UNIVERSITY PREPARATORY SCHOOL - Denver Public Schools

University Preparatory School Charter Application I 

D 

Application for a Charter for the Proposed 

UNIVERSITY PREPARATORY SCHOOL 

April 16, 2010 

Respectfully submitted to: 

Denver Public Schools 

Office of School Reform & Innovation: 

David I. Singer 

(On behalf of the University Preparatory School Founding Board of Trustees) 

1705 Gaylord St. Apt. 307 

Denver, CO 80206 

303.709.5454 

dsinger@buildingexcellentschools.org 

“College Starts in Kindergarten”

TABLE OF CONTENTS 

Listing of Appendices…………………………………………………………...III 

School Proposal Overview & Enrollment Projection…………………………. V 

University Preparatory School Enrollment Projection………………………VII 

Executive Summary……………………………………………………………… 1 

Vision……………………………………………………………………………....4 

Design Team/Founding Group…………………………………………………...7 

Education Plan………………………………………………………………….. 10 

Performance Management……………………………………………………... 30 

Leadership & Staffing………………………………………………………….. 33 

Governance & Management…………………………………………………… 38 

Parent & Community Involvement………………………………………….… 43 

Start-Up & Operation………………………………………………………….. 46 

Facility Needs…………………………………………………………………… 48 

Waivers………………………………………………………………………….. 49 

Budget & Finance………………………………………………………………. 50 

Education Service Provider……………………………………………………. 62 

Current or Past School Operator/Replicator Summary……………………... 63 

Replacement School Applicants……………………………………………...…64 

University Preparatory School Charter Application II

Appendix Content of Appendix 

A Letter of Intent 

B Regional Map 

C Automatic District Waivers 

D Automatic Waivers of State Statutes and State Rules for Charter Schools 

E 

Charter School Board Member Information 

Charter School Board Member Resumes and Professional Bios 

Lead Founder Resume 

Facility Planning Scope Questionnaire 

F 

Potential Facilities Narrative 

G 6 + 1 Writing Traits Rubric 

H Taxonomy of Teaching 

I Scope and Sequence (All content areas, K – 5) 

J Sample Curriculum Alignment Template (CAT) 

K Academic and Exit Standards for Grade 5 

L School Calendar 

M Daily/Weekly Schedule 

N Day in the Life – Student 

O Day in the Life – Teacher 

P Organizational Chart 

Q Job Descriptions 

R 

S 

RtI Flowchart (How we implement RtI) 

RtI – CO Multi-tiered Model of Instruction and Intervention 

RtI – CO 6 Components of RtI 

Marketing and Publicity Strategies 

Sample Marketing Materials 

Inclusion in Sen. Mike Johnston’s District 33 Newsletter 

Inclusion in EdNews Colorado 

School Tri-Fold Brochure (English & Spanish) 

Boots on the Ground I and II – Press Releases 

Petition Signature Form 

Enrollment Policy and Timeline 

T Intent to Enroll Forms (English and Spanish) 

Sample Application (English and Spanish) 

U Family – Student Handbook 

V Sample Data Dashboard 

W Personnel Handbook 

X Hiring Process – Start to Finish 

Y 

Teacher Evaluation Tool 

School Leader Evaluation Tool 

University Preparatory School Charter Application III

Z Articles of Incorporation 

AA Governing Bylaws 

BB 

Certificate of Good Standing (CO Non-Profit Corporation) 

Letter from IRS with FED EIN 

CC Advisory Council – Roles and Responsibilities 

DD Board of Trustees – Roles and Responsibilities 

EE Monthly E-Newsletter to Friends of University Prep 

FF Contract of Commitment 

GG Start-Up Plan 

HH 

DPS School Performance Framework for Elementary Schools in NNE 

Denver 

II 

Letters of Support 

Letters of Support Involving Commitment of Funding and/or Services 

JJ Community/Family Information Sessions to Date 

KK Board Committees 

LL Conflict of Interest Policy 

MM Transportation Plan 

NN Fire and Safety Plan 

OO Sample Parent Survey 

PP Additional DPS Question regarding 2010 Denver Plan 

QQ Building Excellent Schools Relationship with Walton Family Foundation 

RR CDE – Teaching Reading to ELL Students 

SS 

Building Excellent Schools Fellowship 

Building Excellent Schools Follow-On Support 

TT University Prep Summer Institute – Sample Week 

UU Performance of Five of the Schools University Prep is Modeled After 

VV Supplemental Programming 

WW 

Mild, Moderate, Severe, and Zero-Tolerance Behaviors and 

Consequences 

XX Grading Policy 

YY Projected Insurance Costs 

ZZ Accountability Plan in DPS Template 

University Preparatory School Charter Application IV

SCHOOL PROPOSAL OVERVIEW & ENROLLMENT PROJECTION 

Please provide information for the primary point of contact for your team. This individual will 

serve as the contact for all communications, interviews, and notices regarding the submitted 

application. Please note: names and contact information may be shared with external groups by 

DPS. 

Name of proposed school: ___University Preparatory School __________________________ 

Primary contact person: _David I. Singer__________________________________________ 

Mailing address: _1705 Gaylord St. Apt. 307_________________________________ 

Street and/or PO Box 

__Denver____________CO__________________80206__________________ 

City State Zip 

Phone: (day) __303-709-5454_____________ (evening) __303-709-5454________ 

Email address: __dsinger@buildingexcellentschools.org _____ Fax: __303-297-3533 

Name of team or entity applying: ___Founding Board of University Preparatory School______ 

Names, roles, and current employment of all persons on applicant team: 

• David I. Singer, Lead-Founder and Proposed Head of School – University Prep , Fellow - 

Building Excellent Schools 

• Renae Bruning, Trustee, Senior College and Financial Aid Advisor – Denver Scholarship 

Foundation 

• Olivia Gallegos, Trustee, Senior Associate – SE2 

• Tracey Lovett, Trustee, Assistant Vice President of Scholarships - Daniels Fund 

• Kieron McFadyen, Trustee, Managing Director/Founder - Competitive Strategy & Intelligence 

• Juan Pena, Trustee, Pastor - Providence Bible Church 

• David Scanavino, Trustee, Executive VP/Founder - MMM Healthcare 

• Erin Snow, Trustee, Chancellor Scholar – University of Denver Law School 

• Jesse Wolff, Trustee, President/CEO – Kempe Foundation 

Does the applicant team, or any members of the team, currently operate any other schools? 

Yes No 

If yes, be sure to respond to the Current or Past School Operator Summary herein 

Does the school expect to contract with an education service provider (ESP)/education 

management organization (EMO) or other organization for school management/operation? 

Yes No N/A 

Model or Focus of Proposed School: ___College Preparatory 

Grade level(s) to be served: 

At opening: Kindergarten and 1 st grade 

At full enrollment: K - 5 

Is the team willing to share a facility with another school? Yes No 

Desired location (s): ___Near Northeast Denver (Please see Appendix B) ___ 

University Preparatory School Charter Application V

Proposed Principal / Head of School Information: 

Name of proposed Principal Candidate: __David I. Singer_________________________ 

Current employment: ___Building Excellent Schools - Fellow____________________________ 

Daytime phone: ___303-709-5454________________ Cell phone: __303-709-5454_________ 

Email: ____dsinger@buildingexcellentschools.org ____________________________________ 

University Preparatory School Charter Application VI

University Preparatory School Enrollment Projection 

Academic 

Year 

2011-2012 

K 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

University Preparatory School Charter Application VII 

11 

12 

Total 

Number 

of 

Students 

% 

ELL 

% 

SPED 

54 54 108 37% 13 % 87 % 

2012-2013 54 54 54 162 37% 13 % 87 % 

2013-2014 

2014-2015 

54 54 54 54 216 37% 13 % 87 % 

54 54 54 54 54 270 37% 13 % 87 % 

2015-2016 54 54 54 54 54 54 324 37% 13 % 87 % 

ELL: English Language Learners 

SPED: Special Education students 

FRL: Free and Reduced Lunch eligible students 

Planned Number of Students 

% 

FRL

EXECUTIVE SUMMARY 

MISSION 

Building a foundation of skills, knowledge and character, University Preparatory School 

educates every K – 5 student for college. 

VISION AND CORE VALUES 

All students deserve an exceptional education regardless of zip code, race, or socioeconomic 

status. University Preparatory School (“University Prep”) achieves its mission of providing an 

exceptional education through six unyielding core values about teaching and learning. 

Literacy is everything. To prepare students for more academically advanced work in the upper 

grades, University Prep ensures that all students are reading at or above grade level by third 

grade. Placing an instructional and financial emphasis on what we value most, two high capacity 

teachers team-teach during three-plus hours of daily literacy instruction, equivalent to 73 full 

days by the end of a single school year. 

Quality teachers drive exceptional results. The quality of our educators is the single most 

important factor in driving student achievement. 1 We recruit the best and brightest, prepare 

teachers for the school year, and improve them as they go. We provide 19 days of summer 

training, 11 professional development days through the year, and all teachers observe the highest 

performing schools upon which University Prep is designed. A continuous observation/feedback 

loop between school leaders and teachers ensures a professional culture of continuous 

instructional improvement and exceptional results. 

A no-excuses school culture, infused with joy and rigor, spurs academic achievement. To 

maintain a long-term track record of academic excellence, University Prep provides a positive 

school culture focused on academic performance and character development. University Prep is 

academically demanding every minute of every day and simultaneously permeates with energy, 

excitement, and joy for learning. 

Assess, analyze, and intervene often. To ensure we are on track to reach our academic goals, 

interim assessments are administered every six weeks. K–2 assessments address literacy 

development; 3-5 assessments address mastery of skill and content in each subject. In alignment 

with CO curriculum standards,“[w]e use tests to figure out problems, fix them, and move on.” 2 

More time is critical. To combat the reality that students in our target population enter 

kindergarten with a wide gap in literacy skills in comparison to their more affluent peers, and to 

provide the instruction and support necessary to meet our mission and expectations, University 

Prep offers a longer school year (187 days) and extended school day (7:30–4:00). This schedule 

provides 240 more instructional hours annually than traditional Denver Public Schools. 

Families are partners. Starting with Home Visits and Family Orientations, University Prep 

engages families in conversations about the hopes and dreams they have for their children while 

infusing how the school will support students in reaching their goals. In congruence with the 

2009 Denver Plan, we believe that part of our job is helping parents help their children, and we 

spend much time throughout the year making sure we live up to that expectation, starting in the 

Fall with three Family University Nights geared specifically for this purpose. 

1 Haycock, Kati. “Good Teaching Matters – How Well Qualified Teaches Can Close the Gap.” Education Trust. 1998. 

2 Carter, Samuel Casey. No Excuses: Lessons from 21 High-Performing, High Poverty Schools. The Heritage Foundation. 2000. 

University Preparatory School Charter Application 1

NEED AND TARGET POPULATION 

If a student from a low-income background develops the ability to read with fluency and 

comprehension in the early elementary years, that student has a genuine chance at high school 

graduation and college completion. If this same student fails to achieve fluency in reading by 

third grade, the likelihood of future academic success is rare. 3 As the CO Board of Education 

states, “By the time that students are identified in third grade they are too far behind…it is very 

difficult to close the gap.” 4 According to the CO Office of Learning and Results, “[o]f the 

students scoring ‘unsatisfactory’ in 3 rd grade (2002), 74% . . . remained in the ‘unsatisfactory’ 

% of Students Proficient and Advanced 

100 

90 

80 

70 

60 

50 

40 

30 

20 

10 

0 

Douglas County 

State 

3rd - 4th Grade READING Drop 

(% Proficient and Advanced from 2007-08 to 2008-09) 

DPS 

Swansea 

Garden Place 

Gilpin 

2008 2009 

Harrington 

Cole 

Barrett 

Pioneer 

University Preparatory School Charter Application 2 

Columbine 

Wyatt Edison 

Whittier 

category in 4 th grade (2003). 

Of the 74% scoring 

‘unsatisfactory’ in the 4 th 

grade, nearly 76% . . . 

remained in the 

unsatisfactory category in 5 th 

grade (2004).” 5 “[A]mong 

4,164 low-income students 

who entered Denver Public 

Schools in 2004, just 187 will 

successfully pursue a fouryear 

college degree.” 6 This 

equates to 5% of all lowincome 

students completing 

college. 

This reality is apparent in the Near Northeast community which University Prep proposes to 

serve: 87 % of students are eligible for free and reduced lunch 7 and current assessment results 

illustrate underperformance (see 3 rd – 4 th Grade Reading Drop graph above). Examining reading 

scores in consecutive years of schools serving elementary-aged students in the Near Northeast 

evidences the academic need; the percentage of students identified as proficient and advanced 

starts below the district and remains flat or drops significantly from one grade to the next. 8 

Despite the underperformance of public schools in Near Northeast Denver, and the challenges 

the community faces – 47% of adults have less than a twelfth grade education and the average 

annual wage is $25,500 9 , there are assets in this region. One of the strongest is illustrated by the 

largest subgroup of students attending elementary schools: 70% of the student population in K–5, 

over 2,000 children, is represented by the Hispanic population, and as one Latino leader in our 

city articulates, “Latino families in our country, of all racial groups, show the strongest desire for 

their children to earn a college degree, but in our current situation, Latino children are the least 

likely to earn one.” 10 Desire must be looked at as a tremendous asset in this community – 

knowing the outcomes you are striving for is the only way to achieve success. Our families are 

the dreamers; we are the concrete planners. 

3 

National Research Council. http://www.ed.gov/inits/americareads/ReadDiff/. 1998. 

4 

“Colorado Basic Literacy Act – Rules for Administration.” CO State Board of Ed, Office of Learning and Results. Amended May 13, 2004. 

5 

Ibid. 

6 

Kurtz, Bill, and Chris Gibbons. “Charters are Part of the Education Solution.” The Denver Post.12 Nov. 2009. 

7 

Calculated from average of 10 schools serving grades K – 5 in NNE. Individual school %’s from DPS School Performance Frameworks. 

8 

It should be noted that Wyatt Edison’s results increase slightly from Grade 3 to 4 rather than remain flat or drop. 

9 

Piton Foundation – www.piton.org. 

10 

Meeting with Carlos Valverde, Co-Director of Colorado Progressive Coalition on January 6, 2010.

EDUCATION PLAN: INSTRUCTION AND ASSESSMENT 

Research indicates that students learn best in a stimulating environment – one with a steady and 

consistently brisk pace, a high degree of teacher and student interaction, and one that uses 

techniques that support a culture of high academic and behavioral expectations. 11 We universally 

implement consistent, research-based instructional techniques; some are highlighted below. 

• Direct Instruction. In a program that incorporates visual, auditory and tactile cues to 

teach fundamental literacy skills, K–2 students are provided with explicit, small group 

(9:1) instruction in phonics, phonemic awareness, decoding, and blending. 

• Gradual Release of Responsibility – “I do, we do, you do.” The strategy of teacher-led 

instruction, guided classroom practice, and individual practice for mastery has proven to 

be a highly effective instructional technique for ensuring all students learn. 

• Rap, Rhythm and Rhyme. Chanting and rhyming create excitement about the learning 

process and help children remember key learning concepts. Applied in the core subjects, 

Rap, Rhythm and Rhyme is a proven approach that leads to increased mastery of content. 

• Kinesthetic Learning. Physical activity maintains student engagement and makes the 

leaning process fun. Teachers strategically incorporate its use to teach students a new 

concept or to reward academic performance while instruction is actively occurring. 

• Targeted Intervention. In small group and one-on-one settings, our school effectively 

uses data to provide instruction in areas of struggle for students who need it most. As part 

of our school day, targeted intervention ensures every student is getting what they need. 

We couple instruction with frequent diagnostic assessments in alignment with recommendations 

from the CO Basic Literacy Act and CSAP Performance Frameworks. Data from assessments 

informs teachers on students’ performance, driving action plans to best support student growth. 

LEADERSHIP AND GOVERNANCE 

The Lead Founder is an urban educator with successful teaching and leadership experience in 

Denver in the non-profit and for-profit sectors, co-founding two urban schools and leading the 

five-year growth of a private franchise company. Through the Building Excellent Schools 

Fellowship, the Lead Founder and proposed Head of School received extensive training in 

instructional leadership, operations, finance, and governance, along with deep exposure to the 

highest performing urban charter schools locally and nationally, completing leadership 

residencies in two of the nation’s highest performing charter schools. The Founding Board of 

Trustees holds a shared belief that all students are entitled to the highest quality public education. 

The founding team is comprised of a high capacity, committed and diverse group of Denver 

professionals, from within the Near Northeast community and the city at large. Their skills and 

experiences encompass Education, Finance, Community Engagement, Fundraising, Marketing, 

Real Estate, Non-Profit Management, and Law. Providing effective and stable governance 

throughout the charter term, the Board ensures University Prep delivers on its mission by holding 

school leadership directly accountable for results. During all monthly and annual meetings the 

Board of Trustees will receive quantitative data illustrating the academic performance of the 

school as well as its financial health. These two core areas - academic achievement and 

organizational viability - are the driving force of all governance decisions and leadership 

oversight. 

11 Research is defined as practices that produce results. This stimulating environment is found in “gap-closing” schools: North Star Elementary, 

Newark, NJ; KIPP Shine, Houston, TX; Leadership Prep, Brooklyn, NY; Excel Academy, Boston, MA; Elm City College Prep, New Haven, CT. 


VISION 

MISSION 



VISION AND GROWTH PLAN 

In the 2009 Denver Plan’s “Call to Action” a question is posed: “How do you fit into this plan 

and what role will you play?” The plan establishes five measurable, accountable goals: 

dramatically improve student achievement; close our existing achievement gaps; improve our 

high school graduation rates; prepare students for post-secondary success; and continue to 

increase enrollment in Denver Public Schools. University Prep proposes to serve as one part in 

the greater mission of achieving these five ambitious and necessary objectives. 

Our city has a 53% graduation rate. For Hispanic students, that rate drops to 46%. Of every 10 

low income students who enter a DPS school, five will graduate high school and one will 

complete college. The mission of University Prep is to eliminate this statistical reality, ensuring 

that every child develops the necessary foundation of skills, knowledge and character critical on 

the path to earning a four-year college degree. We recognize the overwhelming nature of our 

promise, but “[g]reat schools set hard and fast goals that the whole school must strive to 

obtain.” 12 To educate every one of our students on the road to college, we start in kindergarten. 

Year K 1 2 3 4 5 

Total # 

Students 

% 

ELL 

# 

ELL 

% 

SPED 

# 

SPED 

% 

FRL 

# 

FRL 

2011- 

12 

54 54 108 37 40 13 14 87 94 

2012- 

13 

54 54 54 162 37 56 13 21 87 141 

2013- 

14 

54 54 54 54 216 37 80 13 28 87 188 

2014- 

15 

54 54 54 54 54 270 37 100 13 35 87 235 

2015- 

16 

54 54 54 54 54 54 324 37 120 13 42 87 281 

University Prep proposes to open in August, 2011 with 54 Kindergarten and 54 first grade 

students. Each year we will enroll 54 new kindergarteners. The slow growth of one grade each 

year allows us to develop culture, curriculum, and assessment systems strategically, one year at a 

time, increasing in complexity and size only after building a strong foundation of demanding 

culture and academic achievement. 13 As research indicates, smaller schools are highly effective 

for urban students when it comes to academic achievement. Students in smaller schools have 

better attendance, higher graduation rates, and increased student engagement and achievement. 14 

“There appears to be a particularly strong correlation between smaller school size and improved 

performance among poor students in urban school districts. These findings provide evidence that 

12 Carter, Samuel Casey. No Excuses. Washington, DC: The Heritage Foundation, 2000) p. 9. 

13 Founders of high performing charter schools believe that adding one grade level each year maximizes a new school’s ability to “get it right.” 

Successful leaders using this model include: Norman Atkins of North Star in Newark, NJ and Chris Gibbons of West Denver Prep in Denver, CO. 

14 Cotton, K. School Size, School Climate, and Student Performance. Northwest Regional Education Lab (1996). 


smaller schools can also help narrow the achievement gap between white/middle class/affluent 

students and ethnic minority and poor students.” 15 

UNDERSTANDING THE NEED IN DENVER AND THE NEAR NORTHEAST 

“There is a significant need for additional performing elementary school capacity in Denver. 

[We] need an additional 20,043 seats of elementary performing capacity alone. Only half of 

Denver’s elementary students are in a performing elementary school.” 16 As Superintendent 

Boasberg’s introductory letter to the 2009 Denver Plan indicates: “Now is the time to accelerate 

our reforms, to sharpen the focus on student achievement, and to get all of our children – in 

every neighborhood of Denver – on track to walk across the commencement stage armed with 

everything they need.” 17 University Prep, developing a college-going culture beginning in 

kindergarten with a tremendous emphasis on foundational skills and knowledge, looks to 

provided 324 of the 20,043 needed seats in Near Northeast Denver, or 1.6 % of the solution. 

In our proposed region, the need for improving literacy levels no later than the third grade, the 

number one predictor of future academic success 18 , is urgent. Of the 10 schools serving 3,000 

students in K–5, one reached the state average for third grade reading proficiency on the 2009 

CSAP 19 and seven have proficiency ratings averaging 30%. 20 In third grade writing, five schools 

serving a total of 2,243 students have no higher than 12% of students proficient or advanced. 21 In 

math, six achieve proficiency levels 18 % or more below the district average. These schools have 

proficiency levels 40% below that of CO averages. “We know that the initial knowledge deficits 

. . . can be remedied in the early years of preschool and primary school . . . learning can be made 

to proceed at a rate that could guarantee a literate and relatively just society . . . reading [and 

other academic] difficulties can be prevented.” 22 

University Prep’s decision to serve this targeted population, including the grade levels we have 

chosen, specifically meet the district and community needs as described in the Call for Quality 

Schools regional needs analysis. As stated in the document in reference to Northeast Denver: 

• The performance gap is most pronounced at the elementary level where approximately 

53% of students do not have access to a high performing seat. 

• There is an opportunity to attract students living in the Northeast Region back to Denver 

Public Schools. The capture rate at elementary school is 74%, which translates to a 

capture gap of 2,551 students at the elementary level. 

• There is a projected increase in school age population from 17,265 in 2009 to 20,021 by 

2015, a projected increase of 15.96%. 

COMMUNITY OUTREACH AND SUPPORT IN NEAR NORTHEAST DENVER 

To ensure that we recruit the student population we propose to serve, an equivalent demographic 

makeup of the current traditional, innovative, and charter public elementary schools in the 

community (95% students of color, 87% FRL, 37% ELL, 13% SPED), we have engaged in 

expansive and intensive outreach efforts beginning in October 2009. We have connected with 

15 Education Commission of the States, http://ecs.org/ecsmain.asp?page=/html/issuesK12.asp. 

16 Locating Quality and Access: The Keys to Denver’s Plan for Educational Excellence. February, 2010. 

17 The Denver Plan 2009. Superintendent Boasberg Letter. pg. 2. 

18 In DPS in 2009, 51 % of 3 rd graders were Proficient or Advanced in reading. This same year, our district had a 53 % graduation rate. Countless 

research studies articulate the predictive nature of 3 rd grade reading levels - the data in our own district provides a localized anecdote to this truth. 

19 Compiled from Colorado Department of Education, http://www.cde.state.co.us/ and Great Schools, www.greatschools.net. 

20 Colorado Department of Education, http://www.cde.state.co.us/. 

21 Compiled from Colorado Department of Education, http://www.cde.state.co.us/ and Great Schools, www.greatschools.net. 

22 Hirsch Jr., E.D. The Schools We Need and Why We Don’t Have Them. Random House: New York. 1999. p. 20. 


esidents and families throughout the Near Northeast, engaging in conversations about what 

families want for their children and how that aligns with our proposal. The following 

organizations represent a sampling of groups with whom we have been working. 

Early Childhood 

Education 

Faith-Based 

Non-Profit/Community 

Support Groups 

Community Activist 

/Engagement Groups 

Recreation Centers 

DPP, Early Excellence, Clayton Early Learning, Head Start, Denver Early 

Childhood Council, Focus Points, Mile High Montessori 

Shorter Community A.M.E, Kinship, Providence Bible, Pilgrim 

Congregational, Scott United Methodist 

Cross Community Coalition, Red Cross Salvation Army, Mi Casa, Champa 

House, Denver Public Libraries (Fort Warren, Jose Valdez, Blair-Caldwell) 

Padres Unidos, MOP, Colorado Progressive Coalition; Northeast Community 

Congress for Education, Latin American Education Foundation, Latina 

Initiative, Colorado Statewide Parent Coalition, Circle of Latina Leadership 

Hiawatha Davis Jr, 20 th St., Glenarm, and St. Charles Recreation Centers 

Elyria and Ballpark Neighborhood Associations, Elyria, Swansea and 

Business/Neighborhood 

Globeville Business Association. 

Detailed information about each of our nearly 20 information sessions that we have hosted to 

date may be found in the Parent and Community Involvement section starting on page 43 as well 

as Appendix JJ. As part of our community outreach, we have conducted two Boots on the 

Ground Events with a combined 100 Friends of University Prep volunteers canvassing the 

neighborhoods and informing families of our proposed future option. 23 These two events 

resulted in over 1,000 conversations with community members. As a result of our engagement of 

the greater Denver community, support for University Prep may be found in three primary ways: 

(1) Intent to Enroll Forms – 430 Parents/Guardians in the Near Northeast community have 

voiced their endorsement of University Prep by completing Intent to Enroll forms representing 

591 children. 175 of the total children are 3 and 4-year-olds, the age of eligible students to enroll 

in 2011. This represents over 160 % of available seats in year 1 of operation. 

(2) Petition Signatures – 452 community members without children who could not complete 

Intent to Enroll forms have voiced their support of our endeavor through the signing of a petition 

document 24 , stating their desire for University Prep to be part of the Near Northeast community. 

(3) Letters of Endorsement – More than 30 local, city-wide, and national leaders from the nonprofit 

and for-profit sectors have demonstrated support through the writing of endorsement 

letters that emphasize their belief in University Prep. A sampling of supporters is listed below. 

District 33 State Senator, Michael Johnston Shorter Community AME Church, Dr. Rev. Tyler 

District 8 City Council Woman, Carla Madison Donnell Kay Foundation, Tony Lewis 

Circle of Latina Leadership, Camila Lara Colorado Succeeds, Tim Taylor 

Early Excellence, Jennifer Rodriguez Luke Metro Organization for People, Mike Kromrey 

Mile High Montessori, Anna Jo Haynes Pilgrim Congregational Church, Pastor Quintana 

West Denver Prep, Chris Gibbons Denver Hispanic Chamber of Commerce, Jeff Campos 

Please see Appendix T for sample Intent to Enroll Forms 25 and Appendix II for over 30 Letters 

of Support. 

23 A press release for both of our BOOTS ON THE GROUND campaigns, March 20, 2010 and April 10, 2010 may be found in Appendix S. 

24 A copy of the petition used to collect signatures may be found in Appendix S. 

25 All completed Intent to Enroll forms are available upon request. 


DESIGN TEAM / FOUNDING GROUP 

After a decade in urban high schools as a math teacher, most recently as a founding teacher of 

the newly re-opened Manual High School, Lead Founder David Singer is prepared to make a 

broader impact in the work of urban education reform in Denver. Continuously encountering 

students entering 9th grade two to four grade levels behind, Mr. Singer recognized that the 

challenges of catching up students must be prevented, and that intense energies must be placed in 

pro-active education rather than re-active catch up. Determined to ensure that ALL students have 

full access to life’s opportunities, he is placing all of his efforts towards founding a high 

performing elementary school with the mission of educating every student for college starting in 

kindergarten. 26 Recognizing the effort necessary to accomplish this mission, Mr. Singer has 

composed a diverse founding team of inspired, driven and high capacity individuals from the 

Near Northeast community as well as the city at large. 

MEMBERS, MOTIVATION, AND QUALIFICATIONS OF THE DESIGN TEAM 

There are two critical elements to establishing and sustaining a high performing urban charter 

school – academic performance and organizational viability. We intend to achieve excellence in 

both areas. The collective qualifications and motivations of our design team place us in a 

tremendous position to achieve our mission of educating every student for college. 

Ms. Renae Bruning, Board Member, is a Senior College and Financial Aid Advisor with the 

Denver Scholarship Foundation (DSF), an organization whose mission is to inspire and empower 

Denver Public School students to achieve their postsecondary educational goals. Ms. Bruning is 

a first generation college graduate and a 2000 Daniels Scholar, recently earning her MA in 

Educational Foundations, Policy and Practice. Ms. Bruning remains an active alumna with the 

Daniels Fund and serves as a National Board Member for the Pi Lambda Chi Latina Sorority. 

Ms. Olivia Gallegos, Board Member, is a Senior Associate with SE2 where she serves as 

acting manager for several non-profit, foundation and government clients. SE2 is a Coloradobased 

mass communications firm focused on public issues, policy and social marketing. Ms. 

Gallegos served as a Field Organizer for the Strategic Consulting Group where she recruited, 

trained, and supervised over 200 volunteers in an extensive effort to engage low-income minority 

voters in the election process. Ms. Gallegos is an alumna of the 2007 Circle of Latina Leadership 

and has served as an Advisory Board Member for the Hispanic Chamber Education Foundation. 

Mrs. Tracey Lovett, Board Member, serves as Assistant Vice President of Scholarships for the 

Daniels Fund. The Fund’s Scholarship Program encourages students not otherwise considering 

higher education to reach toward the dream of attending and graduating college. Prior to joining 

the Daniels Fund, Mrs. Lovett spent over a decade in admissions at CSU, serving for five years 

as Assistant Director of Admissions where she created and coordinated a national leadership 

program for high school juniors to recruit, enroll and retain college students of color. Mrs. Lovett 

is Steward for the Shorter Community A.M.E. Church in Northeast Denver and cabinet member 

to the President’s Community Advisory Cabinet at Metropolitan State College of Denver. 

Mr. Kieron McFadyen, Board Member, is Founder and Managing Director of Competitive 

Strategy & Intelligence, a Denver-based company located in Five Points specializing in market 

analysis and competitive intelligence research. He has extensive consulting and business 

26 Although University Prep is not a direct feeder into college, our school has the tremendous opportunity to lay a foundation that ensures all 

children are “college-ready,” reading, writing and doing math at grade level. 


management experience in the Healthcare, Telecommunications, Insurance/Re-Insurance, 

Medical and Pharmaceutical segments. Mr. McFadyen is responsible for all business 

development and client management activities while overseeing budgeting, payroll, and financial 

planning. Mr. McFadyen recognizes the economic realities faced by a community in which too 

few students are receiving a competitive education and earning college degrees. 

Mr. Juan Peña, Board Member, is Pastor at the Providence Bible Church in Five Points and is 

deeply engaged in serving the Near Northeast Community. Immigrating to the U.S. when he was 

14, Mr. Peña attended UMass Dartmouth, earning an engineering degree. After five years with 

Parkinson Technologies, overseeing complete system integration of multimillion dollar capital 

equipment projects, Mr. Peña entered the Baptist Bible Seminary, earning his MA in Divinity. 

His goal has always been to create a mutli-ethnic/inner-city church with a blend of 

socioeconomic classes praying and working together. He found that opportunity in Providence 

Bible Church and now resides in Northeast Denver with his wife and children. As a first 

generation immigrant, Mr. Peña understands the experience of our student population. He 

recognizes the steadfast role that his mother played in ensuring he furthered his education and, in 

the sometimes unstable lives of the students we intend to serve, he views University Prep as that 

same stable figure – unwavering in support for children and their academic futures. 

Dr. David Scanavino, Board Member, combines an active clinical practice with years of 

managed care experience in competitive health care markets. As Founding principal and VP of 

MMM HealthCare, Puerto Rico’s first Medicare + Choice program and the fastest growing 

Medicare + Choice plan in the U.S., Dr. Scanavino managed the organization at a time when 

200,000 members joined in less than two years. Dr. Scanavino sits on the Board of the Denver 

Scholarship Foundation, which “coordinate[s] efforts to get each student [in Denver] to apply to, 

attend and complete college.” 27 Recognizing the academic reality faced by many high school 

students, Dr. Scanavino believes more students need to be academically prepared for the rigors 

of college if the DSF is to have the greatest impact on Denver’s students. Dr. Scanavino provides 

his energy and professional background to University Prep as a Denver “game-changer.” 28 

Ms. Erin Snow, Board Member, began her professional career with Teach For America where 

she led her students to achieve the ambitious goal of two year’s reading growth and over 80% 

content mastery. Transitioning into research in 2007, Ms. Snow joined an environmental firm, 

drafting and preparing grant proposals resulting in the attainment of over half a million dollars in 

funding. Selected as a Chancellor’s Scholar at DU for her excellence in scholarship and public 

service, Ms. Snow is heavily engaged in the Denver community while completing her law 

degree. She volunteers as a legislative intern for State Senator Michael Johnston’s office, serving 

as the Constituent Manager and Education Policy Researcher while leading the DU Law 

Alternative Spring Break Project focused on social issues such as poverty and discrimination. 

Ms. Snow recognizes that education is the key for creating social change and views serving on 

the Board of University Prep as a strong avenue for ensuring success for disadvantaged students. 

Mr. Jesse Wolff, Board Member, comes with over 15 years of financial experience in the forprofit 

sector, and made the transition to non-profit work in 2004, becoming CEO of Community 

Shares of Colorado. Mr. Wolff managed a team responsible for raising $1.8 million (37% growth 

27 http://www.denverscholarship.org/Page.aspx?pid=681. 

28 “Game Changer” is the term used by Doug Lemov, Managing Director of Uncommon Schools, describing teachers who eliminate the 

achievement gap and in turn, change the outcome of the game for their students. 


over three years) per annum for a diverse membership of 115 nonprofits. Now serving as 

President and CEO of the Kempe Foundation, a 35-year-old nonprofit, Mr. Wolff develops and 

manages a team of professionals charged with raising $5 million in revenue annually, increasing 

awareness of child abuse, and advocating for improved early childhood policies. Mr. Wolff led 

the Kempe Foundation in completing a $12.5 million capital campaign, building out of the new 

Kempe Center at The Children’s Hospital. Mr. Wolff views education as the key component to 

eliminating the prevalence of abused and neglected children in our city and state. 

Mr. David Singer, Lead Founder and Proposed Head of School, is a co-founding teacher of 

two CO schools and has been heavily engaged in the successful establishment of start-up public 

schools. At Manual, he led staff in data-driven instruction, standards-based assessments, creation 

of daily schedules and annual calendars, and leveraging resources to obtain the greatest academic 

outcomes for students. Mr. Singer was selected as a mentor teacher with the Boettcher Program 

while in the Mapleton School District and spent three years as a lab host with the Public 

Education and Business Coalition, opening his classroom to teachers across the country in 

sharing best practices in math instruction and assessment. As Regional Director of a private 

franchise company, Mr. Singer brings direct experience in organizational start-up in the forprofit 

sector (accounting, hiring and managing staff, marketing, negotiating contracts, cultivating 

relationships with organizations in non-profit and for-profit). He has engaged in a year-long, 

highly selective Fellowship through Building Excellent Schools, a respected national non-profit 

organization devoted to training aspiring urban charter school leaders to build schools of 

uncompromising academic excellence. The Fellowship has afforded the proposed Head of 

School experience in School Design, School Operations, Charter School Governance, External 

Relationships, and School Leadership. Additional information on the Building Excellent Schools 

Fellowship can be found in Appendix SS. Building Excellent Schools provides additional 

technical advice and training through its Follow-On services. 29 A description of Follow-On 

Support can be found in Appendix SS, and costs may be viewed in our accompanying budget. 

The Design Team brings a wealth of knowledge, professional and personal experiences, and 

unwavering commitment to the hard work of founding and leading a high performing urban 

charter school. We recognize the challenges ahead, and are driven by the mission of our 

organization - educating every student for college. Please see Appendix E for Resumes and 

Professional Bios for all Design Team members. The team’s collective skills and expertise are 

bulleted below. 

• College Readiness. Deep knowledge of requirements for college readiness and success 

• Community Outreach. Ability to organize and engage community 

• Curriculum, Instruction, Assessment. Developing standards-based curriculum, leading 

data-driven decisions, backwards planning, analysis of new CO model content standards 

• Facility Acquisition. Commercial and non-profit, financing, lease negotiations 

• Financial Oversight. Strategic planning, leveraging resources, managing fiscal health 

• Fundraising. Grants, individual, corporate, and foundation donors. 

• HR. Experience in personnel management, legal compliance, performance evaluation 

• Marketing. Ability to send a clear message and create a brand 

• Management and Oversight. Leadership in for-profit sector and non-profit governance 

29 Follow-on Services are not a requirement of the Fellowship. All final decisions regarding selection of support and services on behalf of 

University Prep will be made by the governing board, in full compliance with financial controls and policies. 


EDUCATIONAL PLAN 

CURRICULUM AND INSTRUCTIONAL DESIGN OVERVIEW 

“In a society where failure to graduate from high school condemns young people to a life of 

second class economic citizenship, [Denver’s] graduation rate hovers around 50 % . . . in a 

district where 80 % of our students are of color, there is a 35 point achievement gap between our 

African-American and Latino students and their Anglo and Asian-American counterparts.” 30 

There are urban public schools defying this trend, with test scores rivaling those of the richest 

communities. These schools champion a no-excuses philosophy, with no shortcuts to academic 

success and no magic formula that can catch students up to their more affluent peers. These 

schools show it takes a combination of many smaller solutions and a lot of hard work. 

BASIC LEARNING ENVIRONMENT, CLASS SIZE, AND STRUCTURE 

University Prep is classroom-based with 27 students in each K-5 class. 31 In K–2, each grade 

level team is supported by a literacy teacher, ensuring smaller student-teacher ratios during all 

literacy instruction. During daily 3-hour literacy instruction, each class is divided into three 

small, rotating groups, never exceeding a 9:1 student to teacher ratio. Students rotate between 

teacher-led instructional groups and an adaptive computer-based literacy program. In grades 3–5, 

class size remains at 27. With our intense academic focus and support in K–2 students enter third 

grade at or above grade level in literacy, and teaching a class of 27 continues to produce strong 

academic results. 32 Project STAR in a study examining the effects of small class sizes through 

the elementary grades, states “the [positive] class size effect reaches its maximum very early, in 

Grade 1 and 2.” 33 Recognizing the costs accompanying lowering student to teacher ratios during 

instructional time and financial constraints, it is our pro-active decision to capitalize on the 

opportunity that small class sizes provide in the early grades. 

LITERACY 

Reading K - 2. The CO Basic Literacy Act emphasizes, “Learning to read develops over time as 

a result of quality instruction and appropriate practice.” 34 K-2 students receive 185 minutes of 

daily literacy, with 120+ minutes of team-taught, small group reading instruction, with students 

rotating through three, 40-minute learning centers in groups no greater than 9. Segmented into 

literacy’s foundational components, students learn decoding, phonics, phonemic awareness, sight 

words, reading comprehension strategies, and vocabulary. K-2 students have 35,000 minutes of 

literacy instruction annually, valuable for ELLs who “respond well to a plan of instruction in 

which each aspect of the language builds on another, with plenty of opportunities for practice.” 35 

Direct Instruction. Phonemic awareness and phonics instruction incorporates visual, auditory 

and tactile cues. Using Reading Mastery, a curriculum producing demonstrable results for 

student from low-income families, teachers engage students in making verbal connections with 

visual representations of phonemes, and use call and response to teach students pronunciation. 

30 2009 Denver Plan. p. 9. 

31 With 27 students per class, Harlem Success Academies (K–8), a successful network of urban charter schools in Harlem, NY has 95% of 3rd 

graders passing the ELA exam, with a quarter achieving top scores, ranking the school #2 of all public charters in state. 

http://www.harlemsuccess.org/. 

32 Elm City College Prep in New Haven, CT, North Star in Newark, NJ, and Leadership Prep in Brooklyn, NY capitalize on benefits of small 

ratios in early elementary grades through use of a team teaching. 3 rd grade assessment results demonstrate an elimination of the achievement gap. 

33 Folger, John and Carolyn Breda. “Evidence from Project STAR about Class Size and Achievement.” Peabody Journal of Education. 1998 

34 CO Board of Education. Rules for the Administration of CO Basic Literacy Act. Amended May 13, 2004. Section 3.0, “Proficiency Levels.” 

35 Haver, Johanna J. Structured English Immersion: A Step-By-Step Guide for K – 6 Teachers and Administrators. Corwin Press Inc., CA. 2003. 


Differentiating instruction for a variety of learners, teachers give students tactile experiences 

with phonemes, engaging multiple modalities. 

Guided Reading. Teachers lead guided lessons, and all aspects are taught: tracking print from 

left to right; attending to word spacing in print; understanding punctuation. Teachers emphasize 

sight words and vocabulary, practicing learned words while building vocabulary through 

teaching of new words, providing a strong environment for teaching “power words.” 36 Teachers 

monitor students individually, conduct one-on-one assessments, and plan post-reading activities. 

Computer-Based Reading Reinforcement. Students use a computer-based, adaptive literacy 

development curriculum such as River Deep’s Destination Reading 37 , emphasizing phonemic 

awareness, letter recognition, decoding skills and reading comprehension. 

Read Alouds. In 25-minute Read Alouds in K-2, “[t]he teacher reads aloud to students; but both 

the teacher and the students think about, talk about, and respond to the text.” 38 Focusing on sight, 

high frequency words and new vocabulary, teachers model habits of effective readers thinking 

aloud 39 , engaging students by asking thoughtful, multi-leveled questions. Achieving such 

standards as “retelling narrative text using characters, setting and sequence of events” and 

“retelling expository text using main idea and supporting details,” Read Alouds support the 

acquisition of skills and knowledge outlined in the CO Basic Literacy Act. 40 

Reading Grades 3-5. Students have individualized reading plans based on frequent assessments 

to determine appropriate texts for independent and small group reading. There continues to be 

shared reading, focusing on non-fiction comprehension and fictional analysis. Some instructional 

time shifts from reading and writing of non-fiction to science and social studies. 

Selecting Texts Grades K – 5. With 95% students of color, 70% Hispanic and 40% ELL, we 

”keep vigilant watch on the reading materials we provide students to be sure they reflect our 

pluralistic society…great literature of diversity challenges stereotypical views of any group; 

expands understanding, respect, and empathy; and even changes views of justice and power.” 41 

WRITING 

K–2 students receive a 40-minute daily writing program. Beginning with handwriting mechanics, 

students transition into using pictures and words to communicate ideas, with the expectation of 

full sentences and paragraphs in later parts of K through grade 2. Students write fully-developed 

essays and narratives in upper grades. Students improve writing by focusing on ideas, 

organization, voice, word choice, sentence fluency, writing conventions and presentation. The 6 

+ 1 Trait writing rubric assesses all writing and is modified to be grade-level appropriate while 

maintaining a demanding level of rigor. Please see Appendix G for a sample writing rubric. 

Teachers model techniques of effective authors, and supply frequent, specific feedback to 

36 University Prep’s Power Words are the words of the week that each grade is working on. Each week has three specific words that are all 

advanced for their grade level and serve as a challenge for the students. 

37 Students in Palm Beach County, FL, serving 20,073 ELLs K-HS have seen increase in passing proficiency on state reading assessments. 

http://web.riverdeep.net/pls/portal/docs/PAGE/RVDP_SS/MA_SS/A7324_FL-LISATROUTE_DESTINATION%20READING.PDF 

38 Fountas, Irence C. and Gay Su Pinnell. Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K – 8. 

Portsmouth, NH. Heinemann.2006. 

39 “Think Aloud” allows students to understand what teacher is thinking and why, modeling what students should consider as they complete 

similar task independently. Keene & Zimmerman, Mosaic of Thought, Heinemann (1997). 

40 CO States Board of Education. Rules for the Administration of the CO Basic Literacy Act. Amended May 13, 2004. Section 3.02(1)(a)(ix) and 

Section 3.02(1)(a)(x). 

41 Fountas, Irene C. and Gay Su Pinnell. Teaching for Comprehending and Fluency:Thinking, Talking, and Writing About Reading K – 8. 

Portsmouth, NH: Heinemann. 2006. 


improve student writing. Students write in various genres and use a process including prewriting, 

drafting, revising, editing and publishing. 

MATH 

Using research-based curricula such as Saxon Math and Math Investigations 42 , we provide 80 

minutes of daily math instruction in K-2 and 85 minutes in grades 3-5. All instruction is aligned 

with CO Model Content Standards. Saxon provides an approach to instruction using effective 

incremental development, described as teaching increments several times throughout a school 

year. This method is called “distributed instruction,” or “spaced instruction.” Distributed 

instruction is “the tendency, given an amount of time, for spaced presentations of a unit of 

information to yield much better learning than massed presentations” 43 Math Investigations, 

which focuses on exploratory problem solving and critical thinking, will supplement the core 

foundational knowledge developed through the use of Saxon. We recognize that students need 

basic fact knowledge and “automaticity” with procedural computation and understanding of 

conceptual ideas and the ability to solve complex mathematical problems. Students will have a 

strong foundation in the basic skills, procedural computation, and conceptual understanding. 

SOCIAL STUDIES 

Research shows that one reason for urban students scoring lower on reading tests is that they lack 

the background knowledge to deeply comprehend multiple reading passages. When one reads a 

text, one must know how to decode the words and analyze text. To understand the text, one must 

also know the basic vocabulary and contextual information the author assumes the reader 

understands. Students must receive a rich and rigorous education in social studies, and we 

believe this can be accomplished even with the limited exposure students have to social studies 

during their first three years due to the intensity of our literacy program that underpins learning 

in the other key subjects. When schedules change in grade 3 with a full year of social studies 

every day, students’ reading skills will be so strong that their ability to grasp content will also be 

strengthened and thus the impact of social studies instruction will be maximized. While not 

explicitly a Core Knowledge school, we will draw from the Core Knowledge Sequence. For 

texts, we expect to use the Scott Foresman 44 Social Studies curricula for all grades. We will 

develop supplemental curriculum in social studies to ensure that all Colorado Model Content 

standards are met and students are prepared for a rigorous middle school curriculum, continuing 

on the college preparatory trajectory. 

SCIENCE 

We will implement a rigorous, standards-based science curriculum that maximizes student 

learning and engagement with the world in which they live. Because of success we have selected 

Full Options Science Systems 45 (FOSS) as a foundational program in our science curriculum. 46 

At a developmentally appropriate pace, students develop and master scientific knowledge and 

42 Investigations is an elementary math program stressing hands-on activities and an exploratory approach. The Clinton school in AR adopted 

Investigations in 1999. % of 4th graders at proficient lor above on state math exam has soared. Prior to adoption, 29% were ‘proficient’ or above; 

by end of 4th year of program usage, 78% of fourth graders had attained this level. http://investigations.scottforesman.com/pdfs/validation.pdf . 

43 Dempster, F., & Farris, R. (1990). “The spacing effect: Research & Practice.” Journal of Research and Development in Education, 23(2), 97–101. 

44 Scott Foresman curriculum motivates students to become active and informed citizens in alignment with state standards. Curriculum provides a 

teacher with the flexibility needed to design engaging lesson and the infrastructure to provide the content and skill development elementary 

students need. The curriculum provides readable, accessible content that aligns with Colorado state standards and easy to-use multiple resources 

meet the needs of all learners in the classroom. http://www.hmco.com/company/newsroom/newsroom.html. 

45 FOSS is research-based science curriculum that provids meaningful science education for elementary school students and prepares them for 

life in the 21st century. The FOSS program also provides hands-on activities and readings in science. 

46 Kahle,J., Meece, J., Scantlebury, K., (2000). “Urban African-American middle school science students: Does standards-based teaching make a 

difference?” Journal of Research in Science Teaching 37, 9. 1019-1041. 


skills through the study of multiple scientific fields as emphasized in the updated Colorado 

Model Content Standards adopted in December 2009 (Physical, Life and Earth Systems), apply 

the scientific method, conduct experiments of their own design, and present their findings 

professionally. We will supplement as needed this research-proven model to ensure that our 

students are receiving a rigorous foundational science curriculum and are fully prepared to enter 

a more advanced course of study of the sciences at the middle school level. 

INSTRUCTIONAL STRATEGIES 

Based on the best practices of schools eliminating the achievement gap across the country, we 

employ the following school wide support systems and instructional strategies. 

Extended Time. We provide 187 days of learning 7:30 am – 4:00 pm. Research shows that 

extended time has strong impact on low-income, minority student achievement. 47 

Two-teacher model for Literacy. We have two qualified teachers in every K-2 classroom 

during literacy instruction. Research indicates that early reading instruction is most effective 

within small homogeneous groups; a two-teacher model allows a 9:1 ratio during rotating blocks. 

Instructional Consistency: Instructional consistency supports academic achievement and assists 

leadership in supporting teachers. It provides a common platform for instructional discussions 

and ensures that all staff are speaking from a common set of instructional expectations. 

Gradual Release “I do/we do/you do.” The lesson begins with the teacher demonstrating the 

concept/skill – “I do,” and then providing opportunities to learn and practice the concept together 

– “we do.” Students practice the concept independently –“you do” – for individual mastery. 48 

Common Blackboard Configuration (BBC). The BBC consists of the Aim, Do Now, Agenda 

and HW; it sets academic expectations and serves as a visual cue to manage instructional pacing. 

Rap, Rhythm and Rhyme. Chanting and rhyming create excitement about learning and help 

children remember key concepts. According to Michael Fienberg, “[T]he spectacular gains that 

KIPP students make in their first year is in part the result of [this] dynamic teaching method.” 49 

Kinesthetic Learning. Physical activity maintains student engagement and makes leaning fun. 

Students learn a new concept, using hand signals, finger snapping and other gestures and 

teachers reward individual/group academic performance while instruction is actively occurring. 

Small Group/One-on-One Tutoring. Targeted interventions throughout the day provide 

opportunities to deliver focused instruction in precise areas of concern for struggling students. 

Taxonomy of Teaching. We use a variety of academic, behavioral and advanced instructional 

techniques that reinforce student expectations and build high levels of student engagement. 50 We 

will select 2–3 techniques as part of PD focus each year. (Appendix H has sample practices.) 

SCOPE & SEQUENCE 

Curricula must be engaging, academically rigorous, and aligned with CO’s Model Content 

Standards (Newly approved December drafts). In reviewing curricula, we ask the following: 

47 Hoxby, Caroline M. , Sonali Murarka, and Jenny Kang. “How New York City’s Charter Schools Affect Achievement, August 2009 Report.” 

Second report in series. Cambridge, MA: New York City Charter Schools Evaluation Project, September 2009. 

48 Pearson, P.D. & Gallaher, M. (1983) “The Instruction of Reading Comprehension,” Contemporary Educational Psychology, p. 8. 

49 Carter, Samuel Casey. No Excuses: Lessons from 21 High-Performing, High Poverty Schools. The Heritage Foundation. 2000. 

50 Instructional Techniques taken from the Taxonomy of Effective Teaching Practices by Doug Lemov. Mr. Lemov is a Managing Director for 

Uncommon Schools and the founder of Rochester Preparatory Charter Middle School in Rochester, NY. He led training for Building Excellent 

Schools Fellows in August and November 2009, February 2010. 


• Is it aligned with Colorado’s Model Content Standards? 

• Is it grounded in scientific research/methods successful with similar populations (ELLs)? 

• Are other high-performing urban schools using it? 

• Are the teaching materials well-organized? 

• Are the student materials well-organized, engaging, and easy to understand? 

• Is the vocabulary developmentally appropriate and simultaneously demanding? 

• For Science and Social Studies, does it reinforce grade-appropriate literacy skills? 

The following have been selected for adoption: Reading Mastery, River Deep Destination 

Reading, Saxon Math, Investigations, Scott Foresman Social Studies, and Full Option Science 

System. We augment with other resources as needed. The full scope and sequences are included 

in Appendix I. The charts below offer an overview of math and literacy in grades K, 3, and 5. 

READING, WRITING AND COMMUNICATION SCOPE AND SEQUENCE OVERVIEW 

(Big Ideas in each strand including examples of what students will know and be able to do) 

Strand 1: Oral Expression and Language Study 

Kindergarten 3 rd Grade 5 th Grade 

1.) Build oral communication skills 

within a language-rich environment. Ex. 

Identify and sort common words into 

conceptual categories (opposites, living 

things). 

2.) Demonstrate early knowledge of 

phonemic awareness. Ex. Identify the 

initial, medial, and final phoneme. 

3.) Use verbal and nonverbal 

communication skills to communicate 

effectively. Ex. Participate courteously 

in conversation such as by, taking turns, 

staying on topic, making eye contact, 

facing the speaker, and listening 

respectfully. 

2.) Use alphabet recognition and 

knowledge of letter sounds to decode 

words in print. Ex. Name upper and 

lower-case letters rapidly and with ease, 

in sequence and random order. 

1.) Use oral communication skills 

effectively in group activities. Ex. Use 

different types of complete 

sentences to share information, give 

directions, or request information. 

2.) Orally communicate informally 

(interacting collaboratively) and 

formally (e.g., presentation, dramatic 

readings). Ex. Select and organize 

ideas sequentially or around major 

points of information. 

1.) Use oral communication skills to 

express opinion, provide information, 

describe a process, or persuade an 

audience. Ex. Adapt language as 

appropriate to purpose, i.e. to 

persuade. 

2.) Use active listening strategies 

appropriate to setting, purpose, or 

context. Ex. Know how to listen to 

other’s ideas and form own 

opinions. 

Kindergarten 

Strand 2: Reading for All Purposes 

3 rd Grade 5 th Grade 

1.) Demonstrate knowledge of concepts 1.) Apply comprehension strategies to 1.) Demonstrate knowledge of 

of print and read and comprehend a construct meaning when reading a variety morphology and word relationships 

variety of literary and informational text. of literary genres. Ex. Read familiar texts to decode. (read) multi-syllabic 

Ex. Retell a story arranging the events orally with fluency and accuracy, words Ex. Read and identify the 

in the correct sequence using beginning, attending to phrasing, intonation, and meaning of words with sophisticated 

middle and end. 

punctuation. 

prefixes. 

(e.g., en-, enrich). 

2.) Apply comprehension strategies when 

reading informational text Ex. Use text 

features. (e.g., bold type, titles, headings, 

captions, table of contents, graphics) to 

locate and organize information and to 

make Predictions. 

3.) Demonstrate vocabulary knowledge 

through use of strategies and 

understanding of word meanings, word 

use, and word relationships. Ex. 

2.) Apply a range of strategies to 

comprehend literary text. Ex. 

Explain the different points of view of 

characters. 

3.) Apply range of reading strategies 

to comprehend and compare formats, 

vocabulary, and ideas found in 

variety of informational texts. Ex. 

Locate relevant details in non-fiction 


Differentiate between concrete and 

abstract (e.g., freedom, happiness) 

meanings of words. 

text that support main idea. 

4.) Expand comprehension by 

analyzing and interpreting information 

and ideas in literary texts. Ex. Locate 

information in a fictional text to 

support an inference. 

Kindergarten 

Strand 3: Writing and Composition 


1.) Use writing to communicate 1.) Write in a variety of informational 1.) Write for variety of purposes and 

information, thoughts, ideas. Ex. Write a forms and genres. (e.g., friendly letters, audiences: to describe, inform, 

complete sentence. 

procedures, summaries) Ex. Write short entertain, persuade. Ex. Use precise 

2.) Use appropriate mechanics when 

writing. Ex. Use capital letters at 

beginning of sentence. 

3.) Identify and use proper grammar to 

contribute to meaning of writing. Ex. 

Use simple nouns and verbs in speaking 

and writing to express complete 

thoughts. 

explanation of a process (e.g., science 

investigation, “how to” summary) that 

includes topic statement, appropriate 

sequencing, supporting details, and a 

conclusion. 

2.) Use correct grammar, capitalization, 

punctuation, spelling. Ex. Use apostrophes 

to show possession. 

and descriptive vocabulary to create 

tone and voice. 

2.) Write narrative and expository 

text applying writing process (idea 

generating, planning, drafting, 

revising and editing). Ex. Write a 

brief interpretation or explanation of 

literary or informational text using 

evidence from text as support. 

2.) Identify purpose, information and 

question at issue. Ex. Identify a 

significant question they are trying to 

answer. 

3.) Ask questions to analyze and 

assess the quality of thinking Ex. 

State, elaborate and exemplify the 

concept of fair-mindedness. 

3.) Revise and edit writing for 

purpose of making meaning clearer 

to reader. Ex. Apply knowledge of 

correct mechanics (apostrophes, 

quotation marks, comma use in 

compound sentences, paragraph 

indentations). 

Kindergarten 

Strand 4: Research and Reasoning 


1.) Explore a variety of resources to 1.) Work with others to research a topic 1.) Organize and present research 

locate information and answer and share findings. Ex. Present a brief information, documenting sources. 

questions of interest. Ex. Write or report of the research findings to an Ex. Provide documentation of sources 

dictate questions for inquiry that arise audience. 

used in a grade-appropriate format. 

during instruction. 

2.) Identify and assess inferences and 2. Identify and assess implications, 

points of view. Ex. Determine the clarity, concepts and ideas. Ex. Distinguish 

relevance and accuracy of information. probable from improbable implications 

and consequences. 

3. Ask questions to analyze and assess 

the quality of reasoning. Ex. 

Acknowledge the need to treat all 

viewpoints fair-mindedly. 

MATHEMATICS SCOPE AND SEQUENCE OVERVIEW 

(Big Ideas in each strand including examples of what students will know and be able to do) 

Strand 1: Number Sense, Properties, and Operations 

Kindergarten 3 rd Grade 5 th Grade 

1.) Whole numbers can be used to 

name, count, represent, and order 

quantity. Ex. Compare sets up to 10 

objects using language to describe 

1.) The whole number system describes 

place value relationships from ones to 

10,000 and forms the foundation for 

efficient algorithms. Ex. Explain place 

1.) The characteristics of numbers can be 

used to classify them in various ways. 

Ex. Recognize and accurately use the 

associative and commutative properties. 


more, less, or same. 

2.) Adding and subtracting to 10 

involves composing and 

decomposing using a variety of 

strategies and representations. Ex. 

Identify numbers one more or one 

less than a given number up to 10. 

2.) Relationships exist between 

numbers. Ex. Generalize the 

counting sequence pattern from 

counting all to knowing “one more” 

and “one less.” 

value for four-digit numbers. 

2.) Parts of a whole can be modeled and 

represented in different ways. Ex. 

Accurately represent fractions on a 

number line. 

3.) Formulate, represent, and use 

algorithms to add and subtract multi-digit 

whole numbers with flexibility, accuracy, 

and efficiency. Ex. Estimate using the 

landmark numbers strategy. 

4.) Multiplying and dividing are inverse 

operations modeled in a variety of ways. 

Ex. Demonstrate fluency with 

multiplication and division facts with 

single-digit factors. 

2.) Number properties can be used to 

solve problems. Ex. Use the associative 

property to solve addition problems. 

2.) In the real number system, commonly 

used rational numbers have multiple 

equivalent representations. Ex. Represent 

numbers to 1,000,000 with expanded 

notation and exponents. 

3.) Formulate, represent, and use 

algorithms to multiply and divide multidigit 

whole numbers with flexibility, 

accuracy, and efficiency. Ex. Interpret 

remainders and select the most useful 

form of the quotient in division problems. 

Kindergarten 

Strand 2: Patterns, Functions, and Algebraic Structures 


1.) Patterns can repeat. Ex. Extend a 1.) Number patterns are based on 1.) Number patterns and relationships can be 

repeating two-element pattern using operations and relationships. Ex. described using variety of tools. Ex. Analyze 

shapes. 

Extend a simple arithmetic sequence. and describe patterns and relationships 

using words, tables, graphs. 

2.) When relationship exists between 2 

quantities, change in 1 results in change in 

other. Ex. Express change relationships of 

whole numbers with input/output boxes. 

Kindergarten 

Strand 3: Data Analysis, Statistics, and Probability 


1.) Visual displays of information 1.) Visual displays of data can be used to 1.) Visual displays and summary statistics 

can used to answer questions. Ex. answer questions of interest. Ex. Create a to describe and interpret data. Ex. Create 

Describe bar graphs to answer dot plot from a given set of data. display of data using double bar graph. 

questions such as more or less and 

simple trends. 

