established by the
Board will the primary sources for the identification of Board
candidates. New Board members will be selected by the existing
Board members. Candidates for the Board membership will be
provided with documentation on qualifications and expectations for
membership. Subsequently, candidates will be interviewed by the
full Board for a fit to the needs of SFIA-D. After interviewing
candidates, the Board will discuss each candidate’s
qualifications and make a final determination of which candidate(s), if any, will be offered
membership. Each candidate accepting an offer of membership will be notified in writing of the
acceptance and expectations of board service. The nominal timeline from the initial interview of
a Board candidate to response to an offer of membership is three weeks.
ADVISORY BODIES
A number of standing committees are expected to be established by the Board in support of
SFIA-D’s mission and vision. The Board will establish an Executive Committee, a Finance
Committee and School Advisory Council (SAC) as standing committees at a minimum. The
Executive Committee will consist of Board officers and one non-officer member. Its
responsibilities will include board activity planning, board development, SFIA-D contracting,
management of board processes and all tasks relevant to ensuring the performance of all Board
statutory responsibilities. The Executive Committee will be chaired by the Board President. The
Finance Committee will be chaired by the Board Treasurer and will report to the Executive
Committee. It will be responsible for the integrity of all fiscal matters of SFIA-D. It will provide
leadership for budget planning and ensure the integrity of SFIA-D’s financial operations and
records. Its members will include the Executive Director, the Principal and a disinterested third
party. The SAC will be formed in compliance with statutory requirements, per C.R.S. 22-11-401
and 22-11-402, for membership and scope of responsibility at a minimum. It will be responsible
for monitoring school effectiveness and providing recommendations to the Board for school
improvements.
As mentioned above, a PAC will be formed as a standing advisory body for the SFIA-D
Principal per C.R.S. 22-7-106. Additional standing or ad hoc advisory bodies may be established
by the Board, Executive Director and Principal. The creation of additional committees will be
considered to address governance effectiveness, special education, ELL, the impact of global
competitiveness on programmatic needs, stakeholder awareness and engagement, partnership
network development, and donor development. We will use a variety of resources to identify
candidates for services on advisory committees. These sources include the CLCS, local
community organizations that have missions aligned with SFIA-D, and personal networks of our
Board members.
50
GRIEVANCE PROCESS
Written grievances will be accepted from adults (18 years or older) on behalf of students or
themselves. Written grievances will be submitted to the Principal to be processed per the
procedural steps in the following figure:
Accountable executive is
Executive Director?
Written complaint
submitted to
Principal.
Principal determines self or
Executive Director as
accountable executive.
No
Yes
New information or policy /
procedure violation?
Yes
No
Executive
Director
Decision appealed
by submitter in 3
business days?
Accountable executive is
Executive Director?
Executive Director reviews
within 3 business days to
determine whether relevant
new information available
or failure to follow policy /
procedure.
No
Yes
Yes
Hearing on complaint
scheduled within 5
business days with
involved parties.
Written decision by
accountable executive
rendered within 5 business
days after completion of
hearing(s).
No
Board reviews within 3
business days to determine
whether relevant new
information available or
failure to follow policy /
procedure.
New information or policy /
procedure violation?
Case Closed
No
Yes
Case Closed
Board hearing on complaint
scheduled within 5
business days with
involved parties.
Written decision by
accountable executive
rendered within 5 business
days after completion of
hearing(s).
School policies and procedures in the form of a handbook as well as meeting agenda and minutes
will be among documents that will be available free of charge as downloadable PDF files on the
SFIA-D website for access by stakeholders. Also, hardcopies of these documents will be
maintained in the school office for reference.
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52
PARENT AND COMMUNITY INVOLVEMENT
PARENT INVOLVEMENT
SFIA-D recognizes that one of the cornerstones in the academic success of its students is the
involvement of parents in various aspects of the school’s development and functioning. Our
principal will build relationships and require a school environment that creates a trusting,
collaborative, innovative, respectful and supportive school culture where teachers want to work,
students want to learn and families feel welcomed and empowered to help their students succeed.
SFIA-D will have an open-door policy and encourage parents to visit the school and be involved
in day-to-day activities. In the beginning of each school year, home visits will be scheduled for
all students attending the school as part of our relationship-building efforts.
SFIA-D is dedicated to ensuring that parents have the opportunity to include their input in the
direction of the school. We will be a school co-designed with local parents committed to creating
better opportunities for children of the community. Our Sims-Fayola website currently offers
parents and students the opportunity to complete a survey to offer input regarding some aspects
of the school. It is located on the homepage of the website with an English and Spanish version
and also accessible through our Facebook page. When our school opens, we will continue to
practice 21st century initiatives by using social media (Facebook, Twitter, mass texts, internet
forums, video, etc.) as a resource for parents to keep updated on activities, workshops, volunteer
opportunities and meetings held that at the school. See Attachment Q4: SFIA-D’s Social
Media Presence. See Attachment Q5: SFIA-D’s Parent Survey
After the opening of the school, our principal will facilitate the creation of a Parent Advisory
Council that will meet monthly with administrators and teachers to provide parent input
regarding school program designs and other school decisions. Parents and families will be
asked to sign a commitment form at the beginning of the year agreeing to commit to 20 hours of
parental involvement activities (two hours per month) for the school-year (as part of their
parental obligation to the school), attending parenting/teacher conferences, ensuring regular
school attendance, and assisting their child with timely completion of homework assignments. A
Volunteer Binder will be available for parents to log-in hours in order to track the 20 hours
required for each family. See Attachment Q7: Family-School Commitment Contract. Far
North East Denver has a prominent community of professionals with diverse skill sets. SimsFayola will tap into these resources by encouraging parents to contribute any professional skills
they have to the school, i.e., marketing, facilities maintenance, grant-writing, technical writing,
graphic arts and layout and design, etc., as part of their volunteer hours. The Community
outreach coordinator at the school will monitor/track parental involvement and a parent will be
recognized quarterly for his/her commitment/contributions.
In addition, parents and community members are welcome to facilitate relevant workshops or
support groups during “Parents for Parents” monthly events. These activities are designed to
increase participation of parents who may not feel comfortable in a school setting. We will also
partner with community organizations to bring workshops and other school activities into the
neighborhoods such as recreation centers churches and libraries. School communication sent
home with students will be translated in English and Spanish.