2.) Mathematical models used to explore 

and describe fairness. Ex. Determine if a 

chance device is fair or unfair. 

2.) Mathematical models used to determine 

probability, analyze and describe outcomes 

of events. Ex. Organize all possible 

outcomes of events in a list or chart. 

Kindergarten 

Strand 4: Shape, Dimension, and Geometric Relationships 


1.) Shapes are described by 1.) Geometric figures are described by 1.) Geometric figures in plane and space 

characteristics and position. Ex. Use attributes and position in the plane. are described and analyzed by attributes. 

relational vocabulary, such as Ex. Construct and describe a rectangle Ex. Classify and compare acute and 

above, below and next to, to based on its sides and angles. 

obtuse angles. 

describe spatial relationships. 

2.) Measurement used to compare 

and order objects. Ex. Order several 

objects by length. 

2.) Objects have distinct attributes that 

can be measured with appropriate tools. 

Ex. Use standard units to measure to the 

nearest 1/2 or whole inch. 

2. Linear measure, area, volume are 

different and require different units of 

measure. Ex. Model the volume of a 

rectangular prism using cubic units. 

Curriculum Development Timeline 

Under the guidance of the Head of School, the Director of Curriculum and Instruction (DCI) 

develops the K-1 scope and sequence. Starting with 5th grade exit requirements, the DCl uses 


ackwards planning as articulated in Understanding By Design. 51 The DCI determines a pacing 

and sequencing of standards and all major assessments are selected and developed prior to 

teachers joining our team. The DCI develops the first three six-week units for K and 1 of our first 

academic year. Using these pre-designed models, teachers are coached through the development 

of Units 4-6, focusing on how University Prep Standards are developed. For details on the 

development of our standards as well as our Summer Institute for Teachers which provides 

ample time and support necessary to engage in the beginning stages of developing these three 

additional units, please see the section titled Additional Standards below and the Professional 

Development section on page 36. 

RESEARCH-BASED EVIDENCE 

All aspects of our education program are designed on the best practices of the highest performing 

urban charter schools in our country. We believe in practice over theory and make decisions 

based on results – emulating schools with a track record of eliminating the achievement gap and 

ensuring academic success and life opportunities of their students. Five high performing schools, 

including West Denver Prep, have inspired our design while proving to be exemplary supporters 

of University Prep, opening their doors to countless observations and willingly disseminating 

their practices. More details about these schools can be found in Appendix UU. 52 

PROPOSED LEARNING STANDARDS 

All learning standards are based on the recently approved drafts (Dec. ’09) of the CO Model 

Content Standards 53 in conjunction with learning standards outlined in the CO Basic Literacy 

Act amended May 13, 2004. A complete set of K-5 proposed learning standards can be viewed in 

Appendix I with an overview of math and literacy standards in K, 3 and 5 starting on page 14. 

ADDITIONAL STANDARDS 

We intend to use the newly developed CO Model Content Standards as a baseline for learning 

outcomes. Breaking academic standards to their core components, with all learning outcomes 

concrete and measurable, we will create a set of internal, University Prep Standards (UPS), 

aligned directly with the CO Model Content Standards (CMCS). To ensure complete clarity, we 

provide concrete examples of how students will demonstrate understanding of the knowledge 

and skill articulated in the standard. Concrete examples, coupled with precise and measurable 

learning outcomes, place students in the best possible position for achieving academic success. 

(Please see Appendix J for sample curriculum alignment template and accompanying process.) 

PROMOTION 

For K-2 students, one academic metric is used to determine promotion: reading achievement. We 

use three measures to assess student readiness for the next grade: progress on the DRA2 

Assessment, Stanford 10, and Fountas & Pinnell grade level equivalencies. If achievement is 

below grade level, the student may be considered for retention. While we monitor and remediate 

mathematics achievement, we will not use student performance in math in K-2 to determine 

retention. In grades 3-5, two metrics determine promotion: students must earn a 70% in each 

core subject and Reading, Writing and Math achievement at grade level standards on 

comprehensive exams. Any K-5 student whose unexcused absences exceed 10 in one academic 

year are candidates for retention. Individual Education Plans may amend promotion criteria. Our 

51 Wiggins, Grant, and Jay McTighe. Understanding By Design: Expanded 2 nd Edn. ASCD. Alexandra, VA. 20005. 

52 Leaders of 3 of these 5 schools have composed letters of support for University Prep, which may be found in Appendix II. 

53 In 2007, the State Board of Education recommended a comprehensive revision of standards for some elemental changes. In 2008, the state’s 

legislature affirmed and further articulated the nature of these changes by passing Senate Bill 08-212. 


promotion policy is part of the student-family handbook and will be reviewed at orientations 

each year prior to the start of school. Our grading policy can be found in Appendix XX. 

EXIT STANDARDS 

Please see Appendix K for the proposed academic and exit standards for grade 5. 

SCHOOL CALENDAR RATIONALE 

“[D]emanding that students learn more in the same amount of time is especially 

counterproductive for students who are behind in grade level, have limited English proficiency, 

or have special needs.” 54 We offer a longer school year (187 days) and school day (7:30 am – 

4:00 pm). In total, K-5 students attending all six years at University Prep receive an additional 

year of instruction as compared to traditional DPS elementary schools. (Please see attached 

school calendar in Appendix L for full details.) 

DEDICATED TIME FOR PROFESSIONAL DEVELOPMENT 

Expectations for consistent and accountable school culture, instruction at the absolute highest 

level, and rigorous and frequent assessment/analysis practices require staff to have more time to 

work together. We provide a 19-day summer institute, 11 days of PD, and weekly staff training. 

DAILY/WEEKLY SCHEDULE BREAKDOWN AND RATIONALE 

We provide students with a minimum 7 hours and 5 minutes of daily instructional time, 

excluding breakfast, lunch, breaks, and recess. Of 425 daily instructional minutes, 200 are for 

literacy in K–2, with 95 for math. In grades 3-5, students have 125 minutes of daily literacy 

instruction and 85 minutes of math instruction. Students have Science and Social Studies for a 

combined 160 minutes per week in K-2, and 106 minutes per day in grades 3-5. On Wednesdays 

students are dismissed at 2:35 pm. Enrichment, choice time and independent reading are 

removed from the K–5 schedule and students receive 40 minutes of character education focused 

on our core virtues (Professionalism, Responsibility, Enthusiasm, and Perseverance). In K–2, 

students receive equivalent literacy and math instruction to a typical day, but do not receive 

science or social studies. In grades 3–5, students receive all core instruction, with social studies 

and science in 40 minute periods. (Please see daily school schedule in Appendix M.) 

CORE COMPONENTS OF ACADEMIC DAY: K – 5 

Breakfast, Brainwork, Exercise and Community Meeting. Students turn in HW, eat breakfast 

and complete “Brainwork” activities. 55 Transitioning into Morning Exercise, staff and students 

engage in an up-beat, “get your day going” exercise routine. Community meetings conclude with 

college chants, call and response on current work, and announcements and praise for students. 

Literacy. K–2 students rotate through three, 40-minute learning centers in groups no greater than 

9. Each group is based on reading levels and flexible, accommodating students when reading 

levels change. Students engage in a 25-minute Read-Aloud, 40-minute comprehensive writing 

program and 15-minute independent reading. In grades 3–5, there remains a Read-Aloud, 20 

minutes, and literacy instruction is in two 50-minute blocks: (1) comprehension of fiction/ nonfiction 

texts, literature study, and vocabulary and (2) writing and grammar. 56 

54 Farbman, David, and Clairy Kaplan. Time for a Chang. 2020 Education Opportunity. Fall 2005. 

55 “Brainwork” is a series of practice activities focused on the core academic areas of reading, writing and math – used by high performing urban 

charter schools such as Leadership Prep in Brooklyn, NY and North Star Elementary in Newark, NJ. 

56 Our literacy program has been developed with the anticipated needs of our student population in the forefront of our thinking. See Appendix 

RR for further details from the CDE illustrating how our practices align with the latest research in effectively working with ELL students. 


Math. K–2 students have a 15-minute math meeting (weather, time, day, date, numbers and 

patterns). Students have two 40-minute blocks in foundational skills and problem solving. In 

grades 3–5, students continue to receive two blocks of math instruction, 45 minutes on 

computation/procedural knowledge and 40 minutes on problem solving and application. 

Science. K–2 students receive science instruction two days per week for 40 minutes each. 

Students read daily in the content area and instruction is inquiry-based. In grades 3 – 5, science is 

part of daily instruction, 53 minutes each day, and focuses on examining and interpreting 

scientific text, understanding of the scientific method, and engaging in experiments. 

Social Studies. K–2 students have social studies instruction two days per week for 40 minutes 

each. Instruction includes a literature and oral literacy component. Students participate in roleplays, 

debates, and recitations of historical documents. Continuing in grades 3 – 5, social studies 

becomes part of daily instruction, 53 minutes each day and instruction remains heavily focused 

on historical texts, using primary and secondary sources to explore essential topics of history. 

Art, Music or Physical Education Enrichment. Enrichment occurs daily for all K–5 students, 

40 minutes for K–2 and 53 minutes for grades 3–5. In art, students learn about major artists and 

artistic eras. Students produce original artworks reflecting artistic periods being studied. During 

Physical Education, students develop physical fitness as well as overall health wellness. In 

music, students develop a baseline understanding of music theory and the ability to accurately 

read sheet music. With our trimester system in place, students will have the opportunity to 

engage in all three enrichment areas each year. 

DEAR (Drop Everything and Read – Independent Reading Time). During a daily 15-minute 

block, all students read a choice book from a menu of options within their reading level. 

Prep Block (Structured Choice Time OR Student Academic Support). All students end the 

day in a 35-minute Prep Block. The DCI, Literacy Specialists, Student Advancement Teachers 

and/or Head of School work with small groups of students in areas of greatest academic need. 

Students performing at or above grade level have opportunities to engage in book clubs, play 

chess, continue with enrichment projects, and a variety of other learning activities. 

SCHOOL CULTURE 

“You have to get the culture right; it influences every aspect of the school.” Founder and Head of 

School of West Denver Prep, Chris Gibbons emphasizes the critical work in establishing and 

cultivating a positive school culture from the beginning of a school’s life. Further, “[t]here needs 

to be a ‘joy factor’ for students to achieve at the highest levels.” 57 We will be academically 

demanding while our school permeates with energy and excitement. Teaching students 

Professionalism, Responsibility, Enthusiasm and Perseverance, and providing a college 

preparatory curriculum strongly supports students’ intellectual and social development. 

Summer PD focuses on what it means to be a University Prep teacher and student. For example, 

we have a session on how to give directions as a U Prep Teacher. “In preparation for our Read- 

Aloud, I need three things: (1) Everything needs to be cleared off of your desk (motion placing a 

binder in the desk); (2) Your pencil and pen need to be in your tray (demonstrating on a students 

desk); (3) I need to see your hands folded in scholar position with your eyes tracking me (folding 

57 John King was co-founder of Roxbury Prep in Boston, MA, named by the U.S. DOE as one of the eight highest performing charter schools in 

the country. Mr. King also served as Managing Director of the Excellence and Preparatory charter schools in the Uncommon Schools network 

and is now Senior Deputy Commissioner for P-12 Education at the New York State Education Department. 


hands together, modeling proper posture, and head facing forward). You have five seconds. 5, 4, 

3, …” The leader guides this work through the year, as “[n]o excuses schools have active 

principals who frequently visit classrooms, query students, and enforce school rules. They are the 

‘keepers of the flame.’” 58 Leadership is in classes frequently, using a pro-active management 

style to ensure student engagement and staff support. By creating consistent expectations, we 

provide the best possible environment for students at-risk of academic failure to flourish. 

We “emphasize college to students every day…and promote a college-going culture.” 59 Sitting in 

a family’s home during our first conversations, we articulate our goal of educating every student 

for college. All expectations are framed as necessary components on the road to college. During 

morning meeting all students perform college chants. Banners, signs and information detail the 

college attended by their teacher. Starting in K, students visit two universities per year. By the 

time a student is in grade 5, they have visited a minimum of 12 college campuses and are able to 

articulate the necessity of a college degree, what is unique about a variety of colleges, and where 

they are thinking they may want to attend upon high school graduation. We are establishing a 

formal partnership with Science Discovery, a non-profit organization located on CU Boulder’s 

campus that offers a wide variety of science exploration programs, allowing University Prep 

students exposure to the life of a college campus and a world that anxiously awaits their arrival. 60 

We recognize that students leave our doors to attend middle school and that we are not the 

college entry point; we simultaneously see the power we possess to embed a college mindset in 

students and families from the beginning of their educational years. In the schools most 

successful with our target population, “[f]rom day one [they] create a college-going culture.” 61 A 

Dean of Solutions and Alumni Affairs whose job description may be found in Appendix Q 

serves as our version of the traditional 12 th grade college counselor, but in this case, for all 5 th 

grade families. He or she focuses on supporting families with all decisions moving forward, 

ensuring that 100 % of “prepsters” remain on the path to college upon leaving our doors. 

DAY IN THE LIFE OF A UNIVERSITY PREP STUDENT 

It is 7:15 and Marcos holds his mother’s hand, walking confidently to school with his backpack 

containing last night’s homework (HW). Marcos worked diligently for 45 minutes, completing 

assignments in reading and math. He shines with accomplishment as he approaches his mother to 

ask for her HW signature. Wrapping up a conversation with Marcos’ aunt, the young scholar 

overhears his mother bragging about how smart her son is. Having attended school orientations, 

Marcos’ mother is comfortable with her engaged role in her son’s education. Two home visits 

from the school leader helped alleviate some of her trepidations about the new school. 

Approaching the building, Marcos spots the Head of School, a face he has grown accustomed to 

each morning and throughout the day. “Que pase un buen dia,” his mother wishes. Marcos’ 

excitement for school is apparent in his stride and smile as he receives a warm greeting. “Good 

morning, Marcos, ready for an enthusiastic day of learning?” asks the school leader. 

“Enthusiastic and ready,” replies Marcos. The student and leader have been through this ritual 

58 

Whitman, David. Sweating the Small Stuff: Inner City Schools and the New Paternalism. Thomas B. Fordham Institute. June 2008. p. 268. 

59 

2009 Denver Plan. p. 53. 

60 

See Appendix II for a letter from Barbara Monday, Class Director at Science Discovery, demonstrating support of University Prep and our 

future collaboration with CU Boulder. 

61 

Whitman, David. Sweating the Small Stuff: Inner City Schools and the New Paternalism. Thomas B. Fordham Institute. June 2008. p. 266. 


many times before, but the call and response remains as strong as the first day it was recited 

nearly two months ago. In full uniform 62 , Marcos is welcomed into the school building. 

For the full day experience of University Prep student Marcos, please see Appendix N. 

DAY IN THE LIFE OF A MILD/MODERATE NEEDS UNIVERSITY PREP STUDENT 

University Prep will implement an inclusive, heterogeneous educational model that serves all 

students in a manner that maximizes their academic potential and provides them with the 

foundational skills, knowledge and character for future success. (Details of our Special 

Education program may be found starting on page 22 of this application.) A Special Education 

student with mild or moderate needs will experience a very similar school day to that of Marcos 

as outlined above and in Appendix N. As an example, assume Marcos has a classmate, Vanessa, 

who has a mild auditory processing disorder and an accompanying IEP detailing her disorder, the 

necessary modifications and accommodations that should be implemented and accompanying 

academic goals. She will attend all core classes with her fellow prepsters; during instruction in 

her small reading group, her Special Education certified teacher provides her with more 

opportunities to practice vocalizing newly learned phonemes. At the end of the day, during PREP 

Block twice a week, Vanessa is taught in a small setting with a Speech Therapist as defined by 

her IEP. 63 We will work closely with the District regarding all services for mild and moderate 

special needs students provided at University Prep, and work with the district to ensure that 

appropriate services for a severe special needs students are provided as needed. 

DAY IN THE LIFE OF A UNIVERSITY PREP TEACHER 

Arriving at 7:00 am, Ms. Martinez enters the school, walking past the main office where she is 

greeted by a pleasant good morning from the Head of School already busy at work. Spending the 

first 10 minutes of her day checking emails in the staff office 64 , including the daily morning 

message articulating coverage requests, school visitors, room and technology usage requests and 

overall logistical changes for the day, Ms. Martinez’ preparation for the day ahead is minimal as 

she has everything organized and ready to go from the day before, including all learning 

outcomes and detailed agendas posted in class. 

At 7:15 Ms. Martinez heads to the cafeteria, positioning herself at her class’s designated table. 

University of Denver students begin filing in from the morning greeting ritual outside. Upon 

unpacking their belongings into cubbies, students reach Ms. Martinez, where she offers another 

warm greeting and oversees HW collection. Overseeing the breakfast procedure, the University 

Prep teacher ensures her prepsters are eating quietly and completing their brain work. 

For the full day experience of University Prep teacher Ms. Martinez, please see Appendix O. 

High School Graduation Requirements. Non-applicable for the purposes of this application. 

Supplemental and Extra-curricular Programming 

Due to our extended day and year and targeted interventions, we do not anticipate offering 

summer school. If we determine such a need exists, we will revisit our decision. Extra-curricular 

activities will occur after school, during PD days, on weekends and throughout the summer. To 

62 All students at University Prep wear uniforms – In grades K – 4, these include jumpers for girls, khaki pants, a belt and polo shirts for boys, 

black or brown socks and shoes for all students. In grade 5, boys transition to button down shirts and ties and girls transition to a more formal 

uniform as well. 

63 It should be noted that University Prep intends to work closely with families whose children are classified as having severe needs, defined as 

requiring more than 60 % of instruction outside of the general education, and the District, in ensuring access to appropriate services. 

64 Staff Office – there is a professional work space that all teachers share so that classrooms are solely environments for student learning. 


date, three organizations (CU Boulder Science Discovery, Youth Development Outdoor 

Collaborative, and Dream Big Day Camp) have demonstrated support for our vision to provide 

extensive exposure to our students outside of our core academic program. (For more details, 

please see Appendix II). We intend to grow the number of strategic partnerships that support our 

students in gaining deep exposure and experiences to a variety of content areas and interests 

Students also have access to daily enrichment as part of our core program. 

STUDENT MENTAL, EMOTIONAL, SOCIAL DEVELOPMENT AND HEALTH 

Establishing and maintaining a teaching and learning environment that promotes wellness, 

health, and safety is a responsibility and priority of the Board and leadership. The Board will 

develop policies in accordance with all applicable health and safety laws and regulations of 

federal and state government as they pertain to public school operation. The Head of School will 

ensure that daily practice of safety is a part of the school, including the instructional program. 

Prior to beginning instruction, we will adopt and implement a comprehensive set of health, safety 

and risk management policies. These policies will be developed and overseen by the Head of 

School, approved by the Board, and supported by the school’s insurance carriers. At a 

minimum, all policies will address the following topics: 

• Students have physical examinations prior to enrollment. Proof of recent examination and 

immunizations are collected upon enrollment. Information is reviewed, maintained, and 

monitored by the nurse, and maintained as part of the student’s health record. 

• All immunizations and screenings (lead, TB) are in compliance. 

• All new school enterers (employees, substitutes, student teachers) provide documentation 

of a Mantoux tuberculin skin test or show proof of testing w/in past 12 months during 

first 15 days of employment or entry. Written documentation of screening following the 

American Academy of Pediatrics may be provided for students in lieu of the skin test. 

• Administering medications and medical treatments, including first aid. Staff designee 

administers medications and all medical treatments in accordance with all appropriate 

governmental regulations or professional guidelines. 

• Screening for health problems (vision, hearing, postural/gait, etc.). 

• Monitoring student health and maintaining health records. 

• Ensuring emergency care for known and unknown life-threatening health conditions. 

• Ensuring health representation on IEP teams when student’s needs require. School nurse 

serves as member of IEP team when medically related issues are discussed. 

SPECIAL POPULATIONS AND AT-RISK STUDENTS 

SPECIAL EDUCATION 

University Prep is committed to supporting ALL of its students and providing them with a highquality, 

college-preparatory education. In serving students identified as having disabilities under 

the law or whom we suspect may have such disabilities, we will provide a Free and Appropriate 

Public Education (FAPE) and comply with all applicable state and federal statutes, including 

Title II of the American with Disabilities Act of 1990 (ADA), Individuals with Disabilities 

Education Act (IDEA), and Section 504 65 of the Rehabilitation Act of 1974. We will educate 

students with disabilities in the least restrictive environment (LRE) and with their non-disabled 

65 “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her 

or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity 

receiving Federal financial assistance...” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. 


peers to the extent appropriate and allowed by each student’s IEP. We will not discriminate 

against students having or suspected to have disabilities in admission and enrollment practices. 

We will implement an inclusive, heterogeneous educational model that serves all students in a 

manner that maximizes academic potential and provides them with the foundational skills, 

knowledge and character for future success. We embrace the RtI model used by the state and 

district to ensure we meet all students’ learning needs. 66 

Our program embeds RtI’s common sense approach to working with students who need 

additional supports. As the Denver Plan details, we will use RtI “to ensure that all students have 

access to high-quality teaching; to monitor their progress and intervene when the rate of progress 

is too slow; and to serve students in smaller and more intensive settings with additional support 

staff as their needs become more intensive and our responses more specialized.” Appendix R 

provides a flowchart illustrating how RtI will be implemented at University Prep. As part of our 

Summer Institute for teachers 67 , all staff are trained in developing action plans that best meet the 

needs of all students moving forward following each interim/diagnostic assessment. 68 

Additionally, in year 1, our Director of Curriculum and Instruction, will work with the district 

and specialists in the Denver community 69 to ensure the development of necessary knowledge 

and skills around effectively implementing the RtI model and overseeing the implementation, 

management and monitoring of IEPs within our building. With a schedule and appropriately 

certified staff that allows for push-in and pull-out support daily, students receive the 

interventions they need to reach success. If a student does not demonstrate improvement 

following interventions over an extended period of time, and this is believed to be due to an 

educational disability, we will refer that student for testing to determine special education 

eligibility. If it is determined that a student is eligible, an IEP will be developed. Each IEP is 

reviewed at least once each year and each student is re-evaluated at least every three years. The 

“ultimate purpose of RtI is not to determine whether a student qualifies for special education, but 

rather to enhance the success of students with a variety of academic and/or behavioral needs.” 70 

In Y1, we anticipate a small number of students will have existing IEPs upon enrollment into the 

school because we are enrolling K-1. As we grow, we expect to serve a population similar to 

local public schools in Near Northeast Denver (13% SPED) and will hire a full time Dean of 

Student Advancement (DSA) in Y2 to implement and oversee our Special Education Program 71 . 

The DSA will be responsible for implementing and coordinating the service needs for special 

education students including training and monitoring the RtI model and ensuring 504 and IEP 

plans are met to complete satisfaction. We will employ push-in and pull-out services based on 

the needs of students and/or contract as appropriate. 

As a proposed charter within DPS, University Prep understands that the school will be required 

to purchase special education services form DPS at a rate of $563/child, including development 

66 

Lead Founder David Singer has spent multiple days at both Highline Academy Charter School with Gregg Gonzalez and Manual High School 

with Nicole Monet, observing and studying the RtI process in action. He recognizes that University Prep still has a great deal to learn about 

effective implementation of RtI and is grateful for the learning opportunities that both schools provided in these early stages. 

67 

Please see Appendix TT for details regarding RtI training for staff during Summer Institute and throughout the academic year. 

68 

Appendix R illustrates dynamic movement from Universal to Targeted to Intensive interventions, a graphic organizer used by the CO DOE as 

a visual aide to understand RtI. Appendix R details the 6 components of RtI endorsed by the CO DOE and aligned to our Education Plan. 

69 

Lead Founder David Singer has met with Peggy Frazier of The Frazier Group, LLC, a Special Ed. Management and Consulting firm in Denver 

and will continue to engage with Ms. Frazier and her expertise in areas of Special Education compliance and effective implementation/review of 

programming. First meeting held on October 20, 2009 – ongoing discussions since that date. 

70 

CO DOE. Response to Intervention for English Language Learners. Fran Herbert, Carmen Polka, Susy Ruof, Debbie Roll & Holly Porter. 

71 

In Y1 the Director of Curriculum and Instruction oversees the special education program with a .5 Student Advancement Teacher in place for 

support (Special Education Teacher). 


of IEPs, handling administrative proceedings and providing specialized services. All special 

education students will receive progress reports with the same frequency as regular education 

students, and include progress on all goals as outlined in the IEP. All academic and behavioral 

data is tracked by subgroup, including special education students, to ensure we are constantly 

monitoring the efficacy of our school’s college-prep program. In addition to staff training 

focused on the implementation of RtI and effectively utilizing accommodations and 

modifications for students with IEPs and 504s, all parents receive annual training on Special 

Education, particularly focused on the IEP process. (Please see Appendix P for details regarding 

our staffing model and organizational structure Y1-Y5 and Appendix Q for thorough job 

descriptions.) The table below illustrates our anticipated student population with special needs 

over the first five years of our charter term and the accompanying staff needs we intend to hire to 

ensure effective delivery of our Special Education program. 

Year % SPED # SPED Projected Staffing Needs 

2011 – 12 (Y1) 13 % 14 Director of Curriculum & Instruction(DCI) 72 , .5 

Student Advancement Teacher (SAT) 

2012 – 13 (Y2) 13 % 21 DCI, Dean of Student Advancement (DSA) 73 

2013 – 14 (Y3) 13 % 28 DCI, DSA, 1 SAT 

2014 – 15 (Y4) 13 % 35 DCI, DSA, 2 SATs 

2015 – 16 (Y5) 13 % 42 DCI, DSA, 3 SATs 

Families with severe special needs students may choose to attend our school. Only a staffing 

meeting can determine if they should be moved to a school that is better equipped to meet their 

personalize needs. Until such decision we will serve that student. 

ENGLISH LANGUAGE LEARNERS 

We anticipate 40% of our students to be English Language Learners (ELL). 74 We recognize our 

responsibility to accurately identify ELL students and effectively serve them in attaining high 

levels of academic achievement. In analyzing research on best practices, and examining the 

highest performing urban elementary schools serving similar student populations, Structured 

English Immersion (SEI) is shown most effective for ensuring short and long term academic 

success. Linguist researchers at John Hopkins University conclude, “[I]t makes sense to immerse 

LEP (Limited English Proficient) children in English as early as possible” 75 as this places them 

in the greatest position to effectively acquire complete fluency of the language. 

STUDENT IDENTIFICATION 

Upon enrollment, all families complete a home-language survey, provided in English and 

Spanish. Should we determine a student’s dominant language may not be English, we will assess 

oral language proficiency in English using an assessment tool such as the Language Assessment 

Scales (LAS). Students are classified on a range of 1–5 (Level 1 non-English Speaker, Level 5 

fluent-English Speaker). The Home Language Survey and the LAS provide a baseline to make 

initial identification of ELL classification and if so, in which level to place him or her. We 

recognize other factors may play a role in early language development and will remain vigilant 

throughout the implementation of our ELL program to ensure we have not misplaced students. 

72 

In Y1 the Director of Curriculum and Instruction (DCI) and/or one FTE teacher will be state certified in Special Education. This staffing is in 

addition to the .5 SAT teacher provided here. 

73 

University Prep’s Dean of Student Advancement and Student Advancement Teachers are the equivalent to what is traditionally referred to as 

Special Education Coordinator and Special Education Teachers. The DSA will be state certified in Special Educaiton. 

74 

The average % of ELL students in the 10 public elementary schools in Near Northeast Denver (2 charter, 1 innovative, 7 traditional) is 37 %. 

75 

Haver, Johanna. Structured English Immersion: A Step-By-Step Guide for K – 6 Teachers and Administrators. Corwin Press Inc: CA, 2003. 


ELL PROGRAM 

University Prep will serve ELL students in accordance with all applicable State and Federal 

Laws and Regulations and in compliance with Section 22-24-105 of the CO Revised Statutes. 

ELL students will be provided with equal access and full participation in all aspects of the school 

and will study the same content and be held to the same rigorous standards as other students. We 

will take an approach that respects the culture and home language of our students while ensuring 

they acquire basic interpersonal communication skills (BICS) and cognitive academic language 

proficiency skills (CALPS). While all classes will be taught in English, the level of English used 

for instruction, both verbal and written, will be modified as needed to facilitate ELL student 

acquisition of English. We will use Structured English Immersion (SEI) to accelerate academic 

progress for ELL students. We will limit the separation of ELLs from the mainstream classroom, 

acknowledging the immersion method of language acquisition as the most expedited manner to 

educate ELL students. 76 SEI provides explicit, direct instruction about the English Language. “In 

SEI classrooms, teachers try to accelerate students' natural tendency to acquire language by 

providing grammatically focused lessons that raise students' conscious awareness of how English 

works while engaging them in relevant, age-appropriate learning tasks.” 77 Recognizing the 

critical nature of our ability to deliver effective SEI, teachers receive extensive professional 

development on appropriate support for students designated as ELLs. Outside experts are hired 

to provide this professional development during our teacher Summer Institute and throughout the 

year as appropriate. 78 We place a priority on hiring teacher(s) that speak Spanish and English and 

who can provide strong instruction within a Structured English Immersion classroom. 

EXISTING PROGRAMATIC ELEMENTS TO SUPPORT ELL STUDENTS 

With extended daily literacy instruction in English starting in kindergarten, our core academic 

program is highly supportive of ELL students. As reported by the Center for Applied Linguistics, 

“Instruction that provides substantial coverage in the key components of reading – identified by 

the National Reading Panel (NICHD, 2000) as phonemic awareness, phonics, fluency, 

vocabulary, and text comprehension – has clear benefits for language-minority students.” 79 

Combining this with our extended year provides support for all students while accelerating 

acquisition of academic English for ELL students. 80 “[R]esearch on the development of English 

literacy strongly suggests that adequate assessments are essential for gauging the individual 

strengths and weaknesses of language-minority students, making placement decisions, and 

tailoring instruction to meet student’s needs.” 81 Following interim assessments teachers engage 

in a day of data-analysis and action planning targeted on one or more of the following: 

• Re-teaching, or spiraling of skill(s) on the verge of being mastered 

• Restructuring of flexible reading groups during rotating literacy blocks 

• Pull out support with other ELL students during daily PREP Block 

76 AZ DOE, July 2004, “The Effects of Bilingual Education Programs and Structured English Immersion Programs on Student Achievement: A 

Large-Scale Comparison” located at http://www.public.asu.edu/~macswan/ade/ade_document.pdf. 

77 “The Case for Structured English Immersion.” Clark, Kevin. Education Leadership. Vol. 66 No. 7, pp. 42-46. April 2009. 

78 Please see Appendix TT for a breakdown of time and energy spent by teachers acquiring ELL strategies during week 1 of summer institute. 

79 “Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.” 

Center for Applied Linguistics. p. 9 Lawrence Erlbaum Associates, Mahwah, New Jersey 2006. 

79 Ibid 82 . p. 12. 

80 Haver, Johanna. Structured English Immersion: A Step-By-Step Guid. Corwin Press Inc.: CA, 2003. 

81 Ibid 82 . p. 9. 


• Use of Longman Cornerstone self-pacing literacy software (designed for ELL students) 82 

We will disaggregate assessment data to monitor achievement of ELL subgroups. All students 

will be evaluated annually, and all students will be re-examined for ELL classification at least 

once per year. Students who score above the established cut-off point will be deemed no longer 

ELL; those scoring below the cutoff point will continue to be classified as ELL. We expect 

students who enter University Prep in K-1 will be declassified within one academic year. We 

will continuously monitor all students, including those previously designated. 

EVALUATION OF ELL PROGRAM OVER TIME 

We will look to assessments of ELL students, including improvements in performance on the 

Stanford 10, STEP, Fountas & Pinnell grade level equivalencies, DRA 2, CSAP, and teachercreated 

assessments to determine our program’s effectiveness in improving ELL students’ 

English proficiency levels and ensuring that they are meeting or exceeding CO Model Content 

Standards across the curriculum. We will disaggregate assessment results by ELL and non-ELL 

students and use that data for continuous improvement and to test the efficacy of our program. 

STUDENTS BELOW GRADE LEVEL 

University Prep is designed to meet the needs of students performing below grade level and 

traditionally “at risk” of academic failure. Through initial assessments administered including the 

Stanford 10, DRA 2 and STEP, staff analyzes a baseline set of data, informing us of which 

students are entering below grade level. Our program incorporates elements proven effective in 

ensuring academic success for students most at risk. 

Focus on Literacy. Students who enter K–2 below grade level, particularly in reading, need 

additional supports to ensure they catch up quickly and accelerate ahead. We dedicate significant 

time to teaching reading and writing, explicitly teach phonics and comprehension strategies, 

foster fluency through extensive practice and inculcate a deep love of reading. 

• 3 + hours of daily Literacy instruction in K-2 and 120 minutes per day thereafter 

• Research-proven, balanced-literacy program including significant focus on phonics 

• K-2 staff with two teachers during 2 + hours of daily literacy, 9:1 student to teacher ratio 

• River Deep Literacy program, a computer-based, adaptive literacy tool (Pearons 

Cornerstone for ELL students who need it) 

• K–2, has one teacher designated in each grade level solely as the literacy specialist 

• Students read 25 grade-level appropriate books annually 

• Well-stocked leveled literacy library in each class K - 5 

• Daily 15-minute Drop Everything and Read period beginning in kindergarten 

• Students trained to always read when they’ve completed in-class assignments 

Extra Learning Time. Our extended day/year and daily intervention supports ensure students 

entering with knowledge or skills deficits or learning disabilities can reach or exceed mastery. 

Research-Proven Curricula. All selected curricula are shown to be effective helping students at 

risk of academic failure succeed. Current curricular decisions, with rationale and breakdown of 

how curriculum is selected, are provided on pg 10, continuing through the Education Plan. 

82 Longman Cornerstone is a multi-level program with explicit, intensive, and focused instruction that accelerates students’ language 

acquisition, reading comprehension, vocabulary, and oral and written communication skills. 

http://www.pearsonlongman.com/ae/cornerstone/natl/about.asp 


GIFTED/TALENTED AND ACADEMICALLY ADVANCED STUDENTS 

Entering students who score in the upper quadrants of the Stanford 10 are placed on a list of 

students considered for Gifted and Talented services. Continuing students are identified by 

scoring advanced on the CSAP, above-grade level proficiencies on the STEP and DRA 2 

assessments, and/or in the upper quadrant on the Stanford 10. Identified students receive an 

Advanced Learning Plan in accordance with the Exceptional Children's Education Act (ECEA) 

in the CO Revised Statutes. The plan focuses on challenging the student in his/her core subjects. 

Each teacher of the Gifted and Talented student is assigned to monitor the student’s progress and 

recommend adaptations to the student’s Advanced Learning Plan. All teachers include an 

advanced HW section, as well as work creatively to identify strategies to differentiate lesson 

plans for more advanced students. Each Plan includes a section on acceleration strategies in daily 

enrichment activities and tutoring opportunities. Enrichment activities may change regularly and 

allow for a variety of experiences – music, theater, dance, art, sports, etc. The flexible nature of 

enrichment allows for differentiation for Gifted and Talented students as appropriate: i.e. 

advanced music theory, a Math Counts program, and chess club. 

STUDENT RECRUITMENT AND ENROLLMENT 

University Prep will open in August 2011 with 54 kindergarten and 54 first grade students. Each 

year we will enroll 54 new kindergarteners. By using a slow-growth model we increase in 

complexity and size after building a strong foundation. 83 Growing one grade level at a time 

allows us to address the needs of students and families, ensuring our mission, educating every 

child for college. Kindergarten is open to students who turn five on or before December 1 st of 

the year in which they enroll, and 1 st grade is open to students who turn six on or before the same 

date. Upon reaching K–5 capacity in Y5, the total maximum school-wide enrollment will be 324 

students. Maximum per-grade level size in this model will be 54 students, 27 per classroom. 

Academic 

Year 

K 1 2 3 4 5 

Total # of 

Students 

% 

ELL 

# of 

ELL 

% 

SPED 

# of 

SPED 

% 

FRL 

University Preparatory School Charter Application 27 

# of FRL 

Students 

2011-2012 54 54 108 37% 40 13% 14 87% 94 

2012-2013 54 54 54 162 37% 60 13% 21 87% 141 

2013-2014 54 54 54 54 216 37% 80 13% 28 87% 188 

2014-2015 54 54 54 54 54 270 37% 100 13% 35 87% 235 

2015-2016 54 54 54 54 54 54 324 37% 120 13% 42 87% 282 

In K-2 we maintain a low student-to-teacher ratio, specifically 9:1, during rotating literacy 

blocks (14:1 overall between students and teachers). To ensure students achieve proficient levels 

in reading and writing as demonstrated on the state assessment, we strategically allocate our 

greatest resource, teachers. Entering grade 3, class sizes remain at a maximum of 27 students 

without the team teaching model. “[I]n the early grades (K–3), a majority of studies show 

positive effects for small classes. At higher grade levels, fewer studies find positive effects.” 84 

TARGET POPULATION 

Open to all students within Denver, University Prep is designed to serve the specific academic 

needs of students living in the Near Northeast: Globeville, Elyria, Swansea, Five Points, Cole, 

83 Several founders of high performing charter schools believe that adding one grade level each year maximizes a new school’s ability to “get it 

right,” including Norman Atkins, North Star Academy in Newark, NJ, and Chris Gibbons, West Denver Prep in Denver, CO. 

84 Peabody Journal of Education: Project STA and Class Size Policy. p. 25.

Whittier, Skyland, and Clayton. We will utilize an aggressive and comprehensive marketing plan 

to recruit and attract students from low-income families. 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. Please find Enrollment Policy & Timeline provided in Appendix T. 

Plan for Student Recruitment and Marketing. We are working with Alex Sanchez in the DPS 

Office of Multicultural Outreach to ensure we provide all print materials and radio/television 

advertisements in English and Spanish, and use best practices in reaching out to the Latino 

community. (Please see Marketing Strategies outlined in Appendix S for a full description of our 

outreach efforts.) We continue to reach out to the community, ensuring that everyone, 

particularly those whose primary language may not be English, is provided with the same 

information and thus given the same opportunity to enroll in University Prep. We have 

sponsored two BOOTS ON THE GROUND events, March 20 and April 10, 2010, in which over 

100 Friends of University Prep canvassed all Near Northeast neighborhoods. We spoke with over 

1,000 community members on those two days, setting the tone for how we will actively engage 

the community in the years to come, knocking on doors at the grassroots level. 85 In addition to 

these galvanizing neighborhood canvassing events, University Prep has hosted nearly 20 

community/family information sessions beginning in January, 2010. Details about each of these 

meetings may be found in Appendix JJ. 

Enrollment Policy and Timeline. 86 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. 87 Priority for enrollment will be given to students who reside in 

Denver District 1 and for siblings of enrolled students. All enrollment policies and procedures 

are designed in alignment with the CO Charter Schools Act, section 22-30.5-104, item (3). 88 

Should we receive a greater number of applicants than seats available, University Prep will hold 

a public lottery according to all state and local laws and outlined in Appendix T. 

STUDENT DISCIPLINE 

University Prep’s student discipline provides pro-active measures while consistently and actively 

sweating the small stuff. K–5 students learn how to be effective students and we instruct, model, 

and provide them with countless opportunities to practice. The best classroom management tool 

is effective and engaging instruction delivered with appropriate pacing and “we aim to keep 

students in class and learning, limiting the amount of time spent outside of class for disciplinary 

reasons.” 89 We create structure and order by placing special emphasis on daily, weekly, and 

annual rituals, enabling students to “anticipate a routine within the charter school that is often 

lacking in their families and their communities.” 90 Each day begins with a community meeting 

that builds a sense of inter-connectedness and starts students with a “can-do” mindset. 

Uniformity in practice cuts across classrooms: students know what to expect and how to succeed. 

They see the same blackboard configurations, the same HW organizational structures, and 

consistent instructional strategies in every grade and subject. Creating an environment of order 

and structure is essential to our mission. We hold students to a clear Code of Conduct, presented 

85 

A Press Release covering the event may be found in Appendix S as well as marketing materials distributed. 

86 

Enrollment policy was guided by the work of Atlas Prep in Colorado Springs and West Denver Prep in Denver, CO. 

87 

Colorado Charter Schools Act: 22-30.5-104. Charter school - requirements – authority (3). 

88 

Please see Appendix T for a copy of our full enrollment timeline and policies. 

89 

2009 Denver Plan. p. 23. 

90 

From Transforming Children’s Lives, a talk that Dr. Monroe delivered at a Building Excellent Schools conference in Boston, MA, 2009. 


to students and families during home visits and orientations, and through the year as needed. The 

Code includes consequences for positive and negative behaviors. 91 (Please see Appendix U for 

the Family - Student Handbook with all expectations outlined) 

We engage every family in their child’s learning and the life of the school. Beginning with initial 

enrollment, the school leader meets individually with families to welcome them to the school 

community and sign the Contract of Commitment. Our commitment to engage families continues 

with two Family Orientations and three Family University Nights during the first months of 

school, at which families receive training on how they can help their children gain the foundation 

necessary for future academic success. This includes tutorials on how to ensure quality HW, and 

what questions to ask when reading to their children. Communication and involvement continue 

throughout the year in parent-teacher conferences after each academic reporting trimester, 92 

progress reporting in written daily and weekly reports (daily for conduct, weekly for homework 

and other assignments), and bi-weekly phone calls. For more details on informing and engaging 

families, please see the Parent and Community Involvement on page 43. 

While our approach to discipline is focused on positive reinforcement, there are specific 

consequences for student infractions. If a student commits an infraction and the consequence is 

other than suspension or expulsion, staff members can address the infraction and give the 

consequence accordingly. The Head of School is responsible for ensuring that teachers apply the 

Code of Conduct in a uniform and equitable way. The table found in Appendix WW illustrates 

Mild, Moderate, Severe, and Zero-Tolerance behaviors and consequences that may result. 

DISCIPLINE OF SPECIAL NEEDS STUDENTS 

We will manage discipline for students with special needs in full compliance with Denver Public 

Schools policy JFK. If a student with special needs commits an infraction normally resulting in 

an extended out-of-school suspension or expulsion, the student receives a temporary suspension. 

Immediately, if possible, and no later than 10 days after the suspension, the IEP team convenes 

with other qualified District personnel to conduct a Manifestation Determination Review. If this 

review determines that the behavior is not a manifestation of the student’s disability, then the 

consequence continues, with the necessary conditions described in DPS policy JFK. If the review 

determines that the behavior is a manifestation of the student’s disability, then the student is 

disciplined in accordance with the student’s IEP, any behavioral intervention plan, and policy 

JFK. The student will not be expelled. 

EXPULSION AND APPEALS PROCESS 

We intend to follow the DPS Policy on expulsion. We will seek an expulsion hearing only for a 

violation of the Code of Conduct as illustrated in the Behavior and Consequences Table under 

the “Zero Tolerance” Infractions under “Level Four Offenses.” If we choose to seek an expulsion 

hearing, we will follow DPS policy for the hearing and any subsequent appeal. 

91 Students who violate the Code of Conduct lose privileges such as playtime while students who exemplify it earn rewards such as points which 

they redeem at our school store. Families are notified of behavior on a weekly basis so they can be involved in helping their children achieve. 

92 Please see Annual Calendar, Appendix L for specific dates of Parent/Teacher Conferences. 


PERFORMANCE MANAGEMENT 93 

Serving as one part in the greater mission of achieving the objectives articulated by the Denver 

Plan, University Prep has clear measurements to ensure we remain focused on our path of 

achieving the elementary foundation for a college preparatory path for every student. In 

alignment with the CO Charter Schools Act and No Child Left Behind, Academic Goals include 

explicit measures against which the academic achievement of students will be measured. We 

include Organizational Goals with explicit measures which underpin the school’s organizational 

and financial success and will ensure that we can continue to provide this high quality 

educational option to families and students in the Near Northeast community for the long term. 

ACADEMIC GOALS 

Goal 1: Students grow academically in reading, writing, and math at a rate that ensures they are at or 

above grade level by 3rd grade, and stay at or above grade level through 5th grade. 

• Measure (a): In a cohort analysis of longitudinal growth, on average, students will show an 

average growth of 6 percentiles per year in core subjects of reading, writing and math on Stanford 

10, until the cohort average reaches the 75 th percentile. 

• Measure (b): All ethnic and racial subgroups, FRL students, ELL students, and Special Education 

students, will average the same annual percentile growth as the average University Prep student 

based on results of the Stanford 10, a nationally norm-referenced assessment. 

• Measure (c): Based on DRA 2 assessment given in September and May, on average, K-2 

students will demonstrate 1.5 years of growth in reading comprehension and decoding. 

Goal 2: Students meet or exceed state standards for mastery in reading, writing, and math. 

• Measure (a): 75% of students who attend for two or more years will score Proficient/Advanced on 

annual CSAP Reading test in 3rd grade. Percentage of Proficient/Advanced students will increase, 

on average, by 5% for grades 4 and 5. 

• Measure (b): Percentage of students who attend for two or more years who attain CSAP Reading 

score of Proficient/Advanced in 3rd, 4th, and 5th grades, will exceed the average percentage for 

Denver Public Schools District 1 by at least 15%. 

• Measure (c): 75% of students who attend for two or more years will score Proficient/Advanced on 

annual CSAP Writing test in 3 rd grade. The percentage of Proficient/Advanced students will 

increase, on average, by 5 % for grades 4 and 5. 

• Measure (d): Percentage of students who attend for two or more years who attain CSAP Writing 

score of Proficient/Advanced in 3rd, 4th, and 5th grades, will exceed the average percentage for 

Denver Public Schools District 1 by at least 15%. 

• Measure (e): 75% of students who attend for two or more years will score Proficient/Advanced on 

annual CSAP Math test in 3rd grade. Percentage of Proficient/Advanced students will increase, on 

average, by 5% for grades 4 and 5. 

• Measure (f): Percentage of students who attend for two or more years who attain CSAP Math score 

of Proficient/Advanced in 3rd, 4th, and 5th grades, will exceed the average percentage for Denver 

Public Schools District 1 by at least 15%. 

• Measure (g): Percentage of 5th grade students who have attended for all six years, from K-5, and 

score Proficient/Advanced on reading, writing and math CSAP will meet or exceed the average 

percentage of 5th graders in Douglas County School District. 

• Measure (h): All student demographic subgroups will make Adequate Yearly Progress on state 

assessments according to the standards established by the No Child Left Behind Act. 

93 Please see Appendix ZZ for University Prep Accountability Goals in the DPS format. 


ORGANIZATIONAL GOALS 

Goal 3: We are fully enrolled and demonstrate high levels of attendance and student retention. 

• Measure (a): University Prep will average 95% daily student attendance each year. 

• Measure (b): Student enrollment will be at least 100% of the projected enrollment described in the 

charter application beginning each year. 

• Measure (c): Waiting list will be minimally equal to 25% of the Kindergarten and Grade 1 

enrollment during Y1, and 25% of Kindergarten enrollment during each subsequent year. 

• Measure (d): 95% of students who begin the school year will remain in the school throughout the 

academic year. 

• Measure (e): 95% of students completing the school year will re-enroll the following year. 

Goal 4: We demonstrate fiduciary and financial responsibility. 

• Measure (a): Annual budgets demonstrate effective allocation of financial resources as measured 

by balanced budgets submitted to DPS. Budget reviewed monthly by Finance Committee of the 

Board. 

• Measure (b): External, annual audit reports demonstrate that University Prep meets or exceeds 

professional accounting standards. 

Goal 5: Parents demonstrate high satisfaction with the academic program and the clear, frequent, and 

open communication of University Prep. 94 

• Measure (a): Average parent satisfaction with the academic program as measured by an annual 

survey at the end of the school year will exceed 85 %. 

• Measure (b): Average parent satisfaction with clear, frequent and open communication of the 

school, as measured by an annual survey at the end of the school year, will exceed 85%. 

MEASURING AND EVALUATING ACADEMIC PROGRESS 

Nationally Norm-Referenced/Comparative. All students take the Stanford 10 upon enrollment in 

September to establish a baseline performance score per individual student and grade level cohort 

and every May thereafter to measure longitudinal growth. 95 

Diagnostic. In K-2, we use DRA 2 and STEP, providing a data set at least every six weeks. In 

grades 2-5, students take six-week assessments based on CSAP Performance Frameworks. These 

exams comprise the year’s learning outcomes (grade level and subject area scope and sequence). 

Absolute. Reading, writing, and math CSAP assessments provide specific levels of mastery at the 

conclusion of each academic year in grades 3 – 5, while our interim assessments starting in grade 2 

provide us with continuous snapshots regarding our preparation along the way. CSAP data is 

scrutinized annually to determine areas of success and opportunities for growth. All K-5 assessments 

provide data sets we can examine at the individual, cohort, and subgroup levels. We will use this data 

to consistently improve our scope and sequence, instructional strategies, curricular resources, student 

supports, professional development needs, and staffing decisions. 

NATURE AND FREQUENCY OF DATA ANALYSIS 

Every six weeks, K-5 students take interim assessments (DRA 2 and STEP in K–2, and reading, 

writing and math CSAP-models in grades 3–5). Each Monday following assessments is a PD day to 

analyze outcomes and create action plans. Teachers also perform frequent formative assessments 

each week and make constant improvements and modifications to instructional plans. The Director of 

Curriculum and Instruction (DCI) is responsible for overseeing all data collection and analysis with 

94 A sample Parent Survey may be found in Appendix OO. 

95 “Cohort” in this context, and throughout document, shall be defined as a specific set of students who remain at the school from year to year. 


the Head of School directly involved in oversight. Classroom teachers in addition to the Literacy 

Teachers will administer all assessments at the classroom level and in turn, input all data into our 

warehousing system. Upon completion of data input, the DCI will compile all assessment data in 

multiple formats 96 for whole staff analysis and action planning during full day Professional 

Development each Monday following administering of interim assessments. The Head of School will 

oversee this system to ensure its efficacy. Families receive results following each assessment 

outlining the performance of their child based on pre-determined learning outcomes to be mastered at 

discreet times throughout the year. Families receive trimester reports detailing academic 

achievement, attendance and alignment with University Prep’s core virtues. On a monthly basis, 

student achievement data is reported to the Board of Trustees through the Academic Achievement 

Committee. This data is accompanied by demographic, attendance and attrition data on an Academic 

Dashboard. 97 Assessment results are disaggregated by racial, socioeconomic, ELL and Special 

Education subgroups. Annually, the executive summary produced by the Head of School will be a 

publicly released document detailing all relevant assessment data in alignment with the school’s 

accountability plan. 

INFORMATION SYSTEMS 

Infinite Campus, as used by DPS, will be the main warehousing software for all assessment data. 

Any areas in which Infinite Campus is unable to adapt to our needs will be supplemented with locally 

created Excel spreadsheets. Teachers are responsible for inputting student data from all assessments 

into our data warehousing system and the Director of Curriculum and Instruction (DCI) produces 

data reports that are user-friendly and readily accessible for action planning. The Head of School 

works closely with the DCI to ensure all reports are clearly presented and provide detailed data that 

may then be used to make instructional decisions. Lead founder and proposed Head of School David 

Singer has been meeting with Megan Marquez, Director of the DPS Technology Department, to learn 

more about the new systems being introduced by DPS to warehouse, report, and plan using data to 

drive all decisions. It is our intent to continue working with Ms. Marquez and the department to 

implement best practices in this realm. 

CORRECTIVE ACTION 

Any shortcomings will trigger prompt, targeted corrective action. Each Monday following six-week 

assessments, PD is dedicated to analyzing assessment data 98 and planning appropriate action to 

address gaps in student achievement. During these sessions, all energies focus on analyzing 

assessment data (individual, sub-group and cohort) and developing instructional action plans to 

support deficits and push strengths. Action plans may include re-teaching a specific objective not met 

by the majority, altering plans in upcoming lessons to spiral skills that needs more practice, or 

determining a group of students who need specific tutoring in one or more areas. Congruent to the 

DPS Response to Intervention approach, the driving force is to “decide what instructional 

interventions will meet [student] needs, monitor student progress, and readjust instruction based on 

data.” 99 All teachers have an approved action plan upon completing their Monday PD, at which time 

the teacher and leadership team are clear on next steps to produce academic results. The Head of 

School and DCI monitor implementation and support staff in meeting their instructional goals as 

concretely laid out in the plan. 

96 Multiple formats represent all ways data is sliced for teacher review. Sub-group data is extracted so the whole school can analyze performance of each 

population. Cohort data is available for all grades and individual student data will be easily accessible by student name and subject area. 

97 Please see Appendix V for a sample Data Dashboard. 

98 A unique feature of University Prep, all assessment data is public. As a results-driven school, we make it very clear that the academic successes and/or 

shortcomings are all public and that we are a team who works together to drive excellence for all students in the building. Through this practice we 

purposefully create an accountable / “open-door” culture. 

99 2009 Denver Plan. Pg. 22. 


UNIVERSITY PREP - Year 1 

LEADERSHIP & STAFFING 

ORGANIZATIONAL CHART 

Our organizational chart has been developed to maximize student achievement while remaining 

organizationally viable. (Y1 is outlined above and full charts for each year of the charter tenure 

are available in Appendix P.) Recognizing the importance of early literacy acquisition, we place 

three teachers each at the K and grade 1 levels. The Head of School oversees the academic 

program, school culture and all financials, with the strategic support of the Director of 

Curriculum and Instruction and Office Manager. The Board of Trustees provides oversight 

accountability to the school’s academic performance and organizational viability at all times. 

• Head of School. Leadership, mission, reporting to Board, hiring, staff evaluations, 

fundraising, staff management, school culture, academic performance, organizational 

viability, reporting compliance, budgeting, human resources, accounting, facility 

• Director of Curriculum and Instruction (DCI). Daily support of teaching and learning, 

implementation of curriculum, classroom observations/feedback, assessments, SPED Y1 

The school intends to open with the Head of School and DCI roles filled. Upon reaching 

capacity, the school will be staffed with the following positions: 

• Director of Finance and Operations (DFO): Federal, state and local reporting 

compliance, budgeting, human resources, accounting, facility management. 

• Dean of Student Advancement. Implements RtI model, coordinates SPED and external 

health services, oversees IEP process and 504 plans, reports to DCI 

• Dean of Solutions and Alumni Affairs. Oversees school culture, coordinates placement of 

5 th graders, handles discipline, engages families, reports to DCI 

• Office Manager: Manages administrative/clerical, answers phones, inputs data, supports 

leadership staff, oversees accounts payable and receivable, reports to Head of School 


• All Teaching Staff. Ensure students acquire necessary skills, knowledge, and character to 

maintain the college track, report to DCI and Head of School 

In Y1, University Prep is comprised of 9.5 FTEs: Head of School, DCI, Office Manger, 2 

Kindergarten Classroom Teachers and 1 Literacy Teacher, 2 Grade One Classroom Teachers and 

1 Literacy Teacher, and a .5 Student Advancement Teacher. This provides a student to adult ratio 

of 11:1 and student to teacher ratio of 17:1. The Head of School manages and evaluates all staff. 

SCHOOL LEADERSHIP AND LEADERSHIP TEAM 

David Singer, Lead Founder and proposed Head of School, is supported through the Building 

Excellent Schools Fellowship, a highly selective, national training program to support aspiring 

leaders in the design, founding and leading of high performing urban charter schools. Through 

85 training days, multiple extended leadership residencies in high-performing urban charter 

schools 100 , and 25+ school visits, Mr. Singer has immersed himself in the best practices at a 

national level to effectively educate low-income minority youth. Mr. Singer spent a decade 

teaching in urban settings, recently at Manual High School. As co-founding teacher of two new 

schools in CO, Mr. Singer has engaged in what it takes to successfully establish a start-up 

organization. As member of the leadership team at Manual, Mr. Singer led staff in data-driven 

instruction, standards-based assessments, creation of daily schedules and annual school calendar, 

and leveraging financial resources to obtain the greatest possible academic outcomes for 

students. Mr. Singer was an approved mentor teacher with the Boettcher Program while in the 

Mapleton School District and spent three years as a lab host with the Public Education and 

Business Coalition, opening his classroom to teachers from across the country in sharing best 

practices in mathematics. As Regional Director of a private franchise company, Mr. Singer 

brings experience in start-up in the for-profit sector (accounting, hiring and managing staff, 

marketing, negotiating contracts, cultivating relationships with organizations in non-profit and 

for-profit industry). For further details, please see Mr. Singer’s resume in Appendix E. 

Additional members of the leadership team are not identified at this time. Please see Appendix 

Q for detailed job descriptions, including qualifications and timelines for hiring. 

MANAGEMENT, EVALUATION AND SALARY 

University Prep will be an at-will employer. The Personnel Handbook is attached to this 

application (please see Appendix W). Policies and procedures are not intended as a contract 

between University Prep and its employees. The school may revise these policies and 

procedures, delete sections, or add additional components at any time. At minimum, all teaching 

staff earns a base salary 6.5 % higher than step 3 on the DCTA Salary Schedule, including 

$2,403 received under ProComp for teaching a hard-to-serve student population. 101 Each teacher, 

regardless of years of experience, earns a minimum of $43,000, 6.5 % higher than the 

approximate $40,403 earned at traditional district schools paying using the ProComp system in 

conjunction with 3 rd year DCTA salary schedule. All FTEs receive health coverage. We 

subsidize 80% of individual plan and 50% of family plan costs, while assuming the annual cost 

at $5,000 and $10,000 respectively. 102 As required, 3.27% of each staff member’s salary goes to 

PERA while 13.17% goes to PCOPS. Should funding allow, we will institute an added 

performance-based pay structure, the policy for which would be developed and adopted by the 

100 

Excel Academy in East Boston, MA and Elm City Prep in New Haven, CT. 

101 

Hard-to-Serve is defined as a school serving a high FRL student population and with an anticipated 87 % FRL student population, University 

Prep would fall into this category within ProComp. 

102 

Should we receive our charter we will research health coverage plans based on what’s currently being effectively used by local schools. 


Board. Under such policy, teachers would be eligible to earn 10% of their base salary in 

incentive pay at the conclusion of the academic year based on exemplary performance. 

RECRUITMENT AND HIRING 

“More than any other variable in education – more than schools or curriculum – teachers 

matter.” 103 Recognizing that teacher quality is the single greatest factor in determining student 

achievement we are dedicated to recruiting and retaining the best and brightest talent available. 

Utilizing such resources as Teach For America, we will access any and all effective pipelines in 

scouting talent. The Urban Teacher Partnership, a local effort established with Metropolitan State 

College of Denver, has been created to “increase achievement of students in high-need schools 

through the preparation of quality teachers.” 104 Other organizations such as the CO League of 

Charter Schools, The Denver Teaching Fellowship, Education Pioneers, and The Boettcher 

Teachers Program will be accessed. To pro-actively recruit staff members representing racial and 

ethnic minorities, the Lead Founder has met with Director Alex Sanchez of the DPS 

Multicultural Outreach Office to learn best practices and avenues for recruiting diverse talent. 

Working with other individuals, such as Erika Reyes, Director of Marketing and Communication 

for the Denver Hispanic Chamber of Commerce, Camila Lara, Executive Director of the Circle 

of Latina Leadership and Dr. Eric Lee, Executive Director of the Colorado Black Chamber of 

Commerce, we are exploring non-traditional means for finding individuals who best fit our 

school model and bring a diverse background. Moving forward, we will continue to consult 

practitioners and experts who have a clear sense of the school we are establishing and in turn, 

talent who align with our philosophy and are representative of the community. As articulated in 

the revised 2010 Denver Plan, our goals for recruiting staff align directly with the main goal of 

the district, “Expand strategies for recruiting and retaining high-quality teacher and principal 

candidates who more closely reflect the diversity of DPS’ student population.” 105 

A rigorous interview process, including resume screening, phone interview, demonstration 

lesson with feedback, and in-person interview will be utilized to ensure the quality of candidates 

prior to offering a position. (A full document detailing the start to finish of our hiring practices 

may be found in Appendix X.) The hiring process is designed to ensure we are inviting 

candidates to join our organization who match the following criteria: 

• Intelligence - has demonstrated capacity to learn and achieve 

• Reflectiveness - ability to take and implement feedback 

• Initiative - is action oriented, exudes a sense of energy / urgency 

• Strong communicator - verbal and written, coherence of thought, precision of expression 

• Mission alignment - highest expectations, relentlessness / grit, no excuses 

• Content knowledge - literacy 

• Classroom skill - behavior management 

• Classroom skill - instruction (coherent lesson plans, rigor of curriculum & questions) 

• Team trumps individual mentality 

In addition, we will: meet all federal requirements of “highly qualified” for each position; verify 

transcripts, test scores, and other data related to “highly qualified” status; complete a criminal 

103 

Ripley, Amanda. What Makes a Great Teacher? The Atlantic Online. January/February 2010. 

104 

http://www.mscd.edu/utp/. 

105 

A complete answer to the newly released question as emailed by Carol Mehesy on Friday, April 9, 2010 may be read in Appendix PP. Please 

describe your school’s plans for recruiting and retaining a diverse staff of talented educators who can excel in a multicultural environment, 

demonstrate cultural proficiency, and meet the needs of Denver’s diverse student population. 


ackground check before finalizing any employment contracts; and maintain files with up-todate 

documentation for each teacher. Full job descriptions for teachers, with hiring criteria, are 

provided in Appendix Q. No teachers have been identified at the time that this document was 

finalized. Recruitment for Y1 will begin immediately following authorization. All employees 

will be hired on an “at will” basis. All hiring and firing decisions are the responsibility of the 

Head of School. (Please see Personnel Handbook in Appendix W.) A performance tool used 

twice annually in teacher evaluation, is formally reviewed with teachers and maintained within 

personnel files. (Please see sample performance tool in Appendix Y.) With daily feedback and 

constant support provided to teachers by leadership, the twice annual evaluations represent a 

culmination of teacher effectiveness rather than a mere snapshot in time. The Head of School is 

hired and evaluated annually by the Board of Trustees with specific, measurable benchmarks 

assessed regularly throughout the academic year. (Please see Performance tool in Appendix Y 

for details regarding School Leader Evaluation.) 

PROFESSIONAL DEVELOPMENT 

“If children are to achieve at levels demanded by the high standards that states and districts have 

adopted, teachers will have to help them do so. Teachers are at the center of reform, for they 

must carry out the demands of high standards in the classroom.” 106 Our time and resources are 

leveraged to ensure the development of game changers, teachers who change their students’ 

academic and life trajectories. We know that teacher quality is the single most important factor in 

driving student achievement and closing the achievement gap; our entire year, from Summer 

Institute to weekly professional development, is designed to support our teacher’s growth. 107 

Annual School Visits and Study. Each new hire spends, at minimum, one day analyzing the 

highest performing urban elementary charter schools in the country. Prior to starting summer PD, 

each new staff member gains experiences in the schools on which we are modeled. 108 

Summer Professional Development. “[O]pportunities must be provided for teachers to become 

actively engaged in meaningful planning and practice.” 109 In Y1, teachers engage in 19 summer 

PD days, on (1) School Culture, (2) Assessment & Data, and (3) Curriculum & Instruction. 

• School Culture. Training emphasizes systems and procedures as well as rituals and routines 

illustrated in the Educational Plan section of the application. 

• Assessment and Data Analysis. We review our accountability plan and staff learns how to 

implement assessment tools (i.e. Stanford 10, STEP, DRA 2). 

• Curriculum and Instruction. Using the CO Model Content Standards, recommendations 

from the CO Basic Literacy Act, as well as referencing both MA and CA state standards 110 , 

staff develop detailed curriculum guided by the use of Curriculum Alignment Templates 

(CATs), along with calendared unit plans. (For a sample CAT, please see Appendix J.) 

106 

Garret, Michael S. “What Makes Professional Development Effective? Results From a National Sample of Teachers.” American Educational 

Research Journal. Winter 2001, Vol. 38, No. 4. 

107 

Haycock, Kati. “Good Teaching Mattes – How Well Qualified Teaches Can Close the Gap.” Education Trust. 1998. 

108 

Leadership Prep in Brooklyn, NY and North Star Elementary in Newark, NJ, two of the highest performing urban elementary charter schools 

in the nation whose scores on state and nationally norm-referenced assessments consistently compete with their middle class and affluent peers 

regardless of the fact that over 80 % of their student population receives free and reduced lunch. 

109 120 

Ibid. 

110 

The Thomas B. Fordham Institute produces an annual ranking on the quality of each states academic standards and Colorado ranks for a below 

both Massachusetts and California. As a school whose mission is to educate every student for competitive four-year universities, it is our job to 

ensure we are using the best tools available to do so. As such, we believe it is necessary to analyze state standards from other parts of the country 

that are more rigorous and demand greater student learning. 


Monthly Professional Development. We provide eleven PD days throughout the year. Six 

occur on Mondays following six-week assessments and support staff in analyzing achievement 

data and constructing action plans for moving forward. Sample questions to be addressed 

include: On which standards are my students demonstrating mastery? Are there any students who 

are in need of additional supports or interventions outside of the classroom? Are there standards 

in which the class is nearly reaching mastery, but not quite there? What can I spiral into my 

curriculum and instruction moving forward to address this? Are any of our subgroups, ELL, 

Special Education, etc., achieving below the school averages? If so, what evidence supports this 

claim and how can we address this lack of efficacy in our teaching practices? Congruent to the 

recommendations of the state and district RtI model, University Prep views “Data-Analysis 

Mondays” in direct alignment with the 2nd component of the six articulated by the Colorado 

Department of Education. As CDE states, “a problem-solving process requires full collaboration 

among a team of professionals…to identify a specific, measurable outcome and to design 

research-based interventions to address the concerns. The process includes ensuring 

interventions are implemented with fidelity according to their research base and student progress 

is monitored to determine the student’s response.” 111 

On days not focused on data-analysis and action planning, the focus is on areas of growth for the 

whole school. This may include the use of effective ELL strategies to support math instruction, 

reflection on our overall school culture and areas where we need to improve, or how to increase 

the frequency and quality of family engagement. 

Weekly Professional Development. Each Wednesday students dismiss at 2:35 pm and staff has 

two hours of dedicated, targeted PD. Early in the year, the majority of time is used to examine 

and constantly improve the effectiveness of our school-wide practices and systems. For example, 

we have a system for HW collection at the beginning of each day that includes gathering the 

work, inputting the data for whether or not assignments have been completed and contacting 

families. If three weeks into the school year we find that a system is ineffective or overly time 

consuming, we will revise it and implement the new practice. As a school built on continuous 

improvement, it is our obligation to analyze the effectiveness of everything we do, and when 

necessary, modify and adapt. As the year progresses, weekly PD transitions between whole staff 

work to smaller focus groups such as grade level teams and literacy instruction inquiry groups. 

Daily Professional Development. Teachers have 40 minutes of individual daily planning time, 

and each teacher at the school has an additional 50 minutes of daily planning from 4:10–5:00 

PM, allowing for collaboration, which may be used for: restructuring reading groups based on 

recent assessment data; sharing effective instructional strategies for individual students; coplanning 

upcoming lessons; and scheduling classroom observations and coverage with leadership 

EVALUATION OF EFFECTIVENESS 

As a 100% results-oriented school, professional development is evaluated for its effectiveness 

based on our student achievement. The Head of School is responsible for ensuring the efficacy of 

teacher support systems and for implementing modifications when satisfactory results are not 

being achieved. In later years of the school’s existence, this responsibility becomes shared with 

the DCI. Our institutional commitment to professional development is demonstrated by our use, 

prioritization, and quantity of dedicated time. Comprehensively, over the course of each year, 

University Prep spends 479 hours improving the impact of our craft on student achievement. 

111 Colorado’s Six Components of RtI, http://www.cde.state.co.us/RtI/SixComponents.htm. 


GOVERNANCE and MANAGEMENT 

LEGAL STATUS 

University Prep has registered its name (Nov. 2, 2009) and filed Articles of Incorporation with 

the State of CO under University Prep Inc. (submitted and received Nov. 16, 2009). Articles of 

Incorporation in addition to governing bylaws can be found in Appendices Z and AA. 

University Prep Inc. is a recognized non-profit/non-member corporation of the State of CO in 

good standing - illustrated by the certificate in Appendix BB. We are in the process of obtaining 

Federal 501(c)(3) status, working with Brownstein, Farber, Hyatt and Schreck. A letter from the 

firm regarding this work in obtaining 501(c)(3) status is also attached in Appendix II. In 

addition, a copy of the document with our Federal ID number may be found in Appendix BB. 

ORGANIZATIONAL CHART AT CAPACITY 

University Prep is governed by a Board of Trustees responsible for ensuring the school fulfills its 

mission, is faithful to the charter, and remains financially viable. The Head of School, hired and 

evaluated by the Board, reports to the Board on the state of the school, progress towards the 

mission, and progress towards each goal in the Accountability Plan (pg. 30). Job Descriptions 

can be found in the Leadership and Staffing Section on page 33 and in Appendix Q. We intend 

to open with the Head of School and DCI roles filled. Reaching capacity, the school will be 

staffed with the following position whose roles and reporting structure are outlined in general 

terms below. (Please see Appendix Q for details regarding each position.) 

• Director of Finance and Operations (DFO): Federal/state/local reporting compliance, 

budgeting, human resources, accounting, facility management, reports to Head of School. 

• Dean of Student Advancement: Implements RTI model, coordinates SPED and student 

health services, oversees IEP and 504 process, reports to DCI. 

• Dean of Solutions and Alumni Affairs: Oversees school culture, coordinates placement 

of 5 th grade graduates, handles discipline, engages families, reports to DCI. 

• Office Manager: Manages administrative/clerical work, answers phones, inputs data, 

provides support for staff, oversees accounts payable and receivable, reports to DFO. 


• Teaching Staff: Ensures students acquire the necessary skills, knowledge, and character 

to maintain college track, reports to DCI and Head of School. 

We have two non-voting advisory bodies. The Advisory Council is chaired by a member of the 

Board and the Families for Achievement Council is chaired by a parent who serves on the 

University Prep Board. Both Councils meet at the discretion of their chair and regularly consult 

with the Board to provide input on various decisions and issues affecting the school. 

Advisory Council. Will formally begin upon authorization of the charter. Potential Advisory 

Council members have pledged their support through advocacy, counsel, and letters of 

endorsement. Below are those in consideration for Advisory Council membership. Letters are in 

Appendix II and roles/responsibilities in Appendix CC. 

• Michael Johnston: State Senator, District 33 

• Anna Jo Haynes: President Emeritus, Mile High Montessori 

• Cynthia Gallegos: Executive Director, Focus Points 

• Tony Lewis: Executive Director, Donnell Kay Foundation 

• Amy Slothower: Executive Director, Get Smart Schools 

• James Mejia: President and CEO, Denver Preschool Program 

• Dr. Eric Lee: Executive Director, Colorado Black Chamber of Commerce 

• Chris Gibbons: Founder and Head of School, West Denver Prep 

• Ben Valore-Kaplan: Founder and CEO, Syntrinsic Investments 

• Dr. Timothy Tyler: Reverend, Shorter A.M.E. Community Church 

• Robert Quintana: Pastor, Pilgrim Congregational Church 

• Imelda Unibe: Director of Strategy, Teach for America 

• Tim Taylor: President and CEO, Colorado Succeeds 

• Michael Hancock: City Councilman, District # 11 

• Connell Saltzman: Partner, Caddis Capital, LLC 

• Andy Seth: Managing Partner, Lotus Group Advisors, LLC 

• Erika Reyes: Director of Marketing and Communication, Hispanic Chamber of Commerce 

Families for Achievement Council. The Council has at least seven members, with a chair and 

vice-chair elected for one-year terms. Parents are elected to the Council by a vote of parents of 

currently enrolled students. The Head of School and one elected teacher serve on the council in 

compliance with CRS 22-7-106, the Parent Advisory Council Law. The chair of the Council 

serves on the school’s Board. The Council supports the mission of University Prep by: 

• Coordinating parent volunteers to support recruitment, enrichment, community gatherings 

• Gathering and reporting data about parent satisfaction 

• Reporting twice annually to the Board of Trustees regarding their findings 

• Ensuring school communications are sufficiently accessible to Spanish-speaking parents 

• Planning parent events (i.e. University Nights) that support the school’s academic mission 

GOVERNANCE 

The Board enacts policy and holds management responsible for ensuring effective and 

appropriate execution. The Board acts as the primary oversight to the school’s academic and 

organizational performance. Members of our Board bring together wide community 

representation. Parental involvement is primarily through the chair of the Families for 


Achievement Council who serves as a member of the Board. Parents/Guardians are also 

encouraged to engage with our Families for Achievement Council and other opportunities 

provided. (See Parent and Community Involvement on page 43 for details.) 

STRUCTURE, ROLES, AND COMPOSITION 

The Founding Board is a diverse, passionate group of committed community members, both 

from Near Northeast Denver and the city at large, who have dedicated their professional 

experience and credibility to this endeavor. It is comprised of a high capacity group of 

professionals, including individuals with specific skills and experiences in Education, Business, 

Finance, Community Engagement, Governance, Fundraising, Marketing, Real Estate, Healthcare 

Systems, Non-Profit and For-Profit Management, and Law. The Founding Board will transition 

to the Governing Board of Trustees, which governs the school and is responsible for ensuring 

that the school fulfills its mission, is faithful to the terms of its charter, and remains financially 

viable. One of the first acts of the Board upon chartering will be to formally hire the Head of 

School to whom it will delegate all school management. The Head of School, identified and 

evaluated by the Board of Trustees, will be ultimately responsible for the implementation of the 

mission at a demanding, high standard. All additional school hires will be delegated to the Head 

of School. The Head of School will supervise all employees of the school, and may delegate 

these duties to other senior leadership staff. The Head of School will report monthly to the Board 

on the state of the school, progress towards each element of the mission statement, and progress 

towards each goal in the school’s Accountability Plan (pg. 30). The Board evaluates the Head of 

School annually, provides critical feedback regarding his/her performance, and sets his/her 

compensation. Roles and responsibilities of the governing Board include the following: 

• Define and review the organization’s mission, vision and direction 

• Recruit, support and evaluate the school leader 

• Ensure effective organizational planning 

• Ensure adequate financial resources exist for the school to fulfill its mission 

• Manage financial resources effectively and responsibly 

• Determine, monitor, and strengthen the organization’s programs and services 

• Enhance the organization’s public standing 

• Ensure legal/ethical integrity; maintain mission/financial accountability to the general public 

The Founding Board is currently comprised of eight members and is anticipated to grow to 

between 9 and 11 by August, 2010. The full Board will have a minimum of 7 and a maximum of 

13 members, and will maintain an odd number for voting purposes. (Appendices E includes 

detailed information on each Board member accompanied by a professional bio and resume.) 

BOARD CREATION AND TRANSITION 

Members of the initial Governing Board will be seeded from the Founding Board. Initial 

members will serve staggered terms: at least two Trustees will serve a one year term (ending in 

Spring 2012), at least two will serve a two-year term (ending in Spring 2013), and at least two 

will serve a three-year term (ending in Spring 2014). Thereafter, members will be elected to a 

two-year term to fill vacancies created by expiring terms. The intent of staggered terms is to 

provide stability, while providing opportunities to infuse new perspectives and contributions. 

Officers and Committees. Officers are elected by the Board and include a Chair, Vice-Chair, 

Secretary, and Treasurer. New officers may be added and filled at any meeting of the Board. The 

Board works through a committee structure. Initial standing committees include Governance, 


Academic Accountability, Finance, and Fund Development. Appendix KK includes the 

purposes and responsibilities of each committee. The Board may establish other committees or 

task forces as it deems necessary for carrying out the responsibilities of the Board of Trustees. 

\ 

Policy Development. A majority vote of those present at a Board meeting constitutes action by 

the Board. The Board may not act unless a quorum of the Trustees is present. In drafting and 

approving school policies, the Board adheres to the following decision-making process: (1) 

Conduct Board level discussion; (2) assign member to draft policy; (3) write first draft of policy; 

and (4) present policy to Board for Approval. Please see Appendix AA for the proposed Bylaws 

and Appendix LL for the Conflict of Interest Policy. 

Financial Oversight. We will implement financial policies and practices to ensure long-term 

viability, including maintaining a balanced budget and conducting annual financial audits. We 

will create and maintain a comprehensive budgeting process and system of checks and balances. 

The Finance Committee will work with the Head of School to develop and execute responsible 

fiscal policies and practices, and monthly will report to the Board on the fiscal health. 

BOARD PROCEDURES 

The governing Board will meet monthly for two hours (at least 10 times each year), in a public 

space with pre-announced meetings, in accordance with the Colorado Sunshine Law (C.R.S. 24- 

6-401, et seq.). All meetings will be in compliance with the Open Meetings and Open Records 

laws of CO. The board will record minutes of all meetings and will make these publicly 

available, in addition to any other necessary documents, in accordance with the CO Public 

Records Act (C.R.S. 24-72-201). The purpose of all meetings will be to oversee academic 

performance and operational viability. An Academic Dashboard will be presented at each 

meeting illustrating performance data from individual students, cohorts, and subgroups. For a 

sample Academic Dashboard please see Appendix V. The Board will review budgets, projected 

and actual, balance sheets and cash flow sheets on a regular basis to ensure the school is 

effectively managing its fiscal responsibilities. 

As documented in the proposed bylaws (please see Appendix AA) the Board will maintain a 

standing Governance Committee that will have procedural responsibility for identifying and 

recruiting new Trustees. The Governance Committee, composed of at lease three Trustees, will 

cultivate relationships with potential new Trustees, present a slate of nominees to the full Board 

for selection, and orient new Trustees according to the best interests of the school. Potential 

Trustees will include members of the Near Northeast community and the city at large who bring 

necessary skills to the operations of the Board and contribute to the diversity currently 

established. The Board will also maintain standing committees for Accountability and Finance. 

• Accountability Committee monitors the school’s academic progress, using the 

Accountability Plan. The Accountability Committee will ensure we meet academic goals, 

including AYP and that academic progress is properly reported in the annual report. 

• The Finance Committee monitors the financial health of the school through monthly 

financial reports and regular monitoring of the financial goals outlined in the 

Accountability Plan. The Finance Committee oversees the annual audit of the school’s 

finances. 

The Board will be trained annually, with the first full day of training occurring within one month 

of being chartered. Specific topics to be addressed include committee work, strategic planning, 

effective governance oversight, financial literacy, and annual goal setting. All members of the 


Board are required to participate in annual board training. As part of follow-on support with 

Building Excellent Schools, board training will be provided at no additional costs for years 1 – 3. 

BOARD EXPANSION, DEVELOPMENT AND SUCCESSION 

University Prep was founded with the support of Building Excellent Schools (BES), a national 

program dedicated to the creation of high performing urban charter schools. As such, the 

Founding Board was established with the support of Linda Brown, Executive Director of BES 

and other senior leadership at the organization, collectively representing over 30 years of charter 

school board development. Prior to charter submission, University Prep’s Founding Board of 

Trustees participated in a full-day board governance training, which consisted of an extensive 

retreat on best governance practices and the role of the Board in Accountability. The proposed 

bylaws were drafted following this training and carefully reviewed by the Founding Board. 

Trustees will be added to the Board in accordance with the Bylaws to ensure that adequate skill 

sets needed for start-up and school governance are in place. Staggered terms will be used to 

ensure only moderate turnover in any given year, and an odd number will be maintained for 

voting purposes. Each new Board member will undergo comprehensive training and all Board 

members will sign the individual “Responsibilities and Expectations” contract with the 

governing board description, as found in Appendix DD, and will review the Bylaws as found in 

Appendix AA. 

ADVISORY BODIES 

Two primary advisory bodies work with the Board to oversee the success of the school and 

provide necessary support. The first, the Advisory Council, is articulated on page 39 and the 

second, the Families for Achievement Council, is described on page 44. All parents will have 

full and free access to the Student-Family Handbook, which will be distributed annually at 

Family Orientation, the Annual Report which will be mailed annually to families and provided 

on our website, and minutes of all board meetings which will be available upon request. 

GRIEVANCE PROCESS 

Any individual or group may bring complaints and/or objections to governing board policies or 

decisions, administrative procedures or practices at the school to the Board. Complaints should 

be submitted in writing to the Board at least one week prior to the next Board meeting. (No 

official documents are necessary for filing a complaint/objection, but must be done so in writing 

either through the mail service, delivery to the school in a sealed envelope, or email.) 112 

Complaints submitted later will be addressed at the subsequent meeting of the Board. Emergency 

issues will be dealt with on an as-needed basis, with the Board responding at or prior to its next 

regular public meeting. Every effort will be made to respectfully address each matter to the 

satisfaction of the individual or group presenting the complaint. The Board, as necessary, may 

direct the Head of School or other responsible party to act upon the complaint and report to the 

Board. The Board of Trustees shall render a determination in writing if appropriate or required. 

SCHOOL MANAGEMENT PROVIDERS 

The school does not intend to contract with a school management provider. 

112 Please note that mailing address and email will be made available in the Family-Student Handbook, on our website, and posted in the school. 


PARENT AND COMMUNITY INVOLVEMENT 

ENGAGING AND INFORMING THE COMMUNITY IN SCHOOL DESIGN PROCESS 

In a meeting with Carlos Valverde, Co-Director of the Colorado Progressive Coalition, a 

powerful notion of community involvement in the development of our proposed school was 

solidified. As Mr. Valverde suggested, during every conversation with families we begin with a 

question, “What would the ideal school look like for you?” Listening to family responses, we 

begin a productive dialogue on family concerns and desires for their child’s education. For 

example, in a meeting at the Cross Community Coalition’s Globeville location with Vangie 

Maldonado’s group of Spanish speaking parents 113 , we heard the consistent desire for a school 

that will prepare their students for a college education. Although a struggling family with a 

single parent may not know the best practices and design elements of a school that produces 

demonstrable results in challenging urban settings, they know what they want for their children. 

Our intent is to continue this process, spending hundreds of more hours engaging families and 

community members in the conversations described above. A complete list of meetings 

conducted with community organizations and currently scheduled is in Appendix JJ. 

We have also informed families of our work through the following larger scale efforts. 

• Inclusion in Sen. Johnston’s District 33 newsletter and an Information session/Q & A held at 

the Senator’s community office 114 on March 22 (Appendix S) 

• Two Boots on the Ground Campaigns – More than 100 “Friends of University Prep” 

canvassed the neighborhoods we propose to serve on March 20 and on April 10, over 1,000 

conversations with community members (Press Releases in Appendix S) 

• School flyers, in both Spanish and English, widely distributed throughout the community 

(Appendix S) 

• Monthly e-newsletter (Appendix EE) 

We will continue to provide countless community information sessions as well as engage in 

door-to-door campaigns throughout the summer and fall of 2010, speaking with families and 

others about the school in their own language, while learning from their experiences and wishes 

as neighborhood residents. Our Boots on the Ground canvassing events serve as examples of our 

capacity to rally support and engage community in a comprehensive manner. 115 

ENGAGING FAMILIES IN THE LIFE OF THE SCHOOL 

We believe that drawing families 116 into an active role in their children’s education is essential to 

fulfilling our mission of ensuring academic success for all students. We will cultivate positive 

and productive relationships with all families and will engage them in the life of the school. As 

Richard Garcia, Executive Director of the CO Statewide Parent Coalition, described in a 

conversation, “If you engage parents effectively and give them the tools they need to support 

their children, students have a much better chance for success.” 

113 Meeting held on January 19, 2010 with 12 families in attendance. Vangie Maldonado provided translation on behalf of University Prep. 

114 Senator Mike Johnston’s community office is located at 33 rd and Holly in Northeast Denver. 

115 As evidence by our most recent neighborhood canvassing on April 10 th in which 70 Friends of University Prep volunteers canvassed for nearly 

3 hours, receiving 217 Intent to Enroll Forms from families, 291 petition signatures from community members, and engaging in nearly 700 

conversations across the Near Northeast neighborhoods. 

116 We refer to “families” rather than “parents” because of the reality that many of the guardians responsible for out students will not be parents. 

Many of the adults raising our students will be grandparents, aunts, uncles, brothers, sisters, cousins, foster parents, and other relations. 


Information Sessions. During the charter application process and through the spring of 2011 

prior to our lottery, we will conduct regular community information sessions. Below are 

individuals and organizations working with us to advertise, plan, and run sessions. (Please see 

Appendix JJ for all documented information sessions to date.) 

• Taliah Abdullah, Sr. Librarian: Pauline Robinson Denver Public Library Branch 

• Aaron Black, Pastor: Scott United Methodist Church 

• Charlotte Brantley, President & CEO: Clayton Early Learning 

• Robert Quintana, Pastor: Pilgrim Congregational Church 

• Jenn Luke Rodriguez, Executive Director: Early Excellence 

• Dr. Timothy Tyler, Reverend: Shorter A.M.E. Community Church 

• Joan Vigil, Sr. Librarian: Valdez-Perry Denver Public Library Branch 

Home Visits. Following the lottery, or the close of our admission process, we will visit each new 

student’s family before their child begins at the school. Individualized meetings provide families 

with an overview of the school’s design, including our college-preparatory mission, academic 

program, homework expectations, code of conduct, uniform policy and opportunities for family 

involvement. Meetings conclude with families signing the Contract of Commitment 117 which 

articulates what they can count on from the school and clarifies expectations of families. 

Frequent Communication. We engage with families in the following ways on a regular basis. 

• Daily behavior report based on code of conduct 

• Weekly summary of learning objectives and HW for all classes each night 

• Bi-weekly phone calls to discuss student academic progress and character development 

• Monthly newsletter of classroom and school-wide news and information 

University Nights. At minimum, we will host four University Nights throughout the year geared 

towards supporting families in helping their students achieve academic success. Such topics as 

“How do I effectively help my child with their homework?” and “What are the best techniques 

for Read Alouds?” are addressed. We also use these evenings to welcome families, provide them 

with an inviting environment to socialize with one another, and share the school’s 

accomplishments. Linda Jensen, Association Division Director of Early Childhood Programs 

with Volunteers of America, is supporting us in these efforts, sharing their organization’s bestpractices 

to support families by providing concrete strategies for supporting their children. 

Parent-Teacher Conferences. Following each trimester, families are invited to the school for a 

parent-teacher conference to discuss the academic and behavioral performance of their children. 

These meetings include a quantitative and qualitative evaluation of student achievement. Each 

conference includes assets and challenges as well as a concrete plan for moving forward. All 

conferences are mandatory as articulated in the Student-Family Handbook. 

FAMILIES FOR ACHIEVEMENT COUNCIL 

University Prep is a partnership between leadership, teachers, students and families. All families 

are encouraged to participate in the Families for Achievement Council. The Council is chaired 

by a parent voted in by parents whose student is attending the school, and is minimally made up 

of six members - four parents, the Head of School, and an elected teacher. 118 The Council: 

• Provides families with concrete actions which will help them help students achieve 

117 A copy of the Contract of Commitment may be found in the Family - Student Handbook in Appendix U. 

118 Families for Achievement Council fulfills the Parent Council Advisory Law, C.R.S. 22-7-106. 


• Allows families to connect with and support each other 

• Supports the school in reaching its goals 

• Connects families to volunteer opportunities at the school 

• Develops and implements special programs for families 

• Sponsors events for the entire school community 

• Helps raise money for the school 

• Works with teachers and leaders to support students’ academic and social progress 

VOLUNTEER OPPORTUNITIES 

Families are informed at Orientation and in the Student-Family Handbook about volunteer 

opportunities, and are included in monthly newsletters and posted in the school office. Specific 

opportunities include: chaperoning filed trips; recess supervisions (working with school staff); 

club leadership (working with school staff); clerical help; classroom help – may include reading 

with students during choice time or tutoring a small group of students in math; mentoring new 

families and students; breakfast and/or lunch set-up; special events (Book Fair, Field Day, 

Science Fair, etc.) set-up, supervision, and clean-up; campus beautification (painting, gardening). 

COMMUNITY RESOURCES AND PARTNERSHIPS 

Since October 2009, the Founding Board has been introducing the proposed school throughout 

the Near Northeast Denver Community. We have taken expansive measures to reach interested 

parents and local organizations and speak with them about their desire for a school such as 

University Prep. Community support of and demand for University Prep’s rigorous education is 

evident in the 430 Intent to Enroll Forms received from families representing 591 children in the 

community. 175 of the forms have been completed by families whose children are currently 

three and four years old, and eligible to enroll in August 2011, representing over 160 % of the 

108 seats available in year 1. The form used to collect these letters is included in Appendix T, 

and redacted copies of the letters are available upon request. 

There is tremendous endorsement from local individuals and organizations such as early 

childhood education providers, community engagement/activist groups, teachers, and churches. 

We have found similar encouragement and excitement from philanthropic foundations across 

Denver as well as mid-sized and large businesses. Political representatives have viewed us in 

favorable light, and we have collected letters of support from city councilmen and women, state 

senators and other elected officials. Local and national school leaders who operate high 

performing schools have provided their affirmation of our proposal. Below is a sample list 

highlighting some of the individual and organizational supporters who have endorsed University 

Prep. A complete list of supporters including all letters of endorsement may be found in 

Appendix II. 

District 33 State Senator, Michael Johnston Shorter Community AME Church, Dr. Rev. Tyler 

District 8 City Council Woman, Carla Madison Donnell Kay Foundation, Tony Lewis 

Circle of Latina Leadership, Camila Lara Colorado Succeeds, Tim Taylor 

Early Excellence, Jennifer Rodriguez Luke Metro Organization for People, Mike Kromrey 

Mile High Montessori, Anna Jo Haynes Pilgrim Congregational Church, Pastor Quintana 

West Denver Prep, Chris Gibbons Denver Hispanic Chamber of Commerce, Jeff Campos 


START-UP and OPERATION 

START-UP PLAN 

A detailed start-up plan for all necessary tasks geared to a successful opening in August of 2011 

may be found in Appendix GG. During our planning year, Y0, efforts are primarily focused on 

the following: 

• Recruitment of staff and students 

• Securing and finalizing our facility 

• Finalizing transportation plans 

• Developing and preparing all curriculum, instruction and assessment for K-1 

• Securing all educational and physical resources for the start of the year 

All corresponding financials for Y0 including revenue and expenditures may be founding our 

accompanying budget. 

TRANSPORTATION 

University Prep intends to provide free transportation to students residing within the Near 

Northeast Denver community who need it the most. 119 Working with Pauline Gervais, 

Transportation Coordinator with DPS, we have engaged in multiple conversations to date in an 

effort to finalize a transportation plan including all logistical components: time, costs, routes, etc. 

Without knowing the exact location of our school, we cannot produce precise figures that 

accompany our plan. Rather, we include an estimated financial model that accompanies a 

potential transportation plan assuming we are located in a relatively central area in Near 

Northeast Denver. Please see Appendix MM for details of such plan. Recognizing that our 

school will engage in academic field trips throughout the school year, we have budgeted $75 per 

student for such transportation needs. (Please see attached budget for details.) 

SAFETY AND SECURITY 

Procedures to adequately protect school property shall include, but not be limited to: 

• Controlling the issuance of building keys and master keys and access cards and security cards 

• Permitting access to classrooms, laboratories, gymnasiums or other school facilities or 

equipment only to times when there is appropriate faculty supervision 

• Procedure for securing teacher work areas when being left unattended or at the end of the day 

The Head of School 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 school. The Head of School shall call the Denver Police Department in cases 

involving illegal entry, theft or vandalism. The Head of School shall also notify the Board of 

Trustees within 24 hours after each case of vandalism, theft, building damage and illegal entry. 

The Board of Trustees is authorized to sign a criminal complaint and to press charges against 

perpetrators of vandalism against school property. Please see Fire and Safety Plan as 

Attachment NN. 

119 The transportation plan illustrated in Appendix MM is based on providing 30 % of University Prep students with transportation in the Near 

Northeast community. Due to extremely high costs of providing free transportation to all students, we will create a policy in which those who are 

most in need have priority for busing. In addition, we are hopeful that in moving forward and continuing to work with Ms. Gervais and the DPS 

transportation department that we will find creative solutions for reducing costs and in turn, increasing the % of students eligible for seats. 


INSURANCE COVERAGE 

University Prep 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, amount of coverage and 

anticipated costs for year 1. 120 

Type of 

Insurance 

Worker’s 

Compensation 

General and 

Professional 

Liability 

Description of Insurance 

Type 

Provides compensation medical 

care for employees who are 

injured in the course of 

employment. 

A compulsory form of insurance 

for those at risk of being sued by 

third parties for negligence. 

Property Provides protection against most 

risks to property such as fire, theft 

and some weather damage. 

Crime Insurance to compensate another 

party to a contract for any loss 

that such other party may suffer 

during the performance of the 

Directors and 

Officers / 

Employment 

Practices 

Liability 

contract 

Covers damages or defense costs 

in the event they suffer such 

losses as a result of a lawsuit for 

alleged wrongful acts while 

acting in their capacity as 

directors and officers for the 

organization. 

Automobile Its primary use is to provide 

protection against losses incurred 

as a result of traffic accidents and 

against liability that could be 

incurred in an accident. 

Amount of Coverage 

$.585 per $100 for $ 423,000 

estimated payroll in Y1 

General Liability $ 12/student 

estimate based on 108 students 

Professional Liability $ 5/student 

based on 108 students 

$ 300,000 Computers 

$ 90,000 Furniture & Fixtures 

$ 100,000 Extra Expense 

$100,000 Employee 

Dishonesty 

$100,000 Forgery Coverage 

Premium Indications 

Limit $ 1,000,000 

Retention (Deductible): 

$2,500 Directors & Officers 

$5,000 Employment Practices 

Non Owned and Hired 

Owned Bus – Premium is based on 

seats, radius of use, garaging 

location, experience of drivers 

Estimated Premium for Owned 

Bus: $ 3,500 - $ 5,500 

Anticipated 

Cost (Annual) 

$2,690 

$ 1,841 

$ 1,210 

$ 350 

$ 2,400 

$ 300 

Umbrella Limit: $ 1,000,000 $ 1,000 

Student 

Accident 

Coverage 

$100,000 Medical Expense Benefit 

$ 8.20/student based on 108 

students 

$ 894 

120 Makey Towne of Moody Associates Agency, Inc., specialists in insurance products for charter schools, has provided us with a quote for each 

year of the charter term that increases based on specifics of our school’s growth plan for staff and students as well as our purchasing of materials 

and overall revenue. (See Appendix YY) 


FACILITY NEEDS 

LOCATING IN NEAR NORTHEAST DENVER 

Due to the lack of high quality educational options 121 for families, coupled with a growing 

population in young children 122 and demand from the community 123 , we propose to locate in the 

Near Northeast, encompassing Clayton, Skyland, Cole, Whittier, Five Points, Globeville, Elyria, 

and Swansea. As seen in Appendix HH, there is not one public school in this community 

serving K-5 students rated as Meets Expectation or Distinguished for achievement level status. 

FACILITY 

Facility needs are outlined here and within Appendix F. Highlighted is our request for common 

space for school events, shared professional space for teachers, and private offices for leadership. 

Academic Year # of Students Sq. Ft. per Student Total # of Sq. Ft. 

2011-12 108 80 8,640 

2012-13 162 80 12,960 

2013-14 216 80 17,280 

2014-15 270 80 21,600 

2015-16 324 80 25,920 

According to the DPS Call for Quality Schools, “[N]ew school proposals…designed to reach the 

district's priorities for high performing schools which address the programmatic and geographic 

priorities identified…will be given preference in the allocation of available district space.” 124 As 

a proposed school “designed to meet the unique needs of our district which is characterized by 

high poverty, high mobility, and a high percentage of English Language Learners” 125 that also 

fits a recognized geographic priority, we intend to work with the district to locate a suitable 

facility for the school within Near Northeast Denver. We are prepared, if needed, to secure a 

facility on the open market. We are working with Michael Baker of Gold Crown Management 

and Pat Henry of Fuller RE and have entered conversation with Jeff Propiel, President/CEO of 

Geo-Tech and owner of a facility at 2650 E 40th Ave, and Rev. Aaron Black at Scott United 

Methodist Church, at 2880 Garfield St., both of whom have unused facility space. Michael Baker 

has been in conversation with Rhonda Reedy on our behalf, property manager of a facility at 

2650 E. 40 th Ave. We estimate gross rent costs of $8.00 - $13.00 per sq. ft. A narrative on each 

potential site is in Appendix F. Anticipated costs for Y1, Y2 and Y3 are highlighted below. 

Sq. Ft./Student Total # of Students Total # of Sq. Ft. $/Sq. Ft. Annual Rent 

Year 1 80 108 8,640 10.00 $ 86,400 

Year 2 80 162 12,960 10.00 $129,600 

Year 3 80 216 17,280 10.00 $172,800 

Our goal by Y4 is to transition into a permanent home, which could be district space. Any 

facility occupied will be in compliance with health and safety requirements per CRS 22.32.124 

and applicable city planning review procedures. 

121 In Northeast Denver, as per the Call for Quality Schools to Open in 2011-2012, “The performance gap is most pronounced at the elementary 

level where approximately 53 % of students do not have access to a high performing seat.” 

122 In Northeast Denver, as per the Call for Quality Schools to Open in 2011-2012, “there is a projected increase in school age population from 

17,265 in 2009 to 20,021 by 2015, a projected increase of 15.96%.” 

123 Please see Parent and Community Involvement section starting on pg. 43 for details. 

124 DPS Call for Quality Schools 2011-2012 

125 Ibid 


Please see Appendix C and D 

WAIVERS 


BUDGET AND FINANCE 

BUDGET FORM 

Please see the attached Budget accompanying this application as well as additional contingency 

starting on page 57. 

MANAGING BUDGETING, ACCOUNTING, PURCHASING, PAYROLL AND AUDITS 

Financial Management and Internal Controls/Procedures 

The Board of Trustees will bear responsibility for the financial oversight of the school. As such, 

the Board will select 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 will work with the Head 

of School 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 Board 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 Head of School to ensure that an annual audit is completed. 

While the Board will be responsible for financial oversight, the Head of School will be 

responsible for the day-to-day financial management of the school. The Head of School will 

work with a back office support staff 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 

proposed Head of School, David Singer, enters this role with previous experience in managing 

the cash flow of a for-profit business for five years and will attend further training during the 

summer of 2010 with Get Smart Schools, specifically focused on financial management of 

charter schools. 

The Head of School will work with the Office Manager to ensure procurement of supplies, 

equipment and services. The Head of School, working with the Board Treasurer and Finance 

Committee, will issue monthly financial reports to the Board, and the Head of School will hold 

no fewer than quarterly meetings with the Finance Committee, chaired by the Board’s Treasurer. 

Starting in Year 4, leadership in the duties outlined above will transition from the Head of 

School to a Director of Finance and Operations (DFO). At this time, the school will serve 270 

students and employ over 20 staff members. At this size, it is critical that a full time person is in 

the building working solely on finance and operations. We will no longer utilize back office 

support staff upon the hiring of our DFO as reflected in the accompanying budget. 

University Prep will contract with the an independent certified public accountant (CPA), to 

provide support to the school in analyzing, reconciling and adjusting account balances, and to 

ensure the records are maintained in accordance with generally accepted accounting principles 

(GAAP). Such accounting firm may also assist in developing University Prep’s Chart of 

Accounts and implementation of an accounting software system. 

We recognize that as a publicly supported entity, University Prep 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 Head of School will implement those policies, 

using approved internal financial controls that are aligned with the requirements of DPS and that 


provide University Prep 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 Head of School will 

develop, with the assistance of a CPA, 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. 

Budget Process 

In Years 1 – 3, the Head of School, with the input of the Director of Curriculum and Instruction, 

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 Years 4 and beyond, the Head of School, with the assistance of 

the Director of Finance and Operation and the input of the Director of Curriculum and 

Instruction, 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 Head of School 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 Head of School will sign all checks and have the responsibility for approved purchases. In 

Years 1 – 3 the back office support will prepare all checks for signature and the Finance 

Committee will monitor approved expenditures. In Year 4 and beyond, the Director of Finance 

and Operations will prepare all checks for signature and the Finance Committee will monitor 

approved expenditures. Checks in excess of $5,000 will require the second signature of a Board 

member. Checks will be issued only when within the approved budget and with the approval of 

the Head of School. Voided checks will be retained to ensure proper maintenance of checking 

account records. Incoming receipts will be filed by the Office Manager and entered by back 

office support, 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 University 

Prep’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 by the Head of School in Years 1 – 3 

and by the DFO in Year 4 and beyond, with the Head of School always having financial 

oversight and management as a critical role in their position of maintaining the organizational 

viability of the school. In Years 1 – 3, back office support will receive the documentation related 

to the cash receipts deposit and record the activity to the accounting system. In Year 4 and 

beyond, the DFO will take over this responsibility. The Board of Trustees will review all cash 

receipts monthly, including a comparison of amounts received to the budget. 


Record Keeping 

University Prep will use a commercial accounting program such a Quick Books to keep its 

financial records. In Years 1 - 3 the Head of School, contracted back office support, and the 

Board Treasurer will have sole access to these records and will use a password system that is 

changed regularly. In Year 4 and beyond, the DFO will be added to this secured list of those with 

access. Each week all financial records will be backed up and stored off-site. The Finance 

Committee will review software needs annually. 

Cash flow Management Plan 

University Prep's cash management plan includes processes and procedures that help signal a 

potential cash management problem and allow for immediate attention. The Head of School 

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 contracted back office support 

will provide a cash flow update to the Head of School indicating any expected revenues to be 

received and budgeted expenses to be made. In Year 4 and beyond, this same task transitions to 

the DFO who engages in weekly Operations Meetings with the Head of School. This ensures 

that the school maintains a positive cash flow and to the extent possible, a cash reserve each 

month. Over time, the Head of School 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 Head of School to quickly curtail the rate of 

spending if necessary. The Head of School, with the Board's approval, will seek lines of credit 

with financial institutions to provide an extra layer of protection. In the event that revenues do 

not fully cover expenses, the Head of School 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 University Prep’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 pro-actively 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. 


PER PUPIL REVENUE 

As per the District RFP, University Prep anticipates receiving $7,128 PPR for 2011-12 and 

builds an additional 1% reduction for FY 2012-2013. For the remainder of the charter term, 

Years 3 – 5, we conservatively plan on flat PPR funding. University Prep recognizes that due to 

the current financial situation, the projected PPR may be subject to additional changes. It should 

be noted that despite this drop in PPR and lack of projected growth over the term of the charter, 

we do account for increases in expenditures in our budgeting illustrating a 3% annual COLA 

increase on all applicable goods and services. 

ANTICIPATED FUNDING SOURCES 

Secured Funding 

Since August 2009, University Prep has been actively developing relationships with foundations, 

corporations, independent donors and others pivotal to our fundraising efforts. Prior to 

potentially receiving our charter, as a demonstration of explicit support for University Prep, the 

following organizations, groups and/or individuals have made firm commitments to our proposed 

school. (Commitment letters articulating the exact dollar amounts of each donor and the 

expectations for the allocation of these funds are attached in Appendix II.) 

Organization and/or Name $ and/or In-kind Donation Anticipated Allocation of 

of Funder 

Resources 

Walton Family Foundation $ 20,000 Planning Grant 

Eagle Fund $ 7,500 (3 yrs. - $2,500/yr) 126 General Fund 

Van Langley $ 8,000 (4 yrs. - $ 2,000/yr) General Fund 

Revolution Cleaners $ 9,000 (3 yrs. - $ 3,000/yr) General Fund 

University Prep Founding 

Board of Trustees 

$ 20,000 General Fund 

TOTAL SECURED FUNDS $ 64,500 

Unsecured Funding 

University Prep has submitted a $ 30,000 planning grant to the Daniels Fund that is currently 

under review for potential approval. We are optimistic that the Daniels Fund will become 

supporters of University Prep in the future and will know by June 2010 whether or not we have 

received approval for our grant request. See letter in Appendix II regarding submission of the 

grant and where we are in the review process. 

Organization and/or Name $ and/or In-kind Donation Anticipated Allocation of 

of Funder 

Resources 

Daniels Fund $ 30,000 Planning Grant 

Total Secured Funds $ 64,500 

Total Unsecured Funds $ 30,000 

Total Anticipated Secured Fundraising by June 1, 2010 $ 94,500 

126 The Eagle Fund generally gives between 1,000 and 5,000 per year for three years total and as financial supporters of University Prep, having 

drafted a letter articulating support, we are assuming a conservative figure of $ 2,500/yr. 


Anticipated Funding 

In addition to anticipated PPR and the secured and unsecured funding outlined above, University 

Prep 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 reduces lunch, University Prep is well 

above the 70% threshold to qualify for Title I Funds and expects to receive $440 for 87% 

of our student population. 

• Mill Levy. As illustrated in the most up-to-date DPS template, University Prep 

anticipates the following mill levy funds: Textbooks $62.50/student, Library $6/student, 

Technology $22./student, All day Kindergarten .5 FTE/25 students (assumes FTE salary 

of $ 40,000), Elementary Arts (.5 FTE/25 students). 

• Title II. University Prep assumes $65.62/student as per the DPS Budget Template. 

• Capital Construction. University Prep assumes $50/student as per the DPS Budget 

Template. 

• CDE Start Up Grant. A three-year, CDE start-up grant for $150,000 annually is 

anticipated to support costs during these initial years. Use of the $150,000 during our 

planning year is detailed in Y0 of our budget. 

Private Funding 

With a track record of support to Building Excellent School’s Fellows and having already 

received a $20,000 planning year grant, University Prep anticipates an additional $250,000 startup 

grant from the Walton Family Foundation to be received by the Fall of 2010. Please see 

Appendix QQ for Grant Letter per Building Excellent Schools’ relationship with the Walton 

Family Foundation and that Foundation’s financial support of BES schools. 

Mike Roque, Director of the Office of Strategic Partnerships, has graciously provided University 

Prep Inc. with access to the GrantMatch grants data base sponsored by Randall Funding in 

partnership with the Mayor’s office. Being a part of the data base 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: 

• Temple Hoyne Buell Foundation 

• Rose Community Foundation 

• Ernst & Young 

• Merrill Lynch 

• Marquez Family Foundation 

• First Western Foundation 

• Morgridge Foundation 

As illustrated in the accompanying budget, University Prep depends on a small portion of 

fundraising dollars to run its academic program. However, these dollars, $125,000 in each year 

in Years 1 - 3 and $150,000 in Years 4 and 5, represent an extremely small percentage of our 

overall operating budget. For example, in Year 5, $150,000 represents 5.4% of total revenue for 

the school. Based on the relationships we have developed to date, the composition of our Board, 

and in addition to the funds we have already secured, we believe that including nominal 


unsecured fundraising dollars in our budget is a reasonable expectation. In a state with 

diminishing per pupil revenue, increasing expenses, and failure to fund full day kindergarten 127 , 

the small amount of money that we anticipate raising is necessary to ensure the high quality 

educational program we intend to offer. 

BUDGETARY CONSIDERATIONS 

University Prep will comply with all mandatory budget allocations as required by DPS and 

outlined below. 

• TABOR Reserve. As prescribed by the District in the current budget template, 

University Prep budgets 3 % of its total operation budget to TABOR each year. 

• District Required Special Education Services. The 2008-2009 required special 

education services cost was $563 per student enrolled in the charter school on October 1. 

This cost may be adjusted for future school years. We have allocated a minimum of $563 

per student. 

• District Student Information System. The District requires an approved charter school 

to use the District's student information system (Infinite Campus). We will use such 

system and will adhere to all system requirements and District directives with respect to 

such use. The 2010-2011 cost for this system for a new charter school is estimated to be 

$15.80 per student. This cost may be adjusted each year. University Prep has allocated 

$15.80 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). 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 2010-2011, the PERA is estimated 

to be 3.27% and the PCOPS rate is estimated at 13.17%. These rates will be adjusted 

annually, so please use these amounts as minimums in your calculations. As such, our 

budget reflects the 3.27 % fund allocation to PERA and 13.17 % allocation to PCOPS. 

FOOD SERVICES 

As reflected in our budget, University Prep anticipates providing students with breakfast, lunch 

and snack during each of our 187 days of school. In Year 1 we assume the average daily cost per 

child of providing this service will be $3.75. We increase this expenditure by 3% each year 

thereafter, taking into account COLA. These figures are illustrated in an expense line item under 

the DPS Service section of the budget. Simultaneous to this expense is a line item in our revenue 

section that represents the amount of money we anticipate in reimbursement. With a projected 

student population of 87 % Free and Reduced lunch we believe it is conservative to assume that 

we will be able to receive reimbursement funding for 90% of the total costs going to food 

services. This includes reimbursement money from both the state level and funds collected form 

families who can afford food services. As a concrete example, this means that by Year 5, in 

127 By providing 100 % of our families with an extended day, full day kindergarten program at no cost we incur a $ 161,663 deficit annually that 

needs to be overcome. This figure represents the 42 % of PPR that we don’t receive for our 54 kindergarten students at $ 7,128/student. The Mill 

Levy does some to offset this funding gap, but you can see that the $ 40,000 it provides to cover the cost of one full-day K teacher drops our gap 

to roughly $ 120,000, which is nearly identical to the amount we anticipate fundraising each year. 


which we are allocating $255,721 for food services to ensure that 100% of our 324 students have 

access to breakfast, lunch and snack, the school plans to recuperate $230,149, producing a 

funding gap of $25,572 for which we have accounted. 

FISCAL CONSERVATISM 

Recognizing the tremendous responsibility of managing a nearly 3 million dollar public budget 

by Year 5 of operation, we have taken an additional measure towards fiscal conservatism in our 

budgeting. While assuming the fact that PPR will drop initially and then remain flat, we increase 

all expenses including staff pay, goods and services purchased by a 3% COLA rate. 

ADDITIONAL BUDGETARY CONSIDERATIONS 

University Prep understands that the State Legislature has allocated an additional 1% in per pupil 

funding state-wide for the purpose of increasing student achievement through 2010-11. Should 

this continue through the 2011-12 school year, all increases in per pupil funding will go towards 

our teaching staff. We do not believe that the 1% increase in PPR will have a significant impact 

on the quality of teaching, but we do believe that any additional funds that the school is able to 

secure, such as the 1% increase, should go to those who do the daily work to ensure the academic 

achievement of each and every one of our students. 

AUDITS 

The school will hire an experienced, independent auditing firm to conduct a financial audit 

annually in accordance with GASB #34, following the conclusion of each fiscal year on June 30. 

The Head of School and Board of Trustees, with the guidance and advice of the Finance 

Committee, will consider and implement any significant findings by the auditor about University 

Prep’s fiscal and general management practices. The audit report will be submitted to Denver 

Public schools in a timely fashion and will be included in the school’s public, annual report, as 

appropriate. 

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 to ensure we have funds should anything 

unanticipated arise. The table below illustrates our annual ending fund balance, demonstrating a 

small, but critical safety net for the operation of University Prep during the term of the charter. 

Beginning Fund 

Balance 

Ending Fund 

Balance 

Y1 Y2 Y3 Y4 Y5 

$ 164,623128 $ 123,047 $ 187,950 $ 150,964 $ 173,085 

$ 123,047 $ 187,950 $ 150,964 $ 173,085 $ 189,876 

128 The $ 164,623 represents cash carry over form Y0. The money comes from unspent funds in Y0 that were part of the Walton Family 

Foundation and the CDE start up grant. See Year 0 budget for more details. 


CONTINGENCY PLANS - DEALING WITH CHANGES IN REVENUE AND EXPENSES 

The stability of our financial plan hinges on three key factors: 

1.) Our ability to raise the funds we have planned for ($ 125,000 in Years 1 – 3 and $ 

150,000 in Years 4 and 5). 

2.) The availability of low cost space existing in our proposed territory of Near Northeast 

Denver or the use of district space ($ 10.00 or less per sq. ft. as currently budgeted based 

on average market value of commercial property in the community). 

3.) Our ability to meet our anticipated enrollment #’s, particularly in Years 1 and 2 (162 

students 54 K, 54 1 st , and 54 2 nd ). 

Our confidence in our ability to raise the required philanthropic money is based on the strength 

of our school leadership and Board, as outlined in the Design Team/Founding Team section 

starting on page 7. Beyond a genuine confidence in the people leading University Prep, the fact 

that we have been able to secure nearly $65,000 to date prior to submitting charter application, 

getting approval for the school, locating a facility, enrolling our first student or hiring our first 

teacher, provides us with an ability to extrapolate what we will be able to raise once we produce 

the results we’ve outlined in our Performance Management plan starting on page 30. With the 

Daniels Fund Grant of $30,000 going for approval in the next two months, we may have close to 

$100,000 raised prior to final approval from the district, a clear demonstration of support by 

philanthropic members of our community and their belief in University Prep. 

Our confidence in our ability to locate a low-cost space in the community stems directly from the 

individuals we have supporting our efforts in addition to the variety of spaces we are currently 

considering. As articulated in Appendix F, there is an abundance of unused commercial property 

in Near Northeast Denver, and a variety of alternative options such as unused space in a local 

church that may very well suit our needs. Additionally, as is discussed within the facilities 

section of this application on page 48, our proposed school’s direct alignment with the district’s 

“Call for Quality Schools to Open in 2011-12” 129 prioritizes University Prep for district space, 

should it be approved. As such, the combination of intensive and expansive efforts to find an 

independent site coupled with our alignment to the district’s needs in the Near Northeast 

community put us in a strong position to find a low-cost, suitable facility. 

Our confidence in our ability to enroll our anticipated inaugural class of 54 Kindergarten and 54 

1st grade students followed by our second group of Kindergarteners in year two is directly linked 

to the 430 families who have said “YES!” to University Prep by completing an “Intent to Enroll” 

form. These 430 families represent a total of 591 children in the community, 291 of whom are 

between 0 and 4 years old, thus will be eligible to enroll in our school in August of 2011 and 

beyond. It is our job to keep these families engaged and excited about the school prior to 

opening. In addition, having run nearly 30 community/parent information sessions to date and 

established a multitude of relationships with churches, early childhood providers, public 

libraries, community support and advocacy groups, recreation centers and other locally based 

organizations, we have built a track record illustrating an ability to effectively engage members 

129 “There is a need for significant interventions at the elementary level in Northeast Denver to increase the number of high performing seats. This 

may include…introduction of new high performing elementary options.” The document continues, “New school proposals received according to 

this Call for Quality Schools timeline and designed to reach the district’s priorities for high performing schools which address the programmatic 

and geographic priorities identified in this Call for Quality Schools will be given preference in the allocation of available district space.” Pages 13 

and 22. 


of our neighborhoods. Finally, we were able to get over 100 combined Friends of University 

Prep volunteers to canvass the community with us during our two Boots on the Ground 

neighborhood canvassing events (March 20th and April 10 th ). During a total of six hours, in an 

effort to spread the word about our proposed school and share our plans for a college preparatory 

elementary school, Friends of University Prep spoke with more than 1,000 community members. 

Despite this “grounded in evidence” confidence, we have taken great pains to ensure that the 

school has a series of carefully considered contingency plans that would ensure our ability to 

deliver on our mission should one or more of these factors fail to resolve itself in our favor. The 

plans we have developed are outlined below. They are painted in relatively stark terms (e.g. 

school secures only half of its expected fundraising dollars or we reach only 75 % of anticipated 

enrollment for the first two years) to demonstrate that we are prepared for the worst. While we 

would not want to operate under the models implied by these contingency actions, we could do 

so while still delivering on the mission of our school. 

Contingency # 1 

75 % of 

Anticipated 

Enrollment for Y1 

and Y2 of School 

Operation 130 

A) 75% of Y1and 

Y2 enrollment 

(distributed evenly 

between K and 1 st 

grade). 

B) Low-cost facility 

secured ($ 10/Sq. Ft. 

assumed in budget). 

C) 100% of 

anticipated 

fundraising goals 

met. 

Change in 

Revenue/Expenses 

REVENUE 

Y1: Decrease in PPR by 

$ 152,040 

($608,161 decreases to 

$456,121) 

Y2: Decrease in PPR by 

$ 245,785 

($983,142 decreases to 

$737,357) 

Total decrease in PPR 

$ 397,825 

Y1: Decrease in Mill Levy 

Funding by $ 22,443 

($49,774 decreases to $27,331 – 

lose .5 K FTE because drop below 

50 total Ks) 

Y2: Decrease in Mill Levy 


($54,661 decreases to $30,996 – 

lose .5 K FTE, because drop 

Potential Actions to 

Maintain Financial 

Footing 

(Overcoming the 

Funding Gap) 

1 Literacy Teacher cut in Y1 

and Y2. The projected 2 total 

Literacy Teachers in Y1 for 

grades K and 1 drops to 1 (K 

and 1 share a Literacy 

Specialist for 82 total students 

– 75 % of enrollment). The 

projected 3 total Literacy 

Teachers in Y2 becomes 2 

teachers. (K, 1 and 2 share 2 

Literacy specialists for 122 

total students - 75% of 

anticipated enrollment. In Y3 

we go back to original plan of 

3 total Literacy Teachers for 3 

grades, K - 2). 

Full time DCI in Y1 and Y2 

moves to .5 time position 

(back to full time DCI in Y3 

and beyond). 

All staff (Head of School, 

Teachers and Office 

Manager), except for .5 DCI, 

Financial Outcomes 

The challenge with a decrease 

in $ 474,201 in revenue in 

year one (regardless of 

$38,002 decrease in 

expenses) is that we lose a 

great deal of our anticipated 

cash carry over that supports 

our school in the later years. 

As such, the “Potential 

Actions to Maintain Financial 

Footing” would be absolutely 

necessary to sustain our 

organization over the long 

term. 

By making the changes 

articulated we would be 

operating with the following 

Ending Fund Balances in 

Years 1 – 5, thus the school 

would demonstrate an overall 

surplus at the conclusion of its 

first 5 year charter term. 

Y1: $ 87,890 

130 Please note that Scenario # 1 assumes that all enrollment is back on track after year two based on original enrollment plan of 54 students per grade 

level. Additionally, a full copy of this contingency budget and all following contingency budgets is available for viewing in the accompanying budget 

section within the application. 

131 Funding gap is defined as the total loss in revenue less the decrease in expenses as a result of the contingency scenario. 



University Prep is 

unable to secure 

district space or 

low-cost facility on 

the market in 

Near Northeast 

Denver in Y1 and 

Y2 133 

A) Unable to secure 

below 50 total K’s) 

Y1: Decrease in Title I and Title II 


($48,429 decreases to $ 36,322) 

Y2: Decrease in Title I and Title II 


($72,644 decreases to $ 54,483) 

Overall approximate loss in 

revenue in Y1 and Y2 

= $ 474,201 

EXPENSES 

The only substantial change in 

expenses is Special Education 

Services which are paid at 

$563/student. The 75% in 

enrollment drops total Special 

Education Services from $60,804 

to $45,603 in Y1 and 

$91,206 to $68,405 in Y2 

Overall approximate decrease in 

expenses in Y1 and Y2 

= $ 38,002 

OVERALL FUNDING 

GAP 131 = $ 436,199 

Change in 

Revenue/Expenses 

REVENUE 

take a 5% pay cut for Y1 and 

Y2 only. 132 

1 premier copy machine only 

instead of 1 premier and 1 

mid-range in Y1 and Y2 (back 

to 2 total copiers in Y3 and 

beyond). 

$2,000/Teacher for 

Professional Development 

dropped to $1,500/Teacher for 

Y1 and Y2 (Back to $ 

2,000/teacher in Y3 and 

beyond). 

$1,500/New Staff Recruitment 

in Y1 and Y2 drops to 

$1,000/New Staff member. 



Footing 

(Overcoming the 

Funding Gap) 

1 Literacy Teacher cut in Y2. 

Y2: $ 48,112 

Y3: $ 38,392 

Y4: $ 97,483 

Y5: $ 152,354 


The challenge with an increase 

132 It should be noted that teachers were making roughly 7.5 % more money than a 3 rd year teacher on the DCTA salary schedule also earning 

approximately $ 2,400 in ProComp bonus for teaching in a Hard to Serve school. A 5 % pay cut, although certainly not something we would want 

to have to do, would still represent a 2.5 % pay raise in comparison to our original price point. 

133 Assumes University Prep is able to locate in district space or low-cost facility by year 3 and beyond. 



district space or low 

cost facility on the 

market in Near 

Northeast Denver in 

Y1 and Y2. Assumes 

nearly double the 

currently assumed 

cost in rent 

($10.00/sq. ft. 

becomes $ 18.00/sq. 

ft.). 