53
A committee including, parent, school and community members will be put in place to offer
guidance on budget decisions, hiring personnel and other decisions regarding the day-to-day
school operations. A Parent, Teacher and Student Organization will be developed to help with
fundraising efforts, community and family workshops to assist families with effective strategies
for assisting their students at home and with college planning. Workshops will be based on
feedback from survey. The PTSO will also be responsible for development of newsletters, and
the solicitation of volunteers for school events. In addition, an ELA PAC (English Language
Acquisition Parent Advisory Council) will be established for parents of ELL students to provide
input/feedback and workshops for ELA parents. Currently we have two community members
from Far Northeast Denver on our Board of Directors: Tameka Brigham (Green Valley Ranch)
and Alton Clark (Montbello). See table below regarding parent roles.
Parent/Student Roles
Description
Help evaluate the school’s progress toward meeting its stated goals and
objectives; develop school improvement plans; survey parents, staff and
students. Help evaluate the school’s curriculum and textbook choices on an
ongoing basis. Assist the Head of School with the interviewing and hiring
process. Aid development of a long-term facility plan; assist with minor
repairs and improvements on the school building; and, potentially, assist with
the acquisition of property maintenance services such as trash removal and
carpet cleaning, etc.
Partners in sharing resources Conduct workshops for parents, write newsletters, coordinate volunteer
efforts, utilize expertise as needed and sharing their time.
and information
Decision-Making Roles on
Committees/Advisory
Groups
Organizing/Planning Events Developing and assisting with the planning of events that will add to the
welcoming school culture such as Family Nights, Talent Shows, Parents for
Parents events
Support grant writing; research and develop other fundraising activities
Fundraising
Sims Fayola International Academy recognizes that some of our parents may work evenings
and/or may have more than one job. We also understand that our culturally diverse community
includes parents with language barriers. To address these lifestyle and language challenges,
SFAID will try to identify any possible barriers that may prevent parental involvement through
feedback from a parent survey to be completed as part of the registration process. The survey
will be used to assess the following: convenient times for parent engagement, the volunteer
interests, professional skills, “relationship – building” opportunities, native language, workshop
interests and other relevant information. Feedback from these surveys will allow SFAID to
determine incentives to encourage parents to attend important school meetings as well as
volunteer. We have also identified a resource in the Northeast community, The Lowry Family
Center, where we can refer families for family support, youth development, health resources and
adult education. A complete list of our community partners can be found in Attachment R1:
SFIA-D Community Partnership Matrix.
Families will come together for fellowship at Family Nights such as, Math Night, Science Night,
Literacy Night, Health Night, Art Night, Multicultural Night and much more. These will be held
at schools and community gathering places such as a church or recreation center. Attendance at
54
these workshops will also be considered “parent engagement” and can count toward their 20
hours. During school registration, several stations will be set-up for families to stop by to receive
and complete the following information: student class schedules, registration forms, attendance
policy and any other school resources useful to them. They will also learn about the Parent Portal
used to track their student’s academic progress. Parents will be required to register online for the
Parent Portal during registration and will be provided with a computer lab schedule for parent
access to computers. During the school year, progress reports will be provided for parents and
they will be required to attend Parent/Teacher conferences each semester. Report cards will only
be dispersed to parents in person. In sum, parents will be involved in the operation of SFIA-D in
a myriad ways: in the PTSO, on the Building Accountability and Advisory Committee (BAAC),
on the Board of Directors, and through volunteering. See Attachment Q3: SFIA-D Newsletter
To The Community.
SCHOOL AND COMMUNITY PARTNERSHIPS
We’ve held community informational sessions, attended and distributed flyers at community
events in the Green Valley Ranch and Montbello, held house-chats, lunch meetings, participated
in newspaper and radio interviews (Denver Urban Spectrum, Five Points News, EdNews, and
Radio Station AM760) and canvassed neighborhoods in those areas. As a result, we were able to
obtain over 418 signatures on a petition of residents in support of the school, 33 letters of support
and established meaningful partnerships for the school and 34 Intent to Enroll forms from
families. In addition, we have developed a calendar of events to target for community outreach.
See Attachment Q: Evidence of Support From Students and Parents, Attachment Q1:
SFIA-D Community Outreach Photos, Attachment Q2: SFIA-D In The News, and Q6:
SFIA-D Flyers.
SFIA-D will ensure on-going community involvement through citywide and local community
organizations. In addition, local colleges and universities will be utilized as an additional
resource to support our academic programs and for various means of exposure for our students.
Partnerships with community organizations are strategically aligned with our mission, vision,
and goals. We are targeting organizations that serve youth and families and have a proven track
record of successful programs. We want to offer quality resources for our boys. Our partners will
be able to assist us the following areas: Character Development (The Prodigal Son and Athletics
and Beyond); International Studies (BoldLeaders and Rotary International); Project-based/handson learning; Health and Fitness (The GrowHaus and First Tee Golf); Mentoring/Tutoring (Ethnic
College Counseling Center); Technical Assistant and Parent Support (Lowry Family Life Center
and the Denver Urban League).
A community advisory group, including parents and students, will also assist the Board of
Directors with planning the school. Project VOYCE will assist us with obtaining youth feedback
and ensuring that the youth have an active voice in the development and functioning of the
school. Representation from Project VOYCE includes both African-American and Latino
students.
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56
START-UP AND OPERATIONS
START-UP PLAN
A detailed start-up plan for all tasks necessary to a successful opening in August of 2012 can be
found in Attachment S. During our planning year, YR 0, efforts will be focused on the
following:




Recruiting staff and students.
Securing and finalizing our facility.
Developing and preparing all curriculum, instruction and assessment for grades 6 and 9.
Securing all educational and physical resources for the start of the year.
TRANSPORTATION
SFIA-D will not provide transportation to school. Our young men will participate in FNE’s
Success Express1, which provides busing to any school in the FNE. Any Far Northeast student
can board the bus at any stop and ride it to their participating school of choice. Students can also
take advantage of extended service hours – Success Express runs from 6:30-9:30 a.m. to 2:306:30 p.m., to support before- and after-school activities.
SAFETY AND SECURITY
Procedures to adequately protect school property shall include, but not be limited to:



Controlling the issuance of building keys and master.
Permitting access to classrooms and other school facilities or equipment only during
times when there is appropriate faculty supervision.
Developing a procedure for securing teacher work areas when they are left unattended,
such as at the end of the day.
Safety Training
Student and staff safety is a top priority at SFIA-D. It’s important to be prepared for any
emergency in our schools. Therefore, SFIA-D’s emergency policies will align with the DPS
Emergency Response and Crisis Management (ERCM) plan as well as the DPS Continuity of
Operations Plan (COOP). During YR0, SFIA-D will seek assistance from the District ERCM
Team in developing and implementing emergency response and crisis management procedures.
The ERCM is designed to provide school leaders with information to prepare for emergency
situations and guidelines to follow during crisis. All founding and subsequent faculty of SFIA-D
will complete the DPS ERCM Online Training. Please see Attachment S1 for the DPS ERMC
Board Policy.