B) 100 % of 

enrollment goals met. 

C) 100% of 

anticipated 


met. 


University Prep is 

unable to secure 

50 % of expected 

Fundraising in 

Years 1 – 3. 

A) Unable to secure 

50 % of anticipated 


(currently 125 K in 

Y1 – Y3 and 150 K 

in Y4 – Y5). 

B) Low-cost facility 

secured (less than 

$10/Sq. Ft. - $8/Sq. 

Ft. assumed in 

budget). 

This does not result in a change of 

revenue for our school. 

EXPENSES 

Changing the lease rate per square 

foot from $ 10.00/sq. ft. to $ 

18.00/sq. ft. has a dramatic impact 

on expenses in Y1 and Y2. 

In Y1 rent increases from $86,400 

to $ 155,520. 

In Y2 rent increases from $129,600 

to $233,280. 

Y1 and Y2 combined result in an 

overall increase in expenses of 

$ 172,800 


GAP 134 = $ 172,800 

Change in Revenue/Expenses 

REVENUE 

Reducing our anticipated revenue 

from fundraising for years 1 – 3 by 

50 % drops our overall revenue by 

$ 187,500 combined for those 3 

years. 

EXPENSES 

This does not result in a change of 

revenue for our school. 

The projected 3 total Literacy 

Teachers for grades K, 1, and 

2 in Y2 becomes 2 teachers. 

(K, 1 and 2 share 2 Literacy 

specialists for 162 total 

students. In Y3 we go back to 

original plan of 3 total 

Literacy Teachers for 3 



DCI, Teachers and Office 

Manager) take 3% pay cut for 

Y1 only. 135 



Footing 

(Overcoming the Funding 

Gap) 

1 Literacy Teacher cut in Y2. 

The projected 3 total Literacy 

Teachers for grades K, 1, and 

2 in Y2 becomes 2 teachers. 

(K, 1 and 2 share 2 Literacy 

specialists for 162 total 

students. In Y3 we go back to 

original plan of 3 total 

Literacy Teachers for 3 



DCI, Teachers, Office 

in expenses with regards to 

facility is that nothing has 

changed in revenue and we’ve 

had an overall increase of 

$ 172,800 in Y1 and Y2 

combined spending. As such, 

the “Potential Actions to 

Maintain Financial Footing” 

would be absolutely necessary 

to sustain our organization 

over the long term. 









Y1: $ 69,280 

Y2: $ 101,551 

Y3: $ 81,107 

Y4: $ 120,266 

Y5: $ 154,605 


The challenge with a decrease 

in revenue from fundraising is 

that we can’t assume an 

increase in revenue from other 

sources to make up the 

difference (i.e. an increase in 

PPR or Title I funds). We have 

to assume that the loss of 

$ 187,500 is set and as such, 

the “Potential Actions to 

Maintain Financial Footing” 

would be absolutely necessary 

to sustain our organization 

135 It should be noted that teachers were making 7.5 % more money than a 3 rd year teacher on the DCTA salary schedule also earning 

approximately $ 2,400 in ProComp bonus for teaching in a Hard to Serve school. A 3 % pay cut, although certainly not something we would want 

to have to do, would still represent a nearly 5 % pay raise in comparison to our original price point. 



C) 100% of 

anticipated 

enrollment met. 


GAP 136 = $ 187,500 

Manager) take 3% pay cut for 

Y1 only. 137 

over the long term. 









Y1: $ 77,775 

Y2: $ 151,226 

Y3: $ 68,282 

Y4: $ 105,566 

Y5: $ 139,905 

137 It should be noted that teachers were making 6.5% more money than a 3 rd year teacher on the DCTA salary schedule also earning 

approximately $ 2,400 in ProComp bonus for teaching in a Hard to Serve school. A 5% pay cut, although certainly not something we would want 

to have to do, would still represent a 1.5 % pay raise in comparison to our original price point. 


EDUCATION SERVICE PROVIDER 

We do not intend to contract with a provider or EMO. This section is non-applicable for this 

application. 


CURRENT OR PAST SCHOOL OPERATOR/ 

REPLICATOR SUMMARY 

We are not currently nor have ever in past operated a school. This section is not applicable to 

this application. 


REPLACEMENT SCHOOL APPLICANTS 

This is non-applicable for this application. 


Application Checklist 

CHARTER SCHOOL APPLICANTS 

Cover Page: School Proposal Overview and Enrollment Projection 

Executive Summary (3 pages, max) 

Vision (5 pages, max) 

Parent & Community Involvement (3 pages, max) 

All Applicable and Available Attachments 

Design Team/Founding Group Description (3 pages, max) 

Attachments: Resumes & Professional Bios for Each Member 

Education Plan (20 pages, max) 


Performance Management (3 pages, max) 

Leadership and Staffing (5 pages, max) 


Governance and Management (5 pages, max) 


Start Up and Operations (2 pages, max) 

Facility Needs (1 page, max) 

Waivers (as needed) 

Budget and Finance (no page limit on Budget Narrative) 

REQUIRED Attachment: Charter School Budget Forms (separate link) 


School Management Providers (5 pages, max) 

Current or Past School Operator/Replicator Summary (5 pages, max) 




APPENDIX A 

LETTER OF INTENT 

LETTER OF INTENT 

TO RESPOND TO THE REQUEST FOR PROPOSALS (RFP) 

FOR HIGH QUALITY NEW SCHOOLS IN DPS 

2011-2012 SCHOOL YEAR 

This letter of intent (LOI) will provide formal notice to the New Schools Office in Denver Public 

Schools regarding an applicant’s intention to submit a proposal for the 2011-2012 school year cycle. 

The information presented in the LOI is non-binding; specific details provided below may be finalized in 

the proposal submission. 

Applicants must submit a LOI by March 15, 2010. Please contact the Office of School Reform and 

Innovation via phone (720.424.8180) or email (Carol_Mehesy@dpsk12.org) with any questions. LOIs 

must be submitted electronically as Word document attachments to the following email address: 

Carol_Mehesy@dpsk12.org 

Type of school you are applying for: 

Charter School 

Performance School 

Contact information 

Name: David I. Singer 

Address: 1705 Gaylord St. Apt. 307 


Phone: 303-709-5454 

Email: dsinger@buildingexcellentschools.org 

Basic proposed school information 

Organization name: University Preparatory School 

Principal name (if known): David Singer (Proposed Head of School) 

Proposed neighborhood for 

school (if known): 

Grade levels to be served: K – 5 

Total number of students to be 

served and phase-in plans (if 

any): 

Proposed school description 

Briefly 

describe the 

instructional 

focus of your 

proposed 

school: 

Near Northeast Denver (Encompassing the following 

neighborhoods: Skyland, Cole, Clayton, Whittier, Five Points, 

Globeville, Elyria, Swansea) 

324 

Starting with K and 1 in August, 2011 (54 K and 54 1 st ), bringing in 

54 new Kindergarten students each year. 

The school’s instructional focus is on all foundational core academic skills and 

knowledge necessary for success in the upper grades, and in turn, college. We place a 

tremendous emphasis on literacy in the early grades of K – 2, providing over 3 hours 

of daily instruction in a team-teaching model during our extended 187 day school 

year. The development of phonics, phonemic awareness, decoding, blending, 

vocabulary, fluency and reading comprehension are the key elements to future 

academic success and thus we intend to offer a laser-like focus in these areas. 

University Preparatory School Charter Appendices 1

APPENDIX B 

REGIONAL MAP 


APPENDIX C 

AUTOMOATIC DISTRICT WAIVERS 

AD- Educational Philosophy/School District Mission 

DJB- Purchasing Procedures 

DKA- Payroll Procedures/Schedules 

DKB- Salary Deductions 

DKC – Expenses Authorization/Reimbursement 

EBCE – School Closings and Cancellations 

EBCE-R- District-wide Closure Procedures for Employees 

EEAA- Walkers and Riders 

FF-R – Naming of Facilities 

FF/FF/r – Facility Naming 

GBEBA- Staff Dress, Accessories, and Grooming for Certificated Staff (Teachers) 

GBEBA-R- Staff Dress, Accessories, and Grooming for Certificated Staff (Teachers) 

Procedures 

GBEBB- Dress Code for Non-Teaching Staff 

GBGA – Staff Health 

GBGB – Staff Personal Security and Safety 

GBJ – Personal Records and Files 

GBK – Staff Concerns/Complaints/Grievances 

GC – Professional Staff 

GCB- Professional Staff Contracts and Compensation 

GCBC - Professional Staff Supplementary Pay Plans/Overtime (Athletic Coaches) 

GCBD Professional Staff Fringe Benefits 

GCCAF – Instructional Staff Sabbaticals 

GCCAG - Instructional Staff Restoration of Health Leave 

GCCBA – Administrative Staff Sick Leave 

GCCBB - Administrative Staff Personal/Emergency/Legal/Religious Leave 

GCCBC - Administrative Staff Maternity/Paternity/Parental Leave 

GCCBE - Administrative Staff Conferences/Training Workshops 

GCCBF – Administrative Staff Sabbaticals 

GCCBG - Administrative Staff Restoration of Health Leave 

GCCBH - Administrator General Leave of Absence 


GCCBJ - Administrative Staff Elective Office Leave 

GCD - Professional Staff Vacations and Holidays 

GCF – Professional Staff Hiring 

GCF – 2 – Professional Staff Hiring (Athletic Coaches) 

GCID and GCID–R- Professional Staff Training, Workshops and Conferences and 

Associated Procedures 

GCOC and GCOC-R – Evaluation of Administrative Staff 

GCP - Professional Staff Promotion and Reclassification 

GDA – GDQD-R – Support Staff Policies 

IC/ICA – School Year/School Calendar 

IE - Organization of Instruction 

IGD – Curriculum Adoption 

IJJ and IJJ-R - Textbook Selection and Adoption 

KCD – Public Gifts/Donations to Schools 


APPENDIX D 

AUTOMATIC WAIVERS OF STATE STATUTES 

AND STATE RULES FOR CHARTER SCHOOLS 

The state board automatically waives the following state statutes and state rules for Charter Schools. 

Any such automatically waived state statute and/or state rules shall be reflected in the contract 

between the Charter School and its Charter School authorizer: 

3.06(a) Section 22-9-106, C.R.S., local board duties concerning performance evaluations for licensed 

personnel; 

3.06(b) Section 22-32-109(1)(f), C.R.S., local board duties concerning selection of personnel and 

pay; 

3.06(c) Section 22-32-110(1)(h), C.R.S., local board powers concerning employment termination of 

school personnel; 

3.06(d) Section 22-32-126, C.R.S., employment and authority of principals; 

3.06(e) Section 22-63-201, C.R.S., Teacher Employment, Compensation and Dismissal Act of 1990: 

Employment – license required - exception; 

3.06(f) Section 22-63-202, C.R.S., Teacher Employment, Compensation and Dismissal Act of 1990: 

contracts in writing – duration – damage provision; 

3.06(g) Section 22-63-203, C.R.S., Teacher Employment, Compensation and Dismissal Act of 1990: 

Probationary teachers – renewal and nonrenewal of employment contract; 

3.06(h) Section 22-63-206, C.R.S., Teacher Employment, Compensation and Dismissal Act of 1990: 

Transfer of teachers - compensation; 

3.06(i) Section 22-63-301, C.R.S., Teacher Employment, Compensation and Dismissal Act of 1990: 

Grounds for dismissal; 

3.06(j) Section 22-63-302, C.R.S., Teacher Employment, Compensation and Dismissal Act of 1990: 

Procedures for dismissal of teachers and judicial review; 

3.06(k) Section 22-63-401, C.R.S., Teacher Employment, Compensation and Dismissal Act of 1990: 

Teachers subject to adopted salary schedule; 

3.06(l) Section 22-63-402, C.R.S., Teacher Employment, Compensation and Dismissal Act of 1990: 

License, authorization of residency required in order to pay teachers; and 

3.06(m) Section 22-63-403, C.R.S., Teacher Employment, Compensation and Dismissal Act of 

1990: Payment of salaries. 


APPENDIX E 

CHARTER SCHOOL BOARD MEMBER INFORMATION 


Appendix E 


(Renae Bruning) 

Serving on a public Charter School board is a position of public trust and fiduciary responsibility. 

As a board member of a public school, you are responsible for ensuring the quality of the school 

program, competent stewardship of public funds, and the school’s fulfillment of its public 

obligations and all terms of its charter. 

As part of the application for a new Charter School, DPS requests that each prospective board 

member respond individually to this survey. Where narrative responses are required, brief responses 

are sufficient. 

The purpose of this survey is twofold: 1) to give application reviewers a clearer introduction to the 

founding group behind each school proposal in advance of the applicant interview, in order to be 

better prepared for the interview; and 2) to encourage board members to reflect individually as well 

as collectively on their common mission, purposes, and obligations at the earliest stage of school 

development. 

Background 

1. Name of Charter School on whose Board of Directors you intend to serve: 

University Preparatory School 

2. Full name: Renae Bruning 

Home Address: 2020 E. 14 th Ave. #1 Denver, CO 80206 

Business Name and Address: Denver Scholarship Foundation 303 E. 17 th Ave, Suite 200 Denver, CO 80203 

Home Telephone No.: 720-394-7185 

Work Telephone No.: 720-423-4465 

E-mail address: renaebruning@gmail.com 

3. Brief educational and employment history. (No narrative response is required if resume and professional 

bio are attached.) 

Resume and professional bio are attached. 

4. Indicate whether you currently or have previously served on a board of a school district, another Charter 

School, a non-public school or any not-for-profit corporation (to the extent not otherwise indicated in your 

response to Item 3, above). 

Does not apply to me. Yes. 

5. Why do you wish to serve on the board? 

Every family should have the option of sending their child to a high performing college preparatory school in 

their neighborhood, this simply is not the case for families in Near Northeast Denver. My desire to ensure the 


324 students that University Preparatory School will serve at capacity will finish fifth grade armed with the 

tools and skills necessary to graduate from college. 

6. What is your understanding of the appropriate role of a public Charter School board member? 

As a board member of a public school, I am in a position of public trust and am responsible for ensuring the 

highest quality education for our students and the appropriate allocation of public funds. 

7. Describe any previous experience you have that is relevant to serving on the Charter School’s board (e.g., 

other board service). If you have not had previous experience of this nature, explain why you have the 

capability to be an effective board member. 

In 2004 I was elected to Pi Lambda Chi Latina Sorority, Inc. National Board and have served on that board, in 

numerous capacities, since. For two years I primarily focused on the alumnae program and instituted systems 

that supported alumnae involvement. I also spent a significant amount of time supporting five undergraduate 

chapters in the state of Colorado, ensuring the sorority’s mission was fulfilled. 

8. Describe the specific knowledge and experience that you would bring to the board. 

My graduate studies focused on issues related to college access and retention of disadvantaged and ethnically 

diverse students, and parent engagement. My entire professional career has also focused on access to higher 

education for underrepresented students. My studies and direct experience, combined, have given me a strong 

understanding of the work University Preparatory School will do and knowledge of the most effective ways to 

do so. 

School Mission and Program 

1. What is your understanding of the school’s mission and guiding beliefs? 

University Preparatory School believes every student, regardless of socio economic and ethnic background, 

deserves to be academically prepared to graduate from college. It will operate from the belief that the college 

going and college graduating process begins the second a student walks in the door for kindergarten - building 

a foundation of skills, knowledge, and character. 

2. What is your understanding of the school’s proposed educational program? 

University Preparatory School will fulfill its mission through six core values. 1) Focus on literacy - University 

Prep will ensure all students are reading at or above grade level by third grade. Two exceptional teachers will 

team teach during more than three hours of daily literacy instruction. 2) Quality teachers and extensive 

professional development - University Prep will recruit the brightest and most driven teachers and provide 

them 19 days of summer training, 11 professional development days through the year, and receive frequent 

feedback from school leaders. 3) Character Development - academically challenging, no-excuses, 

environment with an excitement for learning. 4) Assessments - to ensure students are performing at grade 

level or above, students will be assessed every 6 weeks. If assessment results don’t look as they should, 

instruction will be supplemented. 5) More time - given the needs of the students and high expectations, more 

time is needed. Students will have longer schools days and years. 6) Engaging families - Families are vital 

partners in their student’s education. In an effort to build a relationship with families, University Prep will 

sponsor Home Visits, Family Orientations, and Family University Nights. 


3. What do you believe to be the characteristics of a successful school? 

If students are achieving at high levels and are enjoying the learning process, the school has managed some 

level of success. A school is more successful if its leaders are able to do so along with authentically 

supporting teachers, maintaining financial viability, and ensuring long term sustainability. 

Governance 

1. Describe the role that the board will play in the school’s operation. 

As representatives of the Denver community, we will ensure University Preparatory School is fulfilling its 

promises to its students, families and the community at large. Our role is to support and challenge the Head 

of School and see to it that the school is well managed, but not managing it ourselves. Our job is also to 

protect the longevity of the school and its fiscal health. Finally, we are volunteers and understand much work 

and time is involved in fulfilling our duties. 

2. Provide a forecast of where you see the school after its first year of operation and then again in four years. 

After our first year, our 1 st graders will be headed into 2 nd grade and our kindergartners into 1 st grade, and we 

will be recruiting a new class of kindergartners. After the new class we will be serving 162 students. In four 

years, we will be getting ready to be at full capacity, when we will serve 324 students. During and after our 

first year we will reflect and assess in order to fine tune our operations and be most efficient. In our first year 

we will also be setting the tone of our school and establishing a culture of academic excellence. In four years, 

as we are entering our full capacity, we will have a more accurate picture of our school’s needs, and costs, and 

will focus on sustainability. No matter the year, student success will never be compromised and we will 

always work under the guiding mantra: every child, every minute, every day. 

3. What specific steps do you think the Charter School board will need to take to ensure that the school is 

successful? 

Especially in the first year, we will need to be in close communication with the Head of School, asking lots of 

questions and being proactive in our problem solving. We will use quantitative data to make sure our student 

academic and enrollment goals are being met, and we are operating within our budget. We will use 

qualitative data to make sure teachers have the resources they need to meet demanding expectations. We will 

provide encouragement and thoughtful feedback to school management to promote high morale. 

4. How would you handle a situation in which you believe one or more members of the school’s board was 

acting unethically or not in the best interests of the school? 

I would first share my concern with that person directly. I will then take my concern to the board chair and 

ultimately, to the entire board. I would expect the board to review the concern closely, and if found to be 

true, to remove the board member as our bylaws outline. 

Disclosures 

1. Indicate whether you or your spouse knows the other prospective board members for the proposed 

school. If so, please indicate the precise nature of your relationship. 

I / we do not know any such trustees. Yes 


David Scanavino- Denver Scholarship Foundation board member, I am a Denver Scholarship Foundation 

employee; Tracey Lovett- Daniels Fund employee, I am a Daniels Fund alumna; Olivia Gallegos- 

sorority sister 

2. Indicate whether you or your spouse knows any person who is, or has been in the last two years, a 

school employee. If so, indicate the precise nature of your relationship. 

I / we do not know any such employees. Yes 

3. Indicate whether you or your spouse knows anyone who is doing, or plans to do, business with the 

Charter School (whether as an individual or as a director, officer, employee or agent of an entity). If so, 

indicate and describe the precise nature of your relationship and the nature of the business that such 

person or entity is transacting or will be transacting with the school. 

I / we do not know any such persons. Yes 

4. Indicate if you, your spouse or other immediate family members anticipate conducting, or are 

conducting, any business with the school. If so, indicate the precise nature of the business that is being 

or will be conducted. 

I / we do not anticipate conducting any such business. Yes 

5. If the school intends to contract with an education service provider (a management organization, 

whether for-profit or not-for-profit), indicate whether you or your spouse know any employees, officers, 

owners, directors or agents of that provider. If the answer is in the affirmative, please describe any such 

relationship. 

Not applicable because the school does not intend to contact with an education service provider or 

school management organization. 


6. If the school contracts with an education service provider, please indicate whether you, your spouse or 

other immediate family members have a direct or indirect ownership, employment, contractual or 

management interest in the provider. For any interest indicated, provide a detailed description. 

N/A. I / we have no such interest. Yes 

7. If the school plans to contract with an education service provider, indicate if you, your spouse or other 

immediate family member anticipate conducting, or are conducting, any business with the provider. 

If so, indicate the precise nature of the business that is being or will be conducted. 

N/A. I / we or my family do not anticipate conducting any such business. Yes 


8. Indicate whether you, your spouse or other immediate family members are a director, officer, employee, 

partner or member of, or are otherwise associated with, any organization that is partnering with the Charter 

School. To the extent you have provided this information in response to prior items, you may so indicate. 

Does not apply to me, my spouse or family. Yes 

9. Indicate any potential ethical or legal conflicts of interests that would, or are likely to, exist should you 

serve on the school’s board. 

None. Yes 


Appendix E 


(Olivia Gallegos) 












development. 

Background 



2. Full name: Olivia Gallegos 

Home Address: 888 Logan Street, #9D, Denver CO 80203 

Business Name and Address: SE2, 770 Sherman Street, Denver CO 80203 

Home Telephone No.: 303.562.5643 

Work Telephone No.: 303.892.9100 x.19 

E-mail address: Gallegos.Olivia@gmail.com 

3. Brief educational and employment history. (No narrative response is required if resume and professional 

bio are attached.) 

X Resume and professional bio are attached. 




Does not apply to me. X Yes. 


I believe in the mission of University Preparatory School and believe I have a valuable perspective and 

experience to bring to the board. 



A charter school board member is part of the governing body of a charter school – not involved in day-to-day 

operations but is responsible for the financial health of the organization and provide strategic guidance to ensure 

each child succeeds. 




I sat on the board of the Hispanic Chamber Education Foundation for one year before the Foundation was 

restructured. Through this experience I learned the way a board runs – including roles and responsibilities. 


I have worked at local communications firm, SE2, for the past three years. During my time at SE2 I have 

managed several different public relations/communications efforts on behalf of my clients including work in k- 

12 education, higher education, early childhood education, state policy issues, tourism, land use, corporate and 

foundation work. I have experience in the following areas: 

• Media relations – development of a media strategy, pitches, media tours, media advisories, media 

releases, media tracking, trained spokesperson, media training 

• Communications strategy – development of comprehensive communications plans, crisis 

communications 

• Messaging – development of key messages and talking points 

• Marketing – development of creative materials, branding 

• Grassroots outreach – coalition building, coalition management, canvassing, grassroots organizing 

• Grasstops outreach – coalition building, coalition management 

• Event planning 

• Fundraising – grant writing and solicitation of funds for campaigns 

I have also had the opportunity to participate in several organizations that serve the Latino 

community including the Circle of Latina Leadership, Pi Lambda Chi Latina Sorority Inc. 

and the Hermanitas Mentoring Program. I also have been involved in volunteer work with 

at-risk kids as a mentor for Colorado Youth at Risk. I believe my personal experience is 

also valuable, I am a first generation college student and the first in my very large 

extended family to graduate with a four year degree. 



The mission of University Prep is to prepare and educate every child for college. The school will be guided by 

the beliefs the college preparation starts in kindergarten, focusing on literacy and keeping every student 

accountable. 


The proposed educational program at University Prep will place an emphasis on literacy, using this core 

competency as the foundation for all other learning. Children will learn in a structured yet supportive 

environment designed for them to maximize their potential. 



From what I have seen from my work with K-12 education, a successful school has a culture of learning. This is 

created by a strong leader, structured school day and engaged teaching staff that is committed to the success of 

every student, not just the best and brightest. 

Governance 


The board will not be involved in day-to-day operations of the school but will serve as the governing body. 


University Prep will open with Kindergarten and first grade, growing one grade at a time each year until the 

school is at full capacity. In year one, students will make significant academic progress and the school will form 

a strong relationship with the community where it is located. In year four, the school will continue to serve 

every student and prepare them for college, the school will grow in numbers of students and staff and will be 

financially sound, the school will continue outreach efforts and keep parents engaged and the larger community 

informed of its progress. 


successful? 

The board of University Prep will need to dedicate the time and our specific skill sets to ensure that the school 

is successful, continuing to represent the school in the community and once we get underway ensuring that wise 

decisions are made to support the success of our students. 



I think it is important to not jump to conclusions. A thorough investigation of the incident would need to take 

place before any action was taken, and the board as a whole would need to discuss. If there is unethical 

behavior and self-dealing, the board member would need to resign or be removed. 

Disclosures 



I / we do not know any such trustees. X Yes 

I am acquainted with Renae Bruning from our affiliation with Pi Lambda Chi Latina Sorority. 




X I / we do not know any such employees. Yes 



indicate and describe the precise nature of your relationship and the nature of the business that such person 

or entity is transacting or will be transacting with the school. 

X I / we do not know any such persons. Yes 


conducting, any business with the school. If so, indicate the precise nature of the business that is being or 

will be conducted. 

X I / we do not anticipate conducting any such business. Yes 




relationship. 

X Not applicable because the school does not intend to contact with an education service provider or 






X N/A. I / we have no such interest. Yes 


immediate family member anticipate conducting, or are conducting, any business with the provider. If 

so, indicate the precise nature of the business that is being or will be conducted. 

X N/A. I / we or my family do not anticipate conducting any such business. Yes 




X Does not apply to me, my spouse or family. Yes 




X None. Yes 


Appendix E 


(Tracey Lovett) 

Serving on a public Charter School board is a position of public trust and fiduciary responsibility. As 

a board member of a public school, you are responsible for ensuring the quality of the school program, 

competent stewardship of public funds, and the school’s fulfillment of its public obligations and all 

terms of its charter. 

As part of the application for a new Charter School, DPS requests that each prospective board member 

respond individually to this survey. Where narrative responses are required, brief responses are 

sufficient. 


founding group behind each school proposal in advance of the applicant interview, in order to be better 

prepared for the interview; and 2) to encourage board members to reflect individually as well as 

collectively on their common mission, purposes, and obligations at the earliest stage of school 

development. 

Background 



2. Full name: Tracey Britt Lovett 

Home Address: 3330 E. 30 th Avenue Denver, CO 80205 

Business Name and Address: Daniels Fund 101 Monroe St. Denver, CO 80206 

Home Telephone No.: (303) 333-3594 

Work Telephone No.: (303) 393-7220 

E-mail address: traceylovett09@gmail.com 

3. Brief educational and employment history. (No narrative response is required if resume and professional bio 

are attached.) 





Does not apply to me. Yes 

National Scholarship Providers Association (NSPA), Board Member 2006-present 

Shorter Community A.M.E. Church Steward Board 2008- present 

President’s Community Advisory Cabinet- Metropolitan State College 2008- present 

Associate Board Member of the Denver Metro Boys and Girls Club 2003 -2006 



I am a native Coloradoan; I grew up in northeast Denver, matriculated and graduated Denver Public schools. I 

believe it is necessary for community members to work together to come up with creative solutions to the 

educational gap that still exists in our city’s schools. I’m willing to serve my community, hoping to contribute to the 

life-changing solutions for the children of northeast Denver. I consider it an honor to work on a team whose 

driving force is to bring a quality educational option to the families in our neighborhood. A worthwhile endeavor 

indeed! 


My understanding of my role as a board member of a public Charter School is to work to ensure the success of 

the school. The board will govern the school, set policy, and hire the Head of School, and supporting him and 

holding him accountable for creating an environment that fosters growth in the school’s faculty, staff and 

students. In its governing role, the board works with the Head of School to make certain all children who are 

enrolled at the school are learning at or above grade level, thus fulfilling the program mission and model 

outlined in the school’s charter. And finally, it is the role of the board member to be a good financial steward, 

creating and maintaining the institution’s financial stability. 




My previous experience relevant to serving on the Charter School’s board would be that of serving as a steward 

for my local church. As a steward, I work with the pastor to build the congregation in their spiritual 

development. As stewards it is our responsibility to lead by example, to put the church’s best interest first in 

our planning, decision making and program/ministry implementation. 


Specific knowledge and experience I would bring to this board would be that of growing up in the 

neighborhood of northeast Denver. After college I returned to the community and I was then a parent raising a 

child in this neighborhood, looking for viable educational options for my daughter. My parental experience 

shopping for the right school fit for her was both an incredible yet frustrating experience at times. But it was an 

experience I wouldn’t trade. I saw firsthand the dire circumstances that exist in our city’s public schools. I 

witnessed the need for high performing schools at all levels, in the neighborhood. That was the need some 18 

years ago and unfortunately is still a great need for families now. 

What I learned from this experience is that engaged, dedicated parents- committed families can change things. It 

taught me and my daughter that her future was in our hands; we had to take control. 

Additional professional knowledge I have which will lend to this board experience would be my 15+ years 

experience in college admissions and my work as a scholarship administrator targeting low income, first 

generation, under-represented students. Encouraging them to enroll and graduate higher education has always 

been the goal. I hope all of these skills/experiences will prove invaluable to my work with University Prep. 



University Prep will be a school where students will gain the necessary building blocks to matriculate through 

school and through life. The school will ensure their knowledge base and their character development. This is 

my understanding of the school’s mission. 



Intense focus on literacy in both reading and I math will be what sets University Prep apart from other 

elementary schools in northeast Denver. More time starting with extended day kindergarten and a longer school 

year for all grades, will allow students to master more content. 

Meeting the students where they are is another key component of the educational program. Providing tutorial 

support for students during the regular school day allows them to catch up if necessary and work on those 

content or behavior areas that aren’t where they need to be; improvement and excellence always being the 

goals. 

The no excuses model is the other guiding principle where everyone is held accountable for the students’ 

learning. This mantra applies to the students as well as the teachers, staff and the board. 


Characteristics of a successful school include the following: 

a. The belief by all that all children can learn. 

b. Engaged parents. 

c. Dedicated teachers. 

d. A courageous leader/principal. 

e. Community support. 

f. A healthy physical space. 

g. All students are learning at or above grade level. 

Governance 


The board will ensure the Head of School is meeting or exceeding expectations outlined in the school’s 

proposed charter and as a governing board will not be involved in the school’s daily operations. 


After the first year of operation University Prep will be increasing its enrollment, continuing to secure financial 

partnerships to propel the school’s agenda forward, and looking at indicators that show progress towards 

meeting first year goals. The children who are enrolled will have made noticeable growth in their literacy skills 

that first year. 

By year four, University Prep will be in its permanent building about to matriculate its first class of fifth graders 

to outstanding schools for sixth grade. University Prep will have a high performing school designation in the 

district. Consideration for possible school expansion may be underway. 


successful? 

The board will need to employ all of its human resources to ensure University Prep’s success. The first step is 

to learn how to work effectively and efficiently in our board role. The next step would be to assess the skill sets 

and abilities assembled within the board members. The next step is to develop a short term and long term 

strategic plan to “work the plan.” The final step includes a component of evaluation - asking ourselves the 

questions about goals and objectives beings met or not and implement strategies that will course correct where 

needed and further advance best practices. 




I would discuss it with the board chair and ultimately expect it to be addressed with all board members, Swift 

and direct action usually works best in these types of circumstance, and if unethical, self-dealing actions are 

shown to be true, I would expect the board member to step down or be removed as outlined in our bylaws. 

Disclosures 




I know Renae Bruning as a Daniels Scholar Alumni. She received an undergraduate scholarship for 

college from the organization I work for - the Daniels Fund. 
















relationship. 

















9. Indicate any potential ethical or legal conflicts of interests that would, or are likely to, exist should you serve 

on the school’s board. 

None. Yes 

Certification 

I, Tracey Lovett, certify to the best of my knowledge and ability that the information I am providing to Denver 

Public Schools as a prospective board member for University Preparatory Charter School is true and correct in 

every respect. 

____________________________________________ ______________________ 

Signature Date 


Appendix E 


(Kieron McFadyen) 

Serving on a public Charter School board is a position of public trust and fiduciary responsibility. As 

a board member of a public school, you are responsible for ensuring the quality of the school program, 





sufficient. 





development. 

Background 



2. Full name: Kieron McFadyen 

Home Address: 2504 Glenarm Place, Denver CO 80205 

Business Name and Address: 2504 Glenarm Place, Denver CO 80205 



E-mail address: Kieron_McFadyen@hotmail.com 







X Does not apply to me. Yes 


It’s become important to me to give back to the community. As education is essentially the bedrock for success 

for individuals and the community as a whole, getting involved with driving improved performance in 

education simply makes sense for me. 



The purpose of the board is to provide operational oversight and ensure the school leader continues to drive the 

school forward in meeting the goals and objectives set forth in the school charter. 




I don’t have any previous experience on a school board. That said, I have established a private sector company 

which has provided me with a solid financial background, an understanding of organization structure and an 

understanding of the value oversight and advice that a board can provide. 


I run a consulting firm that provides corporate strategy advice. This back ground ensures that I have basic 

business knowledge and the critical thinking that is needed to ensure that necessary questions get asked of 

school leadership. 



Fundamentally University Prep believes that all students, especially the relatively poor students in the near 

northeast of Denver that we plan to serve, deserve to be given the opportunity and challenge to get the college. 

University Prep is designed to provide a very structured, challenging and enriching environment for the children 

served. University Prep believes through hard work (ours and students’), engaging teachers, and an incredibly 

strong focus on literacy we can put these children on a successful path to college. A big challenge for K-5, but 

a needed one and a doable one. 


The educational program itself isn’t very radical. But, the effort and attention paid to literacy, a small student to 

teacher ratio (9-1) during reading starting in kindergarten, and a longer school day and longer school year are all 

designed to maximize learning and ensure the students are on the path to college. 

Additionally, while literacy is a prime focus the other educational programs (math, social studies, etc) are also 

important and receive as much or more attention at University Prep vs. traditional DPS schools (something 

we’re capable of doing due to longer school days and longer school years). 

Lastly, ESL students are educated through English language immersion (due to its proven effectiveness) 

supported by small group and/or one-on-one support by regular, certified teachers. 


Primarily my belief is that the educators (and school leader) are the primary drivers of success. David Singer as 

an award winning educator himself really understands this. Secondly, the structure and environment designed 

by University Prep (and practiced at West Denver Prep) allows the students and teachers to focus on education- 


“by sweating the small stuff” University Prep will provide a solid learning environment. 

Lastly, and very importantly, success takes energy and effort from everyone from the leader of the school to the 

teachers, students and even the board. High energy people succeed. 

Governance 


Prior to authorization the board is assisting in community outreach, facility search and providing budgeting and 

planning support. 

Upon charter approval our role will shift towards providing oversight (budgetary, operational, etc) and ensuring 

the leader of the school is being held accountable for day to day operations, finances and student achievement. 

Additionally, ensuring the long term strategic goals are being met is also an important part of the boards 

responsibility. 

In addition to the fiduciary role we play, the board has already committed to providing fundraising assistance 

and continuing with community outreach programs. 


The school should be attaining student success for kindergartners (based on standard testing methods) from year 

one. The initial first graders will perhaps require more effort to achieve success (success defined as providing 

proven high performance seats) as they were likely not in such a structured program prior to University Prep. 

Four years onwards our third and fourth graders will have undergone district wide testing and our performance 

will be very obvious. I’d expect at least 75 percent and hopefully much more of our students will be scoring 

proficient on the standardized tests (a much higher percentage than is currently seen in the neighborhood we 

plan on serving.) 


successful? 

School Board approval 

Successful recruitment of high energy, smart, committed teachers 

Parental support and involvement (where possible for the parents) 

Effort- Effort- Effort. 

4. How would you handle a situation in which you believe one or more members of the school’s 

board was acting unethically or not in the best interests of the school? 

In the case that I perceive one of the other board members acting unethically I would ask the board 

chair to call an open meeting to discuss the activity(ies) and determine if the facts are correct. If 

correct, the board member would need to resign or be removed according to our bylaws. 

Disclosures 




I / we do not know any such trustees. X Yes 

I have met all of the proposed board members during the establishment of the school- board trainings, 

Boots on the Ground, etc. Prior to the founding of the board I had not met any of them. 
















relationship. 











X N/A I/we or my family do not anticipate conducting any such business. Yes 








X None. Yes 


Appendix E 


(Juan Pena) 






member respond individually to this survey. Where narrative responses are required, brief 

responses are sufficient. 



better prepared for the interview; and 2) to encourage board members to reflect individually as 

well as collectively on their common mission, purposes, and obligations at the earliest stage of 

school development. 

Background 



2. Full name: Juan Lorenzo Peña 

Home Address: 3416 E. 35 th Ave., Denver, CO 80205 

Business Name and Address: Providence Bible Church; 2400 California St., Denver, CO 80205 



E-mail address: jpena@providencedenver.org 

3. Brief educational and employment history. (No narrative response is required if resume and 

professional bio are attached.) 





X Does not apply to me. Yes,. 



I want to serve on the board of University Prep because I want to do everything I can do to close the 

academic achievement gap in Denver between low-income urban students and their more affluent peers. I 

believe University Prep will make this happen for all its students. 


My primary role as a board member is to govern the school, ensure that the school remains financially 

strong and true to the charter, and ensure that the leadership of the school remains on mission of preparing 

every K-5 student for college. 

7. Describe any previous experience you have that is relevant to serving on the Charter School’s board 

(e.g., other board service). If you have not had previous experience of this nature, explain why you have the 


I serve on the board of elders at Providence Bible Church. I have experience in reviewing and approving 

annual budgets, fundraising for capital campaign projects, and developing/maintaining vision and mission. 


• I am a parent of three boys under 5 years of age. 

• I live in the community and have strong connections in the community where University Prep 

desires to serve. 

• I am an immigrant from Colombia. As such, I can relate to the thousands of ELL in our 

neighborhood. 

• I am bilingual. 


1. What is your understanding of the school’s mission and guiding beliefs? The mission of University Prep 

is to educate every K – 5 student for college. 

Our guiding belief is that every 5-year old regardless of ethnic or socioeconomic background, deserves an 

education that will prepare him or her for college. 


• Strong emphasis on literacy. Three-plus hours of daily literacy instruction focusing on phonics, 

phonemic awareness, decoding and blending. 

• Small group instruction. 

• Longer school day 7:30am to 4:00pm 

• Longer school year (187 days) 

• Field trips to museums, competitive middle and high schools, colleges and professional work 

environments. 


• Quality teachers are the single most important factor in driving student achievement. 

• A no-excuses school culture. 

• More time in the classroom. 

• Continuous assessing of each student to ensure that they are on track to reach our literacy goals. 

• Parents must be strong partners in their child’s education. 


Governance 


The primary role of the board is govern the school and to delegate all operational decisions and 

management to the Head of School, and then to hold that school leader accountable for results towards our 

mission. 

2. Provide a forecast of where you see the school after its first year of operation and then again in four 

years. 

After the first year of operation I anticipate University Prep to have 108 K and 1 st grade students. After 4 

years of operation I anticipate the school to be serving students in Kindergarten through grade four, the 

results of the school are strong, there is high demand in the community for the school, and the board is 

fulfilling its work on behalf of the school. 


successful? 

• Develop a performance matrix that will allow us to measure the results compared with the school’s 

mission. 

• Hold the school founder accountable for the school’s performance. 

• Ensure that every board member is passionate and unwavering in their belief that every University 

Prep student will graduate from college. 

• Ensure that the school is operating within budget. 

• The board must focus on results. We have to constantly push University Prep to do better. 

4. How would you handle a situation in which you believe one or more members of the school’s 

board was acting unethically or not in the best interests of the school? 

If I believed that a board member was doing something unethical or not in the best interest of the 

school, I would report it to the board. The board should then assign board members to investigate 

the claim and report back. If the actions represent self-dealing, I would expect the board to remove 

that individual according to the details of our bylaws. 

Disclosures 



X I / we do not know any such trustees. Yes 






Charter School (whether as an individual or as a director, officer, employee or agent of an entity). If 

so, indicate and describe the precise nature of your relationship and the nature of the business that such 

person or entity is transacting or will be transacting with the school. 



conducting, any business with the school. If so, indicate the precise nature of the business that is being 

or will be conducted. 



whether for-profit or not-for-profit), indicate whether you or your spouse know any employees, 

officers, owners, directors or agents of that provider. If the answer is in the affirmative, please describe 

any such relationship. 




6. If the school contracts with an education service provider, please indicate whether you, your spouse 

or other immediate family members have a direct or indirect ownership, employment, contractual or 



7. If the school plans to contract with an education service provider, indicate if you, your spouse or 

other immediate family member anticipate conducting, or are conducting, any business with the 

provider. If so, indicate the precise nature of the business that is being or will be conducted. 

X N/A I/we or my family do not anticipate conducting any such business. Yes 








X None. Yes 


Appendix E 


(David Scanavino) 






member respond individually to this survey. Where narrative responses are required, brief 

responses are sufficient. 



better prepared for the interview; and 2) to encourage board members to reflect individually as 

well as collectively on their common mission, purposes, and obligations at the earliest stage of 

school development. 

Background 



2. Full name: Dr. David John Scanavino 

Home Address: 1720 Wazee Street, Number 6-C, Denver, CO 80202 

Business Name and Address: Not Applicable 

Home Telephone No.: 303 – 374-4770 

Work Telephone No.: Not Applicable 

E-mail address: david.scanavino@gmail.com 

3. Brief educational and employment history. 





X Does not apply to me. Yes,. 


I strongly believe that this school will provide a wonderful educational and cultural experience for thousands of 

underserved children and become a remarkable community asset for Northeast Denver. I will like to contribute 

to that effort in any way I can. 



A Charter School board member must effectively contribute to the governance responsibilities of the board, 

serve as an ambassador by reaching out to the community on behalf of the school, donate time and money (as 

appropriate) to the school, and use whatever skills and expertise we possess on behalf of the organization. 




I have successfully served as a Board Member, CEO, and Board Chairman for several successful for profit and 

not for profit organizations. (Please see professional bio). These organizations were either de novo efforts or 

early in their development and faced many of the developmental issues that will face University Prep. I feel 

that many of the lessons learned in these prior positions can be very helpful in assuring University Prep’s 

success in the future. 


Please see as above. 



University Prep will be building a foundation of skills, knowledge and character in which the University 

Preparatory School educates every kindergarten to fifth grade student for college. Every component of the 

school including administrative staff, teachers, and students along with support from their families will be 

focused like a laser on this mission. 


University Prep will serve students in Northeast Denver from kindergarten through fifth grade. All appropriate 

disciplines will be represented in our curriculum, but there will be a significant and repeated emphasis on 

literacy, including 120 minutes of team taught reading instructions from kindergarten through second grade 

every day. This includes emphasis on phonics, guided reading and close individual monitoring and individual 

interventions as necessary. Students in grades three to five will have individualized reading plans based on 

frequent assessments to determine appropriate tasks for independent and small group reading. In addition, 

reading material will be carefully monitored to reflect our pluralistic society, coupled with intense personalized 

intervention as necessary for the goal of making exceptional literacy achievement possible. 


A successful school must have a culture that emphasizes a joyous approach to learning, appropriate discipline 

and structure, and a sense of individual accountability and goals that involve each student and each member of 

the University Prep staff. This must be coupled with constant monitoring of academic progress against specific 

goals to monitor achievement. 

Governance 



The board will be ultimately responsible for ensuring the fulfillment of the University Prep mission and the 

continuing survival of the school into the future. This includes supervision of the Head of School and final 

responsibility for all policy, judiciary, and strategic decisions of the organization. 


At the end of year one the school will include 54 kindergarten and 54 Grade 1students. The staff will include a 

Head of School, a Director of Curriculum and Instruction, two kindergarten teachers, two first-grade teachers, a 

kindergarten literacy teacher, a first-grade literacy teacher, and one office manager. The board will meet 

monthly and an appropriate set of committees will be functioning appropriately and the board in general will be 

an effective governing body with the school on a sound financial basis. At the end of the fourth year of 

operation the school will be serving kindergarten to fourth grade, will have met its academic goals and will have 

grown staff to include two teachers each for grades 2 through 4 along with a second grade literacy teacher, and 

an enrichment teacher each for grades 3 to 5, and a staff devoted to special education. 


successful? 

The responsibilities of the board include designing the University Prep’s business and facilities plans to prepare 

the school for sound fiscal health, cultivating community support and galvanizing a network of strategic 

partnerships, reviewing and approving school policy, ensuring a board of trustees that will be able to govern and 

maintain accountability for the school’s management team going forward from the receipt of our charter. This 

includes establishing a sound banking and investment strategy and hiring and properly supervising the Head of 

School. 



I will initially discuss the situation with the Chair of the Board, and at that point would suggest a meeting with 

the individual in question to try to clarify the facts of the situation. If appropriate, we must be prepared to bring 

the issue to the Board with a possibility of expulsion from the Board as outlined in the bylaws. 

Disclosures 



I / we do not know any such trustees. X Yes. We have only met on a professional basis in a 

proposed board orientation session. 

















relationship. 







N/A. X I / we have no such interest. Yes 




N/A. X I / we or my family do not anticipate conducting any such business. Yes 








X None. Yes 


Appendix E 


(Erin Snow) 












development. 

Background 



2. Full name: Erin Snow 

Home Address: 236 S. Pearl St., Denver, CO 80209 

Business Name and Address: Not applicable 


Work Telephone No.: Not applicable 

E-mail address: erinesnow@gmail.com 







Does not apply to me. Yes,. 


Every child deserves a chance to receive a first-rate education that will prepare them for college and beyond. As 

a former Teach For America corps member (Los Angeles 2004), I understand the challenges facing 


underprivileged communities in this country – and I believe wholeheartedly that every child, no matter his or 

her background, can learn and achieve if given the opportunity to do so. I strongly believe that University Prep 

will fulfill it mission of educating every child who walks through its doors for college, and therefore I’m willing 

to do whatever it takes to help make that mission a reality. 


A charter school board member serves synonymously as a governing decision maker, and as a volunteer. I am 

prepared to work with the other board members to make difficult but necessary decisions regarding the policies 

and strategic goals of University Prep. At the same time, I understand that my role as a board member will 

require me to volunteer my time, energy and resources to advance University Prep’s mission. 




Although I have not served previously on a nonprofit board, my experiences as an educator, in graduate studies, 

and my demonstrated commitment to the community have given me the background to serve as an effective and 

dedicated charter school board member. 


I taught seventh grade English for two years in Los Angeles, simultaneously earning my masters degree in 

secondary education. This direct classroom experience combined with my pedagogical background will enable 

me to make governance decisions about University Prep from the perspective of education. I have continued to 

advance my understanding of education policy through my work with Colorado Senator Mike Johnston (District 

33), a former educator dedicated to reforming the school system in this state. My current studies as a law 

student will enable me to bring a legal perspective to the board. 



The mission of the school is clear and uncompromising: University Preparatory School will educate every 

student for college. Its guiding beliefs are also straightforward. Every child can learn, and will best achieve his 

or her highest potential in a structured (yet warm) environment where expectations are clear. 


In general, University Prep will follow a “more and better” philosophy, meaning the children it serves will 

receive more school time and better school content to achieve their fullest potential. In particular, University 

Prep will focus on literacy during the crucial K-2 period, providing three hours a day of literacy instruction with 

two teachers in each classroom. The school will also focus on developing strong math skills, and will continue 

to teach literacy through content-based subjects like science and social studies. Students also will choose from a 

variety of electives. University Prep will continuously assess students’ progress and will provide targeted oneon-one 

or small-group remediation throughout the school day. University Prep will also continue to mentor and 

guide its students after fifth grade, in order to ensure they remain on the path to college and beyond. 



In a successful school, the expectations are always clear: students know what to expect from their teachers, and 

what their teachers expect from them. One basic way to achieve a culture of clear expectations involves creating 

a structured school environment. Another is to teach and practice behavioral expectations as student choice with 

positive or negative consequences. In addition to being clear, expectations for students should always be set 

high. Children can learn and achieve their highest potential when they know the adults in the school believe in 

them and will do whatever they can to help them meet their highest goals. 

Governance 


The board will play two roles at once: one as a policy decision-maker, and another as a volunteer. As governing 

members, the board will make decisions about topics ranging from budget to hiring the school’s leader to 

broader ideas such as adjusting the school’s long-term direction. As volunteers, the board members will support 

University Prep with our time, energy and resources. We will spearhead fundraising and community awareness 

events. Most importantly, each board member will act as an advocate for the school and its mission, in whatever 

capacity we are able. 


After its first year of operation, I anticipate that University Prep will have demonstrated a high rate of student 

achievement and will be ready to add another grade level to continue its mission to educate all students for 

college. Four years from that point, the original first graders will be entering fourth grade. Those fourth graders 

will be examples of the success of University Prep, characterized by strong student outcomes and high 

community support. 


successful? 

After the school board approves the University Prep charter, our board will begin taking rapid and confident 

steps toward actualizing the vision of the school. These steps will include securing funding opportunities, hiring 

the school leader, and continuing the reach out to community members for support and local families to let them 

know about the lottery. Once the doors of University Prep open in August 2011, the board will continue to take 

steps to assess the school’s success at achieving its mission of educating every student for college. This will 

involve relying on feedback from student assessments; soliciting feedback and input from stakeholders like 

teachers, families and community members; and evaluating all feedback through an objective lens to determine 

whether our students achievement levels are growing at the right pace. 



I would confront the issue during a board meeting. I have met and gotten to know each of the founding board 

members and imagine I would feel comfortable talking openly about any ethical concerns. I would rather 

discuss the issue openly, as opposed to talking to just a few other board members, which could create factions 

and animosity among the board. Given that all of the founding board members are equally committed to 

advancing University Prep’s mission, I highly doubt this situation would arise, but know we would have the 

capacity to adequately confront and resolve any such issue if need be. If the board member is seen to have been 

acting in a self-dealing way, I would expect that we would remove that board member according to elements of 

our board’s bylaws. 


Disclosures 



















relationship. 


















serve on the school’s board. None. Yes 

Certification 

I, Erin Snow, certify to the best of my knowledge and ability that the information I am providing to Denver 

Public Schools as a prospective board member for University Preparatory Charter School is true and correct in 

every respect. 

4/15/10 

_____________________________ _____________________ 



Appendix E 


(Jesse Wolff) 

Serving on a public Charter School board is a position of public trust and fiduciary responsibility. As a 

board member of a public school, you are responsible for ensuring the quality of the school program, 





sufficient. 





development. 

Background 



2. Full name: Jesse F. Wolff 

Home Address: 3170 S. Race Street, Englewood, CO 80113 

Business Name and Address: The Kempe Foundation, 13123 E. 16 th Ave, B390, 

Aurora, CO, 80045 



E-mail address: jesse_molly@hotmail.com 







Does not apply to me. Yes. 


Access to quality K-5 education is essential to help close the achievement gap in Denver. I believe University 

Prep will provide such an opportunity for the Northeast Denver community. 



Providing effective and stable governance throughout the five year charter term, the Board ensures University 

Prep delivers on its mission by holding school leadership accountable for results. Academic achievement and 

organizational & financial sustainability are the driving force of all governance decisions and leadership 

oversight. 

6. Describe any previous experience you have that is relevant to serving on the Charter School’s board (e.g., other 

board service). If you have not had previous experience of this nature, explain why you have the capability to be 

an effective board member. 

I have served on several boards in various leadership positions. For example, I was president of the board of the 

Washington Street Community Center. I was also a founding member of Social Venture Partners Denver. I was 

appointed to the Denver Office of Strategic Partnerships Board by the Mayor of Denver and also to the Colorado 

Children’s Trust Fund by Governor Ritter. 


Finance and Accounting; Strategic Planning, Liability Management, Community Development, Marketing 



University Prep’s mission is: Building a foundation of skills, knowledge, and character, University Prep educates 

every K-5 student for college. 


Provide exceptional education achieved by focusing on six core values: Literacy is key; Quality teachers drive 

results; no-excuses atmosphere; Assess, analyze and intervene often; more time is critical (more days and longer 

days); and families are partners. 


Teachers with proven accountability and talent, involved parents and community, a supportive school district, 

adequate facilities, and demonstrated academic success. 

Governance 


Design business plan for sound fiscal health; cultivate community support and network of strategic partnerships; 

review and approve school policies; evaluating head of school; providing financial oversight; ensuring legal and 

ethical compliance; ensure board diversity. 


I anticipate the school opening in August 2011 with 54 K and 54 1 st grade students. Growing one grade level at a 

time, it will grow to capacity of 324 K-5 students. The 4 th grade students will be at or above proficiency levels in 

reading, writing, and math. The school will have a consistent, sustainable revenue model. 



successful? 

Hire the best Head of School in Colorado. 

Work diligently to obtain and maintain community involvement and buy-in. 

Hire excellent teachers. 

Acquire an adequate facility 

Measure results from the outset 

4. How would you handle a situation in which you believe one or more members of the school’s board 

was acting unethically or not in the best interests of the school? 

Notify the full board chair. Follow organization by-laws procedures to eliminate the unethical 

behavior. 

Disclosures 

1. Indicate whether you or your spouse knows the other prospective board members for the proposed school. 

If so, please indicate the precise nature of your relationship. 


2. Indicate whether you or your spouse knows any person who is, or has been in the last two years, a school 

employee. If so, indicate the precise nature of your relationship. 


3. Indicate whether you or your spouse knows anyone who is doing, or plans to do, business with the Charter 

School (whether as an individual or as a director, officer, employee or agent of an entity). If so, indicate and 

describe the precise nature of your relationship and the nature of the business that such person or entity is 

transacting or will be transacting with the school. 


4. Indicate if you, your spouse or other immediate family members anticipate conducting, or are conducting, 

any business with the school. If so, indicate the precise nature of the business that is being or will be 

conducted. 


5. If the school intends to contract with an education service provider (a management organization, whether 

for-profit or not-for-profit), indicate whether you or your spouse know any employees, officers, owners, 

directors or agents of that provider. If the answer is in the affirmative, please describe any such relationship. 

Not applicable because the school does not intend to contact with an education service provider or school 

management organization. 















9. Indicate any potential ethical or legal conflicts of interests that would, or are likely to, exist should you serve on 

the school’s board. 

None. Yes 

Certification 

I, Jesse Wolff, certify to the best of my knowledge and ability that the information I am providing to Denver Public 

Schools as a prospective board member for University Prep Charter School is true and correct in every respect. 

____________________________________________ ____April 14, 2010______________ 



APPENDIX E (continued) 

UNIVERSITY PREP BOARD MEMBERS 

Resumes and Professional Bios 


Renae M. Bruning 

2020 E. 14 th Avenue #1 • Denver, CO 80206 • (720) 394-7185 • renaebruning@gmail.com 

EDUCATION 

UNIVERSITY OF COLORADO AT BOULDER 

Master of Arts in Educational Foundations, Practices, and Policy May 

2009 

Bachelor of Arts in Sociology, minor in Ethnic Studies May 

2004 

PROFESSIONAL EXPERIENCE 

DENVER SCHOLARSHIP FOUNDATION January 2007- 

Present 

Senior College and Financial Aid Advisor 

John F. Kennedy High School (JFK), Denver Public Schools 

• Manage daily operation of college resource center at JFK and coach all seniors and their families though the college 

admission and financial aid process 

• Work collaboratively with school staff and administrators to create and sustain a college going culture in which 

students feel empowered to pursue a postsecondary education 

• Coordinate and deliver college admission and financial aid workshops for JFK families 

• Accountable for quantitative data collection of college applications, scholarship applications and FAFSA completion 

for JFK students 

• Coordinate more than 8 college access programs that serve JFK, including the CU-Denver Pre-Collegiate Program 

and TRiO Talent Search 

• Oversee coordination of in-school college admission representative visits and planning of visit programs to college 

campuses 

• Member of the JFK School Counseling Program Advisory Council to help define the counseling program objectives 

Denver Scholarship Foundation 

• Lead and inspire a team of advisors, cultivating a sense of collaboration and spirit of encouragement 

• Coordinate monthly team meeting and ongoing communications to discuss best practices and strategies for reaching 

organizational and personal goals 

• Assist in the development and maintenance of standards for advisor performance and program expectations, including 

data collection, timelines, and professional development needs 

• Participate in the development of the DSF scholarship policy and its implementation in Denver Public Schools and 

postsecondary institutions in Colorado 

OFFICE OF UNDERGRADUATE ADMISSIONS, UNIVERSITY OF COLORADO AT BOULDER June 2004 – December 

2006 

Assistant Director 

• Evaluated applications for admission and made admission decisions 

• Attended college fairs and conducted numerous information sessions throughout the country, speaking to thousands 

of families about CU admission policies, financial aid and scholarships, academic programs, and housing 

Multicultural Access and Community Affairs Team (MACA) 


• Implemented specific efforts to recruit first generation, low income, and students of color in the Denver metro area 

• Supervised the annual Diversity Sampler visit program with over 550 participants from Colorado 

• Mentored and advised over 50 CU Daniels Scholars and ensured they were in compliance with Daniels Scholarship 

guidelines 

• Liaison to the Pre Collegiate Development Program and mentored over 60 participants through the admission process 

• Managed the MACA Volunteer Program; recruited, trained and supervised over 40 student volunteers 

• CU Boulder School of Education Minority Recruitment Task Force member 

Director of Talented Scholar Recruitment 

• Managed all recruitment efforts for academically competitive students including collaborations with university 

research and honors programs 

• Supervised the Boettcher Finalist day with over 130 participants and the Talented Scholar day with over 600 

participants 

ADDITIONAL PROFESSIONAL EXPERIENCE 

UNIVERSITY OF COLORADO STUDENT UNION April 2001- May 

2004 

Cultural Events Board 

• Assisted with execution of high profile cultural events on campus including Spike Lee and Hanan Ashwari 

• Analyzed funding requests to indicate if they were in accordance with funding criteria 

UNIVERSITY OF COLORADO STUDENT ACADEMIC SERVICES CENTER April 2001- May 

2004 

College Writing and Research Instructor’s Assistant 

• Tutored 18 students per semester to develop student’s critical thinking, reading and writing skills, emphasizing 

writing in culturally diverse contexts 

• Participated in staff and curriculum development, gaining skills in classroom management, lesson planning, and 

execution of classroom goals 

TEACH FOR AMERICA, Houston, TX 

Operations Coordinator June 2003-August 

2003 

• Managed a successful summer training institute at Wainwright Elementary School that served 50 teachers, 15 faculty 

and staff members, and 250 students. The summer institute is the primary component of Teach for America’s preservice 

program 

PROFESSIONAL AFFILIATIONS 

ROCKY MOUNTAIN ASSOCIATION FOR COLLEGE ADMISSION COUNSELING, Member June 2004- 

Present 

COLORADO COUNCIL ON HIGH SCHOOL & COLLEGE RELATIONS, Member June 2004- 

Present 

COLORADO EDUCATIONAL SERVICES & DEVELOPMENT ASSOCIATION, INC., Member June 2004- December 

2006 

NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING, Member June 2004- December 

2006 

COMMUNITY INVOLVEMENT 

PI LAMBDA CHI LATINA SORORITY, INC., National Board Member June 2004- Present 

THE DANIELS FUND, Active Alumna June 2004- Present 


COLLEGE SUMMIT, College Counselor June 2006- August 2006 

THE COLOR OF JUSTICE, INC., Urban Leadership Development Institute, Program Participant January 2005- January 2006 

HONORS 

• Awarded Stanford University’s “Outstanding Educator” Award October 

2009 

• Daniels Fund Annual Gala keynote speaker June 

2009 

• Selected by the School of Education Dean as the Most Outstanding Master’s Student May 

2009 

• LifeSaver Award, Denver Scholarship Foundation January 

2009 

• Alpha Kappa Delta, International Sociological Honor Society Inductee January 

2003 

• CU-Boulder College of Arts and Sciences Academic Dean’s List Spring 2003, Fall 

2003 

• Daniels Fund Scholar, Full 4-year scholarship based on leadership, merit and financial need 

2000 


Professional Bio 

Renae Bruning 

Renae Bruning, M.A., currently serves as a Senior College and Financial Aid Advisor with the 

Denver Scholarship Foundation at her alma mater, John F. Kennedy High School. In 2009 she 

received recognition from Stanford University for her outstanding achievements in her current 

position. 

Ms. Bruning began her professional career in the University of Colorado at Boulder’s Office of 

Admissions playing a lead role in the effort to increase the enrollment of underrepresented 

students. In 2006 Ms. Bruning completed the competitive Color of Justice, Inc. Urban Leadership 

Development Institute and uses the skills she gained to be an effective advocate for social justice, 

donating much of her time to local community organizations. 

Ms. Bruning obtained her undergraduate and graduate degrees from the University of Colorado 

at Boulder in sociology and educational practices and policies, respectively, finishing graduate 

school with highest distinctions. Her graduate research focuses on issues related to college 

access and retention of disadvantaged and ethnically diverse students, and parent engagement. 

Ms. Bruning is a 2000 graduate of John F. Kennedy High School in Denver Public Schools, prior to 

graduation she was named to the inaugural class of Bill Daniels Scholars. 



Olivia A. Gallegos 

Gallegos.Olivia@gmail.com 888 Logan Street, #9D, Denver CO 80203 

303.562.5643 

EXPERIENCE 

SE2 www.publicpersuasion.com 

Senior Associate November 2006‐present 

Acting project manager for several non‐profit, foundation and government clients 

Prepare, manage and maintain budgets for clients 

Prepare strategic communications plans, develop messages and talking points for clients 

Execute strategic communications plans including extensive public and community relations strategies 

Research, write and submit grant proposals 

Coordinate client sponsorships and outreach opportunities 

Plan events including press conferences, luncheons, receptions, advocacy days at the state capitol 

Gain understanding of different sectors including: energy, higher education, land use, tourism 

Manage and grow state‐wide grassroots and grasstops coalitions 

Respond to requests for qualifications/proposals 

Maintain client websites 

Conduct message and media trainings 

Supervise creative process and execution of collateral materials 

Colorado Lending Source www.coloradolendingsource.org 

Closing Officer January 2005‐November 2006 

Evaluated recently approved Small Business Administration (SBA) 504 loan files for closing requirements 

Coordinated with lenders to collect necessary documentation to fund SBA 504 loan 

Prepared necessary closing documents for funding 

Worked with SBA designated attorneys to prepare loan for funding within SBA deadlines 

Facilitated the loan closing 

Coordinated INROADS internship program 

Strategic Consulting Group 

Field Organizer July 2004‐November 2004 

Recruited, trained and supervised 200 volunteers 

Trained and managed 26 paid employees 

Planned and supervised door‐to‐door canvasses and phone banks 

Evaluated voter file data to prioritize and target precincts 

Organized and mobilized the University of Central Florida multicultural Greek community 

resulting in over 500 volunteer hours 

Coordinated an extensive get out the vote election day operation targeting low propensity 

minority voters resulting in an increase in voter turnout two times the expected 

EDUCATION & PROFESSIONAL TRAINING 

2007 Circle of Latina Leadership April 2007‐December 2007 

Participated in professional development training sessions including: servant leadership, public 

speaking, fundraising, conflict management 

Completed two‐year community action project 

National Association of Development 

May 2005‐November 2006 

Companies Professional Training Series 

Courses Included: Introduction to SBA 504, Introduction to Closing, 504 Loan Packaging, 504 

Credit Analysis, Closing Update 


2004 Campaign Management Program July 2004 

Learned the fundamentals of grassroots political organizing including targeting, message 

development, polling, direct mail, volunteer recruitment and management, field and election day 

operations 

Colorado State University May 2004 

B.A. Speech Communication with a minor in Political Science 

COMMUNITY INVOLVEMENT 

Circle of Latina Leadership December 2007‐present 

Recruitment Committee Member 

Session Chair 

Hispanic Chamber Education Foundation January 2008‐July 2009 

Advisory Board Member 

Hermanitas Mentoring Program August 2007‐June 2009 

Program Coordinator 

Program Advisor 

Mentor 

Clinica Tepeyac December 2008‐June 2009 

Events Committee Member 

Colorado Youth At Risk February 2006‐August 2007 

Mentor 



Olivia Gallegos 

Ms. Gallegos is a Senior Associate at SE2, a Denver communications firm focused on public policy 

issues. Ms. Gallegos applies her keen attention to detail and strong communications skills for 

several non‐profit, foundation, government and business clients. 

While at SE2, Ms. Gallegos has directed several successful projects including a grassroots victory 

to save locally owned small businesses in Northern Colorado and organizing an education rally at 

the state capitol that broke turnout records. Ms. Gallegos has successfully garnered national and 

local media attention for many of her clients. 

Before joining SE2, Ms. Gallegos worked for Colorado Lending Source, a non‐profit lender, as a 

commercial loan closer. While there she helped to break numerous loan funding records and 

brought the INROADS internship program to the company. 

Prior to her work with Colorado Lending Source, Ms. Gallegos was a field organizer in Orlando for 

Florida Consumer Action Network Foundation's Voter Project. Olivia organized 25 Orange County 

precincts with historically low voter turnout; first focusing on voter registration and then moving 

to an extensive get out the vote effort, resulting in a voter turnout that was two times what was 

predicted. 

Ms. Gallegos is a 2004 graduate of Colorado State University, with a major in Speech 

Communication and a minor in Political Science. While at CSU, she completed an internship with 

Target through the INROADS internship program. 

Ms. Gallegos is committed to serving her community in many capacities. As such, she is an 

alumna of the 2007 class of the Circle of Latina Leadership (CLL). She served as chair of the 

Marketing Committee for Laughiesta, a CLL fundraiser. Ms. Gallegos remains active with many 

CLL initiatives including the alumni association. Olivia also was a member of the Hispanic 

Chamber Education Foundation Advisory Board, served as co‐coordinator and advisor to the 

Hermanitas mentoring program and was a mentor for Colorado Youth at Risk. 


Tracey B. Lovett 3330 East 30th Avenue, Denver, CO 80205 

303‐870‐4002 traceylovett09@gmail.com 

Experience/Professional 

Summary: A seasoned professional with a background blended in education, program development, 

philanthropy and community relations with a particular commitment to underserved populations. 

Skills and Qualifications: 

Strong organizational skills, attention to detail. 

Programming for diverse and under‐represented populations. 

Fifteen years experience of events coordination. 

Ten years experience serving on search committees, hiring, and training new staff. 

Ten years experience, supervising and managing staff. 

Proficient in copy editing, report writing, Microsoft Office, FileMaker Pro. 

Daniels Fund, Denver, CO ‐ www.danielsfund.org 

Assistant Vice President‐ Scholarship 2004‐Present 

Program Officer‐Scholarship 2000‐2004 

Joined the organization in 2000. Part of the original team responsible for building the benefactor’s, Bill 

Daniels, $1B charitable legacy from the ground up. Assisted with the design and implementation of the 

largest single component of the foundation‐ the scholarship program. In the first five years, the need‐ 

based Daniels College Prep and Scholarship Program prepared several thousand youth for college and 

named nearly 800 Daniels Scholars. In the last four years operating the scholarship program only, 

named an additional 900 scholars to date. Oversee the development and maintenance of the online 

scholarship application and community based selection processes. Responsibilities include: 

Design program models, marketing strategies, and publications 

Manage staff, systems, and operations 

Hire, train and evaluate staff through an annual appraisal process 

Supervise a team of staff and volunteers 

Advise and participate in the design of IT systems supporting the scholarship department 

Forge strategic partnerships locally, regionally, and nationally 

Oversight of a $1M annual budget 

Colorado State University, Fort Collins, CO ‐ www.colostate.edu 

Assistant Director of Admission 1995‐2000 

Admissions Counselor 1991‐1995 

Colorado State University’s mission is to serve society through teaching, research and outreach‐‐a 

mission that dates back to the institution's formation in 1870 as a land‐grant college serving over 

20,000 students seeking their undergraduate and graduate degrees. While staffed in the admission 

office, assisted with all aspects of the admissions and enrollment processes. Responsible for the 

internal department management of admissions print publications and community relations. 


Developed and implemented the strategic enrollment efforts on behalf of the university. Specific 

responsibilities included: 

Meet enrollment goals for assigned target recruitment area 

Travel on behalf of the university for recruitment and other college related events 

Speak publicly to individuals, groups on and off campus 

Develop and maintain close working relationships with key secondary school constituents 

Assist in the development and maintenance of the admissions office’s recruitment and marketing 

plan with the purpose of promoting the university’s visibility and general recruitment efforts 

Assist in the development, maintenance and execution of the department’s communication plan 

To prospective and admitted students 

Evaluate and execute admission decisions on applicant files 

Supervise and manage the support staff and work‐study student staff of the department 

Develop and monitor statistical reports to enhance recruitment strategies, yield management, 

forecasting, and operational efficiency 

Honors/Awards/Professional Involvement 

National Association of Scholarship Providers (NSPA), Board Member 2006‐Present 

President’s Community Advisory Cabinet‐ Metropolitan State College of Denver 2008‐ Present 

National Scholarship Service (NSS), planning committee 1990‐Present 

Colorado Council on High School and College Relations, member 1991‐Present 

Invited Keynote Speaker Colorado State University‐ (BIF) 2005‐2007 

Daniels Fund Integrity Award 2007 

Associate Board Member of the Denver Metro Boys and Girls Club 2003 ‐2006 

Interviewer for the Boettcher Foundation Scholar Selection Process 2002‐2004 

Daniels Fund Associate of the Year Award 2003 

Toyota Community Scholars Selection Committee 2000‐2001 

Educational Testing Services (ETS) scholarship reader, Princeton, NJ 1997‐2001 

Hughes Distinguished Faculty/Staff Award (CSU) 1999 

Community Involvement 

Shorter Community African Methodist Episcopal (AME)l Church Steward 2008‐Present 

Shorter Community AME Church Women’s Missionary Society 2000‐Present 

Coordinator of Prayer Ministry for Champa House 2005‐Present 

Parent Advisor‐ Young People's Division, Shorter A.M.E. Church, 1999‐Present 

Girl Scout Advisor‐ Shorter AME Church 1998 ‐Present 

Shorter Community AME Church Delegate to South Africa on Healing Mission Trip 2007 

Denver Botanic Garden Plant Sale, volunteer 2002‐2007 

Habitat for Humanity, volunteer 

Education 

2001‐2002 

Colorado State University, Fort Collins, CO 

Masters of Science: Student Affairs in Higher Education 1994 

Bachelor of Arts: Technical Journalism/Public Relations, Minor in Psychology 1989 



Tracey Lovett 

Tracey Lovett serves as the Assistant Vice President of Scholarship for the Daniels Fund. The 

Daniels Scholarship program, which serves students from Colorado, New Mexico, Utah and 

Wyoming, gives promising students with financial need the opportunity to obtain a bachelor’s 

degree. Every year hundreds of special young people are selected to join the program and 

become Daniels Scholars. 

As the Assistant Vice President of Scholarship, Mrs. Lovett supervises the community‐based 

selection process that utilizes referral agencies – designated youth serving organizations and high 

schools – to help identify and nominate candidates for the scholarship. After applications are 

received and the pool of candidates is narrowed to semifinalists, volunteer selection committees 

take over. These committees are formed within the local communities and are comprised of 

education, business, and community leaders. The selection committees conduct personal 

interviews with each semifinalist and ultimately select the final scholarship recipients in each 

region. 

Mrs. Lovett represents the Daniels Fund on the National Scholarship Providers Associate Board of 

Directors and is a member of Metropolitan State College of Denver President’s Advisory Cabinet. 

Born and raised in Denver, Mrs. Lovett graduated from George Washington High School and 

continued her education at Colorado State University (CSU) in Fort Collins, where she earned 

both her Bachelors of Arts Degree in Technical Journalism and a Master’s of Science Degree in 

Student Affairs in Higher Education. While in graduate school, Mrs. Lovett began her career in 

CSU’s Office of Admission. She ultimately spent thirteen years developing and implementing 

college recruitment, enrollment, and retention strategies for students. One of her most notable 

accomplishments during her tenure there was to create and coordinate a national leadership 

program for African‐American high school juniors‐ The Black Issues Forum. Her position also 

required her to serve as a liaison between various Colorado based community organizations and 

the University. 

Mrs. Lovett is very active in her community. She serves as a steward for the Shorter Community 

African Methodist Episcopal Church. She also is a parent advisor to Shorter’s Young People’s 

Division. Tracey serves as a leader for the church’s Girl Scout troop and is a member of the 

church’s Women’s Missionary Society. She volunteers for the Denver Botanic Gardens and 

Denver’s Champa House. 

Mrs. Lovett is the wife of Howard Lovett and the proud mother of a beautiful eighteen year‐old 

daughter, Zuri Randell. 


WORK EXPERIENCE 

Kieron McFadyen 

2404 Glenarm Place 

Denver, CO, 80205 

(303)393-1165, Cell (303)898-1694 

Managing Director/Founder: Competitive Strategy & Intelligence, Denver, CO. 

March 2007-present 

• Responsible for all operational activities including budgeting, payroll, an financial 

planning activities. 

• Responsible for all business development and client management activities. 

Business development activities are primarily focused on Healthcare IT, Telecommunications, 

Private Equity and medical device markets. 

• Manage sub-contractors in performing domestic and international research and 

strategy programs. 

Director: nxtMove (formerly Markowitz & McNaughton), Reston, VA., Jan 00-March 2007 

• Perform project management roles managing 2-3 analysts per project. Ensures 

adherence to project budget and manages outside contractors. Responsible for 

complete client satisfaction. 

• Produce written proposals to address client needs including projection of inhouse 

and outside resources, extraneous costs and potentially alternative 

information gathering strategies. 

• Trains new employees on interview techniques emphasizing introductions and 

the SCIP code of ethics. Further training is done on information analysis, 

triangulation of data and emphasizing data redundancy when possible. 

• Participates in “management round table” in order to further develop the firm’s 

product offerings and go-to-market strategy. 

• Analyst role includes: Developing strategic options by using primary and 

secondary research to define markets and market segments. Analyzing the 

competitive dynamics of industries to provide market insight and strategic 

recommendations, usually around company or product market entry. Perform due 

diligence of potential acquisition candidates or business partners. Evaluates 

distribution channels based on industry dynamics, customer preferences and 

client’s strategic goals. 

Industries Include: tele-communications, healthcare IT, computer hardware, 

computer software, data traffic management systems, healthcare, pharmaceuticals, 

medical devices, industrial equipment. 


Marketing Consultant, @Velocity, Washington, DC. Jan 99-Sept 01 

• Developed product positioning for Internet start-up’s customer management 

system. Product helps companies with large customer bases identify and target 

those customers that bring highest levels of value; and delivers marketing 

campaigns through multiple communication channels, including point-of-sale 

terminals, ATMs, tellers, Internet, print, and measure the results in real time. 

• Developed and implemented marketing strategy targeting such segments as 

banks, airlines, and retailers. 

Sales Manager, UniNet, Inc., Fairfax, VA, Aug 99-Dec 00 

• Identified and capitalized on new business opportunities for systems integrator. 

• Managed sales and customer service, performed project management for 

technical projects, and managed accounts receivable functions. 

Regional Account Manager, Express Card Systems/Magtek, Arlington VA, Jun 98-July 99 

• Opened sales and marketing office in Virginia to provide card production systems 

and related equipment to banks and large systems integrators in the 

southeastern US. 

• Increased sales in targeted accounts to more than $3.5 million from less than $1 

million in ten months. Accounts included NCR, NationsBank/Bank of America, 

Micros Systems, Lowes and First Union. 

Typical project involved integrating Tandem CAPS systems and Magtek offerings 

into IBM mainframe and Tandem mini-computer environment. Worked with 

Wang/Getronix and IBM Global Services to ensure successful project 

implementation and service. 

National Account Executive, Compucom Inc., Englewood CO, Oct 97-Jan 98 

• Supervised major account team, selling computer hardware and software at 

annualized rate of $14 million. 

• Developed Fortune 500 accounts, including Lockheed Martin, Ball Aerospace, 

AT&T, and Ivax Industries. 

Senior Account Manager, International Computer Networks, Englewood, CO, Dec 95-Oct 

97 

• Increased gross profit by 80 percent. Grew branch to better than $10 million per 

year run rate from less than $500,000 in 18 months. Won AT&T, Ball Aerospace, 

and Western Wireless accounts. 

• Developed technical service offering which includes Citrix WinFrame, HP 

OpenView, thin client technologies, and network integration. 


Senior Account Representative, CompUSA, King of Prussia, PA, Jun 93-Aug 95 

• Developed and implemented outbound sales marketing strategies to achieve 

revenue and margin goals. Increased revenue by 25 percent to more than $4 

million annually and increased total profit by 30 percent. 

• Established and maintained customer relationships. Developed Lockheed Martin 

into one of top five corporate accounts in the company. 

EDUCATION 

Bachelor of Science dual degrees in economics and geography, Radford University, 

Radford, VA, 1993. Honors Program. Included study abroad at European Studies 

Program, European 



Kieron McFadyen 

Mr. McFadyen is a Managing Director specializing in market analysis and competitive intelligence 

research – including significant work in the areas of acquisition analysis and dynamic due 

diligence. Mr. McFadyen has extensive consulting and business management experience in the 

Healthcare, IT, Telecommunications, Insurance/Re‐Insurance, Medical and Pharmaceutical 

segments, including 10 years of client management and project management experience. Mr. 

McFadyen has an in‐depth understanding of the sales and marketing process, organizational 

structure and decision‐making processes of various IT and telecommunications 

companies/markets. 

Mr. McFadyen earned a BS in Economics and Geography from Radford University and has 

participated in a broad range of executive education programs focused on international 

competitive strategy. He has lived and worked in the U.S., Belgium, and the Netherlands, and is 

currently an active resident living in the Five Points neighborhood. 




Juan Peña 

Mr. Peña is a Pastor at the Providence Bible Church in Five Points and is deeply engaged in serving 

the Near Northeast Denver Community. Immigrating to the U.S. when he was 14, Mr. Peña 

attended UMass Dartmouth, earning an engineering degree. After five years with Parkinson 

Technologies, overseeing complete system integration of multimillion dollar capital equipment 

projects, Mr. Peña entered the Baptist Bible Seminary, earning his MA in Divinity. His goal has 

always been to create a mutli‐ethnic/inner‐city church with a blend of socioeconomic classes 

praying and working together. He found that opportunity in Providence Bible Church and now 

resides in Northeast Denver with his wife and children. 

As a first generation immigrant, Mr. Peña understands the experience of our student population. 

He recognizes the steadfast role that his mother played in ensuring he furthered his education and, 

in the sometimes unstable lives of the students we intend to serve, he views University Prep as that 

same stable figure – unwavering in support for children and their academic futures. 


EDUCATION: 

• DePauw University, Greencastle, Indiana 

1966-1970 

Degree: BA, Phi Beta Kappa 

• Case Western Reserve University, Cleveland, Ohio 

1970-1974 

Degree: MD 

PROFESSIONAL EXPERIENCE: 

DAVID JOHN SCANAVINO 

1720 Wazee Street #6-C 


(303) 374-4770 

david.scanavino@gmail.com 

• Co-founder – College Marketing and Research, Inc. 

1969 

This was a nationally prominent marketing organization operating on multiple college campuses which 

was sold to the Playboy corporation in 1971. 

• Western Urology, P.C. 

1980-2000 

Active Urology practice. 

• Chief Medical Officer, Metlife Denver HMO 

1986 –1988 

• National Medical Director, Metlife Healthcare Management Corporation 

1988-1990 

• National Medical Director, national accounts, United Healthcare 

1990-1993 

• CEO and Founder, Provenant Managed Care Organization, Denver, Colorado 

1993-1996 

• CEO, Physician Health Partners, Denver, Colorado 

1996-2000 

• Founder, Executive Vice President and Chief Medical Officer, MMM Healthcare, San Juan, Puerto Rico 

2000-2006 

COMMUNITY INVOLVEMENT: 

• Board Member, Youth at Risk, San Juan, Puerto Rico 


2002-2004 

• Board Member, Still Museum Foundation, Denver, Colorado 

2007-to the present 

• Board Member, Denver Scholarship Foundation, Denver, Colorado 


• Board Member, The Denver Hospice, Denver, Colorado 


AWARDS: 

• Colorado Physician of the Year 2000, Colorado HMO Association 

PROFESSIONAL AFFILIATIONS: 

• American Board of Urology – 1981 

• American Urologic Association – 1980 to 2000 

• Rocky Mountain Urologic Society – 1980 to 2000 



David Scanavino 

Dr. Scanavino has combined an active clinical practice with 19 years of extensive managed care 

experience involving the corporate, payer, and provider perspectives in multiple competitive 

health care markets across the country. 

From 1988 to 1990, Dr. Scanavino served as National Medical Director for MetLife Health Care 

Management Corporation and was responsible for all medical management operations in 20 

rapidly growing HMO plans from coast to coast. He gained extensive experience in provider 

contracting involving capitation and fee‐for‐service models with a variety of physician network 

delivery systems including multi‐specialty groups, IPAs, and primary care group practices. 

In 1990, Dr. Scanavino was the medical leader of a team responsible for the design, marketing, 

and implementation of a point‐of‐service plan chosen by US West in a competitive bid process. 

Over the next three years, Dr. Scanavino was responsible for the medical loss ratio management 

of this plan in 14 western states and gained significant experience in the art of moving a large 

unionized corporation into a managed care environment for the first time. 

In 1993, Dr. Scanavino founded and served as CEO of Provenant’s Managed Health Organization, 

a primary care directed, multi‐group/hospital integrated delivery network, designed to effectively 

manage prepaid health care business. In 1996, the Provenant Managed Health Organization was 

transformed into Physician Health Partners, a physician owned capitation management company 

which held several fully capitated commercial HMO contracts and the largest Medicare risk 

contract in Colorado. PHP merged with Vivra, Inc., a national specialty capitation company, in 

January of 1999. Dr. Scanavino served as President and CEO of PHP and as Executive Vice 

President of Vivra in charge of global capitation operations until July 2000, at which time PHP was 

re‐acquired by its original physician ownership. He continued to serve as President and CEO of 

PHP until December 2002. In 2001, Dr. Scanavino was a founding principal and Vice President of 

MMM HealthCare, Puerto Rico’s first Medicare +Choice program. In December 2002, he became 

Executive Vice President and Chief Medical Officer of MMM HealthCare, which in 2002 became 

the fastest growing Medicare +Choice plan in the United States. MMM HealthCare was acquired 

by Aveta, Inc. in November 2004 and Dr. Scanavino continued as Executive Vice President and 

Chief Medical Officer until October 2006. 

Dr. Scanavino received his Bachelor of Arts degree Phi Beta Kappa from De Pauw University in 

1970, and his M.D. from Case Western Reserve University in 1974. He is board certified in 

urology and from 1980 to 2000 was in active clinical practice with Western Urologic Associates, 

P.C., a large urologic group practice in Denver, while pursuing multiple managed care 

responsibilities. 


EDUCATION 

Erin E. Snow 

236 S. Pearl Street ⋅ Denver, CO 80209 ⋅ 303-522-1563 ⋅ esnow11@law.du.edu 

University of Denver Sturm College of Law, Denver, CO Current 

• Expected Degree: J.D. in May 2011 

• Recipient of the Chancellor’s Scholarship, full tuition for students who have demonstrated excellence in scholarship and 

public service. 

• General Editor on the Denver University Law Review. 

• Research Assistant for Professor Michael Chang: Schools, Cyber Bullying and First Amendment Rights. 

Loyola Marymount University, Los Angeles, CA 2004 –2006 

• Master of Arts in Secondary Education; GPA 3.8 

Vanderbilt University, Nashville, TN 2000 –2004 

• Bachelor of Arts in English Literature; Cumulative GPA: 3.5; Concentration GPA: 3.8 

• Honors: Graduated Magna Cum Laude; Dean’s List: Spring 2001, Fall 2002 – Spring 2004 

LEGAL EXPERIENCE 

Colorado Senator Mike Johnston, District 33, Denver, CO 

Current 

Constituent Manager and Education Policy Researcher 

• Coordinating the effort to respond to constituent concerns by crafting policy-based letters and managing a team of 

researchers. 

• Conducting policy research and drafting legislation related to education reform. 

Gutterman Griffiths LLC, Denver, CO Summer 2010 

Summer Law Clerk 

• Working as a law clerk at a family law firm and helping draft Colorado’s Collaborative Law code. 

DU Law Alternative Spring Break, Window Rock, AZ March 2010 

Co-Founder and Service Development Chair 

• Coordinating a week of legal service projects and legal aid clinics for twenty-five law students focused on social issues, 

including poverty domestic violence, and discrimination, facing the Navajo Nation. 

Judge Angela R. Arkin, 18th Judicial District, Castle Rock, CO Summer 2009 

Legal Intern 

• Observed domestic trials, and researched and wrote memoranda and orders for the Judge on domestic cases. 

OTHER PROFESSIONAL EXPERIENCE 

Gladstein, Neandross & Associates, Santa Monica, CA 2007 –2008 

Research Assistant 

• Researched and prepared grant proposals for developing energy and transportation technologies with a leading 

environmental consulting firm that specializes in emission reduction, energy and transportation policy, and market 

development for alternative fuel vehicles. 

The Arena, LLC, Los Angeles, CA 

2006 –2007 

Operations Manager 

• Developed and promoted an online start-up whose goal was to utilize the social networking model to create an 

“information community.” 

Teach For America & Los Angeles Unified School District, Los Angeles, CA 2004 –2006 

7th Grade English Teacher 

• Member of the national corps of outstanding college graduates who commit two years to teach in under-resourced public 

schools. 


• Created and taught lessons for students with extremely limited English language proficiency at Edison Middle School in 

South Central Los Angeles, a school ranked a 2 out of 10 on the Academic Performance Index for California. 

• Successfully led students to achieve the ambitious goal of two years’ reading growth and over 80% content mastery. 

LEADERSHIP AND COMMUNITY INVOLVEMENT 

Colorado Judicial Institute, Denver, CO Summer 2010 

Legal Research Volunteer 

• Implementing an educational program to teach the importance of judicial independence in Denver public schools. 

Vanderbilt Alternative Spring Break, Nashville, TN 2000 –2004 

Board Member: Site and Service Development Chair; Site Leader: Nashville, Washington, D.C., and San Francisco 

• Planned and coordinated 25 ten-day public service projects for over 300 students in communities throughout the country. 

• Organized and led students on service trips to various locations focused on diverse social issues. 



Erin Snow 

Erin Snow, a Chancellor’s Scholar at the University of Denver Law School, has put her academic 

knowledge to use in a variety of direct service experiences, as an educator, legislative policy 

researcher, and active citizen in her community. 

Ms. Snow grew up in El Paso, Texas, and graduated from Vanderbilt University in Nashville with a 

degree in English Literature. In college, her confidence in her ability to affect social change was 

strengthened after assuming leadership roles in several service organizations, working with non‐ 

profits and community leaders to guide groups of students on various community projects. In the 

process, Ms. Snow became educated about a wide variety of social problems and began to 

recognize the cyclical nature and root causes of these issues. This knowledge, combined with her 

direct service experiences, led her to understand her unique position to better her community and 

serve people who lack equal opportunities to lead successful lives. 

Ms. Snow’s undergraduate service experiences greatly influenced her decision to join Teach For 

America as a seventh‐grade English teacher in Los Angeles. During her two years in the classroom, 

she strived to expose her students to global issues by incorporating real world research projects 

and service‐learning into the standards‐based curriculum. She worked diligently to lead students to 

significant academic achievement by establishing ambitious goals and motivating her students to 

work hard to accomplish these goals. While teaching, Ms. Snow simultaneously earned a Master’s 

in Secondary Education from Loyola Marymount University. 

After teaching, Ms. Snow’s varied service and work experiences led her to law school. She earned a 

full‐tuition scholarship to the University of Denver as a Chancellor’s Scholar, a program that 

rewards scholarship and service in the anticipation that its members will continue to serve the 

public interest throughout their legal careers. 

During law school, Ms. Snow has continued working toward affecting the fundamental changes 

needed to ensure that all people have an equal chance in life. She founded the Alternative Spring 

Break program, which gave 26 law students the opportunity to travel to the Navajo Nation during 

spring break to serve the community through legal clinics, educational presentations and pro bono 

civil intakes and hearings. She works for Colorado Senator Mike Johnston, a national leader in 

education reform, as a legislative research assistant and the director of constituent responses. Ms. 

Snow also writes for the Denver University Law Review and will serve as a General Editor on next 

year’s board. She plans to pursue her interests in domestic relations, education law and poverty 

law after graduating in May 2011. 


Jesse F. Wolff 

3170 S. Race Street Englewood, Colorado 80113 720-371-1251 

jesse_molly@hotmail.com 

SUMMARY: Served 15 years as a financial executive in treasury and investment portfolio management. 

Successfully changed careers into nonprofit leadership and led the revitalization of two large 

Colorado based nonprofits. 20 years of progressive experience in innovative nonprofit and 

business management, information technology, business and program development, strategic 

planning, and government relations. Promoted quickly into high impact leadership positions. 

Skilled at public speaking, marketing, public relations, and community building. Visionary leader 

who is able to develop and manage a successful team. 

PROFESSIONAL 

EXPERIENCE: THE KEMPE FOUNDATION, Denver, Colorado 2007 - Current 

The Kempe Foundation is a 35 year old nonprofit that provides funding, raises awareness, 

undertakes policy advocacy, and marshals resources for the Kempe Center for the Prevention and 

Treatment of Child Abuse and Neglect; a section of the Department of Pediatrics at The Children’s 

Hospital and the University of Colorado Denver School of Medicine. Kempe is a national leader in 

mitigating the effects of child abuse through its academic research, clinical services, and prevention 

efforts while treating over 600 abused children and training over 4,000 professionals in 2009. 

President and CEO 

Develops and manages a team of professionals in a complex, multi-tiered health organization while 

growing annual operating revenue, increasing awareness of child abuse, and advocating for 

improved early childhood policies and systems with local community/political leadership. Also 

provides executive vision, leadership, and strategic statewide business development for the 40 

person Kempe Center. 

• Kempe awarded the “2008 Nonprofit Organization of the Year” by Denver Metro Chamber of 

Commerce. 

• Completed a $12.7 million capital campaign and build out of the new Kempe Center at The 

Children’s Hospital on the Anschutz Medical campus. 

• Increased total revenue by 60% in first two years of leadership over the previous two year total. 

• Helped secure largest single gift in the Foundation’s history ($2.2 million). 

• Part of collaborative legislative effort involving leadership from the Colorado House and Senate 

that passed a $13 million mental health bill (HB 1391) for abused children in the 2008 

Legislative session. 

• Testified on nonprofit issues before Colorado state legislative committees and caucuses. 

• Working closely with 30 person board of directors on resource development and strategic 

planning. 

• Developing innovative text giving and iPhone giving strategy at local large venues. 

• Founded the Kempe Champions, a 200 person “young professionals” network to support the 

cause. 

• Leading the expansion of communications, outreach, and marketing efforts including: 

o Implementation of widely successful “Superheroes” ad campaign. 

o Multiple public speaking and presentation engagements. 

o Building Kempe brand using radio, television, print, and social media. 

Awards and Distinctions 

• Awarded a 2008 Livingston Fellowship by the Bonfils-Stanton Foundation. 

• Finalist for the 2006 9News “Leader of the Year” award. 

• 2006 Power Book “Metro Denver’s Top Business Newsmakers”; Denver Business Journal. 

• Graduate of 2006 “Leadership Denver” Program; Denver Metro Chamber of Commerce. 

Commissions, Boards, and Panels 

• Appointee: 


Colorado Children’s Trust Fund Board of Directors (2009-2010) 

Denver Mayor’s Commission for the Office of Strategic Partnerships (2005-2007) 

Boulder County Commissioner’s Advisory Panel (2005) 

• Presenter: 

“Financial Management and Fundraising” class; University of Denver Social Work Program 

“Distinguished Speaker Series”; Panel; University of Denver Pioneer Leadership Program 

“How to Maximize Your Philanthropic Dollars”; Panel; Social Venture Partners Denver 

“Advanced Strategies for New Campaign Development”; 2007 Workplace Giving Summit 

“Connecting to Opportunities”; Panel; Denver Foundation - Nonprofit Inclusiveness Initiative 

“Executive Director Leadership Training”; Panel; Denver Office of Strategic Partnerships 

“Mitigating Global Child Abuse”; LoDo Rotary 

“Child Abuse and Neglect 101”; Denver Eclectics Club 

“Healthy Decisions” class; Chaparral High School 

PROFESSIONAL 

EXPERIENCE: COMMUNITY SHARES OF COLORADO, Denver, Colorado 2004-2007 

CEO 

• Managed a team responsible for raising $1.8 million (37% growth over three years) per annum 

for a diverse membership of 115 nonprofits with missions ranging from health care to 

conservation. 

• Eliminated a chronic operating budget deficit by generating 41% growth in operating revenue. 

• Worked closely with 22 person board of directors on strategic planning and resource 

development. 

• Led a complete revamp of organizational communications, outreach, and marketing including: 

o New logo design and rollout. 

o Production of a 30 minute documentary video broadcast on local TV stations. 

o Implementation of a new quarterly paper newsletter and monthly electronic 

newsletter. 

o Built community visibility using radio, television, airplanes, light rail trains, and 

buses. 

• Built e-Share, a web based, donor giving software application for employee charitable giving 

programs. 

• Created innovative online social network, My Colorado, to engage young philanthropists in 

Colorado. 

• Testified on nonprofit issues before Colorado state legislative committees. 

NORTHFIELD TRADING L.P., Denver, Colorado 1996-2004 

Investment Portfolio Manager 

• Managed a $140 million investment fund with a 14-year average annual return of 10.5%. 

• Directed a staff of research analysts and consultants. 

• Developed the firm’s primary quantitative trading models and risk management methodology. 

• Created a long/short dollar-neutral equities hedge fund strategy. 

• Contributed as key participant in all aspects of Northfield's business operations, including 

business development, annual budget, strategic planning, technology deployment, and investor 

relations. 

Senior Research Analyst 

• Researched and implemented multiple quantitative trading strategies for investment portfolio. 

• Performed ongoing financial analyses for business operations. 

• Marketed Northfield investment funds to investors in the United States, Canada, and Europe. 

STORAGE TECHNOLOGY CORPORATION (StorageTek), Louisville, Colorado 1994-1996 

Advisory Treasury Analyst 

• Created "World Bank" database decision-making platform used by 15 international subsidiaries. 

• Assisted with all aspects of hedging $500 million in annual foreign exchange currency 

exposure. 

• Served on corporate Risk Management and Investment Committees, presented monthly to 

CFO. 

• Received StorageTek’s “Award for Outstanding Contribution”. 


Senior Treasury Analyst 

• Managed the corporate interest rate risk management program. 

• Assisted with global cash management between headquarters and international subsidiaries. 

NORTHFIELD TRADING L.P., Denver, Colorado 1991-1994 

Derivatives Trader 

• Traded over 50 global futures, commodities, and foreign exchange markets. 

• Provided investment research, database, financial analysis, marketing, and accounting support. 

THE DAI-ICHI KANGYO BANK, New York, New York 1988-1989 

Federal Funds Desk 

• Managed daily turnover of $15 billion in overnight funds for the Federal Funds trade desk. 

EDUCATION: MASTER OF BUSINESS ADMINISTRATION, INTERNATIONAL BUSINESS 1990 

Thunderbird School of Global Management, Glendale, Arizona 

• 3.5 GPA; Teaching Assistant – World Business Department 

BACHELOR OF ARTS, INTERNATIONAL BUSINESS 1988 

Eckerd College, St. Petersburg, Florida 

CONTINUING EDUCATION 

• Harvard Business School Executive Education; “Strategic Perspectives in Nonprofit 

Management” (2009). 

• Center for Creative Leadership/El Pomar Foundation; “Nonprofit Executive Leadership” 

Program (2005). 

• Denver Metro Chamber of Commerce; “Legacy Denver” Program (2007; 2008). 

• Denver Metro Chamber of Commerce; Health Care Committee (2008-2009). 

PUBLICATIONS: “Don’t Discourage Giving”, Denver Business Journal, August, 2009 

“When the Giving Gets Tough, the Tough Get Giving”, Denver Business Journal, January, 2009 

“Investing in Kids Early Has Huge Economic Benefits”, Denver Business Journal, October, 2008 

“Making the Most of Your Tax Rebate”, Denver Business Journal, March, 2008 

“Investing in Colorado: Have a Larger Local Impact”, Denver Business Journal, May, 2007 

“Nonprofit Mergers, Partnerships a Welcome Trend”, Denver Business Journal, October, 2006 

“Corporate Social Responsibility More Important Then Ever”, Boulder County Business Report, 

March, 2006 

"Frictional Costs in Futures Trading", Technical Analysis of Stock and Commodities, April 2002 

"Leaving Home to Trade Foreign Stock Index Futures", Stock Futures & Options, October 2002 

COMMUNITY: YOUNG NONPROFIT PROFESSIONALS (YNPN) ADVISORY BOARD, Denver, CO 2005-2007 

Member 

DENVER EMPLOYEES EMERGENCY PROGRAM ADVISORY BOARD, Denver, CO 2005-2007 

Appointee 

CITY OF ENGLEWOOD FIREFIGHTERS PENSION BOARD, Englewood, CO 2007 

Appointee 

THE WASHINGTON STREET COMMUNITY CENTER, Denver, CO 1999-2004 

President, Board of Directors 

SOCIAL VENTURE PARTNERS, Denver, CO 2001-2004 

Founding Partner; Treasurer, Board of Directors 

COLLEGE SUMMIT COLORADO, Denver, CO 2003-2004 

Member, Colorado Advisory Board 

SAFE COLORADO EDUCATION FUND, Denver, CO 2000-2003 

Secretary, Board of Directors 


MILE HI IMPACT (Metro Volunteers), Denver, CO 1997-2000 

Project Coordinator 

COLORADO COALITION AGAINST GUN VIOLENCE, Denver, CO 1999-2000 

Vice President, Board of Directors 

ECKERD COLLEGE ALUMNI ASSOCIATION, St. Petersburg, FL 1996-1998 

Member, National Board of Directors 

Coordinator, Colorado Chapter 

COLORADO CONCORD COALITION, Denver, CO 1994-1996 

Treasurer, Board of Directors 

FEDERAL FISCAL POLICY FOUNDATION, Denver, CO 1994-1996 

Member, Board of Directors 

OTHER VOLUNTEER ACTIVITIES: 

• National Philanthropy Day Colorado selection committee (2005-2007); 

Habitat for Humanity; Denver Rescue Mission; Women’s Bean Project; Warren Village; 

Volunteers for Outdoor Colorado; Denver Urban Gardens; Colorado Public Radio; 

Urban Peak; Health SET; The Delores Project; Project Angel Heart; Wellspring Church. 

• Various political campaigns (Referendum C, U.S. Senate, State House). 

• Youth basketball coach, South Suburban Recreational District. 

AFFILIATIONS: City Club of Denver (2006-2008); Colorado Nonprofit Association (2004-Current); MENSA (2001- 

2005); National Alliance for Choice in Giving (2004-2007); Social Venture Partners (SVP) Denver 

(2001-2004); Market Technician's Association (2000-2002); Colorado Treasury Management 

Association (1994-1996) 

OTHER: Established fine arts photographer with several gallery exhibits and was participant in the 

prestigious 2007 Cherry Creek Arts Festival in Denver. Website: www.jessewolffimages.com 



Jesse Wolff 

Jesse Wolff is the President and CEO of The Kempe Foundation. 

Mr. Wolff entered the nonprofit sector in 2004 as the CEO of Community Shares of Colorado after 

spending fifteen years in investment portfolio management and corporate finance. 

Mr. Wolff has a distinguished record of nonprofit and community service work, has written 

extensively on the nonprofit sector, and has participated on numerous boards and commissions 

that serve the public interest, including the Colorado Children’s Trust Fund, The Denver Mayor’s 

Commission for the Office of Strategic Partnerships and Social Venture Partners (SVP) Denver. He 

was selected as a 2008 Bonfils‐Stanton Foundation Livingston Fellow, was a finalist for the 2006 

9News Leader of the Year award, and was named as a Metro Denver’s Top Business Newsmaker in 

the 2006 Denver Business Journal’s Power Book. 

Mr. Wolff has both a B.A. (Eckerd College) and an M.B.A in International Business (Thunderbird 

School of Global Management). 


APPENDIX E (continued) 

UNIVERSITY PREP LEAD-FOUNDER 

Resume 



APPENDIX F 

DENVER PUBLIC SCHOOLS Office of School Reform & Innovation 

Facility Planning Scope Questionnaire 


Directions: Please complete the following questions related to your proposed facility 

educational needs. OSRI staff will assist you should you have questions in 

completing aspects of the questionnaire. 

General Information: 

School Name:_ University Preparatory School_______________________________________ 

Primary Contact for Facility Planning: __David I. Singer______________________________ 

Phone Number: _303-709-5454________________ Email: dsinger@buildingexcellentschools.org 

_______ 

School Type:___ Performance School __x_ Charter School ___ Contract School ___ Other 

Proposed Grade Configuration: _K - 5_____ 

Total Number of Students Served at Enrollment Build out: _324____ 

Core Classroom Requirements Years 1-3: 

Baseline assumption for # of students per classroom _27___ 

Year 1 Year 2 Year 3 

108 Student 

- 54 K: 2 classrooms 

of 27 

- 54 1 st : 2 classrooms 

of 27 

162 students 


of 27 


of 27 

- 54 2 nd : 2 

classrooms of 27 

OSRI Facility Planning Scope Questionnaire 

Specialty classroom needs: 

• Science lab(s) # of labs __0____ 

• Art Room (with or without kiln) # of rooms ____0_____ 

216 students 


of 27 


of 27 

- 54 2 nd : 2 

classrooms of 27 

- 54 3 rd : 2 classrooms 

of 27 

• Computer lab(s) # of computer labs_____1 (only once we have 3rd grade in 

year 3 of operation)_______ 

• Library Media Center (LMC) ___Yes _x_No 

• Performance/Dance Room ___Yes _x__No # of rooms________ 

• Auditorium ___Yes _x__No 

• Other (please list room type and number) 

Room Type:______________________________ # of rooms________ 




Administrative/Support Spaces: 

• Main Office _x_Yes ___No 

o If Yes, please list approximate # of private offices needed (i.e. principal, AP, etc.) 

Two private offices in year 1: One for Head of School and one for Director of Curriculum and 

Instruction. By year 5, upon reaching full capacity, we would need a minimum of 3 private offices: 

Head of School, Director of Curriculum and Instruction, and Director of Operations and Finance 

• Satellite Office ___YES __x_No 

• Work Room/Copy Room _x__Yes ___No 

• Supplies Storage __x_Yes ___No 

• Teacher Work Room(s) _x__Yes ___No 

o If Yes, # of teacher work/planning rooms needed ________ 

Ideally, we would like one large work room for the staff. In year 1 this would need to support 6 

teachers, but by year 5 of operation, at full capacity, the office space would need to serve a minimum 

of 18 teachers. 

Physical Education/Athletic Requirements: 

• Gymnasium __x_Yes ___No 

Please note that a gymnasium would be a great addition, but should we have a large meeting space in 

which students could perform athletic activities that would be sufficient. 

• Locker Rooms ___Yes __x_No 

• Weight Room ___Yes _x__No 

• Field(s) – soccer/football/multipurpose ___Yes __x_No 

• Baseball Field ___Yes _x__No 

• Softball Field ___Yes _x__No 

• Other (please list) 

Type: _____________________________________________________ 

Type:_____________________________________________________ 

Type:_____________________________________________________ 

Other needs: 

Playground(s) ___Yes _x__No 

Large meeting space for class/school assembles (i.e. morning meeting) _x__Yes ___No 

Spaces not address and/or special considerations 


APPENDIX F (continued) 

FACILITIES NARRATIVE 




University Prep 

Facilities Narrative (Descriptions of non‐district space) 

Facility Option 1 

United Scott Methodist Church 

(2880 Garfield St. Denver, CO 80205) 


Pastor Aaron Black and Lead‐Founder David Singer have met 1 to discuss the possibilities of University 

Prep operating out of Scott United Methodist Church in years 1 and 2 of existence. The space includes 

a large open area that could be used for meals, community meetings and physical activity. The layout 

also includes multiple classrooms, potential office space, and a small kitchen. Mr. Singer will be 

speaking with the Board of Trustees of the church in the upcoming months to discuss whether or not 

occupying the space is a legitimate possibility. The space is currently unused during the majority of the 

week and is used during the weekends as part of the church’s programming. Associated costs have yet 

to be discussed as the conversation is in the very early stages. 


GeoTech Building 

(2650 East 40th Ave. Denver, CO 80205) 

Jeffrey L. Popiel, President & CEO of GeoTech Environmental Inc., and Lead‐Founder David Singer have 

met multiple times 2 to discuss the possibility of utilizing the unused space currently available within 

the GeoTech building (a blueprint of the open space may be viewed on the following page). The 

available space is currently an empty shell and could be developed as needed to support University 

Prep in the first two years of operation. At roughly 8,500 sq. ft., the space would have to be 

constructed in such a way that 162 students, our enrollment in year 2, could comfortably operate. Next 

steps for considering this facility as a potential option for our proposed school include touring with a 

contractor to determine projected costs for necessary renovations. No precise figures have been 

discussed regarding rental and/or construction costs. 

1 Toured space on Friday, April 9, 2010, meeting with Pastor Aaron Black on Tuesday, April 13, 2010. 

2 Kieron McFadyen, Founding Board Member of University Prep, has joined in these conversations that took place on March 22, 2010 and April 6, 2010. 




Commercial Space – York St. Property 

(3840 York St. Denver, CO 80216) 

Michael Baker, a realtor with Gold Crown Management, spoke with Rhonda Reedy, the property 

manager of available commercial space at 3840 York St., on behalf of University Prep. Although we 

need more square footage than what’s currently available, Ms. Reedy informed Mr. Baker that they 

could easily move a few people around to give us 8,000 square feet or more. In addition, we were told 

that leading rates would be within the $8‐$13 range. Although we have not spent a great deal of time 

analyzing this property for its full potential, its pricing is indicative of the going rates for commercial 

space in the community. The floor plans below illustrate two units that are currently available, and at a 

combined 6,739 sq. ft. University Prep would need one more comparable space at minimum to 

consider the option of pursuing the property for operating the school in its early years. 



APPENDIX G 

6 + 1 Writing Rubric 



APPENDIX H 

Taxonomy of Teaching 


Technique Type Description 

100 %* Behavioral Method in which a teacher demands everyone’s full 

participation to complete a task or activity associated 

with learning and will not continue instruction until all 

students have complied. 

Stretch It Academic Technique in which a teacher challenges and strengthens 

a student’s understanding of a concept by asking them to 

explain how they arrived at an answer or asking them to 

answer a harder question that builds off that same 

concept or standard. 

Warm/Strict Advanced Strategy that combines a caring tone with a ‘noexceptions’ 

standard of behavioral expectations. Often 

used by teachers to build culture and set the tone inside 

their classrooms. 

More specifically, the 100 % technique includes a concrete set of tangible practices for ensuring that every 

student is learning, every minute of every day. It is the backbone of the most important work we do, 

teaching, and allows instruction to reach all students, rather than the few who choose to engage. 

100% - Using the Least Invasive Forms of Intervention to Get It 

Non-Verbal 

Using a gesture or a glance to re-direct a students behavior or 

intervention 

actions 

Positive Group 

Correction 

Positive in tone and tells all students exactly what is expected 

Anonymous 

Provides an opportunity for individual students to self-correct 

Individual 

without the rest of the class knowing who is performing the 

Correction 

infraction. 

Private Individual Seek a moment when the class is working through a specific task 

Correction 

to go over and speak individually with a student. 

Lightning Quick 

Public Correction 

A student receives a quick verbal correction from the teacher. 

Consequence Scaled set that is appropriate. Can be used consistently without 

reservation. 

Although seeming to deal with discipline, we view 100 % and the techniques that accompany it as a 

preliminary necessity if we are to deliver effective instruction to every student. 


APPENDIX I 

Scope and Sequence 

(All content areas Grades K – 5) 


KINDERGARTEN – READING, WRITING AND COMMUNICATION 

STANDARDS/EVIDENCE OUTCOMES 

I. Oral Expression and II. Reading for All III. Writing and IV. Research and 

Language Study Purposes 

Composition 

Reasoning 

1. Build oral 

communication skills 

within a language-rich 

environment. 

Students can: 

a. Express words and word 

meanings as encountered in books 

and conversation 

b. Identify and sort common words 

into conceptual categories 

(opposites, living things) 

c. Use new vocabulary that is 

directly taught through reading, 

speaking and listening 

d. Relate new vocabulary to prior 

knowledge 

2. Demonstrate early 

knowledge of phonemic 

awareness 

Students can: 

a. Identify and create rhyming 

words 

b. Identify and create alliterations 

c. Identify words orally according 

to shared beginning or ending 

sounds. 

d. Blend sounds orally to make one 

syllable words 

e. Segment one syllable words into 

sounds 

f. Segment spoken words into onset 

1. Demonstrate knowledge 

of concepts of print and 

read and comprehend a 

variety of literary and 

informational text. 

Students can: 

a. Voice-print match: letters, words, 

phrases, and punctuation 

b. Handle a book, turn pages 

sequentially, demonstrate 

directionality (left to right, top to 

bottom) identify the cover, title 

page, author and text of a book 

c. Recognize that printed materials 

carry meaning and provide factual 

information or entertaining stories 

that connect to children’s lives 

d. Retell a story arranging the 

events in the correct sequence using 

beginning, middle and end 

e. Identify main character(s), 

setting, and key events in a text 

f. Make predictions/inferences about 

the content of the text using prior 

knowledge, pictures/graphic 

features and text 

2. Use alphabet recognition 

and knowledge of letter 

sounds to decode words in 

print. 

Students can: 

1. Use writing to 

communicate information, 

thoughts, and ideas 

Students can: 

a. Express a complete thought orally 

b. Be able to write a complete 

sentence 

2. Use appropriate 

mechanics when writing 

Students can: 

a. Identify and use appropriate end 

punctuation 

b. Use capital letters at the 

beginning of a sentence 

c. Use proper spacing between 

words. 

d. Begin to apply proper pencil grip 

when drawing/writing 

3. Identifying and using 

proper grammar to 

contribute to the meaning 

of writing 

Students can: 

a. Begin to identify simple nouns 

and verbs in speaking and writing 

b. Use simple nouns and verbs in 

speaking and writing to express 

complete thoughts 

University Preparatory School Charter Appendices 93 

1. Explore a variety of 

resources to locate 

information and answer 

questions of interest 

Students can: 

a. Write or dictate questions for 

inquiry that arise during instruction 

b. With peers, use a variety of 

resources (e.g., direct observation, 

trade books, texts read aloud or 

viewed) to answer questions of 

interest through guided inquiry 

2. Identify purpose, 

information and question 

at issue 

Students can: 

a. Identify a clear purpose for 

research/inquiry (ex. If the class is 

learning about trees, is my need to 

know more about pets related?) 

b. Identify a significant question 

they are trying to answer, problem 

they are trying to solve, or issue they 

are trying to resolve 

c. Gather relevant information and 

check various information sources 

for accuracy (ex. In a class 

discussion focused on butterflies, 

students asked questions related to a 

butterfly and the life cycle)

(initial consonant sounds) and rime 

(vowel to end of syllable). 

g. Identify the initial, medial, and 

final phoneme 

3. Use verbal and 

nonverbal communication 

skills to communicate 

effectively 

Students can: 

a. Participate courteously in 

conversation such as by, taking 

turns, staying on topic, making eye 

contact, facing the speaker, and 

listening respectfully 

b. Communicate effectively such as 

by asking clarifying questions, 

staying on topic, listens with 

comprehension 

c. Follow 2 steps directions 

I. Number Sense, 

Properties, and 

Operations 

a. Name upper and lower-case 

letters rapidly and with ease, in 

sequence and random order 

b. Identify phonemes for letters 

c. Decode simple words in isolation 

and in context (consonant, vowel, 

consonant, CVC words and nonwords) 

d. Recognize common highfrequency 

words (e.g., the, I, a, my, 

you, is, are) 


3. Ask questions to analyze 

and assess the quality of 

thinking 

Students can: 

a. Ask primary questions of: clarity, 

significance, relevance and accuracy 

to improve quality of thinking 

b. State, elaborate and exemplify the 

concept of fair-mindedness 

KINDERGARTEN – MATHEMATICS STANDARDS/EVIDENCE OUTCOMES 

1. Whole numbers can be 

used to name, count, 

represent, and order 

quantity 

Students can: 

a. Count and represent objects to 20 

b. Identify, read, and write 

corresponding numerals 

c. Compare sets up to 10 objects and 

use language to describe more, less, 

II. Patterns, Functions, 

and Algebraic 

Structures 

1. Patterns can repeat 

Students can: 

a. Duplicate a simple pattern 

b. Extend a repeating two-element 

pattern using a variety of materials 

such as numbers, letters, shapes, and 

manipulatives 

2. Relationships exist 

between numbers 

III. Data Analysis, 

Statistics, and 

Probability 

1. Visual displays of 

information can used to 

answer questions 

Students can: 

a. Collect classroom data 

b. Identify and compare own data to 

group's data 

c. Describe bar graphs to answer 

questions such as more or less and 

simple trends 

IV. Shape, Dimension, 

and Geometric 

Relationships 

1. Shapes are described by 

their characteristics and 

position 

Students can: 

a. Recognize and informally describe 

two dimensional shapes with varying 

orientation, sizes, and shapes 

b. Use relational vocabulary, such as 

above, below and next to, to describe 

spatial relationships

or same 

f. Compare two sets of objects to at 

least 25 using language such as 

“more,” “less,” or “the same” 

d. Identify small groups of objects – 

fewer than five without counting, 

including zero as “no objects” 

g. Estimate quantities less than 20 

2. Adding and subtracting 

to 10 involves composing 

and decomposing using a 

variety of strategies and 

representations 

Students can: 

a. Use objects including coins, and 

drawings to model addition and 

subtraction problems to 10 (PFL) 

b. Identify numbers one more or one 

less than a given number up to 10 

c. Determine if more than or less 

than is needed to change one 

quantity to another 

Students can: 

a. Generalize the counting sequence 

pattern from counting all to 

knowing “one more” and “one less” 

b. Communicate the relationship 

between composing and 

decomposing numbers 


2. Measurement is used to 

compare and order objects 

Students can: 

a. Recognize and compare attributes 

of length, height, weight, capacity of 

objects 

b. Use estimates of measurements 

from everyday experiences 

c. Order several objects by length, 

height, weight, capacity, or price 

(PFL) 

KINDERGARTEN – PHYSICAL SCIENCE, LIFE SCIENCE, AND EARTH SYSTEMS SCIENCE 


I. PHYSICAL SCIENCE II. LIFE SCIENCE III. EARTH SYSTEMS SCIENCE 

1. Objects can move in a variety of 

ways that can be described by speed 

and direction 

Students can: 

a. Observe, investigate, and describe how 

different objects move 

b. Describe the motion of a child who is playing 

2. Objects can be sorted by physical 

properties, which can be observed and 

1. Organisms can be described and sorted 

by their physical characteristics 

Students can: 

a. Sort a group of items based on observable 

characteristics 

b. Communicate and justify an evidence-based 

scientific rationale for sorting organisms into categories 

1. The Sun provides heat and light to 

Earth 

Students can: 

a. Investigate, explain, and describe that the Sun 

provides heat and light to Earth 

b. Analyze and interpret temperature data between 

day (when the Sun shines on our area) and night 

(when the Sun does not shine on our area) 

c. Investigate and communicate findings about what 

happens when the Sun’s light is blocked

measured 

Students can: 

a. Observe, investigate, and describe how objects 

can be sorted using their physical properties 

b. Explain why objects are sorted into categories 

c. Sort a set of objects based on their physical 

characteristics, and then explain how the objects 

are sorted 


d. Investigate and communicate the effect of varying 

heat and light on the growth of plants through a 

scientific study 

KINDERGARTEN – HISTORY, GEOGRAPHY, ECONOMICS, AND CIVICS 


I. HISTORY II. GEOGRAPHY III. ECONOMICS IV. CIVICS 

1. Ask questions, share 

information and discuss ideas 

about the past 

Students can: 

a. Ask questions about the past using 

question starters. Questions to include but 

not limited to: What did? Where? When 

did? Which did? Who did? Why did? How 

did? 

b. Identify information from narrative 

stories that answer questions about the 

past and add to our collective memory and 

history 

c. Use correctly the word “because” in the 

context of personal experience or stories 

of the past using words. Words to include 

but not limited to past, present, future, 

change, first, next, last 

2. The first component in the 

concept of chronology is to 

place information in sequential 

order 

Students can: 

a. Order sequence information using 

words. Words to include but not limited to 

past, present future, days, weeks, months, 

1. People belong to different 

groups and live in different 

places around the world that 

can be found on a map or 

globe 

Students can: 

a. Compare and contrast how people live 

in different settings around the world 

b. Give examples of food, clothing, and 

shelter and how they change in different 

environments 

c. Distinguish between a map and a globe 

as ways to show places people live 

1. Ownership as a component 

of economics 

Students can: 

a. Give examples of ownership of different 

items 

b. Recognize and give examples one of how 

a person may want to use another’s object 

and how this requires asking permission and 

sharing 

2. Discuss how purchases can 

be made to meet wants and 

needs (PFL) 

Students can: 

a. Identify the difference between personal 

wants and needs 

b. Give examples of the difference between 

spending income on something you want 

versus something you need 

1. Participate in making 

decisions using democratic 

traditions 

Students can: 

a. Explain why rules are needed 

b. Create and follow classroom rules 

c. Explain how a class rule promotes 

fairness and resolves conflict 

d. Contribute to making and maintaining 

class community decisions 

e. Give examples of the difference 

between democratic voting and decisions 

made by authorities including but not 

limited to the parent, teacher, or 

principal 

2. Civic participation takes 

place in multiple groups 

Students can: 

a. Categorize examples of people and 

events that relate to civic participation 

b. Give examples of qualities of a good 

citizen 

c. Practice citizenship skills including 

courtesy, honesty, and fairness in 

working with others

years, first, next, last, before, and after 

b. Explore differences and similarities in 

the lives of children and families of long 

ago and today 

c. Explain why knowing the order of 

events is important 

1 st GRADE – READING, WRITING AND COMMUNICATION STANDARDS/EVIDENCE 

OUTCOMES 


Language Study 

Purposes 

Composition 

Reasoning 

1. Use multiple strategies to 

develop and expand oral 

vocabulary 

Students can: 

a. Use precise language to express 

ideas, 

opinions requests, and feelings 

b. Demonstrate the ability to give an 

example of the usage of the word, and 

illustrate the word meaning 

c. Use content-specific vocabulary to 

ask questions and provide information 

d. Use words and non verbal cues to 

describe and understand actions, 

people, places, things, and ideas 

2. Demonstrate the ability 

to identify and manipulate 

phonemes in spoken words 

Students can: 

a. Segment spoken words into onset 

(initial consonant sounds) and rime 

(vowel to end of syllable) 

b. Use onsets and rimes to create new 

1. Demonstrate fluent 

reading and 

comprehension of a 

variety of literary and 

informational texts. 