The Principal will secure assistance from law enforcement officials when deemed necessary in
order to maintain order or security during the school day or during extracurricular activities at
1
http://fne.dpsk12.org/success-express/
57
school. The Principal shall call the Denver Police Department in cases involving illegal entry,
theft or vandalism. The Principal shall also notify the Executive Director within 24 hours after
each case of vandalism, theft, building damage and illegal entry. The Executive Director is
authorized to sign a criminal complaint and to press charges against perpetrators of vandalism
against school property.
INSURANCE COVERAGE
SFIA-D has engaged in multiple conversations with competitive insurance providers for each
level of insurance coverage anticipated for our proposed school. Below is a list of the types of
insurance we anticipate purchasing including a description. We are currently working with Mr.
Melvin Bush, owner of Denver-based Insurance Design and Placement, on amounts of coverage
and anticipated costs for YR 1. (See Attachment T: Insurance Coverage)
1. Errors & Omissions/Professional Liability
2. Workers Compensation
3. General and Professional Liability
4. Property
5. Inland Marine
6. Business Income/Extra Expense
7. Crime
8. Umbrella
9. Student Accident
10. Automobile
11. Directors and Officers/Employment Practices Liability
58
FACILITY NEEDS
SFIA-D, in alignment with our proposal to open and operate a school in the Far Northeast region
(FNE), will look for all facility options available in the area. Understanding the current DPS
facility shortage in this region, we are prepared to secure a facility on the open market if
necessary. We have been in promising discussions, and have received a proposal, with the
Pittman Development Group regarding a facility (High Point Omni Center) located at 6850
Argonne Street, Denver, CO 80249. The Foundation For Educational Excellence has facilitated
these meetings. We have also received a proposal from a Grubbs and Ellis facility that would
meet our space needs as well at 18300 East 71st, Denver, CO, 80249 as well. Both of these
addresses have unused facility space that would fit our needs. See Attachment 6 for Pittman
Group and Grubbs and Ellis Proposals.
We have budgeted an estimated lease cost at $11.00 per sq/ft on both facilities. In our
negotiations, our goal is to include tenant finish/renovation, upkeep, and utility costs in the
monthly lease payments. Each of these buildings provides realistic options for years 1 & 2. Our
goal is to secure a building for YR1 into which we can grow to full capacity. If this is not
possible, our goal by YR3 is to transition into a permanent home, which could be DPS district
space. Any facility occupied will be in compliance with all health, safety, and fire codes and
applicable city planning review procedures. The 80 Sq. Ft. per student we used for space
projections represents industry standard1. Facility Diagrams can be found in Attachment 6. Also
see Attachment 7 for the SFIA-D facilities worksheet.
The table below represents anticipated facility costs over 3 years in either of the facilities listed.
YR1
YR2
YR3
Sq. Ft. per Student
# of Students
Total # of Sq. Ft
$/Sq. Ft
Annual Lease
80
80
80
250
462
652
20,000
36,960
52,160
11.00
11.00
11.00
$200,000
$406,560
$573,760
According to Self-Help2, a community development lender and real estate developer no more
that 15% of our revenue should be earmarked for facilities. The annual lease rates in the table
above show that we are within that recommendation.
The table below represents our space needs over the first 5 years of operation.
Academic Year
# of Students
Sq. Ft. per Student
Total # of Sq. Ft
2012-13
250
80
20,000
2013-14
462
80
36,960
2014-15
652
80
52,160
2015-16
722
80
57,760
2016-17
722
80
57,760
Any facility SFIA-D chooses to occupy will be in compliance with health and safety
requirements per CRS 22.32.124 and applicable city planning review procedures.
1
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED426574&ERICExtSearch_Se
archType_0=no&accno=ED426574
2
http://www.self-help.org/
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60
WAIVERS
SFIA-D will use automatic district and state waivers. Please See Attachments 3 & 4 for waivers
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62
BUDGET AND FINANCE
__
BUDGET FORM
Please see the attached budgets (Primary and Contingency) accompanying this
application.
MANAGING BUDGETING, ACCOUNTING, PURCHASING, PAYROLL AND AUDITS
Financial Management and Internal Controls/Procedures
The Board of Directors will bear responsibility for the financial oversight of the school.
As such, the Board will selected a Treasurer with professional experience in finance or
accounting, and will convene a standing Finance Committee. The Treasurer and the
Finance Committee will ensure that the Board monitors the school’s finances. The
Finance Committee and the Executive Director will work with the Principal to develop
the annual budget and present it to the full Board for review and approval during the last
month of the fiscal year. The Finance Committee will also ensure that quarterly financial
reports with analyses of actual spending versus budgeted amounts are submitted to the
Board, and will work with the Executive Director to ensure that an annual audit is
completed.
While the Board will be responsible for financial oversight, the Executive Director will
be responsible for the day-to-day financial management of the school. The Executive
Director will work with Boos Financial Services in YR 1 & 2 to ensure proper financial
management, coordination of payroll services and benefits packages, cash-flow
management and accounts payable, and monitoring of the budget and development of
initial budgets and cash flow systems. The Executive Director, Dedrick Sims, has
attended webinar trainings with the Colorado League of Charter Schools and has been
accepted to Get Smart Schools Leadership Program and SUPES Superintendent
Academy: Hartford where he will have access to additional training and resources on
financial management of charter schools.
Delegation of Duties
A team of staff members will work collaboratively to manage the school’s finances. The
following chart outlines the delegation of duties between the team of staff members
involved with managing SFIA-D finances:
POSITION
SFIA-D Executive
Director






DAILY FINANCIAL MANAGEMENT DUTIES
Collaborate with DOF to prepare Budget and long term
financial projections.
Approve purchase orders
Approve check requisitions and reimbursement requests
Authorize payment of invoices
Sign checks
Manage expenses against budget
63




SFIA-D Board
Treasurer
SFIA-D Director of
Finance and
Operations (Duties
performed by Boos
Financial Services
until YR3)
Authorize adjustments to payroll
Review monthly payroll runs
Review monthly financial reports
Serve as second signature for checks and contracts over
$5,000.
 Participate in the development of the annual and long
term budget.
 Review monthly financial reports for accuracy and
participate in monthly meeting with the Finance
Committee.
 Ensure that quarterly financial reports with analyses of
actual spending versus budgeted amounts are submitted to
the Board.
 Work with the Executive Director and DFO to ensure that
an annual audit is completed.
 Oversight of the school’s financial management,
operational accounting, payroll, accounts receivable,
financial reporting, and cash management, in adherence to
the goals, mission and intent of the charter application and
charter contract.
BUDGET
 Collaborate with ED to prepare Budget and long term
financial projections.