Students can: 

a. Retell a narrative text read or 

read aloud: character, setting and 

sequence of events 

b. Retell an informational text read 

or read-aloud: main idea and some 

supporting detail 

c. Read texts orally with fluency 

and accuracy, attending to phrasing, 

intonation, and punctuation. 

d. Make predictions about what will 

happen in the text and explain 

whether they were confirmed or not 

and why? 


of the alphabetic 

principle, sounds of 

letters, and letter 

1. Demonstrating an 

understanding that 

written communication 

should be well planned 

and clear to the reader 

Students can: 

a. Clarify purpose and brainstorm 

about topic - whole group or with a 

partner 

b. Organize ideas using structures 

or frames 

c. Organize writing to include a 

beginning, middle, and end 

(narrative) 

OR an introduction, body and 

conclusion (expository), with or 

without a prompt 

d. Write complete simple sentences. 

e. Select descriptive words 

appropriate to topic 

f. List steps of a procedure in 

logical order with instructional 

support 

2. Use and apply 


1. Use a variety of resources 

to locate information and 

answer questions of interest 

Students can: 

a. Write or dictate questions for 

inquiry that arise during instruction 

b. With peers, use a variety of 

resources (e.g., direct observation, 

trade books, texts read aloud or 

viewed) to answer questions of 

interest through guided inquiry 

c. Use text features to locate, interpret, 

and use information (e.g., titles, 

illustrations, headings, bold type) 

2. Identify and assess 

purpose, information and 

question at issue 

Students can: 

a. Identify a clear and significant 

purpose for research (ex. Is my 

purpose for researching frogs clear 

and is it important to understanding 

more about mammals?)

words that include blends and 

diagraphs 

c. Identify the initial, medial, and final 

phoneme of spoken words 

d. Manipulate individual phonemes to 

create new words through addition, 

substitution and deletion 

3. Use verbal and nonverbal 

language to express and 

receive information 

Students can: 

a. Give and follow simple two step 

directions 

b. Retell specific details of 

information heard 

c. Participate courteously in 

conversations with peers, teacher, and 

members of community 

combinations to decode 

words 

Students can: 

a. Decode words with single 

consonants, basic consonant 

digraphs (e.g. th, ch, ng), and 

consonant blends. 

b. Decode words with short vowels 

in closed syllables (e.g., dip, cap, 

met) with automaticity 

c. Use onsets and rimes to create 

new words (e.g., use the rime ip to 

make dip, lip, slip, ship) 

d. Decode words with silent-e and 

vowel team syllables (e.g., cake, 

rain) accurately 

e. Read about 100 high-frequency 

words with accuracy and speed 

3. Demonstrate an 

understanding of word 

structure, word 

relationships, and word 

families 

Students can: 

a. Identify base words (look) and 

their inflectional forms (looks, 

looked, looking) 

b. Create new words by combining 

base words with affixes to connect 

known words to known words 

c. Identify and make compound 

words 

d. Identify common antonyms and 

synonyms to connect known words 

to new words 

e. Organize words by a given 

category and explain why they 

belong in that group 

appropriate spelling and 

mechanics when writing 

Students can: 

a. Apply appropriate spacing, 

punctuation, and beginning 

sentences 

with capital letters when writing 

b. Begin to identify and utilize 

capitalization in proper nouns 

c. Write letters and other symbols 

with correct and legible formation 

d. Apply correct spellings for single 

consonants and consonant digraphs. 

e. Apply correct vowel spellings for 

closed syllables (fat), silent-e 

syllables (fate), vowel-r syllables 

(arm), and vowel team syllables 

with long vowel sounds (aim) 

f. Spell high frequency words with 

accuracy 

3. Demonstrating an 

understanding that 

proper grammar 

contributes to the 

meaning of writing 

Students can: 

a. Apply accurate subject/verb 

agreement when writing 

b. Begin to identify and use 

adjectives. 

c. Begin to use singular and plural 

nouns, action verbs in simple 

sentences, and singular possessive 

pronouns 


b. Construct a relevant and significant 

question(s) for beginning research or a 

question they are trying to answer, 

problem they are trying to solve, or 

issue they are trying to resolve (ex. 

Student asks questions that are related 

to a topic and are important) 

c. Assess information for clarity and 

accuracy (e.g., student assess 

information to see if the information is 

clear to self, and is important the 

purpose and question)



Operations 

1. The whole number 

system describes place 

value relationships from 

ones to 100 and forms the 

foundation for efficient 

algorithms 

Students can: 

a. Count, read, and write numbers to 

100 

b. Estimate quantities less than 100 

c. Represent quantities using tens units 

and ones units 

d. Locate numbers up to 100 on a 

number display 

e. Compare two sets of objects, 

including pennies, up to at least 25 

using language such as "three more or 

three fewer" (PFL) 

2. Adding and subtracting 

involve composing and 

decomposing using a 

variety of strategies 

Students can: 

a. Use addition when putting sets 

together and subtraction for breaking 

sets apart or describing the difference 

between sets 

b. Use number relationships such as 

doubles, one more or one less, and the 

1 st GRADE – MATHEMATICS STANDARDS/EVIDENCE OUTCOMES 


and Algebraic 

Structures 

1. Patterns can grow 

Students can: 

a. Count objects by groups of 2 or 5 

b. Extend a repeating pattern based 

on a rule 

2. Number relationships 

can be used to solve 

problems 

Students can: 

a. Use number relationships such as 

doubles, or plus or minus one to 

solve problems 

b. Use the inverse relationship 

between adding and subtracting to 




Probability 

1. Visual displays of data 

can be created using 

individual student data 

Students can: 

a. Contribute individual data to 

classroom data display 

b. Read information from picture 

graphs, bar graphs, and tally charts 

c. Describe data by applying the 

concepts of largest, smallest and 

most often 


IV. Shape, Dimension, and 

Geometric Relationships 

1. Shapes can be created and 

described by composing and 

decomposing 

Students can: 

a. Recognize, describe, and make 

shapes according to given 

relationships, attributes, or properties 

b. Sort geometric figures and describe 

how they are alike and different 

c. Combine and take apart shapes to 

create new shapes and describe results 

2. Measurement is used to 

compare and order objects 

and events 

Students can: 

a. Measure the length of common 

objects using nonstandard units such 

as created units, popsicle sticks, or 

paper clips 

b. Compare and order objects by 

length and weight 

c. Distinguish units of time (day, 

night, morning, afternoon, hours) and 

connect them to common events 

d. Compare and order units of time

elationship between composing and 

decomposing to solve addition and 

subtraction problems 

c. Identify coins and find the value of 

a collection of two coins(PFL) 

d. Demonstrate fluency with basic 

addition and related subtraction facts 

through sums to 10 

3. Parts of objects can be 

shown as fractions 

Students can: 

a. Identify unit fractions 1/2, 1/3, and 

1/4 as parts of wholes or parts of 

groups 

b. Understand fractions as equal 

shares or parts 

1 st GRADE – PHYSICAL SCIENCE, LIFE SCIENCE, AND EARTH SYSTEMS SCIENCE 



1. Solids and liquids have unique 

properties that distinguish them 

Students can: 

a. Analyze and interpret observations about 

solids and liquids and their unique properties 

b. Identify the similarities and differences of 

two or more groups of solids or liquids 

c. Classify solids and liquids based on their 

properties, and justify your choice based on 

evidence 

1. Offspring have characteristics that are 

similar to but not exactly like their 

parents’ characteristics 

Students can: 

a. Use evidence to analyze similarities and 

differences between parents and offspring in a variety 

of organisms including both plants and animals 

b. Analyze and interpret data regarding the 

similarities and differences between parents and 

offspring 

c. Question peers about evidence used in developing 

ideas about similarities and differences between 

parents and offspring 

d. Interpret information represented in pictures, 


1. Earth’s materials can be compared 

and classified based on their properties 

Students can: 

a. Identify and represent similarities and 

differences such as the texture, size, color, and 

shape of various materials on Earth 

b. Sort, group, and classify Earth’s materials based 

on observations and explorations 

c. Make predictions about how a material on Earth 

might be useful based on its properties 

d. Communicate ideas about the differences 

between soils from different places 

e. Use a variety of tools to observe, analyze, 

record, and compare Earth’s materials 

f. Analyze the impact of reducing, reusing, and

illustrations, and simple charts 

2. An organism is a living thing that has 

physical characteristics to help it survive 

Students can: 

a. Identify organisms and use evidence based 

scientific explanations for classifying them into 

groups 

b. Analyze and interpret data about the needs of 

plants and animals 

c. Use direct observations and other evidence to 

support ideas concerning physical characteristics that 

help plants and animals survive 

recycling various materials 

1 st GRADE – HISTORY, GEOGRAPHY, ECONOMICS, AND CIVICS 



1. Describe patterns and 

chronological order of events 

of the recent past 

Students can: 

a. Arrange life events in chronological 

order 

b. Identify the components of a calendar. 

Topics to include but not limited to days 

of the week, months, and notable events 

c. Identify past events using a calendar 

d. Use words related to time, sequence, 

and change 

Family and cultural traditions 

in the United States in the 

past 

Students can: 

a. Identify similarities and differences 

between themselves and others 

b. Discuss common and unique 

characteristics of different cultures using 

1. Geographic tools such as 

maps and globes represent 

places 

Students can: 

a. Explain that maps and globes are 

different representations of Earth 

b. Use terms related to directions - 

forward and backward, left and right – 

and distance –near and far– when 

describing locations 

c. Recite address including city, state, 

and country and explain how those labels 

help find places on a map 

d. Distinguish between land and water on 

a map or globe 

e. Create simple maps showing both 

human and natural features 

2. People in different groups 

and communities interact with 

each other and with the 

1. People work at different 

types of jobs and in different 

types of organizations to 

produce goods and services 

and receive an income 

Students can: 

a. Give examples of different types of 

business and the goods and services they 

produce for the community 

b. Give examples of types of jobs people in 

your family have 

c. Recognize that people have a choice 

about what kinds of jobs they do 

2. Identify short-term financial 

goals (PFL) 

Students can: 

a. Define a short-term financial goal 

b. Identify examples of short-term financial 

goals 

c. Discuss sources of income needed to 


1. Effective groups have 

responsible leaders and 

team members 

Students can: 

a. Describe the characteristics of 

responsible leaders 

b. Identify the attributes of a 

responsible team member 

c. Demonstrate the ability to be both a 

leader and team member 

2. Notable people, places, 

holidays and patriotic 

symbols 

Students can: 

a. Give examples of notable leaders of 

different communities including but not 

limited to the president, mayor, 

governor, and law enforcement 

b. Give examples of various patriotic 

symbols to include but not limited to

multiple sources of information 

c. Identify famous Americans from the 

past who have shown courageous 

leadership 

d. Identify and explain the meaning of 

American national symbols. Symbols to 

include but not limited to the American 

flag, bald eagle, Statue of Liberty, Uncle 

Sam, the Capitol, and the White House 

environment 

Students can: 

a. Identify examples of boundaries that 

affect family and friends 

b. Give examples of how people use and 

interrelate with Earth’s resources 

c. Identify how community activities 

differ due to physical and cultural 

characteristics 

d. Give examples of how schools and 

neighborhoods in different places are 

alike and different 

e. Identify cultural and family traditions 

and their connections to other groups and 

the environment 

meet short-term goals such as but not 

limited to gifts, borrowing, allowances, and 

income 


the flag, bald eagle, Uncle Sam, and the 

national anthem 

c. Identify significant places including 

but not limited to the Statue of Liberty, 

Capitol, White House, and important 

community sites 

d. Identify significant civic holidays 

e. Identify the American flag and the 

Colorado flag 

2nd GRADE – READING, WRITING AND COMMUNICATION STANDARDS/EVIDENCE 

OUTCOMES 


Language Study 

Purposes 

Composition 

Reasoning 

1. Contribute and expand 

on the ideas of self and 

others in discussion 

Students can: 

a. Use precise language to express 

ideas, opinions, and feelings 

b. Use content-specific vocabulary to 

ask questions and provide information 

c. Give oral presentations about 

personal experiences or interests using 

clear enunciation and adequate 

volume. 

d. Maintain focus on the topic 

e. Contribute knowledge to a small 

group or class discussion in order to 

develop a topic 

1. Demonstrate a range of 

comprehension strategies 

when reading literary and 

informational text 

Students can: 

a. Demonstrate use of selfmonitoring 

comprehension 

strategies: rereading, checking 

context clues, predicting, 

questioning, clarifying, activating 

schema/background knowledge in 

order to construct meaning and 

draw inferences 

b. Summarize with relevant and 

significant detail a variety of texts 

read or read aloud 

1. Plan written 

communication that is 

clearly understood by the 

reader 

Students can: 

a. Brainstorm and organize ideas 

using a variety of graphic 

organizers (expanding to: simple 

outlines, story 

maps, event maps, flow charts) 

b. Organize writing to include 


(narrative) OR an introduction, 

body and conclusion (expository), 

including appropriate details, with 

or without a prompt 

1. Use reference materials to 

locate information and 

answer questions 

Students can: 

a. Identify a variety of resources and 

the information they might contain 

(e.g., dictionary, trade book, Internet 

webpage) 

b. Identify a specific question and 

gather information for purposeful 

investigation and inquiry 

c. Use text features to locate, interpret, 

and use information (e.g., tables of 

contents, illustrations, diagrams, 

headings, bold type) 

d. Use a variety of multi-media

2. Actively listen to receive 

information and 

communicate effectively 

Students can: 

a. Listen in order to formulate thoughts 

and generate clarifying questions 

b. Learn to ask and answer questions, 

and to relate their own knowledge, 

experiences, thoughts, and opinions 

c. Identify and use common text 

features (title, captions bold key 

words, table of contents) to support 

understanding text and to answer 

questions 

d. Read text to perform a specific 

task (e.g., follow a recipe, play a 

game). 

e. Read text at approximately 85 

words per minute representing the 

meaning with proper expression 

(e.g. pause at punctuation marks) 


of syllable types, complex 

spelling patterns, and 

morphology to decode 

words with accuracy 

Students can: 

a. Apply knowledge of consonant 

digraphs, diphthongs, r-controlled 

vowels, vowel and syllable patterns 

to read multi-syllabic words 

b. Decode more complex spelling 

patterns (irregular vowel patterns 

and words, and common word 

endings) 

c. Determine how a basic 

prefix/suffix changes the meaning 

of a word in context 

d. Read about 300 high-frequency 

words with accuracy and speed 

c. Apply appropriate grade level 

transition words to writing 

d. Determine the purpose (to 

entertain, 

to inform, and to communicate) and 

the intended audience of a writing 

Place 

2. Use and apply 

appropriate spelling, 

capitalization, and 

punctuation when writing 

Students can: 

a. Use apostrophes in contractions. 

b. Use commas correctly (e.g., in a 

series, in dates, between the name 

of a town and state, and in the 

salutation 

and closing of a letter) 

c. Capitalize names of days, 

months, and holidays, and 

salutation / closing of a letter 

d. Apply correct spellings for 

complex spelling patterns according 

to position in a word (e.g., final /ch/ 

= tch in match; final /ā/ = ay as in 

pay, but ai in pain 

e. Apply inflected endings (-s, -es, - 

ing, - ed, -er, -est) 

f. Use and spell contractions 

correctly. 

g. Spell high-frequency words 

correctly 

3. Write in a variety of 

informational forms and 

genres (e. g., paragraph, 

letter, response to 

literature) 


sources to answer questions of interest 


inferences and points of 

view 

Students can: 

a. Recognize that different sources 

may have different points of view 

b. Assess points of view using 

fairness, relevance and breadth 

c. Determine clarity, relevance and 

accuracy of information 

d. Recognize that all thinking contains 

inferences from which we draw 

conclusions and give meaning to data 

and situations 

e. Assess inferences for clarity, 

accuracy and fairness 



thinking 

Students can: 

a. Ask primary questions of: depth and 

breadth 

b. Acknowledging the need to treat all 

viewpoints fair-mindedly


Properties, and Operations 

1. The whole number system 

describes place value 

relationships from ones to 

Students can: 

a. Write notes, letters, directions, or 

short accounts of personal 

experiences that follow a logical 

order. 

b. Organize ideas using an 

introduction, 

body, and concluding 

statement/sentence when given a 

structure or planning frame. 

c. With peers or partner, write 

research questions 

d. State a focus when responding to 

a given question, and use details 

from text to support a given focus 

e. List steps of a procedure in a 

logical Order 


literary forms and genres 

(e.g., poems, stories, fairy 

tales, and parodies)] 

Students can: 

a. Write stories that have a clear 

beginning, middle, and end, when 

given a structure or planning frame 

b. Describe characters 

c. Write short poems 

d. Begin to use vivid language 

2 nd GRADE – MATHEMATICS STANDARDS/EVIDENCE OUTCOMES 


and Algebraic 

Structures 

1. Patterns are based on 

rules 

Students can: 



Probability 


can be constructed in a 

variety of formats 


IV. Shape, Dimension, 

and Geometric 

Relationships 

1. Shapes can be created 

and described by 

quantifiable attributes

1,000 and forms the 


algorithms 

Students can: 

a. Read and write numbers to 1,000 and 

identify place value for three-digit 

numbers 

b. Describe relationships between ones, 

tens, and hundreds 

c. Explain the value of a digit in a 

three-digit number 

d. Order a collection of whole 

numbers 

2. Formulate, represent, and 

use algorithms to add and 

subtract two-digit whole 

numbers with flexibility, 

accuracy, and efficiency 

Students can: 

a. Demonstrate fluency with basic 

addition and subtraction facts to sums 

of 20 

b. Find value of a collection of coins 

and choose coins to have a given value 

c. Create stories and models, including 

linear and difference, to illustrate 

addition and subtraction 

d. Select and use appropriate methods 

to estimate sums and differences or 

calculate them mentally depending on 

the context and numbers involved 

e. Apply addition and subtraction 

concepts to financial decision-making 

(PFL) 

3. Fractions represent parts 

of a whole object or set 

a. Count objects by groups of 2, 5, 

and 10 

b. Identify a missing number in a 

sequence, and describe a rule 

c. Create and extend repeating 

patterns of 3-5 elements using a 

variety of materials such as numbers, 

letters, shapes, and manipulatives 

2. Number relationships 

can be used to develop 

computation strategies 

Students can: 

a. Use ten-based strategies to solve 

addition and subtraction facts to 20 

b. Demonstrate the structure of 

numbers as tens and ones in 

addition and subtraction 

c. Communicate the inverse 

relationship between addition and 

subtraction, and use this relationship 

to efficiently solve and check 

problems 

Students can: 

a. Construct picture graphs and bar 

graphs from a data set 

b. Read and explain information in 

picture graphs and bar graphs 

c. Describe data using concepts of 

median and range 

2. Mathematical models 

are used to describe the 

likelihood of an outcome 

or event 

Students can: 

a. Collect data using chance 

devices, such as spinners and 

describe outcomes as likely or 

unlikely 

b. Apply the concepts of likely or 

not likely to decisions from daily 

life (PFL) 


Students can: 

a. Recognize, describe, and create 

geometric figures according to given 

quantifiable attributes such as number 

of sides and size 

b. Identify symmetry in twodimensional 

figures 

c. Use quantifiable attributes to 

describe and estimate size of objects 

2. Some attributes of objects 

are measurable and can be 

quantified using different 

tools 

Students can: 

a. Identify the measurable attribute 

and appropriate unit of measure for an 

object 

b. Use common objects as nonstandard 

units 

c. Use standard linear measuring tools 

to measure to the nearest whole unit 

c. Identify common units of time, 

weight, and temperature and their 

appropriate use

Students can: 

a. Partition basic shapes, using 

common fractions such as 1/2, 1/3, and 

1/4 

b. Partition sets using common 

fractions such as 1/2, 1/3, ¼ 

2 nd GRADE – PHYSICAL SCIENCE, LIFE SCIENCE, AND EARTH SYSTEMS SCIENCE 



1. Changes in speed or direction of 

motion are caused by forces such as 

pushes and pulls 

Students can: 

a. Identify and predict how the direction or 

speed of an object may change due to an 

outside force 

b. Analyze and interpret observable data about 

the impact of forces on the motion of objects 

1. Organisms depend on their habitat’s 

nonliving parts to satisfy their needs 

Students can: 

a. Use evidence to develop a scientific explanation 

about how organisms depend on their habitat. 

b. Analyze and interpret data about nonliving 

components of a habitat 

c. Assess and provide feedback on other scientific 

explanations regarding why an organism can survive 

in its habitat 

d. Use instruments to make observations about 

habitat components – for example, data can be 

collected from a fish tank to assess the environmental 

health (dissolved oxygen, pH, Nitrogen content). 

2. Each plant or animal has different 

structures or behaviors that serve different 

functions 

Students can: 

a. Use evidence to develop an explanation as to why 

a habitat is or is not suitable for a specific organism 

b. Analyze and interpret data about structures or 

behaviors of a population that help that population 

survive 


1. Weather and the changing seasons 

impact the environment and organisms 

such as humans, plants, and other 

animals 

Students can: 


for how the weather and changing seasons impacts 

the organisms such as humans, plants, and other 

animals – and the environment 

b. Analyze and interpret data such as temperatures 

in different locations (Sun or shade) at different 

times and seasons as evidence of how organisms 

and the environment are influenced by the weather 

and changing seasons 

c. Analyze ways in which severe weather 

contributes to catastrophic events such as floods 

and forest fires

2 nd GRADE – HISTORY, GEOGRAPHY, ECONOMICS, AND CIVICS 



1. Identify historical sources 

and utilize the tools of a 

historian 

Students can: 

a. Identify community and regional 

historical artifacts and generate questions 

about their function and significance 

b. Explain the past through oral or 

written firsthand accounts of history 

c. Explain the information conveyed by 

historical timelines 

d. Identify history as the story of the past 

preserved in various sources 

e. Create timelines to understand the 

development of important community 

traditions and events 

2. People have influenced the 

history of neighborhoods and 

communities 

Students can: 

a. Organize the historical events of 

neighborhoods and communities 

chronologically 

b. Compare and contrast past and present 

situations, people, and events in 

neighborhoods, communities, and the 

nation 

c. Give examples of people and events, 

and developments that brought important 

changes to the community 

d. Compare how communities and 

neighborhoods are alike and different 

e. Describe the history, interaction, and 

contribution of the various peoples and 

cultures that have lived in or migrated to 

neighborhoods and communities. 

1. Geographic terms and tools 

are used to describe space and 

place 

Students can: 

a. Use map keys ,legends, symbols, 

intermediate directions, and compass rose 

to derive information from various maps 

b. Identify and locate various physical 

features on a map 

c. Identify the hemispheres, equator, and 

poles on a globe 

d. Identify and locate cultural, human, 

political, and natural features using map 

keys and legends 

2. People in communities 

manage, modify and depend 

on their environment 

Students can: 

a. Identify how communities manage and 

use nonrenewable and renewable 

resources 

b. Identify local boundaries in the 

community 

c. Explain why people settle in certain 

areas 

d. Identify examples of physical features 

that affect human activity 

e. Describe how the size and the 

character of a community change over 

time for geographic reasons 

1. The scarcity of resources 

affects the choices of 

individuals and communities 

Students can: 

a. Explain scarcity 

b. Identify goods and services and 

recognize examples of each 

c. Give examples of choices people make 

when resources are scarce 

d. Identify possible solutions when there 

are limited resources and unlimited 

demands 

2. Apply decision-making 

processes to financial 

decisions (PFL) 

Students can: 

a. Identify components of financial 

decision-making including gathering, 

evaluating, and prioritizing information 

based on a financial goal, and predicting 

the possible outcome of a decision 

b. Differentiate between a long-term and a 

short-term goal 


1. Responsible community 

members advocate for their 

ideas 

Students can: 

a. List ways that people express their 

ideas respectfully 

b. Identify how people monitor and 

influence decisions in their community 

c. Describe ways in which you can take 

an active part in improving your school 

or community 

d. Identify and give examples of civic 

responsibilities that are important to 

individuals, families, and communities 

e. Describe important characteristics of 

a responsible community member 

2. People use multiple ways 

to resolve conflicts or 

differences 

Students can: 

a. Give examples of ways that 

individuals, groups, and communities 

manage conflict and promote equality, 

justice, and responsibility 

b. Identify examples of power and 

authority and strategies that could be 

used to address an imbalance, including 

bullying as power without authority 

c. Identify and give examples of 

appropriate and inappropriate uses of 

power and the consequences 

d. Demonstrate skills to resolve 

conflicts or differences

3rd GRADE – READING, WRITING AND COMMUNICATION STANDARDS/EVIDENCE 

OUTCOMES 

I. Oral Expression and II. Reading for All III. Writing and IV. Research and Reasoning 


Composition 

1. Use oral communication 

skills effectively in group 

activities 

Students can: 

a. Demonstrate active listening by 

asking relevant questions; 

responding appropriately to 

information given; and summarizing 

what was said or 

learned 

b. Follow agreed-upon rules for 

class discussions and small group 

work (e.g., taking turns, including 

all members, assuming roles, 

listening to opinions of others) 

c. Use eye contact, volume, and tone 

appropriate to audience and purpose 

d. Use different types of complete 

sentences to share information, give 

directions, or request information 

2. Orally communicate 

both informally 

(interacting 

collaboratively) and 

formally (e.g., 

presentation, dramatic 

readings) 

Students can: 

a. Speak clearly, using appropriate 

volume and pitch for the purpose 

1. Apply comprehension 

strategies to construct 

meaning when reading a 

variety of literary 

genres 

Students can: 

a. Describe and draw inferences 

about the elements of plot, 

character, and setting in the stories / 

poems / plays 

b. Summarize central ideas and 

important details from literary text 

c. Use signal words (e.g., before, 

after, next) and text structure 

(narrative, chronology) to determine 

the sequence of major events 

d. Use a variety of comprehension 

strategies to interpret text (e.g., 

attending, searching, predicting, 

checking, and self-correcting) 

e. Read familiar texts orally with 

fluency and accuracy, attending to 

phrasing, intonation, and 

punctuation 

2. Apply comprehension 

strategies when reading 


Students can: 

a. Use text features (e.g., bold type, 

titles, headings, captions, table of 


informational forms and 

genres (e.g., friendly 

letters, procedures, 

summaries) 

Students can: 

a. Write a short explanation of a 

process (e.g., science investigation, 

“how to” summary) that includes a 

topic statement, appropriate 

sequencing, supporting details, and 

a conclusion 

b. Write brief summaries of 

information gathered through 

research (e.g., observations, 

interviews, reading). 

c. State and maintain a focus / 

controlling idea on a topic 

d. Group ideas logically (e.g., 

predictable categories for a 

summary report, steps of a 

procedure, order of 

importance) 

e. Use appropriate transition words 

or phrases to connect ideas 

f. Include sufficient details or facts 

for appropriate depth of 

information: 

naming, describing, explaining, 

comparing, use of visual images 

2. Use correct grammar, 


1. Work with others to 

research a topic and share 

findings. 

Students can: 

a. Interpret and communicate the 

information learned by developing a brief 

summary with supporting details 

b. Develop supporting visual information 

(e.g., charts, maps, illustrations, models) 

c. Present a brief report of the research 

findings to an audience 


inferences and points of view 

Students can: 

a. Recognize that different sources may 

have different points of view 

b. Assess points of view using fairness, 

relevance and breadth 

c. Determine the clarity, relevance and 

accuracy of information 

d. Recognize that all thinking contains 

inferences from which we draw 

conclusions and give meaning to data and 

situations 

e. Assess inferences for accuracy and 

fairness 

f. Recognize what they know and don’t 

know. (Intellectual humility)

and audience 

b. Speak at an understandable rate, 

demonstrating awareness of 

audience (e.g., pausing, making eye 

contact, asking questions) 

c. Select and organize ideas 

sequentially or around major points 

of information. 

d. Use grammatically correct 

language and specific vocabulary to 

communicate ideas and supporting 

details 

contents, graphics) to locate and 

organize information and to make 

predictions 

b. Use informational text structures 

(sequence, cause/effect) to predict, 

construct meaning, and deepen 

understanding 

c. Locate information to support 

opinions, predictions, and 

conclusions. 

d. Use semantic cues and signal 

words (because, although) to 

identify cause/effect and 

compare/contrast 

relationships 

e. Read familiar texts orally with 

fluency and accuracy, attending to 

phrasing, intonation, and 

punctuation 

3. Demonstrate 

vocabulary knowledge 

through use of strategies 

and understanding of 

word meanings, word use, 

and word relationships 

Students can: 

a. Read multi-syllabic words with 

accuracy and fluency in context. 

b. Read and identify the meaning of 

words with common prefixes (un-, 

re-, dis-) and derivational suffixes (ful, 

- ly, -ness) 

c. Differentiate between concrete 

and abstract (e.g., freedom, 

happiness) meanings of words 

d. Determine meanings of words, 

including content specific words 

(e.g., predator-prey) using a 

dictionary or glossary 

capitalization, 

punctuation, and spelling 

Students can: 

a. Use apostrophes to show 

possession 

b. Use quotation marks in dialogue 

c. Use indentation for paragraphs 

d. Use capital letters in quotations 

e. Use commas in a series 

f. Apply correct spellings for vowel 

sounds within syllable types 

(closed, silent-e, vowel-r, vowel 

team, open, and consonant-le) in 

one and multi-syllabic words 

g. Begin to use spelling rules that 

change the spelling of the base 

word – doubling rule (hop, 

hopping), drop e 

rule (hope, hoping), change y to i 

rule (happy, happiness) 

h. Spell high-frequency words 

correctly 




Operations 

1. The whole number 


value relationships from 

ones to 10,000 and forms 

the foundation for efficient 

algorithms 

Students can: 

a. Read and write numbers from one 

to 10,000 and explain place value for 

four-digit numbers 

b. Generalize the change represented 

when moving from one place to 

another place in a number 

c. Compose and decompose multidigit 

numbers based on place value 

2. Parts of a whole can be 

modeled and represented 

in different ways 

e. Use knowledge of word 

relationships to identify antonyms, 

synonyms, and homophones 

f. Categorize words (e.g., by 

function, descriptive 

characteristics/features, 

definition) 

g. Use knowledge of word 

structure, including prefixes / 

suffixes and base 

words to determine meanings of 

unfamiliar words and make new 

words 

3 rd GRADE – MATHEMATICS STANDARDS/EVIDENCE OUTCOMES 


and Algebraic 

Structures 

1. Number patterns are 

based on operations and 

relationships 

Students can: 

a. Extend simple arithmetic and 

geometric sequences 

b. Count by and analyze patterns in 

multiples of 2, 3, 4, 5, 6, 7, 8, 9, 10, 

11, 12, 25, 50, and 100 

c. Use known multiplication facts to 

solve unknown multiplication 

problems 

2. Number properties can 

be used to solve problems 

Students can: 

a. Use the commutative property to 

solve addition and multiplication 

problems 



Probability 


can be used to answer 

questions of interest 

Students can: 

a. Compose questions to generate 

data 

b. Collect and organize data from 

simple experiments or surveys in 

class 

c. Create picture graphs, bar graphs, 

dot plots, and frequency tables from 

a data set 

d. Describe data using the concepts 

of mode, clusters and gaps 


are used to explore and 

describe fairness 

Students can: 




1. Geometric figures are 

described by their attributes 

and position in the plane 

Students can: 

a. Construct and describe twodimensional 

shapes by attributes and 

properties such as sides, angles, and 

symmetry 

b. Recognize and demonstrate 

transformations – reflections, 

translations, and rotations – of basic 

shapes or designs 

c. Use geometric properties of points and 

line segments to describe figures 

2. Objects have distinct 

attributes that can be 

measured with appropriate 

tools

Students can: 

a. Use drawings, models, and 

numerals to represent fractions 

(halves, thirds, fourths, sixths, 

eighths) based on a whole shape, 

number set, or number line 

b. Estimate and justify the 

reasonableness of solutions to 

problems involving representations 

of fractions 

c. Describe why equivalent fractions 

are two ways of modeling the same 

quantity using a model or drawing 

3. Formulate, represent, 

and use algorithms to add 

and subtract multi-digit 

whole numbers with 

flexibility, accuracy, and 

efficiency 

Students can: 

a. Use number sense to estimate and 

justify the reasonableness of 

solutions to problems 

b. Use flexible methods of 

computing, including studentgenerated 

strategies and standard 

algorithms 

c. Estimate using strategies such as 

front-end estimation or landmark 

numbers 

4. Multiplying and 

dividing are inverse 

operations modeled in a 

variety of ways 

Students can: 

a. Demonstrate fluency with 

b. Use the associative property to 

solve addition problems 

c. Use the relationship between 

addition and multiplication to solve 

problems 

a. Investigate chance devices such 

as coins, spinners, and number 

cubes 

b. Apply the concepts of 

impossible, unlikely and likely 

c. Determine if a chance device is 

fair or unfair 


Students can: 

a. Use standard units to measure to the 

nearest 1/2 or whole inch or centimeter 

b. Estimate and measure distance and 

perimeter

multiplication and division facts with 

single-digit factors 

b. Describe relationships between 

related facts and between 

multiplication and division 

c. Represent multiplication and 

division problems with drawings, 

models, number sentences, and 

stories 

d. Model strategies to achieve a 

personal financial goal using 

arithmetic operations (PFL) 

3 rd GRADE – PHYSICAL SCIENCE, LIFE SCIENCE, AND EARTH SYSTEMS SCIENCE 



1. Matter exists in different states 

such as solids, liquids, and gases and 

can change from one state to another 

by heating and cooling 

Students can: 

a. Analyze and interpret observations about 

matter as it freezes and melts, and boils and 

condenses 

b. Use evidence to develop a scientific 

explanation around how heating and cooling 

affects states of matter 

c. Identify the state of any sample of matter 

1. The duration and timing of life cycle 

events such as reproduction and longevity 

vary across organisms and species 

Students can: 


regarding the stages of how organisms develop and 

change over time 

b. Analyze and interpret data to generate evidence 

that different organisms develop differently over time 

c. Use a variety of media to collect and analyze data 

regarding how organisms develop 


1. Earth’s materials can be broken down 

and/or combined into different materials 

such as rocks, minerals, rock cycle, 

formation of soil, and sand – some of 

which are usable resources for human 

activity 

Students can: 

a. Investigate and identify two or more ways that 

Earth’s materials can be broken down and/or 

combined in different ways such as minerals into 

rocks, rock cycle, formation of soil, and sand 

b. Use evidence to develop a scientific explanation 

about one or more processes that break down 

and/or combine Earth materials 

c. Utilize a variety of media sources to collect and 

analyze data around Earth’s materials and the 

processes by which they are formed

3 rd GRADE – HISTORY, GEOGRAPHY, ECONOMICS, AND CIVICS 



1. Use a variety of sources to 

distinguish historical fact 

from fiction 

Students can: 

a. Compare factual historical sources 

with works of fiction about the same 

topic identifying items on topics to 

include but not limited to historical fact 

and opinion 

b. Use a variety of historical sources 

including artifacts, pictures and 

documents to help define factual 

historical evidence 

c. Compare information from multiple 

sources recounting the same event 

2. People in the past 

influence the development 

and interaction of different 

communities or regions 

Students can: 

a. Compare past and present situations 

and events 

b. Chronologically sequence important 

events in a community or region 

c. Give examples of people and events, 

and developments that brought important 

changes to a community or region 

d. Describe the history, interaction, and 

contribution of the various peoples and 

cultures that have lived in or migrated to 

a community or region 

1. Use various types of 

geographic tools to develop 

spatial thinking 

Students can: 

a. Read and interpret information from 

geographic tools and formulate 

geographic questions 

b. Find oceans and continents, major 

countries, bodies of water, mountains, 

and urban areas, the state of Colorado, 

and neighboring states on maps 

c. Locate the community on a map and 

describe its natural and human features 

d. Identify geography-based problems 

and examine the ways that people have 

tried to solve them 

2. The concept of regions is 

developed through an 

understanding of similarities 

and differences in places 

Students can: 

a. Observe and describe the physical 

characteristics and the cultural and 

human features of a region 

b. Identify the factors that make a region 

unique including cultural diversity, 

industry and agriculture, and land forms 

c. Give examples of places that are 

similar and different from a local region 

d. Characterize regions using different 

types of features such as physical, 

political, cultural, urban and rural 

1. Describe producers and 

consumers and how goods and 

services are exchanged 

Students can: 

a. Describe the difference between 

producers and consumers and explain how 

they need each other 

b. Describe and give examples of forms of 

exchange including but not limited to trade 

and barter 

c. Describe how the exchange of goods and 

services between businesses and consumers 

affects all parties 

d. Recognize that different currencies and 

forms of exchange that exist and list the 

functions of money to include but not 

limited to such topics as as medium of 

exchange, store of value, and measure of 

value 

e. Give examples of how trade benefits 

individuals and communities and increases 

interdependency 

2. Describe how to meet short 

term financial goals (PFL) 

Students can: 

a. Identify sources of income including 

gifts, allowances, and earnings 

b. Recognize that there are costs and 

benefits associated with borrowing to meet 

a short-term financial goal 

c. Identify jobs children can do to earn 

money for personal, philanthropic, or 

entrepreneurial goals 

d. Create a plan for a short-term financial 

goal 

e. Describe the steps necessary to reach 

short-term financial goals 


1. Respecting the views and 

rights of others is a key 

component of a democratic 

society 

Students can: 

a. Identify and apply the elements of 

civil discourse including but not limited 

to listening with respect for 

understanding and speaking in a 

respectful manner 

b. Identify important economic and 

personal rights and how they relate to 

others 

c. Give examples of the relationship 

between rights and responsibilities 

2. The origins, structure, 

and functions of local 

government 

Students can: 

a. Identify the origins, structure, and 

functions of local government 

b. Identify and explain the services 

local governments provide and how 

those services are funded 

c. Identify and explain a variety of roles 

leaders, citizens, and others play in 

local government

4 th GRADE – READING, WRITING AND COMMUNICATION STANDARDS/EVIDENCE 

OUTCOMES 



Composition 

1. Use a clear 

communication structure 

to effectively deliver and 

receive oral information 

Students can: 

a. Carry out, evaluate and reflect on 

roles in small group discussions 

b. Listen to and paraphrase key ideas 

expressed by self and others 

c. Ask questions to clarify 

understanding 

d. Deliver planned oral presentations 


of syllable types, complex 

orthography, morphology, 

and word relationships to 

decode (read) multisyllabic 

words 

Students can: 

a. Read multi-syllabic words with 

closed (napkin), silent-e (compete), 

open (pilot), vowel-r (carpet), 

vowel team (author), and 

consonant-le (puzzle, table) 

syllables 

b. Decode vowel patterns in 

unaccented syllables (actor = /ăk 

ter/) 

c. Read and identify the meaning of 

words with common prefixes (un-, 

re-, dis-) and derivational suffixes (ful, 

-ly, -ness) 

d. Recognize, read, and identify the 

meaning of words that change 

spelling to show past tense: write/ 

wrote; catch/caught; teach/taught 

e. Apply knowledge of derivational 

suffixes which change the part of 

speech of the base word (e.g., help, 

helpful) 

f. Begin to read and understand the 

meaning of Latin roots and related 

word families (e.g., port – report, 

porter, deport, import) 

1. Apply a writing process 

to generate ideas, and 

plan, draft, and revise 

writing 

Students can: 

a. Identify a text structure 

appropriate to purpose (e.g., 

sequence, chronology, 

description, explanation, 

comparison- and-contrast) 

b. Organize relevant ideas and 

details to convey a central idea 

c. Develop paragraphs with topic 

sentence, sufficient supporting 

detail, and a concluding sentence 

d. Group related ideas and place 

them in logical order when writing 

paragraphs or summaries 

e. Improve word choice and 

concrete details, using dictionaries, 

glossaries, or thesauruses 

f. Use transition words (e.g., 

however, since) 

g. Use appropriate language for 

different audiences (e.g., students, 

parents) and purposes (e.g., 

summary, invitation) 

h. Revise writing to improve clarity 

and level of detail after determining 

what could be added or deleted 

i. Decide if supporting visuals will 

enhance the final product (e.g., 

illustration, photo, diagram) 


1. Demonstrate 

comprehension of 

informational resources by 

gathering and interpreting 

relevant information in 

individual and group research 

projects 

Students can: 

a. Identify a topic and formulate openended 

research questions for further 

inquiry and learning 

b. Identify relevant sources for locating 

information 

c. Locate information using text features, 

(e.g., appendices, indices, glossaries, and 

table of content) 

d. Gather information using a variety of 

resources (e.g., reference materials, trade 

books, online, print and media resources) 

e. Read for key ideas, take notes, and 

organize information read (e.g., using 

graphic organizer) 

2. Develop and share research 

findings 

Students can: 

a. Interpret and communicate the 

information learned by developing a brief 

summary with supporting details 

b. Develop relevant supporting visual 

information (e.g., charts, maps, diagrams,

g. Read multi-syllabic words with 

inflectional and derivational 

suffixes that change the spelling of 

the base word -- doubling rule 

(refer, referring, referral), drop e 

rule (active, activity), change y to i 

rule (beauty, beautiful) 

h. Infer meaning of words using 

explanations offered within a text 

2. Apply and adjust a wide 

range of reading 

comprehension and 

fluency strategies to 

literary text 

Students can: 

a. Identify and draw inferences 

about setting, characters (e.g., 

motivations, 

personality traits) and plot 

b. Describe the development of plot 

(e.g., the origin of the central 

conflict, the action of plot, and how 

the conflict is resolved) 

c. Summarize text by identifying 

important ideas and sequence and 

providing supporting details 

d. Read familiar texts orally with 

fluency, accuracy, and prosody 

3. Apply and adjust a 

range of reading 

comprehension and 

fluency strategies to 

identify main idea, cause 

and effect, and 

conclusions in 



literary forms and genres 

(e.g., poems, stories, 

legends, comic strips, 

parodies) 

Students can: 

a. Create a clear and coherent 

(logically consistent) story line with 


b. Establish a problem and solution. 

c. Use relevant and descriptive 

details to develop characters 

d. Use transition words/phrases to 

establish chronology 

e. Select and manipulate words, 

phrases or clauses, for connotation / 

shades of meaning and impact on 

reader. 

f. Write poems that express 

thoughts or feelings, using rhyme, 

rhythm, and/or imagery/sensory 

details 

g. Choose conventional or 

alternative poetic forms to achieve 

intended reader response (e.g., 

limericks, formula poems, acrostics) 

h. Write an account based on 

personal experience that has a clear 

focus and sufficient supporting 

detail 

3. Apply correct sentence 

formation, grammar, 

punctuation, 

capitalization, and spelling 

to make the meaning clear 

to the reader 

Students can: 


photo evidence, models) 

c. Present a brief report of the research 

findings to an audience 


implications, concepts and 

ideas 

Students can: 

a. Consider negative as well as positive 

implications of their own thinking or 

behavior, or others thinking or behavior 

b. Students are able to state, elaborate, 

and give an example of what a concept is 

c. Students identify the key concepts 

and ideas they and others use 

d. Ask primary questions of: clarity, 

significance, relevance, accuracy, 

depth and breadth



Operations 

1. The decimal number 


value patterns and 

relationships that are 

repeated in large and small 

numbers and forms the 


Students can: 

a. Use informational text features 

(e.g., bold type, headings, visuals, 

captions, glossary) to organize or 

categorize information 

b. Skim materials to develop a 

general overview of content 

c. Scan to locate specific 

information or to perform a specific 

task (e.g., finding a phone number, 

locating a definition in a glossary, 

identifying a specific phrase in a 

passage) 

d. Identify common organizational 

structures (e.g., paragraphs, topic 

sentences, concluding sentences) 

and explain how they aid 

comprehension 

e. Read familiar texts with fluency, 

accuracy, and prosody 

a. Apply knowledge of correct 

mechanics (e.g., capital letters, 

quotation marks, punctuation, 

contractions) 

b. Apply correct standard English 

spelling (e.g., commonly used 

homophones, plurals that are 

formed by changing some of the 

letters, words that change spelling 

to show past tense) when editing 

c. Write complete simple and 

compound sentences with correct 

subject predicate relationships 

d. Write sentences with compound 

subjects (Tom and Pat went to the 

store.) and compound verbs (Harry 

thought and worried about the 

things 

he said to Jane) 

e. Use correct form (e.g., indenting 

paragraphs, parts of a letter, formula 

poem, etc.) 

f. Use comparative and superlative 

forms correctly (e.g., He is bigger 

than his brother. 

4 th GRADE – MATHEMATICS STANDARDS/EVIDENCE OUTCOMES 


and Algebraic 

Structures 

1. Number patterns and 

relationships can be 

represented by symbols 

Students can: 

a. Use number relationships to find 

the missing number in a sequence 

b. Use a symbol to represent and 



Probability 

1. Visual displays of 

classroom data can be 

used to summarize 

information across the 

content areas 

Students can: 




1. Geometric figures are 

described by their attributes 

and specific location in the 

plane 

Students can: 

a. Identify parallel, perpendicular, and 

intersecting line segments in the plane

algorithms 

Students can: 

a. Read and write numbers from one 

to 100,000 and explain place value 

for five-digit numbers 

b. Compose and decompose multidigit 

numbers based on place value 

c. Read and write numbers to the 

hundredths place 

d. Identify the value of any given 

digit in a number with decimals to 

the hundredths place 


and use algorithms to 

multiply and divide with 


efficiency 

Students can: 

a. Use flexible and efficient methods 

of computing including studentgenerated 

strategies and standard 

algorithms to solve three- or fourdigit 

by one-digit multiplication or 

division problems 

b. Estimate using strategies such as 

front end or rounding to justify the 


problems 

c. Demonstrate fluency with 

multiplication facts and their related 

division facts 0 to 12 

d. Explain why multi-digit 

multiplication and division 

procedures work based on place 

value properties and use them to 


3. Different models and 

find an unknown quantity in a 

problem situation 

c. Complete input/output tables 

d. Find the unknown in simple 

equations 

2. Number properties and 

relationships can be used 

to solve problems 

Students can: 

a. Use and describe number 

patterns for counting by 2, 5, 9, 10, 

and 11 from a given starting 

number 

b. Communicate the inverse 

relationship between multiplication 

and division, and use this 

relationship to efficiently solve and 

check problems 

c. Use the commutative and 

associative properties of 

multiplication to solve problems 

a. Compose questions to generate 

data related to grade level areas of 

study 

b. Collect data from class 

experiments or multi-classroom 

surveys 

c. Create data displays appropriate 

to data collected 

d. Describe data using the concept 

of shape of the distribution 


are used to test predictions 

about the likelihood of 

events 

Students can: 

a. Formulate a question to test a 

prediction, and conduct an 

experiment using chance devices, 

such as coins, spinners, and number 

cubes, to test predictions 

b. Represent the outcomes of 

experiments with fractions, and 

describe using the concepts of 

impossible, unlikely, likely, and 

certain 

c. Describe the likelihood of reallife 

situations using the concepts of 

impossible, unlikely, likely and 

certain (PFL) 


and within geometric shapes 

b. Create geometric designs using 

transformations :reflections, translations, 

and rotations 

c. Compare geometric figures according 

to the attributes of congruence, 

symmetry, and angle size 

d. Name and locate points specified by 

ordered number pairs on a coordinate 

grid 

2. Appropriate measurement 

tools, units, and systems are 

used to measure different 

attributes of objects and time 

Students can: 

a. Model area using square units 

b. Distinguish between area and 

perimeter 

c. Convert using unit equivalencies 

within the standard measurement system 

(yards to feet and feet to inches, pounds 

to ounces, gallons to quarts) 

d. Convert using unit equivalencies 

within the metric measuring system 

(meters to centimeters, kilometers to 

meters, and liters to milliliters) 

e. Estimate and measure elapsed time to 

the nearest quarter hour 

f. Select an appropriate tool and unit for 

measuring length, weight, and capacity

epresentations can be 

used to compare fractional 

parts 

Students can: 

a. Solve comparison problems using 

models of fractions with like and 

unlike denominators through 10 

b. Estimate and justify the 


problems involving comparison of 

fractions 

c. Demonstrate equivalent fractions, 

decimals, and percents using 

drawings and models 

4 th GRADE – PHYSICAL SCIENCE, LIFE SCIENCE, AND EARTH SYSTEMS SCIENCE 



1. Energy comes in many forms such 

as light, heat, sound, magnetic, 

chemical, and electrical 

Students can: 

a. Identify and describe the variety of energy 

sources 

b. Show that electricity in circuits requires a 

complete loop through which current can pass 

c. Describe the energy transformation that takes 

place in electrical circuits where light, heat, 

sound, and magnetic effects are produced 

d. Use multiple resources – including print, 

electronic, and human – to locate information 

about different sources of renewable and 

nonrenewable energy 

1. All living things share similar 

characteristics, but they also have 

differences that can be described and 

classified 

Students can: 

a. Use evidence to develop a scientific explanation of 

what plants and animals need to survive 

b. Use evidence to develop a scientific explanation 

for similarities and/or differences among different 

organisms (species) 

c. Analyze and interpret data representing variation in 

a trait 

d. Examine, evaluate, question, and ethically use 

information from a variety of sources and media to 

investigate questions about characteristics of living 

things 

2. Comparing fossils to each other or to 


1. Earth is part of the solar system, 

which includes the Sun, Moon, and 

other bodies that orbit the Sun in 

predictable patterns that lead to 

observable paths of objects in the sky as 

seen from Earth 

Students can: 

a. Gather, analyze, and interpret data about 

components of the solar system 

b. Utilize direct and indirect evidence to 

investigate the components of the solar system 

c. Gather, analyze, and interpret data about the 

Sunrise and Sunset, and Moon movements and 

phases 

d. Develop a scientific explanation regarding 

relationships of the components of the solar system

living organisms reveals features of 

prehistoric environments and provides 

information about organisms today 

Students can: 


for: 

1. What fossils tell us about a prehistoric 

environment 

2. What conclusions can be drawn from 

similarities between fossil evidence and 

living organisms 

b. Analyze and interpret data to generate evidence 

about the prehistoric environment 

c. Evaluate whether reasoning and conclusions about 

given fossils are supported by evidence 

d. Use computer simulations that model and recreate 

past environments for study and entertainment 

3. There is interaction and 

interdependence between and among 

living and nonliving components of 

ecosystems 

Students can: 

a. Use evidence to develop a scientific explanation on 

how organisms adapt to their habitat 

b. Identify the components that make a habitat type 

unique 

c. Compare and contrast different habitat types 

d. Create and evaluate models of the flow of 

nonliving components or resources through an 

ecosystem 

e. Make a plan to positively impact a local ecosystem 

f. Examine, evaluate, question, and ethically use 

information from a variety of sources and media to 

investigate endangered habitats 


4 th GRADE – HISTORY, GEOGRAPHY, ECONOMICS, AND CIVICS 



1. Organize and sequence 

events to understand the 

concepts of chronology and 

cause and effect in the 

history of Colorado 

Students can: 

a. Construct a timeline of events showing 

the relationship of events in Colorado 

history with events in United States and 

world history 

b. Analyze primary source historical 

accounts related to Colorado history to 

understand cause-and-effect relationships 

c. Explain the cause-and-effect 

relationships in the interactions among 

people and cultures that have lived in or 

migrated to Colorado 

d. Identify and describe how major 

political and cultural groups have 

affected the development of the region 

2. The historical eras, 

individuals, groups, ideas 

and themes in Colorado 

history and their 

relationships to key events in 

the United States 

Students can: 

a. Analyze various eras in Colorado 

history and the relationship between 

these eras and eras in United States 

history, and the changes in Colorado over 

time 

b. Describe interactions among people 

and cultures that have lived in Colorado 

c. Describe the development of the 

1. Use several types of 

geographic tools to answer 

questions about the geography 

of Colorado 

Students can: 

Students can: 

a. Answer questions about Colorado 

regions using maps and other geographic 

tools 

b. Use geographic grids to locate places 

on maps and images to answer questions 

c. Create and investigate geographic 

questions about Colorado in relation to 

other places 

d. Illustrate, using geographic tools, how 

places in Colorado have changed and 

developed over time due to human 

activity 

2. Connections within and 

across human and physical 

systems are developed 

Students can: 

a. Describe how the physical 

environment provides opportunities for 

and places constraints on human 

activities 

b. Explain how physical environments 

influenced and limited immigration into 

the state 

c. Analyze how people use geographic 

factors in creating settlements and have 

adapted to and modified the local 

physical environment 

d. Describe how places in Colorado are 

connected by movement of goods and 

services and technology 

1. People respond to positive 

and negative incentives 

Students can: 

a. Define positive and negative economic 

incentives 

b. Give examples of the kinds of goods and 

services produced in Colorado in different 

historical periods and their connection to 

economic incentives 

c. Explain how the productive resources – 

natural, human, and capital– of Colorado 

have influenced the types of goods 

produced and services provided 

2. The relationship between 

choice and opportunity cost 

(PFL) 

Students can: 

a. Define choice and opportunity cost 

b. Analyze different choices and their 

opportunity costs 

c. Give examples of the opportunity costs 

for individual decisions 

d. Identify risks that individuals face 

(PFL) 

e. Analyze methods of limiting financial 

risk (PFL) 


1. Analyze and debate 

multiple perspectives on an 

issue 

Students can: 

a. Give examples of issues faced by the 

state and develop possible solutions 

b. Provide supportive arguments for 

both sides of a current public policy 

debate 

c. Discuss how various individuals and 

groups influence the way an issue 

affecting the state is viewed and 

resolved 


and functions of the 

Colorado government 

Students can: 

a. Explain the origins, structure, and 

functions of the three branches of the 

state government and the relationships 

among them 

b. Identify and explain a variety of 

roles leaders, citizens, and others play 

in state government 

c. Identify and explain the services 

state government provides and how 

those services are funded 

d. Explain the historical foundation and 

the events that led to the formation of 

the Colorado government 

e. Describe how the decisions of the 

state government affect local 

government and interact with federal 

law

political structure in Colorado history. 

Topics to include but not limited to an 

understanding of the Colorado 

Constitution and the relationship between 

state and national government 

d. Describe the impact of various 

technological developments. Topics to 

include but not limited to the state of 

Colorado, including changes in mining 

technology; changes in transportation; 

early 20th century industrial changes; and 

mid- to late 20th century nuclear and 

computer technological changes 


OUTCOMES 



Composition 


skills to express an opinion, 

provide information, 

describe a process, or 

persuade an audience 

Students can: 

a. Organize information to share by 

selecting appropriate language, 

visuals, and details to support the 

main idea 

b. Use appropriate eye contact, 

volume, and clear pronunciation 

appropriate to audience 

c. Adapt language as appropriate to 

purpose: to persuade, explain / 

provide information, or express an 

opinion. 


of morphology and word 

relationships to decode 

(read) multi-syllabic 

words 

Students can: 

a. Read and identify the meaning of 

words with sophisticated prefixes 

(e.g., en-, enrich) 


advanced derivational suffixes 

(e.g., - ic, -al, -ity) 

c. Apply knowledge of derivational 


speech of the base word (e.g., 

active, activity) 

d. Read multi-syllabic words with 

1. Write for a variety of 

purposes and audiences: 

to describe, inform, 

entertain, and persuade 

Students can: 

a. Choose planning strategies to 

support writing for various 

purposes. 

b. Organize information to 

effectively communicate message to 

intended audience 

c. Use precise and descriptive 

vocabulary to create tone and voice 

d. Vary sentence structure 

e. Revise writing for clarity, level of 

detail, and precision of language 

f. Use available technology to 

access information 


1. Organize and present 

research information, 

documenting sources 

Students can: 

a. Summarize and support key ideas 


information (e.g., charts, maps, graphs, 


c. Demonstrate comprehension of 

information with supporting logical 

and valid inferences 

d. Provide documentation of sources 

used in a grade-appropriate format 

e. Develop and present a brief (oral or 

written) research report with clear focus 

and supporting detail for an intended 

audience

2. Use active listening 

strategies appropriate to 

the setting, purpose, or 

context 

Students can: 

a. Know how to listen to other’s ideas 

and form their own opinions 

b. Model a variety of active listening 

strategies (e.g., eye contact, note 

taking, questioning, formulating 

clarifying questions) 

c. Listen with comprehension and 

concentration 


suffixes that change the spelling, 

but not the 

pronunciation, of the base word – 

culture, cultural; mature, maturity) 

e. Read and identify the meaning of 

Latin roots and related word 

families in which the pronunciation 

of the Latin 

root does not change (e.g., tract 

―to pull, tractor, traction, contract) 

f. Infer meaning of words using 

structural analysis, context and 

knowledge of multiple meanings 

2. Apply a range of 

strategies to comprehend 

literary text 

Students can: 


about characters, setting, and plot 

(including conflict, action, and 

resolution) 

b. Paraphrase or summarize key 

ideas and/or plot, with major events 

sequenced 

c. Identify and use supporting 

evidence to describe the distinct 

characteristics of various literary 

genres (poetry, fiction, short story, 

dramatic literature) 

d. Identify the narrator or speaker. 

e. Explain the different points of 

view of characters 


reading strategies to 

comprehend and compare 

formats, vocabulary, and 

2. Write narrative and 

expository text applying 

the writing process (idea 

generating, planning, 

drafting, revising and 

editing) 

Students can: 

a. Write a brief interpretation or 

explanation of a literary or 

informational text using evidence 

from the text as support 

b. Write stories or scripts containing 

the basic elements of fiction 

(characters, dialogue, setting, plot 

with a clear resolution) 

3. Revise and edit writing 

for the purpose of making 

meaning clearer to the 

reader 

Students can: 

a. Revise writing to improve level 

of detail and precision of language, 

determine where to add images and 

sensory detail, combine sentences, 

vary sentences, and rearrange text 

b. Use appropriate language for 

different audiences (other students, 

parents) and purposes (letter to a 

friend, thank you note, invitation) 

c. Apply knowledge of correct 

mechanics (apostrophes, quotation 

marks, comma use in compound 

sentences, paragraph indentations), 

correct sentence structure 

(elimination of fragments and runons), 

and correct standard English 




ideas 

Students can: 

a. Accurately explain the implications of 

concepts they use. 

b. Identify irrelevant ideas and use 

concepts and ideas in ways relevant to 

their purpose 

c. Analyze concepts and draw 

distinctions between related but 

different concepts 

d. Demonstrate use of language that is 

careful and precise, while holding 

others to the same standards 

e. Students distinguish clearly and 

precisely, the difference between and 

implication and consequence 

f. Students distinguish probable from 

improbable implications and 

consequences 



reasoning 

Students can: 



precision, logic, fairness, depth and 

breadth 

b. Acknowledge the need to treat all 

viewpoints fair-mindedly 

c. Recognize what they know and don’t 

know. (Intellectual humility) 

d. Recognize the value of using the 

reasoning process to foster desirable 

outcomes (Intellectual confidence in 

reason)

ideas found in a variety of 

informational texts 

Students can: 


(e.g., bold type, headings, graphic 

organizers, numbering schemes, 

glossary) and text structures to 

organize or categorize information, 

to answer questions, or to perform 

specific tasks 

b. Use text structures (sequence, 

cause/effect, compare/contrast, 

problem/solution) to predict and 

construct meaning and deepen 

understanding 

c. Skim materials to develop a 


d. Scan materials to locate specific 

information 

e. Locate relevant details in text 

that support the main idea 

f. Describe new information gained 

from reading 

g. Explain how common 

organizational structures 

(paragraphs, topic sentences, 

concluding sentences) 

assist comprehension 

4. Expand comprehension 

by analyzing and 

interpreting information 

and ideas in literary texts 

Students can: 

a. Compare and contrast different 

literary texts with similar themes or 

story lines or texts by the same 

author 

b. Use knowledge of literary 

spelling (commonly used 

homophones) when revising, and 

editing 



summaries or reports 

e. Develop, organize, and write 

information about a topic into a 

coherent paragraph with a topic 

sentence, sufficient relevant 

supporting detail, and a concluding 

sentence 




Operations 

1. The characteristics of 

numbers can be used to 

classify them in various 

ways 

Students can: 

a. Apply concepts of squares, primes, 

composites, factors, and multiples to 


b. Use the identity, associative, 

commutative, and distributive 

properties to solve problems 

c. Describe and use divisibility rules 

for two, three, four, five, six, nine, 

and 10 to solve problems 

2. In the real number 

devices (e.g., imagery, rhythm, 

foreshadowing, simple metaphors) 

to understand and respond to text. 


opinions, predictions, inferences, 

and identification of the author’s 

message or theme 

d. Explain the different points of 

view of characters in a literary text 

(story, play, or poem) 

e. Distinguish between fact and 

opinion, providing support for 

judgments made 

f. Locate information to support 


and conclusions 



and Algebraic 

Structures 



described using a variety 

of tools 

Students can: 

a. Analyze and describe patterns 

and relationships using words, 

tables, graphs, symbols, and 

technology 

b. Explain, extend, and use patterns 

and relationships in solving 

problems, including those involving 

saving and checking accounts such 

as understanding that spending more 

means saving less (PFL) 

2. When a relationship 



Probability 

1. Visual displays and 

summary statistics are 

used to describe and 

interpret data 

Students can: 

a. Formulate a question and 

hypothesis to design appropriate 

data collection and display methods 

b. Select and create appropriate 

displays of data including double 

bar graphs, time plots, and line 

graphs 

c. Interpret data using the concepts 

of shape of distribution, range, 

mode, median and mean 

d. Draw conclusions, and make 

convincing arguments based on 




1. Geometric figures in the 

plane and in space are 

described and analyzed by 

their attributes 

Students can: 

a. Relate two-dimensional shapes to 

three-dimensional shapes using faces, 

edges, and vertices 

b. Predict and describe the results of 

transformations: translations, reflections, 

rotations 

c. Classify and compare angles 

d. Apply concepts of parallel, 

perpendicular, congruence and line 

symmetry 

2. Linear measure, area, and

system, commonly used 

rational numbers have 

multiple equivalent 


Students can: 

a. Find equivalent forms of 

commonly used fractions, decimals, 

and percents using models, drawings, 

and computational strategies 

b. Use common fractions and 

percents to calculate parts of whole 

numbers in problem situations 

including comparisons of savings 

rates at different financial institutions 

(PFL) 

c. Model addition, subtraction, and 

multiplication of fractions, decimals, 

and percents 

d. Compose and decompose multidigit 

whole numbers and decimals 

based on place value 

e. Represent numbers to 1,000,000 

with expanded notation and 

exponents 



multiply and divide multidigit 



efficiency 

Students can: 

a. Use flexible methods of computing 

including student-generated and 

standard algorithms to multiply and 

divide multi-digit numbers by twodigit 

factors or divisors 

b. Model multiplication and division 

exists between two 

quantities, a change in one 

results in a change in the 

other 

Students can: 

a. Express change relationships 

involving whole numbers with 

if/then statements, input/output 

boxes, function tables, and rule 

statements 

b. Select, describe, and use symbols 

to express unknown quantities 

c. Use patterns to solve problems 

including those involving saving and 

checking accounts such as the 

pattern created when saving $10 a 

month (PFL) 

categorical and numerical data 

analysis 


are used to determine 

probability, analyze and 

describe the outcomes of 

events 

Students can: 

a. Organize all possible outcomes of 

events in a list or chart 

b. Use fractions, decimals, and 

percents to quantify the likelihood 

of events 

c. Explain why a game involving 

chance devices such as number 

cubes or spinners is fair or unfair 

d. Compare individual data to class 

data collected from chance devices 

to describe the differences in 

outcomes based on sample size 


volume are fundamentally 

different and require different 

units of measure 

Students can: 

a. Accurately measure length to the 

nearest 1/8 inch or millimeter 

b. Determine the perimeter of polygons 

and area of rectangles 

c. Distinguish between appropriate units 

for area and linear measures 

d. Model volume using cubic units 

e. Use, apply, and select appropriate 

scales on number lines, graphs, and maps

using area, linear, and grouping 

models 

c. Interpret remainders and select the 

most useful form of the quotient in 


d. Select and use appropriate 

methods to estimate products and 

quotients or calculate them mentally 

depending on the context and 

numbers involved 




1. Mixtures of matter can be 

separated regardless of how they 

were created; all weight and mass of 

the mixture are the same as the sum 

of weight and mass of its parts 

Students can: 

a. Develop, communicate, and justify a procedure to 

separate simple mixtures based on physical 

properties 

b. Share evidence-based conclusions and an 

understanding of the impact on the weight/mass of a 

liquid or gas mixture before and after it is separated 

into parts 

1. All organisms have structures and 

systems with separate functions 

Students can: 

a. Develop and communicate an evidence-based 

scientific explanation of the role of different organs or 

structures that are important for an organism’s survival – 

in both plants and animals 

b. Analyze and interpret data to generate evidence that all 

organisms have structures that are required for survival in 

both plants and animals 

c. Create and evaluate models of plant and/or animal 

systems or parts 

2. Human body systems have basic 

structures, functions, and needs 

Students can: 


scientific explanation regarding how humans address 

basic survival needs 

b. Analyze and interpret data to generate evidence that 

human systems are interdependent 

c. Assess further scientific explanations regarding basic 

human body system functions 

d. Create and evaluate models of human body systems 

and organs 

e. Compare and contrast a human system to that of 


1. Earth and Sun provide a diversity of 

renewable and nonrenewable resources 

Students can: 

a. Develop and communicate a scientific explanation 

addressing a question of local relevance about resources 

generated by the sun or Earth 

b. Analyze and interpret a variety of data to understand 

the origin, utilization, and concerns associated with 

natural resources 

2. Earth’s surface changes constantly 

through a variety of processes and forces 

Students can: 

a. Analyze and interpret data identifying ways Earth’s 

surface is constantly changing through a variety of 

processes and forces such as plate tectonics, erosion, 

deposition, solar influences, climate, and human activity 

b. Develop and communicate an evidence based scientific 

explanation around one or more factors that change 

Earth’s surface 

3. Weather conditions change because of 

the uneven heating of Earth’s surface by 

the Sun’s energy. Weather changes are 

measured by differences in temperature,

another organism, and provide hypotheses about why the 

similarities and differences exist 


air pressure, wind and water in the 

atmosphere and type of precipitation 

Students can: 


scientific explanation for changes in weather conditions 

b. Gather, analyze, and interpret data such as 

temperature, air pressure, wind, and humidity in relation 

to daily weather conditions 

c. Describe weather conditions based on data collected 

using a variety of weather tools 

d. Use data collection tools and measuring devices to 

gather, organize, and analyze data such as temperature, 

air pressure, wind, and humidity in relation to daily 

weather conditions 




1. Analyze historical sources 

from multiple points of view 

to develop an understanding 

of historical context 

Students can: 

a. Identify different ways of dating 

historical sources to understand historical 

context 

b. Examine significant historical 

documents. Topics to include but not 

limited to the Stamp Act, the Declaration 

of Independence, and the Constitution 

c. Create timelines of eras and themes in 

North America from 1491 through the 

American Revolution 

d. Analyze cartoons, artifacts, artwork, 

charts, and graphs related to eras and 

themes in North America from 1491 

through the American Revolution 

1. Use various geographic 

tools and sources to answer 

questions about the 

geography of the United 

States 

Students can: 

a. Answer questions about regions of the 

United States using various types of maps 

b. Use geographic tools to identify, 

locate, and describe places and regions in 

the United States and suggest reasons for 

their location 

c. Locate resources in the United States 

and describe the influence of access on 

the development of local and regional 

communities 

d. Describe similarities and differences 

between the physical geography of 

Colorado and its neighboring states 

1. Government and market 

structures influence financial 

institutions 

Students can: 

a. Define a capitalist market economy 

b. Identify governmental activities that 

affect financial institutions and the 

economy at the local, state, and national 

level 

2. Use of financial institutions 

to manage personal finances 

(PFL) 

Students can: 

a. Identify different financial institutions 

b. Identify the products and services of 

financial institutions to include but not 

limited to such topics as checking 

accounts, savings accounts, investments, 

1. The foundations of 

citizenship in the United 

States 

Students can: 

a. Describe and provide sources and 

examples of individual rights 

b. Give examples of group and 

individual actions that illustrate civic 

ideals in the founding of the United 

States. Ideals to include but not limited 

to freedom, rules of law, equality, 

civility, cooperation, respect, 

responsibility, and civic participation 

c. Explain the reasons for the 

settlement of the American colonies 

d. Define the criteria and process for 

becoming a citizen 


and functions of the United


individuals, groups, ideas, 

and themes in North 

America from 1491 through 

the founding of the United 

States government 

Students can: 

a. Identify and explain cultural 

interactions between 1491 and the 

American Revolution. Topics to include 

but not limited to the Columbian 

Exchange, the interactions between 

Europeans and native Americans in the 

17th and 18th centuries, and the 

developing relationship between 

Europeans and enslaved Africans 

b. Identify and describe the significant 

individuals and groups of Native 

Americans and European colonists before 

the American Revolution 

c. Explain the development of political, 

social and economic institutions in the 

British American colonies 

d. Explain important political, social, 

economic, and military developments 

leading to and during the American 

Revolution 

2. Causes and consequences 

of movement 

Students can: 

a. Identify variables associated with 

discovery, exploration, and migration 

b. Explain migration, trade, and cultural 

patterns that result from interactions 

c. Describe and analyze how specific 

physical and political features influenced 

historical events, movements, and 

adaptation to the environment 

d. Analyze how cooperation and conflict 

among people contribute to political, 

economic, and social divisions in the 

United States 

e. Give examples of the influence of 

geography on the history of the United 

States 

and loans 

c. Compare and contrast financial 

institutions, their products, and services 



Students can: 

a. Identify political principles of 

American democracy and how the 

Constitution and Bill of Rights reflect 

and preserve these principles 

b. Explain the historical foundation and 


the United States constitutional 

government. Topics to include but not 

limited to the colonial experience, the 

Declaration of Independence, and the 

Articles of Confederation 

c. Explain the origins, structure, and 


United States government and the 

relationships among them 

d. Describe how the decisions of the 

national government affect local and 

state government

APPENDIX J 

Sample Curriculum Alignment Template 


5 th Grade 

Colorado Model 

Content Standards. 

Standard 2. Big Idea 1. 

Evidence Outcome a. 

CMCS.S2.BI1.EOa 

II. Patterns, Functions, and Algebraic Structures 

1. Number patterns and relationships can be described using a 

variety of tools 

a. Analyze and describe patterns and relationships using words, tables, graphs, 

symbols, and technology 

Although this standard is absolutely critical to all 5 th grade students, it lacks precise clarity as to 

what exactly students should know and be able to do. As such, will break the standard down into 

its four core components so that we may gain clarity on exactly what sub-skills must be mastered. 

Students will be able to… 

UPS.S2.BI1.LO1 Construct a table demonstrating a linear relationship when provided input values 

and the rule to produce the output values. 

UPS.S2.BI1.LO2 Create a line graph on a coordinate plane when given a set of linear, two-variable 

data. 

UPS.S2.BI1.LO3 Describe, both orally and in written form, the rule that creates a set of input and 

output values when given the data in a table or graph form. 

UPS.S2.BI1.LO4 Describe, both orally and in written form, the rule that creates a pattern comprised 

of geometric shapes and figures. 


APPENDIX K 

Academic and Exit Standards for Grade 5 



OUTCOMES 



Composition 


skills to express an opinion, 

provide information, 

describe a process, or 

persuade an audience 

Students can: 

a. Organize information to share by 

selecting appropriate language, 

visuals, and details to support the 

main idea 

b. Use appropriate eye contact, 

volume, and clear pronunciation 

appropriate to audience 

c. Adapt language as appropriate to 

purpose: to persuade, explain / 

provide information, or express an 

opinion. 

2. Use active listening 

strategies appropriate to 

the setting, purpose, or 

context 

Students can: 

a. Know how to listen to other’s ideas 

and form their own opinions 

b. Model a variety of active listening 

strategies (e.g., eye contact, note 

taking, questioning, formulating 

clarifying questions) 

c. Listen with comprehension and 

concentration 


of morphology and word 

relationships to decode 

(read) multi-syllabic 

words 

Students can: 

a. Read and identify the meaning of 

words with sophisticated prefixes 

(e.g., en-, enrich) 


advanced derivational suffixes 

(e.g., - ic, -al, -ity) 

c. Apply knowledge of derivational 


speech of the base word (e.g., 

active, activity) 

d. Read multi-syllabic words with 


suffixes that change the spelling, 

but not the 

pronunciation, of the base word – 

culture, cultural; mature, maturity) 

e. Read and identify the meaning of 

Latin roots and related word 

families in which the pronunciation 

of the Latin 

root does not change (e.g., tract 

―to pull, tractor, traction, contract) 

f. Infer meaning of words using 

structural analysis, context and 

knowledge of multiple meanings 


1. Write for a variety of 

purposes and audiences: 

to describe, inform, 

entertain, and persuade 

Students can: 

a. Choose planning strategies to 

support writing for various 

purposes. 

b. Organize information to 

effectively communicate message to 

intended audience 

c. Use precise and descriptive 

vocabulary to create tone and voice 

d. Vary sentence structure 

e. Revise writing for clarity, level of 

detail, and precision of language 

f. Use available technology to 

access information 

2. Write narrative and 

expository text applying 

the writing process (idea 

generating, planning, 

drafting, revising and 

editing) 

Students can: 

a. Write a brief interpretation or 

explanation of a literary or 

informational text using evidence 

from the text as support 

b. Write stories or scripts containing 

the basic elements of fiction 


1. Organize and present 

research information, 

documenting sources 

Students can: 

a. Summarize and support key ideas 


information (e.g., charts, maps, graphs, 


c. Demonstrate comprehension of 

information with supporting logical 

and valid inferences 

d. Provide documentation of sources 

used in a grade-appropriate format 

e. Develop and present a brief (oral or 

written) research report with clear focus 

and supporting detail for an intended 

audience 



ideas 

Students can: 

a. Accurately explain the implications of 

concepts they use. 

b. Identify irrelevant ideas and use 

concepts and ideas in ways relevant to 

their purpose 

c. Analyze concepts and draw 

distinctions between related but 

different concepts 

d. Demonstrate use of language that is 

careful and precise, while holding 

others to the same standards

strategies to comprehend 

literary text 

Students can: 


about characters, setting, and plot 

(including conflict, action, and 

resolution) 

b. Paraphrase or summarize key 

ideas and/or plot, with major events 

sequenced 

c. Identify and use supporting 

evidence to describe the distinct 

characteristics of various literary 

genres (poetry, fiction, short story, 

dramatic literature) 

d. Identify the narrator or speaker. 

e. Explain the different points of 

view of characters 


reading strategies to 

comprehend and compare 

formats, vocabulary, and 

ideas found in a variety of 

informational texts 

Students can: 


(e.g., bold type, headings, graphic 

organizers, numbering schemes, 

glossary) and text structures to 

organize or categorize information, 

to answer questions, or to perform 

specific tasks 

b. Use text structures (sequence, 

cause/effect, compare/contrast, 

problem/solution) to predict and 

construct meaning and deepen 

understanding 

c. Skim materials to develop a 

(characters, dialogue, setting, plot 

with a clear resolution) 

3. Revise and edit writing 

for the purpose of making 

meaning clearer to the 

reader 

Students can: 

a. Revise writing to improve level 

of detail and precision of language, 

determine where to add images and 

sensory detail, combine sentences, 

vary sentences, and rearrange text 

b. Use appropriate language for 

different audiences (other students, 

parents) and purposes (letter to a 

friend, thank you note, invitation) 

c. Apply knowledge of correct 

mechanics (apostrophes, quotation 

marks, comma use in compound 

sentences, paragraph indentations), 

correct sentence structure 

(elimination of fragments and runons), 

and correct standard English 

spelling (commonly used 

homophones) when revising, and 

editing 



summaries or reports 

e. Develop, organize, and write 

information about a topic into a 

coherent paragraph with a topic 

sentence, sufficient relevant 

supporting detail, and a concluding 

sentence 


e. Students distinguish clearly and 

precisely, the difference between and 

implication and consequence 

f. Students distinguish probable from 

improbable implications and 

consequences 



reasoning 

Students can: 



precision, logic, fairness, depth and 

breadth 

b. Acknowledge the need to treat all 

viewpoints fair-mindedly 

c. Recognize what they know and don’t 

know. (Intellectual humility) 

d. Recognize the value of using the 

reasoning process to foster desirable 

outcomes (Intellectual confidence in 

reason)


d. Scan materials to locate specific 

information 

e. Locate relevant details in text 

that support the main idea 

f. Describe new information gained 

from reading 

g. Explain how common 

organizational structures 

(paragraphs, topic sentences, 

concluding sentences) 

assist comprehension 

4. Expand comprehension 

by analyzing and 

interpreting information 

and ideas in literary texts 

Students can: 

a. Compare and contrast different 

literary texts with similar themes or 

story lines or texts by the same 

author 

b. Use knowledge of literary 

devices (e.g., imagery, rhythm, 

foreshadowing, simple metaphors) 

to understand and respond to text. 



and identification of the author’s 

message or theme 

d. Explain the different points of 

view of characters in a literary text 

(story, play, or poem) 

e. Distinguish between fact and 

opinion, providing support for 

judgments made 

f. Locate information to support 


and conclusions 




Operations 

1. The characteristics of 

numbers can be used to 

classify them in various 

ways 

Students can: 

a. Apply concepts of squares, primes, 

composites, factors, and multiples to 


b. Use the identity, associative, 

commutative, and distributive 

properties to solve problems 

c. Describe and use divisibility rules 

for two, three, four, five, six, nine, 

and 10 to solve problems 

2. In the real number 

system, commonly used 

rational numbers have 

multiple equivalent 


Students can: 

a. Find equivalent forms of 

commonly used fractions, decimals, 

and percents using models, drawings, 

and computational strategies 

b. Use common fractions and 

percents to calculate parts of whole 

numbers in problem situations 

including comparisons of savings 

rates at different financial institutions 

(PFL) 



and Algebraic 

Structures 



described using a variety 

of tools 

Students can: 

a. Analyze and describe patterns 

and relationships using words, 

tables, graphs, symbols, and 

technology 

b. Explain, extend, and use patterns 

and relationships in solving 

problems, including those involving 

saving and checking accounts such 

as understanding that spending more 

means saving less (PFL) 

2. When a relationship 

exists between two 

quantities, a change in one 

results in a change in the 

other 

Students can: 

a. Express change relationships 

involving whole numbers with 

if/then statements, input/output 

boxes, function tables, and rule 

statements 

b. Select, describe, and use symbols 

to express unknown quantities 

c. Use patterns to solve problems 

including those involving saving and 



Probability 

1. Visual displays and 

summary statistics are 

used to describe and 

interpret data 

Students can: 

a. Formulate a question and 

hypothesis to design appropriate 

data collection and display methods 

b. Select and create appropriate 

displays of data including double 

bar graphs, time plots, and line 

graphs 

c. Interpret data using the concepts 

of shape of distribution, range, 

mode, median and mean 

d. Draw conclusions, and make 

convincing arguments based on 

categorical and numerical data 

analysis 


are used to determine 

probability, analyze and 

describe the outcomes of 

events 

Students can: 

a. Organize all possible outcomes of 

events in a list or chart 

b. Use fractions, decimals, and 

percents to quantify the likelihood 

of events 




1. Geometric figures in the 

plane and in space are 

described and analyzed by 

their attributes 

Students can: 

a. Relate two-dimensional shapes to 

three-dimensional shapes using faces, 

edges, and vertices 

b. Predict and describe the results of 

transformations: translations, reflections, 

rotations 

c. Classify and compare angles 

d. Apply concepts of parallel, 

perpendicular, congruence and line 

symmetry 

2. Linear measure, area, and 

volume are fundamentally 

different and require different 

units of measure 

Students can: 

a. Accurately measure length to the 

nearest 1/8 inch or millimeter 

b. Determine the perimeter of polygons 

and area of rectangles 

c. Distinguish between appropriate units 

for area and linear measures 

d. Model volume using cubic units 

e. Use, apply, and select appropriate 

scales on number lines, graphs, and maps

c. Model addition, subtraction, and 

multiplication of fractions, decimals, 

and percents 

d. Compose and decompose multidigit 

whole numbers and decimals 

based on place value 

e. Represent numbers to 1,000,000 

with expanded notation and 

exponents 



multiply and divide multidigit 



efficiency 

Students can: 

a. Use flexible methods of computing 

including student-generated and 

standard algorithms to multiply and 

divide multi-digit numbers by twodigit 

factors or divisors 

b. Model multiplication and division 

using area, linear, and grouping 

models 

c. Interpret remainders and select the 

most useful form of the quotient in 


d. Select and use appropriate 

methods to estimate products and 

quotients or calculate them mentally 

depending on the context and 

numbers involved 

checking accounts such as the 

pattern created when saving $10 a 

month (PFL) 

c. Explain why a game involving 

chance devices such as number 

cubes or spinners is fair or unfair 

d. Compare individual data to class 

data collected from chance devices 

to describe the differences in 

outcomes based on sample size 





1. Mixtures of matter can be 

separated regardless of how they 

were created; all weight and mass of 

the mixture are the same as the sum 

of weight and mass of its parts 

Students can: 

a. Develop, communicate, and justify a procedure to 

separate simple mixtures based on physical 

properties 

b. Share evidence-based conclusions and an 

understanding of the impact on the weight/mass of a 

liquid or gas mixture before and after it is separated 

into parts 

1. All organisms have structures and 

systems with separate functions 

Students can: 


scientific explanation of the role of different organs or 

structures that are important for an organism’s survival – 

in both plants and animals 

b. Analyze and interpret data to generate evidence that all 

organisms have structures that are required for survival in 

both plants and animals 

c. Create and evaluate models of plant and/or animal 

systems or parts 

2. Human body systems have basic 

structures, functions, and needs 

Students can: 


scientific explanation regarding how humans address 

basic survival needs 

b. Analyze and interpret data to generate evidence that 

human systems are interdependent 

c. Assess further scientific explanations regarding basic 

human body system functions 

d. Create and evaluate models of human body systems 

and organs 

e. Compare and contrast a human system to that of 

another organism, and provide hypotheses about why the 

similarities and differences exist 


1. Earth and Sun provide a diversity of 

renewable and nonrenewable resources 

Students can: 

a. Develop and communicate a scientific explanation 

addressing a question of local relevance about resources 

generated by the sun or Earth 

b. Analyze and interpret a variety of data to understand 

the origin, utilization, and concerns associated with 

natural resources 

2. Earth’s surface changes constantly 

through a variety of processes and forces 

Students can: 

a. Analyze and interpret data identifying ways Earth’s 

surface is constantly changing through a variety of 

processes and forces such as plate tectonics, erosion, 

deposition, solar influences, climate, and human activity 

b. Develop and communicate an evidence based scientific 

explanation around one or more factors that change 

Earth’s surface 

3. Weather conditions change because of 

the uneven heating of Earth’s surface by 

the Sun’s energy. Weather changes are 

measured by differences in temperature, 

air pressure, wind and water in the 

atmosphere and type of precipitation 

Students can: 


scientific explanation for changes in weather conditions 

b. Gather, analyze, and interpret data such as 

temperature, air pressure, wind, and humidity in relation 

to daily weather conditions 

c. Describe weather conditions based on data collected 

using a variety of weather tools 

d. Use data collection tools and measuring devices to


gather, organize, and analyze data such as temperature, 

air pressure, wind, and humidity in relation to daily 

weather conditions 




1. Analyze historical sources 

from multiple points of view 

to develop an understanding 

of historical context 

Students can: 

a. Identify different ways of dating 

historical sources to understand historical 

context 

b. Examine significant historical 

documents. Topics to include but not 

limited to the Stamp Act, the Declaration 

of Independence, and the Constitution 

c. Create timelines of eras and themes in 

North America from 1491 through the 

American Revolution 

d. Analyze cartoons, artifacts, artwork, 

charts, and graphs related to eras and 

themes in North America from 1491 

through the American Revolution 


individuals, groups, ideas, 

and themes in North 

America from 1491 through 

the founding of the United 


Students can: 

a. Identify and explain cultural 

interactions between 1491 and the 

1. Use various geographic 

tools and sources to answer 

questions about the 

geography of the United 

States 

Students can: 

a. Answer questions about regions of the 

United States using various types of maps 

b. Use geographic tools to identify, 

locate, and describe places and regions in 

the United States and suggest reasons for 

their location 

c. Locate resources in the United States 

and describe the influence of access on 

the development of local and regional 

communities 

d. Describe similarities and differences 

between the physical geography of 

Colorado and its neighboring states 

2. Causes and consequences 

of movement 

Students can: 

a. Identify variables associated with 

discovery, exploration, and migration 

b. Explain migration, trade, and cultural 

patterns that result from interactions 

c. Describe and analyze how specific 

physical and political features influenced 

historical events, movements, and 

1. Government and market 

structures influence financial 

institutions 

Students can: 

a. Define a capitalist market economy 

b. Identify governmental activities that 

affect financial institutions and the 

economy at the local, state, and national 

level 

2. Use of financial institutions 

to manage personal finances 

(PFL) 

Students can: 

a. Identify different financial institutions 

b. Identify the products and services of 

financial institutions to include but not 

limited to such topics as checking 

accounts, savings accounts, investments, 

and loans 

c. Compare and contrast financial 

institutions, their products, and services 

1. The foundations of 

citizenship in the United 

States 

Students can: 

a. Describe and provide sources and 

examples of individual rights 

b. Give examples of group and 

individual actions that illustrate civic 

ideals in the founding of the United 

States. Ideals to include but not limited 

to freedom, rules of law, equality, 

civility, cooperation, respect, 

responsibility, and civic participation 

c. Explain the reasons for the 

settlement of the American colonies 

d. Define the criteria and process for 

becoming a citizen 


and functions of the United 


Students can: 

a. Identify political principles of 

American democracy and how the 

Constitution and Bill of Rights reflect 

and preserve these principles 

b. Explain the historical foundation and 


the United States constitutional 

government. Topics to include but not 

limited to the colonial experience, the

American Revolution. Topics to include 

but not limited to the Columbian 

Exchange, the interactions between 

Europeans and native Americans in the 

17th and 18th centuries, and the 

developing relationship between 

Europeans and enslaved Africans 

b. Identify and describe the significant 

individuals and groups of Native 

Americans and European colonists before 

the American Revolution 

c. Explain the development of political, 

social and economic institutions in the 

British American colonies 

d. Explain important political, social, 

economic, and military developments 

leading to and during the American 

Revolution 

adaptation to the environment 

d. Analyze how cooperation and conflict 

among people contribute to political, 

economic, and social divisions in the 

United States 

e. Give examples of the influence of 

geography on the history of the United 

States 


Declaration of Independence, and the 

Articles of Confederation 

c. Explain the origins, structure, and 


United States government and the 

relationships among them 

d. Describe how the decisions of the 

national government affect local and 

state government

APPENDIX L 

School Calendar 


University Preparatory School 2011‐2012 Academic Calendar 

July August September 

Sun M Tu W Th F Sat Sun M Tu W Th F Sat 

Su 

n M Tu W Th F Sat 

1 2 1 2 3 4 5 6 1 2 3 

3 4 5 6 7 8 9 7 8 9 10 11 12 13 4 5 6 7 8 9 10 

10 11 12 13 14 15 16 14 15 16 17 18 19 20 11 12 13 14 15 16 17 

17 18 19 20 21 22 23 21 22 23 24 25 26 27 18 19 20 21 22 23 24 

24 25 26 27 28 29 30 28 29 30 31 25 26 27 28 29 30 

31 18 Instructional Days 19 Instructional Days 

October November December 


Su 


1 1 2 3 4 5 1 2 3 

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 

9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 

23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31 

30 31 17 Instructional Days 16 Instructional Days 

18 Instructional Days 

January February March 


Su 


1 2 3 4 5 6 7 1 2 3 4 1 2 3 

8 9 10 11 12 13 14 5 6 7 8 9 10 11 4 5 6 7 8 9 10 

15 16 17 18 19 20 21 12 13 14 15 16 17 18 11 12 13 14 15 16 17 

22 23 24 25 26 27 28 19 20 21 22 23 24 25 18 19 20 21 22 23 24 

29 30 31 26 27 28 29 25 26 27 28 29 30 31 

20 Instructional Days 20 Instructional Days 17 Instructional Days 

April May June 


Su 


1 2 3 4 5 6 7 1 2 3 4 5 1 2 

8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9 

15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16 

22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23 

29 30 27 28 29 30 31 24 25 26 27 28 29 30 

20 Instructional Days 21 Instructional Days 1 Instructional Day 


= 

Professional 

Development = Vacation/Holidays 

= Student Orientation = Parent Orientation 

= 6 wk Interim Assessments = No Staff/No Students 

= 1st Day of School = 6 week report to families 

= PD Day fouced on Data Analysis = New Trimester begins 

= Nationally Normed ELA/Math Assessments = 

(August Baseline, January ‐ Midyear, May ‐ End of Year) 

= Last day of classes for students 

30 Staff Professional Development Days in Yr. 1 

14.5 MORE Instructional Days U‐ Prep = 187, District = 172.5 

33 MORE Teacher Report Days U‐ Prep = 217, District = 184 

July 11 ‐ Aug 3 Staff Orientation/Professional Development 

Trimester Report to 

Families 


= 

Parent Teacher 

Conferences 

4‐Aug Parent Orientation (2 of 2, 1st held two wks following lottery in the Spring) 

‐ Multiple home visits also performed to orient families 

8‐Aug First Day of School ‐ Students 

9 ‐12 Aug Nationally Normed Assessments, Stanford 10 (1 of 3) 

5‐Sep No School ‐ Labor Day 

6‐Sep No School ‐ Staff PD Day ‐ Culture Check 

15‐Sep 1st 6 wk interim assessment 

19‐Sep Staff PD Day ‐ Data Analysis ‐ No school for students 

23‐Sep 1st 6 wk Progress Report to Parents 

26‐Oct 2nd 6 wk interim assessment 

27 ‐ 28 Oct No School ‐ Fall Break 

31‐Oct Staff PD Day ‐ Data Analysis ‐ No school for students 

7‐Nov Start of 2nd Trimester 

10‐Nov 1st Trimester report due to families 

Includes results from 2nd 6 week interim assessment 

11‐Nov No School ‐ Veterans Day 

14 ‐ 18 Nov Parent/Teacher Conferences 

23 ‐ 25 Nov No School ‐ Thanksgiving Break 

28‐Nov PD Day ‐ No School for Students 

15‐Dec 3rd 6 wk interim assessment

21‐Dec 

Start Data Analysis for 3rd Interim Assessment during Wednesday Whole Staff 

PD 

22‐Dec 3rd 6 wk Progress Report to Parents 

26‐30 Dec No School ‐ Winter Vacation 

PD Day ‐ Complete 3rd Interim Assessment Data Analysis ‐ No School for 

2‐Jan Students 

10 ‐ 13 Jan Nationally Normed Assessments, Stanford 10 (2 of 3) 

16‐Jan No School ‐ Martin Luther King, Jr. Day 

9‐Feb 4th 6 wk interim assessment 

13‐Feb Staff PD Day ‐ Data Analysis ‐ No school for students 

14‐Feb Start of 3rd Trimester 

17‐Feb 2nd Trimester report due to families 

Includes results from 4th 6 week interim assessment 

21‐24 Feb Parent/Teacher Conferences 

22‐Mar 5th 6 wk interim assessment 

26 ‐ 30 Mar No School ‐ Spring Break 

2‐Apr Staff PD Day ‐ Data Analysis ‐ No school for students 

6‐Apr 5th 6 wk Progress Report to Parents 

10‐May 6th 6 wk interim assessment 

14‐May Staff PD Day ‐ Data Analysis ‐ No school for students 

18‐May 6th 6 wk Progress Report to Parents 

22‐ 25 May Nationally Normed Assessments, Stanford 10 (3 of 3) 

28‐May No School ‐ Memorial Day 

29 ‐ 31 May Parent/Teacher end of year conferences (by appointment only) 

1‐Jun Last day of school for students 

4 ‐ 6 Jun Professional Development 

7‐Jun 3rd Trimester/End of Year report due to families 


APPENDIX M 

Daily/Weekly Schedule 


7:15 – 

7:40 

25 minutes 

7:40 – 

7:50 

10 minutes 

7:50 – 

8:05 

15 minutes 

8:10 – 

8:25 

15 minutes 

8:25 – 

8:50 

25 minutes 

8:50 – 

9:30 

40 minutes 

9:30 – 

10:10 

40 minutes 

10:10 – 

10:25 

15 minutes 

10:25 – 

11:05 

40 minutes 

Monday, Tuesday, Thursday and Friday Schedule 

Grades K – 2 

Cohort A Cohort B Grades 3 - 5 

Morning Activities - Homework Collection, Breakfast, Brainwork 

SCHOOL DAY BEGINS - Morning Exercise 

Community Circle – Affirmations, Announcements, Chants, Curriculum Review, 

Modeling for staff, and whole school culture building (unity) 

Math Meeting - Weather, Time, Day of 

the week, Date, Question of the day 

Read Aloud – Modeling effective 

reading for students, using scaffolding 

and questioning to engage students in 

comprehending text. Added focus on 

vocabulary 

Math Block I – Saxon Math 

Curriculum – Practicing math facts, 

repetition, building of foundational 

skills. 

Math Block II – Math Investigations – 

Critical thinking, problem solving 

development 

Literacy Block 1 - Direct Instruction 

focused on Phonics using Reading 

Masters 

8:10 - 8:50 (40) Literacy Block I – 

Direct Instruction focused on Phonics 

using Reading Masters 

Literacy Block II – Guided Reading 

focused on decoding, sight words, 

reading strategies and vocabulary 

Literacy Block III – Computer-Based 

Reading Reinforcement using River 

Deep 


Community Circle (By Grade Level) – 

Affirmations, Announcements, Chants, 

Curriculum Review, Modeling for staff, and 

whole school culture building (unity) 

Break – Snack & Bathroom (3rd – 5th grade break time is reduced to 10 minutes) 

10:25 - 10:50 (25) Read Aloud - 

Modeling effective reading for students, 

using scaffolding and questioning to 

engage students in comprehending text. 

Added focus on vocabulary. 

10:50 - 11:05 (15) Math Meeting - 

Weather, Time, Day of the week, Date, 

Question of the day. 

8:10 - 8:30 (20) Read Aloud - Modeling 

effective reading strategies for students, using 

scaffolding and questioning to engage students 

in comprehending text. Added focus on 

vocabulary. 

8:30 - 9:20 (50) Literacy Block I – Reading 

Comprehension, Literature Study, Vocabulary 

9:20 - 10:10 (50) Literacy Block II – Writing, 

Conventions Practice, Grammar, Vocabulary 

10:20 - 11:05 (45) Math Block I – Saxon 

Math Curriculum – Practicing math facts, 

repetition, building of foundational skills. 

11:05 - 11:45 (40) Math Block II – Math 

Investigations – Critical thinking, problem 

solving development

11:05 – 

11:45 

40 minutes 

11:50 - 

12:20 

30 minutes 

12:25 – 

1:05 

40 minutes 

1:05 – 

1:45 

40 minutes 

1:45 – 

2:25 

40 minutes 

2:25 – 

3:05 

40 minutes 

3:05 – 3:20 

15 minute) 

3:20 – 

3:50 

30 minutes 

3:50 – 

4:00 

10 minutes 





Reading Reinforcement using River 

Deep 

Math Block I – Saxon Math 

Curriculum – Practicing math facts, 

repetition, building of foundational 

skills. 

Lunch & Recess 



development 

Comprehensive Writing Program Comprehensive Writing Program 

Social Studies (M, T) or Science (Th, 

F) 

Enrichment – Art, Music or Physical 

Education OR Student Academic 

Support 

Enrichment – Art, Music or Physical 

Education OR Student Academic 

Support 

Social Studies (M, T) or Science (Th, 

F) 

D.E.A.R. – Drop Everything and Read – Independent Read Time 

PREP BLOCK (Structured Choice Time or Academic Support) 

Mini Community Circle with class – Shout outs for students, learning highlights, 

and ending day chants. Organizing materials and preparing for dismissal. 

4:00 SCHOOL DAY ENDS - Student Dismissal 

4:10 – 

5:00 

Teacher Planning Time 

50 minutes 


12:25 - 1:18 (53) - Social Studies 

1:18 - 2:11 (53) - Science 

2:11 - 3:05 (53) - Enrichment - Art, Music or 

Physical Education OR Student Academic 

Support (Students rotate through these 3 

periods in any order) 

Mini Community Circle with class – Review 

of PREP points for day, Shout outs for 

students, learning highlights, and ending day 

chants. Organizing materials and preparing for 

dismissal.

7:15- 

7:40 

25 minutes 

7:40 – 

7:50 

10 minutes 

7:50- 

8:05 

15 minutes 

8:10 – 

8:25 

15 minutes 

8:25 – 

8:50 

25 minutes 

8:50 – 

9:30 

40 minutes 

9:30 – 

10:10 

40 minutes 

10:10 – 

10:25 

15 minutes 

10:25 – 

11:05 

(40 minutes) 

Wednesday Modified Schedule 


Cohort A Cohort B Grades 3 – 5 

Morning Activities - Homework Collection, Breakfast, Brainwork 

SCHOOL DAY BEGINS - Morning Exercise 

Community Circle – Affirmations, Announcements, Chants, Curriculum Review, 

Modeling for staff, and whole school culture building (unity) 

Math Meeting - Weather, Time, Day of 

the week, Date, Question of the day 

Read Aloud – Modeling effective 

reading for students, using scaffolding 

and questioning to engage students in 

comprehending text. Added focus on 

vocabulary 

Math Block I – Saxon Math Curriculum 

– Practicing math facts, repetition, 

building of foundational skills. 



development 

Lireacy Block 1 - Direct Instruction 

focused on Phonics using Reading 

Masters 


Direct Instruction focused on Phonics 

using Reading Masters 





Reading Reinforcement using River Deep 

Break – Snack & Bathroom (3 rd - 5th grade break time is reduced to 10 minutes) 

10:25 - 10:40 (15) Math Meeting - 

Weather, Time, Day of the week, Date, 

Question of the day. 

10:40 - 11:05 (25) Read Aloud - 

Modeling effective reading for students, 

using scaffolding and questioing to 

engage students in comprohending text. 

Added foucs on vocabulary. 


Community Circle (By Grade Level) – 

Affirmations, Announcements, Chants, 

Curriculum Review, Modeling for staff, 

and whole school culture building (unity) 

8:10 - 8:30 (20) Read Aloud - Modeling 

effective reading strategies for students, 

using scaffolding and questioning to 

engage students in comprehending text. 

Added focus on vocabulary. 


Reading Comprehension, Literature 

Study, Vocabulary 

9:20 - 10:10 (50) Literacy Block II – 

Writing, Conventions Practice, Grammar, 

Vocabulary 

10:20 - 11:05 (45) Math Block I – Saxon 

Math Curriculum – Practicing math facts, 

repetition, building of foundational skills. 

11:05 - 11:45 (40) Math Block II – Math 

Investigations – Critical thinking, problem 

solving development

11:05 – 

11:45 

40 minutes 

11:50 – 

12:20 

30 minutes 

12:25 – 

1:05 

40 minutes 

1:05 – 

1:45 

40 minutes 

1:45 – 

2:25 

40 minutes 

2:25 – 

2:35 

10 minutes 





Reading Reinforcement using River Deep 

Math Block I – Saxon Math Curriculum 

– Practicing math facts, repetition, 

building of foundational skills. 

Lunch & Recess 



development 

Comprehensive Writing Program Comprehensive Writing Program 

Character Development Character Development 

Mini Community Circle with class – Shout outs for students, learning highlights, 

and ending day chants. Organizing materials and preparing for dismissal. 

2:35 SCHOOL DAY ENDS - Student Dismissal 

2:45 – 

4:45 

Whole Staff Professional Development 

120 minutes 


12:25 - 1:05 (40) - Social Studies 

1:05 - 1:45 (40) - Science 

1:45 - 2:25 (40) - Character 

Development 

Mini Community Circle with class – 

Review of PREP points for day, Shout 

outs for students, learning highlights, and 

ending day chants. Organizing materials 

and preparing for dismissal.

APPENDIX N 

Day in the Life, Student 


Day in the Life of a Student 

It is 7:15 and Marcos holds his mother’s hand, walking confidently to school with his backpack 

containing last night’s homework (HW). Marcos worked diligently for nearly 45 minutes, 

completing assignments in reading and math. He is proud of his work and shines with 

accomplishment as he approaches his mother to ask for her HW signature. Wrapping up a 

conversation with Marcos’ aunt, the young scholar overhears his mother bragging about how 

smart her son is. Having attended school orientations, Marcos’ mother is comfortable with her 

engaged role in her son’s education. Two home visits from the school leader helped alleviate 

some of her trepidations about the new school. 

Approaching the building, Marcos spots the Head of School, a face he has grown accustomed to 

each morning and throughout the day. The grip on his mother’s hand eases, “Que pase un buen 

dia,” his mother wishes. Marcos’ smiles, turns, and walks to the adult standing in professional 

dress at the entrance. His excitement for school is apparent in his stride and smile as he receives 

a warm greeting. “Good morning Marcos, ready for an enthusiastic day of learning?” asks the 

school leader. “Enthusiastic and ready,” replies Marcos. The student and leader have been 

through this ritual many times before, but the call and response remains as strong as the first day 

it was recited nearly two months ago. In full prepster uniform, Marcos is welcomed into the 

school building. 

Walking past two teachers who greet him, Marcos rounds the corner and enters an orderly and 

inviting space. Students are sitting in advisory groups, eating and completing brain work. 3 Prior 

to joining his group, Marcos walks to his cubby, hangs his coat, removes his HW and a book that 

he is currently reading. He places the rest of his items in the cubby using the organized technique 

that was modeled for him by his teacher. Heading to his seat with his cohort named after the 

alma mater of its teacher, U Michigan, Marcos is greeted by his advisor who flashes a warm 

smile and extends a handshake. “Good morning, Marcos.” “Good morning, Mrs. Jackson,” 

responds Marcos, looking his teacher in the eye who then. Without receiving a request, Marcos 

hands Mrs. Jackson his HW folder 4 , finds his place at the table and starts eating. Upon 

completing his nutritious morning meal, Marcos pulls out his brain work folder and begins 

working. Its 7:25 and he has five minutes to silently complete what he can from a variety of math 

facts, writing practice and vocabulary building activities; morning exercise is just around the 

corner. 

A clapping chant led by the Head of School lets everyone know that brain work and breakfast are 

over; it is time for morning exercise. “Getting our blood flowing, it’s how we start the day, 

pumping up our brains, for learning all the way.” Marcos and the rest of the staff and students 

repeat the chant in unison. Then, with a non-verbal cue from the school leader involving foot 

stomping and clapping, the kids repeat the beat and rise to their feet. Three kindergartners, 

including Marcos, have been training for two weeks to lead morning exercise and as they step in 

front of the entire community they are comforted by a supportive facial expression from the 

Head of School and their teacher, reminding them that they are ready to make it happen. 

3 Brainwork – Folder containing variety of skill practice sheets, including practicing writing of individual letters and sight words, matching 

vocabulary to corresponding picture, practice with counting and recognizing how many objects there are, etc. 

4 Homework Folder contains work for the week and is broken into each day. Directions for the work as well as the spreadsheet for tracking 

reading and the learning objectives for each day are written in both Spanish and English. 


Following a 10-minute combination of stretches, aerobics and calisthenics mixed with songs that 

represent the four core values of the school, professionalism, responsibility, enthusiasm and 

perseverance, the school leader chants “1, 2, 3, eyes on me,” finishing with a “1, 2, 3 eyes on 

you” response by all prepsters. It is 7:40 AM and time for community meeting. The Head of 

School calls out advisory groups to walk to the gathering based on their levels of focus and 

behavior during morning exercise. In a single file line with their hands by their side, Michigan 

moves with a sense of purpose, following the red tape on the floor until they reach their 

destination. Tracking their teacher, Mrs. Jackson uses a simple hand gesture and the entire class 

takes a seat on the red line. Each remaining advisory group files into morning community 

meeting orderly and efficiently. 

“Here we are to start our day, doing it right, the U Prep Way. The U Prep way demands hard 

work, each minute, each day…We’re here to prep for our college degree, who’s going to get 

one…you and me.” Students burst with excitement as they recite their daily lines. The remainder 

of the meeting bounces between reading chants, math problems with cold calling, and college 

cheers. When students respond with inaccurate or incomplete answers they are pushed to reach 

correct solutions. “Keep thinking.” Fellow prepsters offer words of encouragement while 

supportively fluttering their fingers in the direction of a struggling student as she receives 

scaffolded questions from the school leader. With Jessica reaching the correct answer, the Head 

of School asks her to repeat it in a complete sentence with a “loud and proud” voice. “Everybody 

say, ‘Good job, Jessica.’” “Good job, Jessica,” recites the school in unison with conviction in 

their praise. A healthy combination of academic rigor, community building and enthusiasm, the 

positive energy is palpable throughout the duration of the 15-minute gathering. Today, like every 

day, Marcos’ morning has been consistent, filled with direct and indirect lessons supporting the 

school’s culture and academic program. 

Transitioning to their first class, Marcos and his colleagues quietly file into the room and find 

their assigned seats on the rug. When everyone is in their designated place the class begins their 

daily math meeting. Michigan moves through short, quick activities such as identifying the date 

and day of the week and describing the weather, with an exciting pace. Concluding the math 

meeting, Mrs. Jackson leads Marcos and his fellow prepsters through the “Read Baby Read” 

chant, shifting to the language arts section of their day. The daily schedule posted on the wall 

illustrates a detailed breakdown of the more than three hours of language arts instruction every 

day that Marcos receives. Knowing that literacy and language acquisition in the early grades are 

the make or break of future academic success, a second teacher, Mr. Garcia, the Kindergarten 

literacy teacher, enters the room. 

Mrs. Jackson plays a CD and without any verbal cues, Marcos and his classmates transition to 

three locations in the room to start their first 45-minute literacy block. Dividing into three groups 

of nine students, two of the groups move to u-shaped tables on opposite sides of the room, each 

joined by one of the teachers. A third group of nine prepsters work independently on the class 

computers using student-adaptive literacy software that reinforces phonics, phonemic awareness, 

decoding, sight words and other essential components of early reading proficiency. Marcos and 

three of the other students in his group work through a separate piece of software, Longman 

Cornerstone, designed specifically to support English Language Learners in the primary grades. 

His English proficiency continues to accelerate by leaps and bounds due to a combination of the 


additional time he and his classmates spend each day focused on reading and writing and the 

specific interventions he receives through out that extended time. 

Following his first literacy block, Marcos and his group quietly move to Mr. Garcia’s u-shaped 

table. For the next 45 minutes, Mr. Garcia uses Direct Instruction with the Reading Mastery 

curriculum to build the students’ phonics, phonemic awareness, blending and decoding skills. 

Watching Mr. Garcia point to a letter, the group repeats the sound the letter makes. “Watch…my 

turn,” says Mr. Garcia as he blends the letter “s” with “h” to make the “sh” sound. All the while 

he is over-emphasizing his mouth movements so that the students can replicate his modeling. 

“Watch again…ssshhh,” repeats the teacher while pointing to the letters on the page. “Get 

ready…everybody together,” Mr. Garcia points to the “sh” on the page and the group says the 

sound in unison. “Now fast, now slow, now rrreeeaaallllyyyy sssslllllooooowww.” Walking the 

students through the repetitive practice, Mr. Garcia exudes enthusiasm while ensuring that each 

prepster gets the sounds right. 

“Now let’s build a word…watch me…sssshhhhhoooopppp.” Breaking the word down into all of 

its syllables, the teacher leads the students through each independent annunciation as they build 

the word back together. “Now let’s use our arm to break down the word.” Extending his left arm 

and placing his right hand on his left shoulder he starts with the “sh” sound. Moving his right 

hand down to his left elbow he now emphasizes the short “o” sound. Finally, his right hand 

slides onto his left as he completes the word with the “p” sound. “Watch me one more time 

(modeling with his body as he says the word slowly) sh-o-p.” “Get ready… now it’s your turn.” 

Moving back and forth between individual students and the whole group, Mr. Garcia is 

constantly assessing Marcos and his fellow prepsters while using effective pacing to keep the 

group excited and engaged. Soon, 45 minutes is over before Marcos even realizes it and his daily 

work with phonetics has come to a close. 

After nearly two hours of exciting and demanding learning, it is time for Michigan to take a 

break. Following 10 minutes to have a snack, use the bathroom, and speak amongst his 

classmates with a “library level” voice, Marcos and his fellow prepsters are ready to dive back 

into learning. Once again the music plays and he transitions with his group to Mrs. Jackson’s 

table on the other side of the room. 

Greeting the nine students, Marcos’ teacher gestures for them to take a seat at her u-shaped table. 

During guided reading Mrs. Jackson instructs students on key elements of reading 

comprehension. Today, as they have been working on all week, prepsters are learning how to 

make predictions from text. Using a series of scaffolded questions, Mrs. Jackson pushes the 

students to think deeply about the story they are reading together. She has also prepared for the 

students to practice their “power words” for the week, “absurd” and “jubilant.” Marcos is proud 

when his teacher praises him for predicting that the main character in the story will feel jubilant 

when she opens her birthday present. “Let’s give two claps to Marcos for that dynamite 

response…two claps on three…one, two, three.” Clap, Clap. In addition to making predictions 

and reviewing the “power words” for the week, Mrs. Jackson constantly cycles back to sight 

words that appear in the text that students have learned. Posted on her board within reach are the 

12 sight words that the students have learned so far in the year. Throughout the lesson she 

strategically points to words in the book and cold calls on students to provide her with the correct 


word. Should Marcos or his classmates provide an incorrect answer, Mrs. Jackson pushes 

students to use their phonemic awareness to blend the sounds and determine the word. There is 

no giving up in the environment of high expectations cultivated by Mrs. Jackson and her 

colleagues. Perseverance is expected and supported at all times. 

During his three 45-minutes literacy blocks, Marcos has been grouped by his reading ability 

based on analyzed data from the last six-week interim assessment. 5 The flexible grouping allows 

his teachers to differentiate instruction to a level appropriate for each group while maintaining 

the same academic outcomes. It is clear that Marcos is deeply engaged in learning not only 

because of the enthusiasm and presence of his teachers and the quality of their instruction, but by 

the appropriate level of support and challenge that he receives in each lesson. 

When the rotation is over, the class transitions back to the rug for a whole-group writing activity. 

Mr. Garcia is thanked by the Michigan prepsters before he departs to the other kindergarten 

room. Prior to leaving he asks the students if he can hear their daily writing chant because it 

always gets him excited and energized for his next round of teaching. The class is anxious to 

share and Mrs. Jackson gestures for them to stand, counting down “3 and 2 and 1…” Class, in 

unison with choreographed gestures and movement: 

We write to persuade 

And we write to inform 

We write to convey 

What we really want to say 

We use strong words because language is power 

And we have to get to college, every minute, every hour. 

Harnessing the student’s energy, Mrs. Jackson praises their beautiful choral chant and asks for 

three claps and stomps on three, “1, 2, 3.” Clap, Clap, Clap. Stomp, Stomp, Stomp. With a nonverbal 

gesture the students sit back down on the rug. Mrs. Jackson provides a topic, and the class 

helps brainstorm an illustration for it, which she draws on a piece of chart paper serving as a 

giant graphic organizer. Marcos’ teacher then asks the students to formulate a sentence to 

describe the picture. Marcos shares his sentence with the class, spelling the words as his teacher 

writes them the way he tells her, including his mistakes. Afterward, she edits the sentence 

explaining the correct spellings. The students then move to their desks and begin their own 

illustrations for the topic. Circulating around the room and engaging the students in discussions 

about what they are drawing and writing, Mrs. Jackson edits their mistakes, just as she had edited 

her own while modeling for the whole group. 

After 15 minutes of focused illustrating and writing, it is time for lunch. Marcos lines up with the 

rest of his classmates and Michigan walks in a silent line to the cafeteria. Mrs. Jackson monitors 

their movement in the halls and praises her young prepsters on their professional posture. “You 

look like 1 st graders,” Mrs. Jackson tells the class as they stride with pride down the hall. “What 

5 Interim Assessments – As advised in the Colorado Basic Literacy Act as well as the 2009 Denver Plan, uses frequent 

diagnostic reading assessments to clearly understand where students are in their abilities and support them accordingly. six week 

assessment cycles are accompanied by full day Professional Development sessions focused on data analysis, re-grouping of 

students when appropriate, and creating clear and effective plans for ensuring each student in the school is being academically 

challenged and receiving the support they need to meet those challenges. 


do you think?” inquires Marcos’ teacher as the class passes by the school leader. “Very 

impressive,” responds the Head of School, “Are you sure these aren’t 2 nd graders, Mrs. 

Jackson?” The students are seated in the same designated spots where they started their day. The 

consistency and structure that they have grown accustomed to continues as they enjoy a 

nutritious lunch. Once Michigan is settled and eating Mrs. Jackson exits the cafeteria for a short 

planning period. 

The school administration and other supporting, non-teaching staff supervise the lunch period 

where they engage tables of students in “library level” discussions about the books their teachers 

are reading to them and how they predict the stories will end when they conclude reading them 

after lunch. As students finish eating, they are dismissed outside, where the school’s Director of 

Finance and Operations is waiting for them. Other lunch-supervising staff transition outside with 

the students as more Universities are dismissed to recess. Marcos and his classmates spent the 

first week of school “practicing recess” and learning about the different stations they can engage 

in based on what they feel like doing. All of the prepsters are having fun with their free time, but 

there is also a clear sense of organization and shared expectations. 

At the conclusion of recess, the Director of Finance and Operations blows a whistle and 

everyone on the playground freezes. After a brief, calming pause, a signal is given and the 

students walk to assigned locations and line up by class. A teacher from each class is outside 

now and they escort silent lines back to learning. 

Returning to the classroom, students take their places on the rug, and Mrs. Jackson resumes 

reading a picture book where she left off yesterday. Stopping occasionally to clarify a word 

meaning or plot point, the teacher poses opinion questions that the students then discuss briefly 

with their shoulder partners and then with the whole group. Students in Michigan have been 

working on specific vocabulary words form the text so Marcos is not surprised when his teacher 

cold calls on him to define “absurd” with reference to the character in the story. Marcos provides 

a good start to the definition and Mrs. Jackson lets him know that he is on his way, but does not 

quite have it. Calling on another member of the class, Marcos’ colleague, Jessica, confidently 

starts her response with “I’d like to build on what Marcos said and add…” She has clearly been 

trained to use specific, professional language in her responses as professionalism is a core value 

at University Prep. Mixing low level with high level questions, teaching reading strategies such 

as making predictions and inferences, and explicitly pushing students to develop their robust 

vocabulary, the twenty minute read-aloud is an essential part of each and every day. 

Following the read-aloud, it is time for math. Students are gestured to stand up on the rug, 

transitioning into the new subject. Stomp-Stomp, Clap-Clap, Mrs. Jackson leads a rhyme to get 

students ready for their next learning experience. Marcos, who was losing some of his energy 

and enthusiasm, is completely reinvigorated by his favorite chant of the day, “It’s all about the 

numbers.” Combining a healthy dose of math terminology with kinesthetic movement, the math 

song is an electrifying catalyst to each math lesson. 

“Today we are going to learn about sequencing. Everybody say that word with me, sequencing.” 

Pausing, the class then repeats “sequencing” in unison as Mrs. Jackson points to the word in bold 

letters on the board. “Another word for ‘sequencing’ is ‘order’” continues Mrs. Jackson, moving 


her hand to the word “order,” fixed directly below “sequencing.” “Let’s read a short story about 

Liliana and how she prepares for her day of school and look at the pictures that accompany it. 

Then we can talk about the ‘sequence’ or ‘order’ of her morning. The most important words that 

we are going to use in describing the sequence of her routine are ‘first, next and last.’ Let me 

hear those important words all together.” The students articulate each term as Mrs. Jackson 

points to them individually on the board. “I think we are ready for the story…Are you ready to 

hear about Liliana’s morning routine?” With a soft “Yes” the class responds, but Mrs. Jackson is 

not convinced. In a calm and neutral tone she says, “If we are ready for the story, I should see 

my prepsters sitting properly in scholarly position and when I ask if we are ready I should hear 

enthusiasm.” Re-asking the question, the class is sitting with their hands folded and backs 

straight, and responds with a loud and convincing “Absolutely.” “That is more like it,” smiles 

Mrs. Jackson. “That’s the UPrep way!” 

Moving through the story and using the events described to emphasize sequencing, Mrs. Jackson 

notices that Marcos is struggling with the concept and needs to access the idea in a different way. 

Breaking from the story, Mrs. Jackson asks three of the prepsters sitting beside one another on 

the rug to stand up and form a line. “Marcos, please look at your three classmates. Who is first in 

the line?” Walking through a series of questions and making sure that not only Marcos gains a 

firm understanding of today’s learning objective, but that other students who have shown 

confusion also receive the support, it is clear that Mrs. Jackson is excellent at using constant 

checks for understanding to recognize where her students are and in result, making quick 

changes to instruction. 

“Now that we have all shown a clear understanding of sequencing and order and can use three 

words…how many words? “Three!” responds the class together, “first, next and last, it is time 

for you to try and do it yourself.” Reading a new story to the class and emphasizing the three 

distinct actions that take place in the story, Mrs. Jackson then models exactly what she expects 

the students to produce when they begin their independent work. “Here is what our work looked 

like when we produced it together for Liliana’s story,” articulates Mrs. Jackson. She points to the 

graphic organizer illustrating the three main actions from the character’s morning and the words 

first, next and last that are written directly below their corresponding events. The prepsters are 

directed to their tables and instructed that they have 10 minutes to sequence the main actions 

from the new story and write the words first, next and last in their appropriate spaces. Music 

plays and Mrs. Jackson moves around the room checking in with her hard working students. At 

the 10 minute mark, the music stops and Mrs. Jackson asks the students to place their work in 

their math notebooks, emphasizing as she does every day, the extreme importance of staying 

organized. 

Mr. Garcia, the literacy teacher from earlier, returns to Michigan to escort the students to a 

bathroom break followed by their Music and Movement class. Mrs. Jackson will have this period 

to prepare for upcoming lessons and make a few parent phone calls as the students engage in one 

of their favorite times of the day. Music and Movement is designed to provide students with 

physical activity while teaching them the foundations of song and dance. Led by a professional 

choreographer, Marcos loves his time with Ms. Beverly who works diligently behind the scenes 

to prepare lessons that both teach core musical knowledge and the four virtues of the school. 


“Head…mouth…hands…feet…” Mr. Garcia reminds students to keep their heads forward, their 

mouths closed, their hands by their side and their feet moving while providing space for the 

prepsters in front of them as they form a straight line in preparation for returning to class. Fresh 

from their 40-minute enrichment, students feel compelled to share how much fun they had with 

Mrs. Jackson who expresses her jealousy and hopes that one day she too can join them in Music 

and Movement. The final learning for the day is social studies, and today it is a geography 

lesson. Mrs. Jackson leads the group of young scholars through instruction on how land and 

water are differentiated on maps. Starting with a review of what the students have already 

learned about maps, the class brainstorms everything they know as their teacher lists out their 

ideas on chart paper. The lesson flows from a brainstorming session into direct instruction, and 

finishes with the students labeling blank maps that are simply broken into large land masses and 

bodies of water. Each student neatly tucks their work into their social studies folder and Marcos 

is particularly proud of the star ticker he earns for labeling his map with exceptional penmanship 

and accuracy. 

Cleaning and organizing their desk space, Mrs. Jackson asks all of the students to track her as 

she provides instruction for the final 30 minutes of the day, structured choice time. Marcos 

knows that Mr. Garcia will be by shortly to pick him up along with a few of his classmates, 

joining other students from the other kindergarten class who need additional support with 

reading. Marcos has been making some great progress and is repeatedly reminded that hard work 

produces results. He enjoys working with Mr. Garcia who is always making him laugh while 

helping him learn. Other students in the room choose to play age-appropriate board games like 

memory and chutes and ladders. Some of the students sit in the “reading corner,” clearly 

submerged in their books as they stare at the words and turn each page with anticipation. Mrs. 

Jackson takes the opportunity to proctor a short but valuable reading assessment for a Michigan 

prepster who was absent on the day of the diagnostic test. The room is orderly and calm as 

students engage in their own activities, some mandated and others optional based on their 

academic needs and behavior for the day. It is 3:55 and the class is invited back to the rug for 

their daily closing. Marcos and his classmates return with Mr. Garcia and join Michigan on the 

floor. 

For the final five minutes, as is consistent each and every day, Mrs. Jackson leads a discussion 

about the class’s major learning for the day, some of the highlights, and what to expect 

tomorrow. Students have an opportunity to share their learning from the day while also praising 

one another for any experiences throughout the day that exemplified one of the four core values 

of the school - professionalism, responsibility, enthusiasm and perseverance. Mrs. Jackson is 

always sure to shout out at least one student for exemplifying each of the school’s four core 

values. Today, Marcos receives praise for his professionalism as Mrs. Jackson cites some of the 

exceptional language that he used during class throughout the day. “You sounded like a college 

student today Marcos,” beams his teacher. “I cannot believe how smart you are.” Marcos is filled 

with joy as his teacher’s words mean the world to him. A five-year old on his way to a college 

degree, the young prepster is in the midst of developing deep pride in himself and his school for 

all the right reasons. 