 Communicate with all stakeholders regarding budgets,
reports, staffing and expenditures. Serve as School
liaison for the budget review process. Conduct public
hearings on proposed budgets when requested.
 Assist Grant Writers in preparing financial reports for
submission with grant proposals.
FINANCIAL MANAGEMENT
 Participate in District contract negotiations and verify the
accuracy of billing from the District for purchased
services agreements.
 Verify School Finance funding from the state for PPR
payments and other grants.
 Conduct and collaborate with all internal and external
audits.
 Monitor expenditures and payroll processes on a monthly
basis.
 Review all lease purchase contracts for equipment, leased
facilities, and all other general contracts.
 Stay informed on the status of charter property, casualty,
and workers’ compensation loss experience to ensure that
appropriate risk management and loss control strategies
are employed.
64

SFIA-D Business
Coordinator
Review and document accounting control procedures,
including benefits reconciliation, bank reconciliation,
petty cash, liability reconciliation, grants, human
resources, payroll, etc.
 Manage cash flow to meet short and long term cash
requirements.
 Monitor charter contract for compliance with all financial
reporting requirements.
 Review internal controls.
TRAINING
 Provide training and updates to school administration on
financial issues.
 Provide staff and board training on budgets and financial
reporting requirements.
 Oversee and train school staff on financial procedures as
required.
FINANCIAL REPORTING
 Provide monthly financial reports and coaching/guidance
to Executive Director related to budget management.
 Prepare and review monthly reports of actual versus
budgeted expenditures. Summary reports to be presented
to the Charter School Board and quarterly reports to the
District.
 Design and generate other reports required by the
Principal, Charter School Board and District.
 Assist in the completion of state and other agency
financial reports as required.
 Prepare reports in compliance with the Financial
Transparency Act (HB10-1036) requirements.
 Oversee the preparation of audit work papers for the
annual financial audit to ensure completion in the
timeframe required by the District.
HUMAN RESOURCES FUNCTIONS
 Be fully aware of all Human Resource Policies and
Procedures.
 Track actual salary and benefit offers and contract
acceptances against the approved budget.
 Monitor process for maintaining the personnel payroll
files, ensuring necessary forms are created and completed
by staff for processing payroll or other business office
responsibilities.
 Process purchase orders
 Order supplies and materials
 Prepare invoices for payment
 Make bank deposits
65

Obtain approval and forward to BFS receipts, packing
slips and invoices
SFIA-D Business
HUMAN RESOURCES
Services Staff
 Assist management in the development of Human
(Duties performed by
Resource policies and procedures.
Boos Financial
 Assist in the hiring process for all new employees
Services Staff)
 Process all new hire paperwork.

Employee Benefits:
o Set up and maintain health, dental, and vision
insurance – answer questions and claims. Pay
bills monthly.
o Maintain COBRA management of terminated
employees.
 Process all unemployment compensation forms as
required.
 Assist in compliance with Federal and State employment
laws and regulations.
 Work with district human resource representative to
conduct annual December reports to assure compliance
with NCLB & Highly Qualified Status of certified staff.
PAYROLL
 Monthly processing of payroll checks.
 Print and distribute payroll checks.
 Maintain all 401(k), 403(b), and 457(b) payments and
accounts monthly.
 Pay payroll taxes to IRS, State of Colorado and PERA
monthly (all done online or via phone).
 File all required payroll tax liability reports and issue
W2’s at year end.
ACCOUNTING
 Analyze financial data and prepare financial reports,
statements and projections for management and the Board
of Directors.
 Analyzes, reconciles, and/or evaluates the accuracy of
general ledger, revenues, expenditures,
accounting/budget/financial reports, and school cash
balances, ensuring proper amounts, receipt, and
classification, processing documents for input, and/or
posting year end deferred revenue and accounts receivable
as necessary.
 Prepares fund balance projections and/or year end budget
closing and journal entries, monitoring and reporting on
the status of revenues and balances, and/or bringing
66
ending balances forward to the next fiscal year.
 Maintain records for accounts receivables and grants
deferred revenue.
 Receive all payments for the school and make deposits as
required.
 Monitor copier and facility lease agreements and general
maintenance contracts.
 Manage purchase service agreements and payments to the
school district for services.
 Assist with the annual audit, including preparation of
working papers.
 Monitor changes to school finance act and other financial
issues.
 Prepare monthly bank reconciliation.
GRANTS
 Prepare request for funds on grants awarded to the school.
 Assist the management in preparing financial reports for
submission with grant proposals and reporting
requirements.
ACCOUNTS PAYABLE
 Process Purchase Orders:
 Processing Invoices and Printing and Preparing Checks to
be signed.
 Enter credit card receipts as they are received from
schools and monthly statement reconciliation.
 Make copies for paid invoices for grant tracking.
The Executive Director will work with the Business Coordinator to ensure procurement
of supplies, equipment and services. The Executive Director, working with Rick Boos,
the Board Treasurer and Finance Committee, will issue monthly financial reports to the
Board, and the Executive Director will hold quarterly meetings with the Finance
Committee, chaired by the Board’s Treasurer. Starting in YR3, most of the financial
duties that the Executive Director exercises, minus the approvals, will transition from the
Executive Director to an in-house Director of Finance and Operations (DFO). At this
time, the school is expected to serve 652 students and employ 52 staff members. At this
size, it is critical that a full-time person is in the building working solely on finance and
operations. The YR 2 DFO Intern will be hired with the intention to become the full time
DFO in YR 3. During YR 2, Rick Boos, will continue to serve as our DFO, but he will
provide training and guidance to the DFO Intern in anticipation of that person
transitioning into the DFO role YR 3. We will still utilize Boos Financial Services staff
upon the hiring of our DFO for back office support however the duties of the DFO will
be transitioned to in-house staff as reflected in the accompanying budget. See
Attachment 8: Rick Boos Resume
SFIA-D will contract with Boos Financial Services to provide support to the school in
analyzing, reconciling and adjusting account balances and to ensure that records are
67
maintained in accordance with generally accepted accounting principles (GAAP). This
consultant may also assist in developing SFIA-D’s Chart of Accounts and the
implementation of an accounting software system. See Attachment 8: Outsourced
Business and Accounting Services
We recognize that as a publicly supported entity, SFIA-D has additional responsibilities
to ensure the public’s confidence and the integrity of the school’s activities. The Board
will develop and approve financial policies and the Executive Director and the Principal
will implement those policies using approved internal financial controls that are aligned
with the requirements of DPS and that provide SFIA-D with the foundation to: properly
safeguard its assets, implement management’s internal policies, provide compliance with
District and Federal laws and regulations, and produce timely and accurate financial
information. The Executive Director will develop, with the assistance of Boos Financial
Services, a Financial Policies and Procedures Manual, which will be reviewed by the
Finance Committee and approved by the Board. This manual will cover the roles and
responsibilities of all financial management duties, including content, frequency, and
process of reporting and reconciling bank accounts and ledger books for all financial
transactions of the school. The manual will also include: procedures for banking and cash
management; procurement; expenses and accounts payable; payroll and related liabilities;
fixed assets; grants, donations and in-kind services; debt; investments; and security of
financial data.
Internal Controls and Financial Systems
SFIA-D will implement tight internal controls. These Fiscal Policies and Procedures will
address legal compliance, conflicts of interest, signature authorities, government access
to records, accounting procedures, cash management, budget development, financial
reporting, property management, and procurement. When receiving Federal funds, the
school will comply with all Federal-monitoring requirements.
The following systems are examples of controls that will be established for SFIA-D to
ensure proper accounting and records of finances:



Cash Flow: SFIA-D will maintain a monthly cash flow forecast with an ongoing
12-month view. It will be updated on a monthly basis and be provided to the
finance committee for review.
Check Signing and Contract Approval: The Principal will have authorization to
sign all school checks; however or checks and contracts in excess of $5,000 will
require the additional signature of the Executive Director.
Purchasing: SFIA-D will ensure that funds are disbursed only with the proper
authorization of the management and for valid business purposes. The school’s
Business Coordinator will be responsible for processing all purchase requests and
will be required to obtain approval by the Executive Director via a mandated
purchase order form before making any purchases. The Executive Director will
review all invoices upon receipt and will compare purchase order forms and
packing slips before approving payment of any invoice.
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

Payroll:
Boos Financial Services will provide payroll services that are in
compliance with legal requirements are maintained, and disbursements are only
made upon authorization to employees of SFIA-D. Boos Financial Services, for
YR1 and 2, and the SFIA-D Director of Finance and Operations starting YR 3
will be responsible for managing the school’s payroll with proper authorization
procedures in place for the Executive Director to verify hours and appropriate
payment amounts.
Annual Audit: SFIA-D will undergo an annual financial audit, to be conducted by
an independent Colorado Licensed CPA following the conclusion of each fiscal
year on June 30. The audit will ensure that the school’s financial records are in
compliance with Generally Accepted Accounting Principles (GAAP) and will be
financed through the school’s annual budget. The Executive Director, Director of
Finance and Operations, and Board of Trustees, with the guidance and advice of
the Finance committee, will consider and implement any significant findings by
the auditor about SFIA-D’s fiscal and general management practices. The audit
report will be submitted to Denver Public Schools as per the DPS schedule and
will be included in the school’s annual report, as appropriate.
In addition to tight internal control policies, the school will also take additional security
measures by procuring a crime/fidelity bond that covers all persons receiving or
disbursing funds. This policy will be maintained during the length of the charter, and
evidence of such coverage will be submitted annually to the District.
Budget Process
In YR1 and 2, the Executive Director, with the input of the Principal and DFO Rick
Boos, will work with the Treasurer to prepare and propose to the Finance Committee a
detailed budget that shows line-item expenses and that includes an analysis of the
budget’s relation to the school’s Accountability Plan. In YR3 and beyond, the Executive
Director, with the assistance of the Director of Finance and Operation and the input of the
Principal, will work with the Treasurer to prepare and propose to the Finance Committee
a detailed budget that shows line-item expenses that includes an analysis of the budget’s
relation to the school’s Accountability Plan. The budget will include a monthly cash-flow
analysis to help manage cash flow and monitor progress towards outputs such as hiring,
contracting of services, or procuring of equipment. The Finance Committee will present
the proposed budget(s) to the Board for review and vote. The Executive Director will
present a variance report of spending in quarterly meetings with the Finance Committee.
These reports will be sent to the entire Board quarterly.
Payments and Incoming Funds
The Executive Director will sign all checks and have the responsibility for approved
purchases. In Years 1 & 2 Boos Financial Services will prepare all checks for signature
and the Finance Committee will monitor approved expenditures. In Year 3 and beyond,
the Director of Finance and Operations will prepare all checks for the Principal’s
signature and the Executive Director will monitor approved expenditures. Checks or
contracts in excess of $5,000 will require the signature of the Executive Director. Checks
will be issued only when within the approved budget and with the approval of the
69
Executive Director. Voided checks will be retained to ensure proper maintenance of
checking account records. Incoming receipts will be filed by the Business Coordinator
and entered by Boos Financial Services, recording the name, date received, name(s) or
donor, address (if available), amount, and type of receipt. All checks will be stamped “for
deposit only” into SFIA-D’s account, prepared with a deposit slip and deposited into the
appropriate school account. A copy of each check will be attached to a copy of the
deposit slip and deposit receipt and will be filed and used for reconciliation of the bank
statement. In years 1-2, Boos Financial Service will reconcile bank accounts and the DFO
will take over the responsibilities in Year 3 and beyond, with the Executive Director
always having financial oversight and management. In Years 1 & 2, Boos Financial
Services will receive the documentation related to the cash receipts deposit and record the
activity to the accounting system. In Year 3 and beyond, the DFO will assume these
responsibilities. The Board of Directors will review all cash receipts monthly, including a
comparison of amounts received to the budget.
Internal Accounting and Reporting Procedures
In YR1 & 2, Boos Financial Services will use QuickBooks or similar accounting software
to aid in the preparation of monthly financial reports and end-of-year audits. In YR 3,
SFIA-D will use the same accounting software to prepare monthly financial reports and
end of year audits. Using this type of system will allow the school to generate financial
reports virtually instantaneously, though in practice such near-real-time reporting
capability may only be in place for income and expense accounts. The school will keep
paper backup copies of all check registers and journal entries and will back-up the
electronic file regularly to maintain the integrity of the school’s financial systems.
Financial statements such as a Balance Sheet, Budget vs. Actual Income Statement, and
Statement of Cash Flow will be prepared monthly by the DFO Rick Boos in YR 1 & 2
and by the in-house Director of Finance and Operations for YR3 and thereafter. Monthly
financial reports will be provided to the Board’s finance committee, and the finance
committee chair will provide a summary report at each full Board meeting. DFO Rick
Boos will attend quarterly Board meeting to provide quarterly reports to the board prior
to submitting a copy to DPS. Board Members will use the financial statements to
confirm compliance with existing policies and to monitor the extent to which the school
is staying within budget.
Independent Audit Report
SFIA-D shall requisition a Financial Statement Audit and Financial and Administrative
Procedures Controls Review (collectively, the "Financial Audits") annually, at its
expense, and by an outside, independent Colorado licensed CPA (retained by SFIA-D).
The audit will meet Colorado state guidelines and will contain a complete asset
inventory. SFIA-D shall provide to the DPS Board any reportable conditions and other
advisory comments as defined by the American Institute of Certified Public Accountants.
Cash flow Management Plan
SFIA-D's cash management plan includes processes and procedures that help signal a
potential cash management problem and allow for immediate attention. The Executive
70
Director bears ultimate responsibility to ensure that all forms are completed and
procedures are followed to ensure that all expected public and private dollars flow to the
school without significant gaps in time. On a weekly basis, during the Operations
Meetings, the Business Coordinator will provide a cash flow update to the Executive
Director indicating any expected revenues to be received and budgeted expenses to be
made. In YR3 and beyond, this task transitions to the DFO who engages in weekly
Operations Meetings with the Principal and Executive Director. This ensures that the
school maintains a positive cash flow and to the extent possible, a cash reserve each
month. Over time, the Executive Director with the Board Treasurer will produce budgets
that include cash surpluses each year to help offset any potential shortfalls in revenue and
to help meet any short term cash flow challenges. There will be financial management
policies and procedures in place to help ensure that all purchases and other expenditures
are approved and accounted for with an eye towards fiscal prudence and long-term value.
These procedures for purchases and accounts payable will allow the Executive Director
to quickly curtail the rate of spending if necessary. In the event that revenues do not fully
cover expenses, the Executive Director and Board Treasurer will take necessary steps to
protect payroll and facilities needs. Options would include how revenue through private
donations and fundraising can be improved, how non-payroll and facilities expenses and
purchases can be delayed, or seeing if the schedule for payments of contracts or services
can be renegotiated.
BUDGET NARRATIVE
Accompanying this narrative is a “baseline budget” that articulates SFIA-D’s revenue
and expenditures through the first charter term based on our anticipated enrollment plan
coupled with the leasing of our own facility. The reasoning for utilizing a non-district
facility in the budget is to ensure fiscal conservatism. Non-district space is obviously
more expensive and thus by assuming non-district space we are making the most
conservative financial estimates possible. We recognize that many of our assumptions,
such as anticipated enrollment and facility location, are variables that have the potential
to change and as such have created multiple contingency plans in an effort to proactively
think through the means by which we will achieve the mission of our school regardless of
changes in financial situations. Following the general narrative below are tables
describing multiple contingency scenarios, articulating the rationale behind each, and
detailing what makes the alternative plans unique from one another and fiscally
responsive to key variables.
Professional Development
Even though we budgeted $1,000 per instructional staff member to cover professional
development costs, we will do most of our professional development in house. The
exceptions are the some contracted summer and yearlong support PD sessions with the
Buck Institute, McRel, and Talbot Consulting for training in Professional Learning
Communities.
During the 3-week professional development before school, most of our PD will be
conducted by the Executive Director, Principal, the Instructional Coach, or a consultant
that represents the company whose curriculum we are using (i.e. Collins Writing, Saxon,
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FOSS, etc.) The Executive Director, Principal and the Instructional Coach have
significant experience in most of the programs that SFIA-D will use in our academic
programming. In-house PD is done to not only reduce costs, but to ensure that all training
is done within the context of our specific school culture and teachers are able to
implement the training immediately in their learning experience design. The costs for the
consultants are included in the budget in the line item “Travel, Registration, and
Entrance”, which essentially is accounted for in the $1,000 per staff member. The
Executive Director, Principal, Instructional Coach, and IB Coordinator will be the
primary employees that will travel to receive training outside the school. During weekly
PD sessions, any recently acquired updates from the trainings will be shared with relevant
staff. However, during year 5, the 11th grade teachers that will start our IB program the
following year will attend IB training the summer before year 6 (2017). Those costs are
accounted for in year 5 of our budget.
Staffing Considerations
SFIA-D will seek to partner with City Year and student teachers from local teacher
education programs to provide extra assistance in our mandatory academic supports
(Safety Nets) to increase the chance of one-on-one instruction for our young men that
need the most assistance. Additionally, the extra assistance will reduce the workload of
our core teachers and increase the time for collaboration and planning.
SFIA-D will also employ a part-time Business Coordinator YR 1 to serve as the liaison
between the school and Boos Financial Services. The Business Coordinator will work no
more than 25 hours a week. YR 2 SFIA-D will hire a full-time DFO intern who will
assume the responsibilities of the outgoing Business Coordinator. The person will be
hired with the expectation that they will become the full-time DFO in YR 3. The intern
will receive training and guidance from Rick Boos of Boos Financial Services, who will
have served as the DFO for Yrs 0, 1, and 2.
SFIA-D will contract with DPS Nursing Office to provide nursing services 1 day a week
at a cost of $15,000 per year. The school nurse will take care of all health mandates: i.e.
medication administration and delegation, health care planning, management of students
with significant acute and chronic health conditions, special education services, 504 plans
and state mandated hearing and vision screenings.
Assessments:
SFIA-D will use a variety of assessments to measure student performance. We have
budgeted $75 per student to cover the assessment costs and training.
NWEA
Map
Edusoft
Interims
Fountas
and Pinnell
YR 1
$3,125*
YR 2
$5,775
YR 3
$8,150
YR 4
$9,025
YR 5
$9,025
$9,875.00**
$7,500.00
$7,500.00
$7,500.00
$7,500.00
$310
$310
$310
$310
$310
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$2,257.50
$2,257.50
$2,257.50
$2,257.50
$2,257.50
EPAS
(Explore &
Plan)
* Includes a required one-time implementation training by the vendor: $2,700.
** Includes a one time on-site required training for $2,375.
Dues and Fees
In the revenue section of the SFIA-D working budget, each family will be charged a fee
of $50 each year to cover the costs of their SFIA-D Blazer and crest patch for new
students and blazer cleaning costs for returning students. However, scholarships will be
given to families who demonstrate a hardship and cannot pay blazer fees. In the expense
section of the SFIA-D working budget, the dues and fees that the school will pay are
school subscription and organizational membership fees.
Organization
Annual Membership Fee
Coalition of Essential Schools (CES)
$75
Coalition of Schools Education Boys of $150
Color (COSEBOC)
Asia Society: ISSN School Network
$400
Colorado League of Charter Schools
$4.50 X FTE student count in October
Resource Journals and Magazines
$500
Food Service
SFIA-D will participate in DPS healthy food option for our students. After having a
conversation with Jennifer of DPS Nutrition office, we will budget $100 monthly for a
general administration fee. This is a conservative amount. Breakfast will be free for our
young men, but the lunch prices are 1) $1.70 for lower school and 2) $2.30 for our upper
school students. SFIA-D will also provide healthy snacks for our young men on their
breaks for cost. As a benefit of contracting with DPS for food services, they will
complete our free and reduced application packets at not cost.
We will not have a full kitchen to code in the first few years, but will serve breakfast and
lunch in a multi-purpose room that will be cleaned twice a day daily. DPS food services
employees will set up and serve breakfast and lunch in that space with their equipment.
IB Costs
(See Attachment D2 for detailed IB costs for YR 4-5)
Copiers
SFIA-D hopes to have copiers donated to us by Automated Business Products40. See
Attachment R2 for the agreement.
Custodial Services
SFIA-D will receive custodial services as part of the negotiated lease amount. As a
40
www.abpcopy.com
73
contingency, if the lease amount is raised above our budget facilities amount, we will
seek part time custodial services outside of the lease contract.
International Field Trips
SFIA-D has been in conversations with Dan Lutz of Denver Center For International
Studies regarding shared resources for our international travel goals. We expect to
collaborate with Denver Center For International Studies regarding travel resources that
range from sharing expenses to sharing discounted resources based on their experience.
Also, in line with the approach of Denver Center For International Studies, our young
men will start working towards the costs of their international field trips in the 9th grade.
The goal for our students will be to raise at least half the cost of the total trip. SFIA-D
will identify the approximate costs of the trip and share the costs with our students and
their families. Additionally, our Beyond Fayola Coordinator, as a part of the job
description, will be responsible for identifying funding sources for our international travel
goals. These funds will be used to supplement the remaining costs of the trips for our
students. The costs of these trips are not included in the budget, because they funding
sources will come from outside the school resources. Melvin Bush, past president and
current member, of the Rotary41 club has pledged to help SFIA-D with developing a plan
for student international travel using Rotary club resources as well. See Attachment 7 for
Melvin’s email to Mr. Sims and Towanna Henderson.
Budget Projections for Pre-Operation Year
The YR0 column of the attached Budget details the budget and cash flow projections,
including revenues and expenses incurred between the charter approval date and the startup year. We have created a very conservative budget for pre-operating revenues that
includes only monies pledged by the SFIA-D Board of Directors and the potential
foundation funding of $250K provided by the Walton Family Foundation and the Charter
School Start-Up CDE grant of up to $180,000. As of March 26, 2011, SFIA-D has been
awarded the $30K Pre-Authorization Grant of the $250K from the Walton Foundation.
See Attachment 5 for Walton Foundation award letter.
Funds received during the pre-operation year will be used for salaries of the Executive
Director, Principal, Instructional Coach, Part-time Business Coordinator and the Boos
Financial Services startup services starting in January of 2012. Also, funds received
during that year will be used for recruitment of staff, office supplies, furniture, books,
travel for school visits, consultants, conference registration, and down payment on a
facility. Many of the curriculum and supply items will be purchased in year 0 in
preparation for the first year. Therefore year 1 reflect a lower than expected budget for
some of these items. Although we anticipate having an aggressive fundraising campaign
during the start-up year, in an effort to remain conservative, we have not included any
anticipated revenue from these sources in the pre-operating budget. Should additional
monies be raised from fundraising sources, they will be used to enhance the educational
program instead of covering basic school operations.
41
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PER PUPIL REVENUE
Per the 2012-2013 Charter Application, SFIA-D estimates receiving $ $6,868.97 for PPR
for year 1 and is holding it constant through year 2. This amount is the current FY11/12
PPR currently received by DPS. For years 3-5, SFIA-D is budgeting a 1% increase per
year. Since we anticipate 87% FRL, the actual PPR received should be higher than the
District average PPR amount but to be conservative we have used the current average
PPR. SFIA-D recognizes that due to the current financial environment in the State of
Colorado, the projected PPR may be subject to additional changes. It should be noted that
despite this drop in PPR and limited projected growth over the term of the charter, we do
account for increases in expenditures in our budgeting illustrating a 2% COLA increases
for staff.
ANTICIPATED FUNDING SOURCES
Secured Funding
SFIA-D was awarded the Walton Family Foundation Pre-Authorization grant of $30K in
March 2011 to support start-up efforts. SFIA-D also received a $2,500 planning grant
from the Colorado League of Charter Schools to supplement the costs of planning and
developing this proposal. See CLCS award letter in Attachment 5.
Unsecured Funding and Services
SFIA-D is talking with the Piton Foundation and the Daniels Fund regarding additional
funding. We are optimistic that the Piton and the Daniels Fund will become supporters of
SFIA-D as a future funding source. SFIA-D is also talking with the Partners for
Developing Futures regarding funding as well.
SFIA-D has qualified for the Colorado League of Charter Schools Stage 4 planning grant,
which provides critical services in lieu of funding that will help with costs. The excerpt
from the CLCS grant guidelines is in the table below.
Stage 4 Overview:
Groups eligible for a Stage 4 Planning
Grant are likely to open a school within the
next year. This grant will be in the form of
services instead of money. Groups that
receive a Stage 4 grant will be given two
free full-day governance trainings for their
board—one on Governance 101 and one on
Performance Management for Boards. We
will also work with the authorizers for
Stage 4 Planning Grant recipients to ensure
that strong authorizing practices will be
used, including model contract language,
appropriate waivers, etc.
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Appropriate use of funds:
Stage 4 Planning Grants must be used to
purchase governance training, performance
management training, and/or support in
working with the authorizer. The League
will either offer the services directly or pay
the vendors that the school has chosen to
provide the services. The school does not
receive funds directly for a Stage 4
Planning Grant.
Anticipated Funding
In addition to anticipated PPR and the secured and unsecured funding outlined above,
SFIA-D anticipates the following funding:
 Title I. Based on the demographics of the targeted community we propose to serve
with an anticipated 87% of students receiving free and reduced lunch, SFIA-D is
well above the 70% threshold to qualify for Title I Funds and expects to receive
$408 for 87% of the student population to fund necessary resources.
 Title II. SFIA-D assumes $65.62/student as per the DPS Budget Template to
support the SFIA-D professional development fund.
 Mill Levy. As illustrated in the most up-to-date DPS template, SFIA-D anticipates
the following mill levy funds: Textbooks $61.25/student, Library $6.00/student,
Technology $22.00/student, Tutoring funding $14.51/student.
 Capital Construction. SFIA-D assumes $90/student as per the DPS Budget
Template in year 1 and a slight per pupil reduction each year to recognize the
increasing number of students sharing the $5 million dollar funding resource.
 CDE Start Up Grant. A three-year, CDE start-up grant for $180,000 annually is
anticipated to support costs during these initial years. Use of the $180,000 during
our planning year is detailed in YR0 of our budget. At the time of the submission of
this proposal, we have attended all level 1 training for the CDE grant and will
submit our application on October 14, 2011.
Additional Federal Funding
SFIA-D will explore additional Federal fund sources that are specific to our academic
program as well as the population we propose to serve. Some examples of Federal funds
we may be eligible for are:
 Title V: Latino Serving Institutions Program
 21st Century Learning Centers
 Rural and Low Income School Programs
 Comprehensive School Reform Program
 What Works and Innovation Fund
 English Language Acquisition State Grants
 Grants that support International Education
 English Language Acquisition National Professional Development Project
 National Writing Project
 Reading is Fundamental
 Striving Reader
 Technology Grants
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Private Funding
SFIA-D has been awarded the Walton Family Foundation Pre-Authorization grant of
$30,000 with the referral of the Colorado League of Charter Schools. Please see
Attachment 5 for the grant referral letter from the Colorado League of Charter Schools.
We also have access to the Grant Match grants database sponsored by Randall Funding.
Being a part of the database provides our organization with access to free grant writers at
Randall who will work with us through a three-review process until submission of the
final draft for any grant is complete. Outside of our work with Randall Funding and local
corporate foundation options, we are currently in conversations with such organizations
and individuals as those listed below:






Foundation For Educational Excellence
The Daniels Fund
The Piton Foundation
Partners for Developing Futures (Will submit this proposal on October 15, 2011)
New Schools Venture Fund
Donnell-Kay Foundation
SFIA-D is also currently considering two Fund development proposals from Diana Whye
and Leslie Talbot of Talbot Consulting, beginning in year 2. The final fund development
plan will be a three-year fund development plan to include grants (foundation, corporate
and government), sponsorships, partnerships and affiliations, special events and
individual contributions that will fund the SFIA-D foundation that will be used to support
our IB Diploma Programme and International Field trips for our young men. Our plan
will include at least five prospects from each category. See Attachment 6 for the SFIAD Fund Development Plan proposals from both consultants.
BUDGETARY CONSIDERATIONS
SFIA-D will comply with all mandatory budget allocations as required by DPS and
outlined below.
 TABOR Reserve. SFIA-D has budgeted 3 % of non-Federal funding to satisfy the
TABOR requirement over the five-year budget. These funds will be rolled forward
in the beginning fund balance of each subsequent year and a new TABOR
calculation performed at the end of each year as opposed to calculating the
difference between years and leaving more room for errors.
 District Required Special Education Services. The 2011-2012 required special
education services cost is $500 per funded pupil count according to final October
count numbers. To reflect actual expenses for services provided to students, this
cost may be adjusted each December for future school years. SFIA-D has budgeted
accordingly a minimum of $500 per funded pupil count.
 District Student Information System. The District requires approved charter
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schools to use the District's student information system (Infinite Campus). We will
use this system and adhere to all system requirements and District directives with
respect to such use. The 2012-2013 costs for this system for new charter schools are
estimated to be $18.45 per student. This cost may be adjusted each year. SFIA-D
has allocated $18.45 per student for this service. We understand that this cost
covers licensing fees, training and support for staff members and district email
accounts for the school leader and secretary.
 Pension Contribution. Pursuant to 22-30.5-111(3), a District-approved charter
school and its employees must make the appropriate contribution to the Denver
Public Schools Retirement System (DPSRS), which was recently merged with
PERA. The Denver Public Schools’ pension obligations are currently comprised of
(1) the employer contribution to PERA and (2) the debt service on the pension
certificates of participation (PCOPS). For 2012-2013, the PERA and PCOPS rates
are estimated to be approximately 18.50% (combined). These rates will be adjusted
annually, so SFIA-D will use these amounts as minimums in our calculations.
ENDING FUND BALANCE
It is critical to our organizational viability, as with any for-profit or non-profit
organization, that we maintain a small cash surplus from year to year through a growing
Fund Balance to prepare for unanticipated changes. The table below illustrates our yearly
beginning and ending fund balance, demonstrating a small but critical safety net for the
operation of SFIA-D during the term of the charter. These estimates are driven by our 5yr comprehensive budget (not contingency budget).
Beginning
Balance
Ending
Balance
YR 1
$9,816
YR 2
$80,075
YR 3
$358,053
YR 4
$646,966
YR 5
$978,147
$80,075
$358,053
$646,966
$978,147
$1,147,792
CONTINGENCY BUDGET
The SFIA-D Contingency Budget is included in at the end of this proposal. The
contingency budget assumes that the YR 1 student count is ~ 85%, 210 students, of
expected enrollment of 250 students. Attrition assumptions remain the same as in the
operational budget.
Staffing
In a strategic effort to ensure that SFIA-D will not be overstaffed during the start-up
years, a set of core teachers will be hired/sustained during the summer of each year.
When the population starts to grow and we approach reaching enrollment goals,
additional positions will be filled to support the students.
Assumptions
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If SFIA-D faces reduced enrollment or financial variables that impact the financial
position of the school, the following adjustments have been made to ensure we stay
within budget:
1. Staffing changes – our greatest resource is our human capital so we are trying to
2.
3.
4.
5.
6.
7.
8.
secure all positions to develop the school. If student enrollment numbers do not
meet our goals, 2 teaching and one administrative position will not be filled
during year 1. Also all stipends will start year 2 and we will reduce our special
populations teachers by 2 over 5 year.
Staff benefits – in order to maintain staff salary levels, health & dental benefit
levels will be reduced: Health is reduced from $3,000 to $2,500 per staff member
(annually).
Other employee benefits – this line item includes background checks and mileage
for school-sponsored events offsite and is reduced from $60 to $40 per staff
member (annually).
Professional development & travel – we hope that this budget line is not
impacted, however, if the student population is not there to fund it, the PD fund
will drop from $1,000 per staff member to $600. This is another fundraising
opportunity for SFIA-D and the Board.
Administrative Salaries – the salaries of school administrators (ED, Principal,
DFO, Instructional Coach) will be reduced by 5%. Additionally, all stipends will
be reduced to $1,500.
Transportation & Field trips – With reduced students, the budgeted $15 per
student for field trips will be eliminated and raised by families.
Supplies – Budgeted lines for General & Office supplies will be reduced as
follows under the contingency budget: General – decreased from $60 to $50 &
Office – decreased from $30 to $20 per funded student.
Advertising/Marketing/Recruiting – Finally, advertising costs will have to
decrease from $40 to $25 per funded pupil and the SFIA-D Board and staffing
tam will have to develop a school wide outreach effort for recruitment.
Through the development of this contingency budget, we were able to identify the
must “haves” versus the “wants” during the initial start-up phase. Once the school
population, culture, and reputation have been established, we feel that we can
continue to further expand this model effectively.
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