As he exits the building and sees his mother waiting for him, Marcos walks towards her feeling a 

little bit taller. Marcos has had a big day for a small person and tomorrow, along with the other 


187 days of school, will be no different. At his school, the teachers, parents and students live by 

one mission, educating every student for college. On the sign positioned above the school’s 

entrance, directly hovering over Marcos and his mother, the words that drive the school’s 

mission are written in letters nearly as big as Marcos himself. 

every child. every minute. every day. 


APPENDIX O 

Day in the Life, Teacher 


Day in the Life of a Teacher 

Arriving promptly at 7:00 am, Ms. Martinez enters the school building, walking past the main 

office where she is greeted by a pleasant good morning from the Head of School who is already 

busy at work. Spending the first 10 minutes of her day checking emails in the staff office 6 , 

including the daily morning message from the Head of School articulating any coverage 

requests, school visitors, room and technology usage requests and overall logistical changes for 

the day, Ms. Martinez then makes some necessary copies for her day of instruction. Her 

preparation for the day ahead is minimal as she has everything well organized and ready to go 

from the day before, including all of the day’s learning outcomes and detailed agenda for the day 

posted in the classroom. 

At 7:15 Ms. Martinez heads to the cafeteria, positioning herself at her class’s designated table. 

University of Denver (U Denver), as her class is referred to, slowly begins filing in one by one 

from their morning greeting ritual outside. They have already received a warm hand shake from 

the school leader and have gone through a uniform check. Upon unpacking their belongings in 

their individual cubbies, the students reach Ms. Martinez, where she offers another warm 

greeting and oversees homework collection. Overseeing the breakfast procedure, the exemplary 

U Prep teacher ensures her prepsters are eating quietly and completing their brain work. 

At 7:30 am the daily rituals of community exercise followed by morning meeting ensue. Ms. 

Martinez models appropriate behavior for her kindergartners and redirects them appropriately 

when they are failing to track the speaker or engage in the morning activities professionally. 

During morning meeting, the eager teacher raises her hand during shout outs, excited to praise 

one of her young prepsters for the core virtue of perseverance, having successfully worked 

through a challenging math problem the day before without ever giving up despite frustrations. 

Following her articulation of why she is praising her exemplary pupil, Ms. Martinez leads the 

school in a “boom sizzle” chant (boom – boom – boom – sizzle – sizzle, boom – sizzle – sizzle – 

a combination of words, claps and snaps that excites the room). Upon the conclusion of morning 

meeting, Ms. Martinez gestures for U Denver to rise, and the group files out to class in single 

file, their teacher modeling appropriate and professional hallway walking and once again giving 

students real time feedback on their behavior. 

Once back in class, U Denver’s teacher directs students to their reading group stations and is 

joined by the literacy specialist for the Kindergarten grade level. With soft music playing in the 

background, all U Denver prepsters find their positions in the room. Ms. Martinez sits at the 

center of a u-shaped table with a large easel by her side and nine Denver prepsters joining her at 

the table. “Are we ready?” exudes Ms. Martinez. “Yes, we are,” reply the excited students in 

unison. “Are you sure?” “100 %!” respond the prepsters to the playful teacher. “Excellent, let’s 

get to it.” 

During a 40-minute literacy block with her group of nine, Ms. Martinez walks students through 

the Reading Mastery curriculum, providing direct instruction on phonics, phonemic awareness, 

blending and decoding. Incorporating visual, auditory and tactile cues, the 40 minutes go by 

6 

Staff Office – there is a professional work space that all teachers share so that classrooms are solely environments for student 

learning. 


efore the teacher and students know it. Wrapping up the lesson, Ms. Martinez cold calls the 

group for answers to questions that summarize the big learning from the lesson. Praising 

individual students and the whole group for correct responses with chants and physical 

celebrations, like the “boom-sizzle” from morning meeting, the group concludes their lesson. 

Following a quick two-minute transition with soft music in the background, the next group of 

nine joins Ms. Martinez for their turn at the exciting foundational literacy lesson. Working 

through the second and then third reading group, Ms. Martinez has now worked with her entire 

class in a small group setting. It is 10:10 and she is joined by the Director of Curriculum and 

Instruction (DCI) to oversee a 15-minute break. 

During break, the DCI oversees use of the bathroom while Ms. Martinez distributes a midmorning 

snack and engages in conversations with students around different books that they have 

been reading during DEAR (Drop Everything and Read). Break is a great opportunity for Ms. 

Martinez to engage with her students in a more informal setting while remaining completely 

professional. She frequently reminds her students to “Eat books!” emphasizing how important it 

is for them to read regularly. She even mentions that the “book monster” might be coming to 

morning meeting tomorrow – the students are extremely excited by this comment. 7 Two minutes 

prior to the conclusion of break U Denver’s teacher announces to the prepsters that they need to 

start preparing for their Read Aloud. The class has been trained to clean up the room from snack, 

put their materials away from morning literacy blocks and break time, and sit at the rug in their 

assigned spots in scholarly position - ready to learn. With a count down of 10, the students find 

their spots and track the teacher, ready for the next part of their day. 

Leading a 25-minute Read Aloud, Ms. Martinez sits next to the board that has a set of sight 

words that the students have been practicing. The week’s “College Words” are also highlighted 

on the board. Sharing with students what is happening in her head as she reads the pages, Ms. 

Martinez models what effective readers do as they engage with text. “I wonder what is going to 

happen next in the story?” questions the enthusiastic teacher. “Does anyone have an idea of 

what’s going to happen next? If you do, can you share with the group and give us at least one 

piece of evidence why you think that.” Hands fly into the air, the young readers all want to share 

their predictions with the group. Referring to the sight words on the board as they come across 

them in the text, Ms. Martinez constantly asks questions of the group and tests their memory of 

the critical words they have been practicing. Conscious of “ratio,” an important technique that is 

part of the taxonomy of teaching that the school has been going through as part of their 

professional development, the U Prep teacher is careful to balance teacher talk with student talk, 

keeping student engagement at the highest levels possible. Wrapping up her Read Aloud, Ms. 

Martinez leads a summary of today’s reading, pulling main ideas from the students and writing 

them on the board. The group is keeping a timeline of the book and will add today’s section to 

their giant visual display of what’s happened so far in the story. 

It is 10:50 and time to start math instruction. The students stand up from their spots on the rug 

and play a shifting game where they listen to the teacher’s directions that guide them to different 

7 The “book monster” is a puppet, modeled after cookie monster on Sesame Street, who eats books instead of cookies. He pays a 

visit to the students during morning meeting every once in a while to remind them how healthy it is to eat books, making sure 

they are part of each prepsters regular diet. He loves to lead the “B is for Books” chant and students are always excited by his 

presence. 


spots on the rug, ending up right back where they started. “Two claps on three,” exclaims Ms. 

Martinez, “1, 2, 3… clap-clap.” The students take their seats back on the rug in their original 

positions and are ready for their daily math meeting. Covering the weather, time, day of the 

week, date, and basic shapes and patterns, Ms. Martinez leads this critical daily routine, having 

students physically engage in parts of the lesson such as changing moving manipulatives that 

represent the date. Transitioning from their math meeting into the first of two math periods, Ms. 

Martinez starts by facilitating a math chant with the whole group and then delves right into math 

procedures. The DCI has come back in to join the class and pulls seven students from the rug to 

work with her in a another section of the room during the first 40-minute math block. 

Today the students are learning how to count by multiples of two. Using a variety of 

manipultives, Ms. Martinez models how to count by twos with concrete examples. She then 

works with the students, handing them materials to practice with as she continues to demonstrate 

for the whole class. “Now, let’s work with your shoulder partner to practice. Take this next two 

minutes to count by multiples of two with the person next to you. Prepster on the left goes first. 

Go!” After the two minutes expire, U Denver’s teacher asks who is ready to show what they 

know for the whole class to see. A young lady raises her hand and each prepster turns to track the 

speaker and see what she will do. “2, 4, 6, …” Her voice is soft and unsure, Ms. Martinez 

reminds the young student to use her “College Voice” when she is sharing with the group. More 

confidently, the prepster starts again “2, 4, 6,…(counting out loud while pushing the 

manipulatives into a larger pile).” “That is excellent, Marissa…simply excellent,” exclaims the 

teacher. “Can we give a roller coaster to Marissa for being the first U Denver student to share her 

new learning with the class and take an academic risk?” The whole class begins to slowly raise 

their hands while making the “ch,ch, ch, ch” sound until reaching the top of the imaginary roller 

coaster and mimicking a huge fall followed by a rapid incline, “wooh, whooh.” 

Moving back to direct instruction, Ms. Martinez models a practice worksheet that the students 

are going to use to work on counting by multiples of two. Today they are going to go all the way 

to 20. After modeling how to go through the sheet and asking clarifying questions to make sure 

the students understand, she dismisses them to their desks where they are able to work 

independently and practice their newly acquired skill. With seven of her students working with 

the DCI, Ms. Martinez has 75% of her normal class size to confer with and make sure that 

everyone is picking up the new skill – she moves strategically around the room, knowing her 

students well and therefore checking in with those most likely to struggle first, but ensuring by 

the end of the six minutes of practice time that she has seen each student. The bell rings signaling 

that it is time to transition to lunch, but Ms. Martinez has no look of concern in her face. 

She calmly asks the prepsters to put their math sheets on the top right corner of their desks and 

their pencils in their trays. Guiding the students through a five-step procedure, a behavior that 

she explicitly taught her prepsters at the beginning of the year, she simply has to count and each 

student goes through the process seamlessly: 1 – students push their chairs out; 2 – students rise; 

3 – students step to the side; 4- students slide their chairs in; 5 – students file one row at a time 

into a single file line at the door in preparation for lunch. It has been 30 seconds, Ms. Martinez 

has maintained a warm smile throughout the process, and the students have maximized their 

instructional time by moving quickly through all transitions. The DCI escorts the students to 


lunch and Ms. Martinez is afforded a break during lunch to catch her breath and prepare for the 

afternoon. 

During lunch Ms. Martinez collects and reviews their work from the first math block to check on 

their level of understanding from the lesson and to make sure that everyone is retaining the 

essential information. She makes note of a few students whom she sees are struggling, knowing 

that she can check in with them at the next break, during instruction tomorrow, or during prep 

block at the end of the day. She also notes her high flyers who have perfected the new skill and 

will need more challenging work, perhaps starting at any even digit between 1 and 20 or working 

on counting by multiples of two backwards; 30 minutes later she is down in the cafeteria to 

collect her young ones from lunch and recess, bringing them back to class in a quiet and efficient 

manner to start the afternoon of learning. 

Entering the room, U Denver goes back to their assigned spots on the rug in preparation for the 

second block of math, problem solving. During this section of the day, students have 

opportunities to apply what their learning to meaningful situations. With students discussing 

problems and their reasoning behind how they approach a difficult question, this section of math 

is much more focused on critical thinking skills, communication and proving the ability to apply 

what you know to new situations. Ms. Martinez enjoys watching the students grapple with ideas 

while sharing their thinking, and is always enthused by their ability to take what they know and 

effectively apply it. After a 40-minute block of problem solving, mixed with whole class 

instruction, shoulder partner work, and independent practice, Ms. Martinez asks her students to 

rise and leads them in a chant to prepare for their next area of studying, writing. 

We write to persuade 

And we write to inform 

We write to convey 

What we really want to say 

We use strong words because language is power 

And we have to get to college, every minute, every hour. 

With a non-verbal gesture, Ms. Martinez has the students sit back down on the rug, and starts 

today’s writing instruction. Providing the class with a topic, Ms. Martinez draws on a piece of 

chart paper serving as a giant graphic organizer as U Denver’s prepsters help brainstorm an 

illustration for it. Ms. Martinez then asks the students to formulate a sentence to describe the 

picture. An eager student shares his sentence with the class, spelling the words as his teacher 

writes them the way he tells her, including his mistakes. Afterward, she edits the sentence 

explaining the correct spellings. The students then move to their desks and begin their own 

illustrations for the topic. Circulating around the room and engaging the students in discussions 

about what they are drawing and writing, Ms. Martinez edits their mistakes, just as she had 

edited her own while modeling for the whole group. 

In the mean time, the Head of School has entered the room and pulled five of the students off to 

a side table to work with them in a smaller setting. He has been coming twice a week during the 

comprehensive reading block to work with a small group of struggling students that Ms. 

Martinez has brought to the school’s attention as needing additional support with the 

development of their fine motor skills. Overseeing 15 minutes of focused illustrating and writing, 


Ms. Martinez continues to coach her students to accuracy and completion. Wrapping up the 

comprehensive writing block, U Denver’s teacher asks three students to share their sentences 

with the whole class, directing them to the front of the room. One of her more fidgety prepsters is 

failing to track her fellow classmates and Ms. Martinez takes a moment to remind her to always 

track the speaker. “Can I get two claps on three for three excellent sentences, 1, 2, 3, … CLAP- 

CLAP.” The group passes their illustrations and accompanying sentences to the front of the room 

and the Head of School asks for all students to line up at the door - it is time for enrichment. 

With the Head of School escorting the professional kindergarteners to their enrichment class, 

Ms. Martinez has a 40-minute plan period prior to the young ones coming back to class for 

science and the remainder of the day’s final activities. 

During her plan period, U Denver’s teacher focuses on preparing important materials for 

tomorrow’s lesson as well as analyzing some recent assessment data from the last literacy 

diagnostic she gave her class. With ten minutes to go, she refines her learning outcomes for 

tomorrow, making sure they represent clear and measurable skills and/or content knowledge that 

students will be able to achieve in the allotted times for each lesson. As expected, her prepsters 

file into the room one by one at 2:25, with huge smiles on their face, ready for the highly 

anticipated science lesson. 

Sitting at their tables, Ms. Martinez starts by detailing the learning outcome for the day. “At the 

end of today’s science class, you will be able to sort a group of items based on observable 

characteristics. 8 Those are some really big college words, ‘observable characteristics,’ let’s talk 

about what those mean.” Ms. Martinez never dumbs down language for her young students, she 

simply breaks it down into more manageable, concrete meaning and gives her U Denver 

prepsters plenty of opportunities to practice. Working through a hands-on activity, the students 

engage with the learning outcome by sorting different types of animals into two buckets. Ms. 

Martinez started the lesson by modeling what she expected them to do and how she approached 

the task. Breaking the students into pairs, she expects the same thing from them. Although a 

challenging exercise, students anxiously volunteer their group to share how they’ve sorted the 

animals, explaining their rationale. It’s clear by the end of the lesson that not all students have 

mastered this standard and it will have to be revisited tomorrow, perhaps in a different way. 

At 3:05 Ms. Martinez signals to the class to clear off their desks and get out their independent 

reading books for D.E.A.R. During this 15 minute period, she monitors the class, walking around 

the room, holding a children’s book in her hand and reading to herself. At the conclusion of 

D.E.A.R. Ms. Martinez knows that some of her students will stay with her during PREP Block 

while others will be pulled out for targeted intervention. Staying in the room with the majority of 

her children she oversees a variety of activities. Some students are playing checkers, others are in 

the reading corner continuing to “eat books.” She asks a couple of students to join her at one of 

the U-shaped tables so that she may discuss some of the challenges that they were having with 

the science lesson. Ms. Martinez knows that even 10 minutes with a select few students who are 

struggling with a concept can make all the difference. 

8 2009 Model Content Standards. Content Area: Science. Standard: Life Science. Grade Level Expectation: Kindergarten. Concepts and Skills 

Students Master: Organisms can be described and sorted by their physical characteristics. Evidence Outcomes: Students can “Sort a group of 

items based on observable characteristics.” 


At 3:50 the prepsters who left for targeted intervention return from their small group instruction. 

The whole class prepares for their end of the day ritual. “Two claps on three, 1, 2, 3…CLAP 

CLAP.” Ms. Martinez has the attention of the room and leads U Denver’s eager prepsters in a 

summary of the day’s learning and provides a few complimentary remarks to two of the students 

who really “exemplified,” as she says, the core virtues of Enthusiasm. She details the concrete 

behaviors she saw in the two students she’s praising, looking for nods of acknowledgement so 

she knows the class is following her. Concluding the day with the groups’ college chant, she has 

each prepsters gather their backpacks, jackets, and hats and have them line up at the door in an 

orderly fashion. The Head of School comes by the room to pick them up and walk them through 

dismissal. Ms. Martinez is done with students for the day, but has a 50-minute plan period from 

4:10 – 5:00 pm. Following a 30-minute team meeting with the Kindergarten team focused on 

best practices during read alouds, she then spends another hour planning and preparing for next 

weeks lessons. Her level of detail and precision in planning and her constant checks for 

understanding with students ensure that she runs an exceptional class and is always giving 

students what they need. It’s nearly 6:00 pm and although she’s a bit tired, Ms. Martinez is 

energized thinking about tomorrow as she walks to her car. She knows that she is part of a game 

changing school and that thought alone keeps her going, even on the longest days. As she’ll say 

frequently to her colleagues, “This work isn’t about us…it’s about kids.” 


APPENDIX P 

Organizational Chart 


University Prep: Year 1 



(New Positions denoted by blue shading) 








Year 5 



APPENDIX Q 

Job Descriptions 


JOB DESCRIPTIONS FOR KEY PERSONNEL 

While we will use these qualifications and responsibilities to guide the interview process, will 

also take into consideration other qualities that may be desired in a potential candidate such as: 

Spanish-speaking, experience in communities similar to those served by our school, and other 

specialized backgrounds. 

Head of School: Qualifications and Responsibilities 

Position Summary 

The Head of School of will be held accountable by the Board of Trustees in regard to all aspects 

of the school’s academic program, financial management, and organizational health. The Head 

of School is entrusted with advancing the school’s mission, maintaining the financial viability of 

the organization, and determining the future direction of the school in accordance with the 

mission. 

Suggested Qualifications 

• Strong commitment to, belief in, and alignment with school’s mission and vision 

• Minimum of five years working in urban education with history of significant gains in 

student performance and/or growth 

• Minimum of Bachelor’s Degree 

• Successful experience in leadership and management of both adults and students 

• Ability to assess data, find trends, and use information to make strategic decisions 

• Knowledge of or experience in education, school finance, governance, management, and 

law 

• Experience in budgetary planning, accounting, and effective allocation of school 

resources 

• Exceptional verbal and written communication skills. 

• Strong organizational skills and ability to multi-task 

• Ability to approach situations with optimism and perseverance, willingness to take 

personal responsibility, open to and interested in feedback on performance, eagerness to 

continue to improve in effectiveness, and steady determination to pursue excellence 

regardless of the situation 

Responsibilities of the Head of School 

• Create, monitor and sustain school culture of academic rigor through consistent 

implementation of systems, and structures to maximize student learning. 

• Manage and work closely with the Director of Curriculum and Instruction on all job 

responsibilities associated with the positions. 

• Manage the leadership team, Director of Curriculum and Instruction and Director of 

Finance and Operations and all staff including representatives of all outsourced business 

functions. 

• Lead all student community meetings in coordination with the Director of Curriculum 

and Instruction 

• Lead all staff development and administrative meetings in coordination with the Director 

of Curriculum and Instruction 


• Manage and direct recruitment, hiring, and retention of all staff members, including 

salary, contract, and benefit orientations. 

• Draft and provide evaluations of all staff members. 

• Coordinate lottery, admissions, enrollment, and waitlist procedures for the school. 

• Develop and implement orientation, training and evaluation of all staff members. 

• Implement all personnel policies. 

• Implement all student discipline, code of conduct, and behavior standards with the Dean 

of Solutions and in conjunction with other administrative and teaching staff. 

• Serve as primary spokesperson for school to both internal and external constituents 

including media, community members, parents, political leaders and representatives, and 

visitors. 

• Support and work with all Board committees as well as provide information, data, 

reports, and context necessary to assist in effective governance of the school. 

• Manage and allocate school resources, including financial resources, in alignment with 

values of school; work with Director of Finance and Operations to evaluate the accuracy 

of all financial documents. 

• Supervise and monitor daily inputs and outputs of school including accounts payable and 

receivable, cash receipts and disbursements, payroll/benefits, taxes, staff, and school 

supplies. 

• Work with Director of Finance and Operations and Director of Curriculum and 

Instruction to prepare or oversee and submit required reports, evaluations, and data to all 

external and funding sources. 

• Work with all school stakeholders, specifically with Director of Finance and Operations 

and Board of Trustees, to acquire and collect resources, both financial and in-kind, for 

instructional, extracurricular, and enrichment needs. 

• Continue to develop a financial plan for school’s capital needs in order to secure 

permanent facility for school. 

• Inspire staff and student body to remain focused and determined in work of fulfilling the 

mission of school. 

• Supervise and direct the culture of school by monitoring academic program and 

implementation of school’s discipline code to ensure a rigorous, safe, and focused school 

environment. 

• Develop and communicate a strategic plan for the school 

Director of Curriculum and Instruction: Qualifications and Responsibilities 


The Director of Curriculum and Instruction will be held accountable by the Head of School in 

regard to teacher performance and growth, student achievement, and quality of curriculum. The 

Director of Curriculum and Instruction is entrusted with advancing the mission of the school 

through the management and development of a rigorous, standards-aligned curriculum; 

participation in the evaluation, support, and development of teaching staff; and collaboration 

with the Head of School on areas of instructional and/or curricular need at the school. 



• Strong commitment to, belief in, and alignment with mission and vision of school. 

• Minimum of three years working in urban education with history of significant gains in 

student performance and/or growth. 


• Highly qualified as defined by NCLB 

• Successful experience in leadership and management of both adults and students. 

• Ability to assess data, find trends, and use information to make strategic decisions. 

• Strong knowledge of Colorado Model Content Standards in all relevant grades and 

subjects. 

• Knowledge of national content standards. 


• Strong organizational skills and ability to multi-task. 




regardless of the situation. 

Responsibilities 

• Embody mission, vision, core beliefs and strategic direction of the school. 

• In consultation with Head of School, help to develop and monitor a curriculum (scope 

and sequence, planning, etc.) that maximizes and enhances student learning in all core 

subjects. 

• Plan and run staff professional development sessions as needed, and coordinate 

professional development sessions from outside resources. 

• Serve as instructional coach for the faculty through regular observations, feedback, 

meetings, and additional metrics of support in order to provide a quality instructional 

program to students within the context of a disciplined school culture. 

• Research and develop best practices to be implemented and supported in school. 

• Analyze student achievement data as well as teacher performance data on variety of 

metrics, both quantitative and qualitative, and use information to collaborate with Head 

of School on strategic plan and short- and long-term vision for school. 

• Coordinate and manage administration of all standardized student assessments and 

evaluations, including state assessments, interim assessments, and nationally normed 

assessments. 

• Co-manage assigned aspects of school-wide routines such as lunch procedures, bus 

timetables, and before and after-school plans. 

• Oversee Special Education Program and all English Language learner supports and 

interventions in Year 1 (Oversee Dean of Student Advancement in Year 2 to ensure 

success of program continues) 


Teacher: Qualifications and Responsibilities 


Teachers will be held accountable by the Head of School and Director of Curriculum and 

Instruction in regard to their performance and growth, student achievement, and quality of 

curriculum. Teachers are entrusted with advancing the mission of the school through the 

development of a rigorous, standards-aligned curriculum, responsiveness to feedback provided 

and collaboration with the Director of Curriculum and Instruction on areas of instructional and/or 

curricular need at the school. 



• Minimum of a Bachelor’s degree. 

• Highly qualified as defined by NCLB 

• Minimum of one year working in urban education with a history of significant gains in 


• Excellent verbal and written skills. 

• Experience or familiarity analyzing data and using data to inform decisions and/or 

instruction. 

• Strong organizational skills. 

• Openness to feedback, desire to continue development as professional, and willingness to 

take responsibility for student outcomes and achievement. 

• Bilingual preferred (English/Spanish) 


• Embody mission and vision of school. 

• Create rigorous, standards-aligned curriculum including scope and sequence, annual plan, 

unit plans, and lesson plans; develop interim, midterm, and final assessments as needed. 

• Develop and implement ambitious, rigorous, and standards-aligned lesson plans targeted 

with end goal of student performance at or above grade level expectations. 

• Teach and enforce school-wide systems, rules and consequences, disciplinary codes, and 

rewards at all times. 

• Provide engaging, motivating, and rigorous instruction in whole-class and individual 

settings. 

• Provide academic support and tutoring to small groups or individual students as 

needed/scheduled. 

• Analyze student achievement data in collaboration with Director of Curriculum and 

Instruction and Head of School. 

• Implement data tracking system and use data to inform instructional development and 

delivery. 

• Communicate regularly and proactively with students and families. 

• Draft student report cards and revise as required. 

• Collaborate with other staff members and actively participate in all professional 

development and learning activities. 

• Work to continuously improve effectiveness in all instructional practices 

• Use feedback to make productive changes in performance. 


• Complete all administrative requirements before given deadlines. 

• Participate in additional activities including field trips, intensive academic support 

sessions, and other required programs as needed throughout year. 

Dean of Student Advancement: Qualifications and Responsibilities 


The Dean of Student Advancement will be held accountable by the Head of School and Director 

of Curriculum and Instruction in regard to the growth and overall achievement levels of special 

education students. All Special Education staff members (Director of Student Advancement and 

Student Advancement Teachers) are entrusted with advancing the mission of the school for not 

only Special Education students, but the entire student body. The primary focus of the Dean of 

Student Advancement Position is to oversee ’s RTI model, ensuring targeted interventions and 

supports are effective in meeting the needs of Special Education students. 



• Minimum of a Bachelor’s degree. 

• Minimum of one year working in urban education with a history of significant gains in 


• Special Education licensure 

• Experience in writing excellent Individual Education Plans (IEPs) and communicating 

the contents in an accessible way to multiple audiences. 

• Experience compiling and managing special education reporting data. 

• Excellent verbal and written skills. 

• Experience or familiarity analyzing data and using data to inform decisions and/or 

instruction. 

• Strong organizational skills. 

• Openness to feedback, desire to continue development as professional, and willingness to 

take responsibility for student outcomes and achievement. 



• Oversee ’s RtI model and ensure its effectiveness 

• Draft and revise IEPs as necessary to ensure that needs of special education students are 

being served. 

• Deliver instruction using variety of targeted learning modalities in order to develop 

necessary skills (motor, language, cognitive, memory) using methods to enhance student 

achievement. 

• Maintain detailed, meticulous student IEP and 504 records according to state and federal 

guidelines. 

• Provide daily tutoring to special education and other students, in individual or small 

group settings. 


• Create rigorous, standards-aligned curriculum including scope and sequence, annual plan, 

unit plans, and lesson plans; develop interim, midterm, and final assessments as needed. 


• Develop and implement ambitious, rigorous, and standards-aligned lesson plans targeted 

with end goal of student performance at or above grade level expectations. 

• Teach and enforce school-wide systems, rules and consequences, disciplinary codes, and 

rewards at all times. 

• Provide engaging, motivating, and rigorous instruction in both whole-class and individual 

settings. 

• Analyze student achievement data in collaboration with Director of Curriculum and 

Instruction and Head of School with the primary lens of determining the effectiveness of 

all targeted interventions and supports for Special Education students 

• Implement data tracking system and use data to inform instructional development and 

delivery. 

• Communicate regularly and proactively with students and families. 

• Draft student report cards and revise as required. 

• Collaborate with other staff members and actively participate in all professional 

development and learning activities. 

• Work to continuously improve effectiveness on in all instructional practices 

• Use feedback to make productive changes in performance. 

• Complete all administrative requirements before given deadlines. 

• Participate in additional activities including field trips, intensive academic support 

sessions, and other required programs as needed throughout year. 

Dean of Solutions and Alumni Affairs: Qualifications and Responsibilities 


The Dean of Solutions and Alumni Affairs will be held accountable by the Head of School in 

regard to his/her performance and growth, supervision and protection of school culture, and 

relationships with students in regard to motivation and discipline. The Dean of Solutions and 

Alumni Affairs is entrusted with advancing the mission of the school through the development 

and implementation of the code of conduct and discipline, implementation and execution of high 

expectations for all students, and frequent communication with students and families in regard to 

student behavior, all of which will be done in collaboration with the Head of School. For fifth 

graders and their families, the Dean of Solutions and Alumni Affairs serves as ’s point person in 

supporting families in their transition to middle school, ensuring that all students continue on the 

path to college upon completing our elementary school. 



• Minimum of two years working in urban education with history of significant gains in 

student performance and/or growth and history of building strong relationships with 

students and families. 


• Successful experience in leadership and management of both adults and students. 

• Ability to assess data, find trends, and use information to make strategic decisions. 


• Strong organizational skills and ability to multi-task. 

• Ability to establish and cultivate relationships with individuals and organizations for the 

long-term. 







• Embody mission, vision, core beliefs and strategic direction of school. 

• In consultation with Head of School, help to develop and monitor code of conduct and 

disciplinary structure that maximizes and enhances student behavior and protects culture 

of school. 

• Plan and run staff professional development sessions related to student behavior and 

school culture and coordinate professional development sessions from outside resources, 

in conjunction with Head of School. 

• Serve as primary administrator, aside from Head of School to provide clarity, feedback, 

and support to students within context of disciplined school culture. 

• Research and develop best practices to be implemented and supported in school in 

context of discipline, rewards, culture and behavior. 

• Analyze student behavior data as well as teacher performance data in relation to 

classroom management on variety of metrics, both quantitative and qualitative, and use 

information to collaborate with Head of School on strategic plan and short- and long-term 

vision for school. 

• Co-manage assigned aspects of school-wide routines such as lunch procedures, bus 

timetables, and before and after-school plans. 

• Establish and cultivate relationships with all college-preparatory middle and middle-high 

schools in Denver. 

• Develop trusting relationships with families of 4 th graders and work with them from the 

end of the 4 th grade year through 5 th grade to make strategic decisions on next educational 

steps upon leaving . 

Director of Finance and Operations: Qualifications and Responsibilities 9 


The Director of Finance and Operations will be held accountable by the Head of School in regard 

to his/her performance and growth. The Director of Finance and Operations is entrusted with 

advancing the mission of the school through the development and implementation of a budget, 

coordination of external and internal operations, and fundraising and grant writing all of which 

will be done in collaboration with the Head of School, Director of Development, and Office 

Manager. 



• Possession of, at minimum, a Bachelor’s degree. 

• Minimum of five years experience in operations and finance preferred. 

• Proficiency or advanced knowledge in Microsoft Excel and Access, Quick Books and 

other financial management and human resources software (required). 

9 This position will only be hired for should there be sufficient revenues and is not currently accounted for in any budgeting or staffing scenarios. 


• Knowledge of school finance, budgetary planning, and accounting principles (required). 

• Experience in school finance, governance and fundraising (preferred). 

• Excellent technical writing and organizational skills required. 

• Excellent data management and reporting abilities. 

• Demonstrated ability to multitask effectively and prioritize strategically. 

• Prior leadership roles with demonstrated strong results. 







• Create and maintain high standards of financial management and oversight with regard to 

budgets, cash flow statements, expenditures and revenues. 

• Ensure compliance with generally accepted accounting principles as well as all other 

requirements (federal, state, local, and suggested). 

• Provide bookkeeping services to school using provided financial and accounting 

software. 

• Provide regular feedback to Head of School on tools and resources that may strategically 

improve financial management. 

• Supervise daily accounting of school including accounts payable and receivable, cash 

receipts, payroll and benefits, general ledger, taxes, and allocation of non-financial 

resources. 

• Research, manage, and administer all benefit programs offered by school in compliance 

with staff contracts and applicable laws. 

• Research and apply to grants in accordance with general school guidelines, and manage 

disbursement and reporting of activities in collaboration with Head of School. 

• Prepare and submit all relevant reports, evaluations, and data to both internal and external 

agencies, funding sources, and parties. 

• Report to and collaborate with Head of School throughout budgetary process including 

establishment of priorities and maintenance of financial outputs on daily and/or weekly 

basis. 

• Coordinate food service bids and contract for all student meals and snacks in conjunction 

with vendor selected and with Head of School. 

• Coordinate and implement strategy for teacher and student recruitment in collaboration 

with Head of School. 

• Oversee resources provided to all staff, including classroom resources, copy machines, 

phones, computers and technology. 

• Provide verbal and written financial report at all Board of Trustees Finance Committee 

meetings, in coordination with Head of School. 

• Provide logistical support for all school events. 

• Manage and coordinate school facility including acquisition, maintenance, and 

distribution of school materials, furniture, and improvements 


Director of Development: Qualifications and Responsibilities 10 


The Director of Development will be held accountable by the Head of School in regard to his/her 

performance and growth. The Director of Development is entrusted with advancing the mission 

of the school through the development and implementation of a fundraising and grant writing 

program, all of which will be done in collaboration with the Head of School. In addition, the 

Director of Development oversees dissemination of the school’s practices, keeping connected to 

the larger urban education reform community. 



• Possession of, at minimum, Bachelor’s degree. 

• Experience in development, fundraising, and strategic planning. 

• Strong oral and written communication skills. 

• Detail-oriented, strong organization skills and clear adherence to time sensitive deadlines. 

• Strong influencing and motivating skills and ability to engage diverse audiences. 

• Proficiency in Excel, website maintenance and desktop publishing. 

• Open to feedback, and willingness to take responsibility for raising funds, even in 

challenging economic contexts. 


• Strong commitment to and alignment with mission and vision of school. 

• In collaboration with Head of school, set and achieve clear, ambitious, and feasible 

fundraising goals for school. 

• Plan and implement strategy to meet fundraising goals. 

• Research and write private, foundation, and government grant proposals successfully. 

• Initiate and work towards successful stewardship of potential donors and build strong 

relationships with all school stakeholders. 

• Develop marketing and communication strategy to create strong brand recognition and 

positive publicity in local, state, and national settings. 

• Disseminate information to interested parties, as requested and as outlined in school plan. 

• Develop and adhere to detailed, clear action plan to track grant proposal, reporting, 

funding, and solicitation deadlines. 

• Prepare and manage all tools related to development including reports, marketing 

documents, and web site materials. 

• Work with Head of School closely on all job responsibilities. 

Office Manager: Qualifications and Responsibilities 


The Office Manager will be held accountable by the Head of School in regard to his/her 

performance and growth. The Office Manager is entrusted with advancing the mission of the 

school through the organization and running of all administrative tasks including phone calls, 

10 This position will only be hired for should there be sufficient revenues and is not currently accounted for in any budgeting or staffing scenarios. 


copies, newsletter drafts, filing, and record-keeping. Additionally, the office manager is the 

primary point person for attendance, homework and uniform systems. 


• College degree preferred but may be substituted for relevant experience. 

• Three or more years of customer service experience. 

• Strong organizational abilities. 

• Detail oriented. 

• Experience in clear, respectful communication with both adults and children. 

• Preferred experience working in urban settings. 

• Knowledge of office equipment and services including computers, printers, copiers, fax 

machines, phones, and software. 

• Familiarity with Microsoft Office, especially Word, Excel, and PowerPoint. 

• Open to feedback, willingness to take personal responsibility. 




• Maintain accurate, complete, neat, and organized files for every student. 

• Collects, enters, and maintains school data in administrative database. 

• Creates purchase orders, tracks shipments, and follows-up on administrative needs with 

vendors, including ordering, receipt and maintenance of supplies. 

• Maintains accurate attendance records and follows-up with families when students are 

not present at school. 

• Coordinates all school mailings. 

• Ensures strict confidentiality of personal student and staff records and data. 

• Makes copies as needed. 

• Supports Director of Operations and Finance in operational duties, including lunch 

distribution, bus schedules, and inventory and distribution of supplies. 

• Maintains enthusiastic greetings of all school stakeholders (in person, by phone, through 

email, and through mail) and provides information and directs communication 

thoughtfully. 

• Communicates to all school stakeholders in thoughtful, calm, and knowledgeable way. 

• Remains familiar with school policies, procedures, and operations. 

• Supports school-wide systems such as homework completion tracking and attendance 

through data input. 

• Drafts and edits documents, as needed. 

• Completes other responsibilities as requested by Head of School. 


APPENDIX R 

RtI Flowchart (How University Prep implements RtI) 


Flow Chart: Serving ALL students (RtI) 

“RTI is a general education initiative designed to maximize the growth of all students” has an explicit RTI philosophy and 

practice embedded in our existing program. 

All students receive college-prep curriculum with high-quality teaching and high behavioral and 

academic expectations 

- 3+ hours of daily balanced literacy with small reading groups (K – 2) 

- 1.5 hours of daily literacy (3 – 5) 

- 85+ minutes of daily math instruction (K – 5) 

Student Demonstrates Proficiency 

Diagnostic assessments are given to all students (6 week cycles) 

- DRA 2, F & P, STEP (K – 2) 

- School created interim assessments modeling CSAP (3 – 5) 

Data Analysis 

- Individuals and subgroups are examined for their academic performance. 


- DRA 2, F& P, STEP (K – 2) 


Data Analysis 


Student Demonstrates Proficiency based on next 

cycle of assessments and daily and weekly teacher 

checks for understanding. Continue to monitor student’s 

academic achievement. Document action plan for future 

reference. Student exits intervention. 

It is the purposeful intent of to utilize 

all possible interventions prior to 

referring any students for Special 

Education testing for eligibility. 

However, for the few students who are 

unable to succeed without specialized 

instruction because of an educational 

disability, a referral for a special 

education eligibility determination may 

be made. 

Student Fails to Demonstrates Proficiency 

Action Plan Put in Place 

- Specific intervention put in place such as changes in 

flexible grouping in class, pull out support in small 

groups, 1 on 1 tutoring during structured choice time 

and enrichment. 

Student Does Not Demonstrate 

Proficiency based on next cycle of 

assessments and daily and weekly 

teacher checks for understanding. 

Round 2: Action Plan put in place 

- Another round of interventions are put in place to ensure 

academic success such as re-grouping students based on 

reading proficiency. Small group and 1 on 1 tutoring 


- DRA 2, F & P, STEP (K – 2) 


Data Analysis 


Cycle Continues 


APPENDIX R (continued) 

RTI – Colorado Multi-tiered Model of Instruction and Intervention 



APPENDIX R (continued) 

RTI – Colorado’s 6 Components of RtI 


Colorado's Six Components of RtI 11 

1. Leadership 

Leadership at the state, district, and building level is crucial to the fidelity of RtI implementation. 

RtI is a significant change that affects the entire educational system. Initially district level 

administrators must understand and embrace the essential components and supports needed to 

effectively implement RtI. Administrators must prioritize resource allocation to support the 

effort, as well as offer professional development to school staffs on the philosophical 

underpinnings of RtI. Staff development on the RtI philosophy will help establish and promote 

consistency among districts and schools that is imperative for successful implementation. 

Additionally, superintendents, curriculum directors, principals, special education administrators, 

etc. must guide the implementation of RtI by developing leadership roles and expectations for 

district and building administrators. Because of the broad impact of the RtI Model and its impact 

on the entire educational system, significant systemic changes will need to occur to execute 

implementation with fidelity. 

These changes must be championed and monitored by leaders at all levels. Because professional 

development promotes change, district and school leadership should participate in trainings that 

develop a knowledge of curriculum and instruction across the tiers, positive school climate, the 

problem-solving process, progress monitoring and parent and community involvement. CDE has 

developed training modules to support professional development across the state and will 

provide training in all regions. Nonetheless, administrators’ participation in developing the 

infrastructure for RtI has a direct correlation to the success of the model. Although supporting 

initial implementation of RtI should be an important focus for districts, establishing a long term 

commitment of resources and time is equally critical. Schools must devote time to 

implementation and maintenance of the RtI Model: time for data dialogues, for problem-solving 

team meetings, and for development of action plans that identify continued training needs. These 

issues need to be monitored and reviewed by district administration. District administration 

should work with principals to regularly monitor and review the action plans developed by 

individual schools. Leadership is critical for effective implementation of RtI. The success of RtI 

will be determined, to a great extent, by the degree to which district and school leaders are able 

to move the focus of RtI from philosophical understanding to actual practice. District and school 

leadership is imperative to the sustainability of the model. 

2. Problem Solving 

The purpose of the problem-solving process is to assist the classroom teacher and parents in 

designing and selecting strategies for improving student academic and/or behavioral 

performance. The purpose of the problem-solving process is to develop academic and behavior 

intervention strategies that have a high probability of success. It provides a structure for 

addressing the academic and/or behavioral concerns identified by teachers or parents. A 

problem-solving process requires full collaboration among a team of professionals along with 

parents to identify a specific, measurable outcome and to design research-based interventions to 

address the concerns. The process includes ensuring interventions are implemented with fidelity 

according to their research base and student progress is monitored to determine the student’s 

11 http://www.cde.state.co.us/RtI/ 


esponse. Family engagement in the process is vital to ensure all information that might impact 

success is considered. The purpose of problem solving is to put in place a decision-making 

process that will lead to the development of instructional and intervention strategies with a high 

probability of success. The system must integrate the use of data, both to guide the development 

of effective interventions and to provide frequent monitoring of progress. The RtI in Practice 

section of this manual outlines the problem-solving process steps to be used by problem-solving 

teams. 

3. Curriculum and Instruction 

The RtI Model is a three-tiered system designed to meet the needs of ALL students. Curriculum 

based on the state standards and quality instruction are essential for student success. Tier I 

instruction includes high quality, research-based curricula and instructional strategies that 

support the district’s curriculum guidelines. Tier I provides core instruction for all students. 

Flexible grouping that targets specific skills are included so that the instructional goals of all 

students can be met. Tier II offers supplemental instruction in addition to the standards-based 

curriculum received in Tier I. The curriculum and instruction at Tier II is designed to meet the 

needs of students not progressing as expected in Tier I. Tier III instruction includes more explicit 

instruction that is focused on a specific skill need, whether that be an accelerated need or a 

remedial need. The following section, “Understanding the Three-Tiered Model,” provides a more 

detailed description of the instructional components within the RtI Model. 

4. Assessment/Progress Monitoring 

A major feature of the RtI Model is its use of data to drive the decision-making process- at the 

individual student, classroom, and school levels. To support RtI's fluid approach, reliable and 

ongoing information must be available to: 

• Identify academic and behavioral needs of individual students, 

• Inform the problem-solving process, 

• Design and modify instruction to meet student needs, 

• Evaluate the effectiveness of instruction at different levels, of the system (e.g., classroom, 

school, district). 

An efficient system that streamlines increasingly limited resources, however, is still paramount. 

Therefore, RtI uses a tiered system of assessments that increase in frequency and intensity as 

greater needs are revealed. Timely, reliable assessments indicate which students are falling 

behind in critical skills or which students need their learning accelerated, as well as allow 

teachers to design instruction that responds to the learning needs. By regularly assessing 

students' progress in learning and behavior, teachers can identify which students need more help, 

which are likely to make good progress without extra help, and which students need their 

learning accelerated. 

An effective assessment plan has four main objectives: 

1.) To identify students at the beginning of the year who are at-risk or who are experiencing 

difficulties and who may need extra instruction or intensive interventions if they are to 

progress toward grade-level standards by the end of the year, as well as students who have 

reached benchmarks and who need to be challenged. 


2.) To monitor students' progress during the year to determine whether at-risk students are 

making adequate progress in critical skills and to identify any students who may be falling 

behind or need to be challenged. 

3.) To inform instructional planning in order to meet the most critical needs of individual 

students. 

4.) To evaluate whether the instruction or intervention provided is powerful enough to help all 

students achieve grade-level standards by the end of each year. 

The four objectives outlined above can be achieved through four types of assessments during the 

school year, 1) screening, 2) progress monitoring, 3) diagnostic, and 4) outcome. They 

correspond roughly to the four objectives above, but all can contribute in helping plan effective 

instruction and interventions. 

Progress Monitoring Assessments 

Progress monitoring assessments are also brief, but are given periodically to determine whether 

students are making adequate progress. Progress monitoring assessment data should be 

collected, evaluated, and used on an ongoing basis for the following purposes: 

• Determine rate of a student's progress, 

• Provide information on the effectiveness of instruction and to modify the intervention if 

necessary, 

• Identify the need for additional information, 

• Analyze and interpret gaps between benchmarks and achievement. 

5. Positive School Climate and Culture 

The core principles of a multi-tiered RtI model support and embrace positive school climate 

within all school settings. Positive school climate depends on four essential elements: 1. creating 

a caring school community; 2. teaching appropriate behavior and social problem-solving skills; 

3. implementing positive behavior support (PBS); and 4. providing rigorous academic 

instruction. Essentially, a positive school climate provides the foundation on which instruction 

will occur and all students will be engaged in learning. A positive school climate is observed 

when key elements are solidly in place. These include: 

• Defining and consistently teaching expectations of behavior for students, parents and 

educators; 

• Students and adults are acknowledged and recognized consistently for appropriate 

behaviors; 

• Behavioral and instructional errors are monitored, corrected, or re-taught; 

• Teachers are engaged in a collaborative team problem-solving process using data to 

design instruction and behavior intervention plans; 

• Families are included in a culturally-sensitive, solution-focused approach to support 

student learning. 

Understanding the elements of a positive school climate is vital; however, equally important in 

maintaining a positive school climate is the development of systems to support school personnel 

in implementing the identified research-based practices to improve student outcomes. Naturally, 

the identified practices to support student achievement and social competence are dependent on a 

clear understanding of the information and data available to decision makers. The school staff 


needs to understand what data to collect, how frequently to use them, and the purpose for 

collecting data. CDE has taken a leading role in the implementation of the School wide Positive 

Behavior Initiative currently being put into practice in 563 Colorado Public Schools. Schoolwide 

Positive Behavior Support (PBS) is an integrated approach that clearly identifies systems, 

practices and the use of data to improve student outcomes. It is a broad range of systemic and 

individualized strategies for achieving important social and learning outcomes while preventing 

problem behavior with all students. PBS is consistent with RtI. 

Family and Community Engagement 

When families, schools, and communities work together, children are more successful in school 

and schools improve. Effective partnerships include parents, families, students, community 

members and educators. Indicators of an effective partnership include 1) sharing information,2) 

problem-solving, and 3) celebrating student successes. Central to effective partnership is the 

recognition of shared responsibility and shared ownership of student challenges and successes. 


APPENDIX S 




Strategies/Descriptions 

1 WORD OF MOUTH 

The Leadership, Board of Trustees and staff will generate enthusiasm, interest and excitement 

about the school and its college preparatory program and encourage families, friends, neighbors 

and community members to freely share information. Specifically, we will use our relationships 

with community based organizations to help get the word out. Individuals with the organizations 

will speak to families about our educational option and we will also spend time facilitating 

information sessions with each organization’s membership and/or subset of the population they 

reach. 

Faith Based Community: Pastor Robert Quintana of Pilgrim Congregational, Timothy E. Tyler 

of the Shorter Community AME Church of Denver, and Juan Pena of the First Baptist Church 

Advocacy groups: Ricardo and Pam Martinez of Padres Unidos. Organizers such as Desiree 

Westlund and Patty Lawless with the Metro Organization for People 

Denver Public Libraries: Local branches (Joan Vigil of Valdez-Perry, Taliah Abdullah of 

Pauline Robinson, Ford Warren, Blair-Caldwell, Park Hill) and their directors of community 

outreach such as Emily Woodward. 

Recreation Centers – Glenarm, St. Charles, Hiawatha Davis Jr., Martin Luther King Jr., 20 th 

Street 

Boots on the Ground Campaign – 100 “Friends of ” canvassed the 8 neighborhoods of the Near 

Northeast Community for nearly 4 hours on 3/20/10, speaking with anyone and everyone about 

the future educational opportunity that intends to provide. (Each group included at least 1 Spanish 

speaker to ensure all community members had access to information) 

2 DIRECT MAIL 

With the help of the district, we will generate a list of names of families with children eligible to 

enroll in in kindergarten and 1 st grade. Families will receive specific marketing materials 

including an invitation to community meetings where they can learn more about the school and 

ask questions. 

Senator Michael Johnston has been kind enough to include information about in his community 

flier that reaches over 100,000 homes in District # 33, which encompasses the Near Northeast we 

propose to serve. 

3 COMMUNITY EVENTS 

We will align our recruitment efforts with pre-established community events that have historically 

drawn large crowds of community residents, i.e. Juneteenth in Five Points. We will also ask 

organizations and local community groups representing our target population to allow us to speak 

about our school program at their regularly scheduled meetings. 

4 DOOR-TO-DOOR RECRUITMENT 

We believe visiting families in their neighborhoods and generating conversations about the hopes 

they have for the education of their children will be one of our most effective outreach strategies. 

We will target specific homes within the seven recognized neighborhoods and specifically seek to 

enroll parents of soon to be Kindergarten and 1 st grade children. 

5 WEBSITE 

We will create a website providing parents and community members with information about the 

mission of the school as well as its core components. The site will also contain information about 

upcoming community meetings and events we will be attending and/or hosting and will include a 

downloadable copy of our school application in both Spanish and English. 

6 COMMUNITY MEETINGS 


Community meetings will be held to provide a forum by which the Board and Head of School can 

share information about and its mission and key components. Where possible, meetings will be 

scheduled during or after standing community meetings or events (i.e. following a parent 

gathering at a local church, following enrichment programs at select Denver Public Library 

locations). 

7 FLIERS 

One page postcards, door hangers, and/or fliers will be produced and distributed in both Spanish 

and English to community members. 

8 EMAIL LISTS AND GROUPS 

Upon developing a database of families and interested community members, we will forward press 

releases and a monthly newsletter to the list of those interested in the ongoing development of . 

9 BOARD MEMBER RELATIONSHIPS 

We will use the community relationships established by the Board of Trustees to spread the word 

1 

0 

1 

1 

1 

2 

about he school, the open enrollment period and to generate community excitement. 

NEWSPAPER AND RADIO ADVERTISEMENTS 

We will place newspaper ads strategically in the local neighborhood papers such as the Denver 

Urban Spectrum, Denver Weekly News, Neighborhood Life, Greater Park Hill News, African 

American Voice, La Voice, Viva Colorado, Yourhub, as well as the larger circulation papers, The 

Denver Post, and will target local radio programs on A.M. and F.M. stations to feature the school, 

its program and our interest in serving a high population of students from low-income families. 

We will work with Mario Carrera at Univision and other members of the Latino media market to 

support our efforts in effectively reaching the Spanish speaking community. 

EARLY CHILDHOOD EDUCATION PROVIDERS 

Working with early childhood education providers such as the Denver Preschool Program (DPP) 

and Clayton Early Learning, University Prep will spread the word about our college prep, warmstrict 

approach to elementary school to those currently serving 3 and 4 year olds. Developing 

relationships with leaders such as: 

• Charlotte Brantley - Clayton Early Learning 

• James Mejia - DPP 

• Pamela Harris and Anna Jo Haynes - Mile High Montessori 

• Jennifer Rodriguez-Luke - Early Excellence 

• Mindy Rodriguez - Montessori Head Start (35 th and Marion) 

• Ethel Marshall - Montessori Head Start (26 th and Tremont) 

• Al Martinez – Head Start Director 

• Cynthia Gallegos – Focus Points 

• Emily Bustos – Denver Early Childhood Council 

• Wali Osborne – Rainbow Head Start 

University Prep will ask for opportunities to speak with families about their future educational 

options (We’ve already held multiple information sessions which you may view details of in the 

Parent and Community Involvement section of the charter application) 

CONTACT REAL-ESTATE AGENTS 

We will contact local agents who work in the area and share information about the school that they 

may in turn disseminate and share with families they communicate with in the neighborhoods we 

propose to serve (i.e. Donovan Paschall). 


APPENDIX S (continued) 

UNIVERSITY PREP TRI-FOLD (ENGLISH & SPANISH) 







INCLUSION IN SEN. MIKE JOHNSTON’S DIST. 33 NEWSLETTER 


Dear friends and family, 

From the Office of Senator Mike Johnston 

Friday, March 12, 2010 

It’s been another eventful week at the Capitol with some very important victories on major pieces of legislation. 

These included a bill increasing the renewable energy standard to 30% and one ensuring all women access to 

maternity coverage as part of their insurance plans. Read more about these bills below. Also, in this edition you 

will find information about my appearance on the Jon Caldara show tonight to discuss the renewable energy bill 

and my talk tomorrow night in New York City at the New York Times about state education reform legislation. 

Also, see below for information about our caucuses on Tuesday night, about the next installment of coffee with 

your Senator, and about upcoming community events. 

But first, I have a confession. The moment finally came. We knew it was coming, just not this quickly: the first 

Saturday night when I get the call telling me that both my sons are sitting in the back of a Denver police car. It 

happened just as the Lifetime movie depicted: politician dad gone at fancy political event (Colorado Jefferson 

Jackson Dinner), boys left home with their grandparents and decide to get into trouble. Emmet and Seamus 

both love closing doors and playing with the lights. On this particular night, Emmet managed to close the closet 

door, turn off the light, and push the lock all in one swoop. The result was a 2 year old locked in a pitch black 

closet screaming his head off. After 20 minutes of failed attempts to open the door, my parents relented and 

called the Denver police department who had to come break into our closet and liberate Emmet. Five minutes 

later, Emmet and Seamus were sitting in the police car having the time of their lives playing with the sirens and 

the lights and all the police gadgets. A huge thank you to officers Kirby and Kieffer for saving Emmet and 

making it a great night for both boys all around. Here’s hoping it’s at least 15 more years before you have to put 

them in a squad car again. 

As always, please don’t hesitate to contact me, and please forward this newsletter to your friends, families, and 

coworkers. 

Sincerely, 

Mike Johnston 

UPDATES FROM THE CAPITOL 

HB1001: Renewable Energy Standards 

Previous law created a renewable energy portfolio standard (RPS) under which certain electric utilities were 

required to generate an increasing percentage of their electricity from renewable sources in a series of 

increments from 3% in 2007 to 20% in 2020 and thereafter. Last Friday, the Senate passed HB1001, which 

increased the state’s RPS to 30% renewable generation by 2020. The bill also requires a portion of the RPS to 

be met through a subset of renewable generation, "distributed generation". This bill has significant 

environmental and economic benefits. Increasing renewable energy will create a new portfolio of jobs, support 

the expansion of a strong renewable energy sector setting Colorado up as a leader in the industry, and help 

preserve the natural environment that is the hallmark of our beautiful state. 

HB1021: Health Care Coverage for Maternity and Contraception 

This morning, I was proud to co-sponsor a bill that passed third readings to require that insurers in the 


individual insurance pool provide maternity and contraceptive coverage. It requires entities that issue individual 

sickness and accident insurance policies in state to provide the same coverage for maternity care and requires 

that both individual and group policies provide coverage for contraception. 

OTHER EXCITING UPDATES 

Independent Thinking 

I am delighted to be a guest on Jon Caldara’s show, Independent Thinking, this evening to discuss HB1001 (the 

renewable energy bill described above) with Senator Lundberg. The show airs tonight on KBDI channel 12, 

Denver at 8:30pm. Be sure to tune in! 

New York Times Event 

I am also excited to be speaking on Saturday night from 6:00-7:30pm at The New York Times Conference 

Center. The National Conference of State Legislatures is hosting a National Education Seminar in New York 

City and has asked me to come speak about Race to the Top and education reform legislation in Colorado. In 

particular they asked me to talk about Senate Bill 36, my PREP bill (Program Results for Educator 

Preparation). Sam Dillon from the NY Times will be moderating the event. I encourage anybody in the NYC 

area to come by! The conference center is located at 8th Ave between 40th and 41st Streets on the 15th floor. 

Colorado is a Finalist for Race to the Top 

For those of you who didn’t see it already, I am proud to announce that Colorado has been selected as one of 16 

finalists for Race to the Top. Our state worked hard on its application for a $377 million bid to improve 

educational opportunities and outcomes for our students. This is an important step for our state, but it is a 

competitive process, and Colorado must commit to delivering the outcomes that we set out to achieve regardless 

of the result of the competition. 

EVENTS IN THE COMMUNITY 

Participate in the Democratic Caucus on Tuesday! 

This coming Tuesday, March 16 is the democratic caucus where registered dems have the chance to vote for 

their district's U.S. Senate candidates and state legislators in our party. Dems will elect precinct committee 

persons and delegates to the County Assembly and adopt planks to submit for the party platform. 

If you don’t know where the caucus location is in your precinct, check out 

http://www.coloradodems.org/findmycaucus/. You must have been a registered Democrat since at least 

1/19/2010 to participate in the Democratic caucuses. If you are unsure of your party affiliation, contact your 

county clerk's election office or the Colorado Democratic Party at 303-623-4762. 

Coffee with your Senator 

Join me at our community office in Park Hill, 5405 E. 33rd Ave, on Thursday, March 18 from 7:30 – 8:30am. 

Stop by on your way to work for some coffee, bagels, and conversation about our district. Hope to see you 

there! 

Community Information Session for a Proposed Charter School 

On Monday, March 22nd at 7:00 PM, University Prep, a new, K-5 charter school proposed for near Northeast 

Denver, will host an information session at our community office. If you’d like to learn more about University 

Prep, have questions for the founding team, and/or would like to share your thoughts on the needs and assets of 

the Northeast Denver community, feel free to attend this event. 


Mike Johnston 

Web: www.mikejohnston.org/ 

Email: senatormikejohnston@gmail.com 

My Profile: Update My Profile 

Thanks so much for your continued support! 

Please feel free to forward this newsletter to a friend. To unsubscribe, please click here. 



DOCUMENT FOR PETITION SIGNATURES 




Boots on the Ground – March 20, 2010 – Press Release I 

Boots on the Ground – April 10, 2010 – Press Release II 


Contact Person 


Lead‐Founder, Proposed Head of School 

Phone: 303.709.5454 

Fax: 303.297.3533 

dsinger@buildingexcellentschools.org 

PRESS RELEASE 

FOR IMMEDIATE RELEASE 

March 12, 2010 



303.709.5454 Tel 

303.297.3533 Fax 

University Preparatory School, a proposed K – 5 charter for Northeast Denver, 

leads community outreach effort with BOOTS ON THE GROUND campaign 

University Preparatory School, a proposed K‐5 charter school for Northeast Denver, is engaging the 

community in an expansive and intensive manner with BOOTS ON THE GROUND, a grassroots canvassing 

event to be held on Saturday, March 20th. 

University Preparatory School brings the promise of a high performing, results‐oriented elementary 

school in which the road to college begins in Kindergarten. With the recent report of February 20, 

“Locating Quality and Access: The Keys to Denver’s Plan for Educational Excellence,” University Prep 

believes that there is not a minute to lose. According to the report, “Denver needs 20,043 seats” at 

performing capacity if all students are to have access to a high quality elementary education. Denver 

Public Schools announced in its Call for Quality Schools to Open in 2011‐2012 that “approximately 53% of 

[elementary] students do not have access to a high performing seat” in Northeast Denver. 

University Prep offers a gap‐closing elementary school in which the achievement gap between low‐income 

students and their more affluent peers is eliminated. Through its grassroots campaign, University Prep 

continues to inform and engage families about the proposed school. avid Singer, Lead Founder of 

University Prep, states, “It is our duty to reach out to the community rather than sit back and wait for the 

community to reach out to us.” 

BOOTS ON THE GROUND occurs on March 20, 7:30 AM – 12:00 PM, and kicks off at 2900 Downing Street, 

Suite 1B. Nearly 100 Friends of University Prep will canvass the community, speaking with individuals and 

families throughout Northeast Denver. 

University Prep will also be hosting an information session for families and community members at State 

Senator Michael Johnston’s community office at 5405 E. 33 rd Ave. Denver, CO 80207. This event will take 

place on Monday, March 22 at 7:00 PM, and is open to the public. 

University Preparatory School is a proposed, tuition‐free, public elementary charter school being 

developed to serve the students living in Near Northeast Denver. Building a foundation of skills, knowledge 

and character, the school’s mission is to educate every K – 5 student for college. At full capacity, University 

Prep proposes to serve 324 students, and will open with 54 Kindergarten and 54 1 st grade students in 

August of 2011. 


FOR IMMEDIATE RELEASE 

Contact: Olivia Gallegos 

303.562.5643 (mobile) 

olivia@publicpersuasion.com 

April 16, 2010 

Proposed Northeast Denver charter, University Preparatory School, 

continues extensive community outreach 

Recent DPS study documents need for high performing elementary schools in Denver 

University Preparatory School (University Prep), a proposed Kindergarten through fifth grade charter 

school, is continuing efforts to reach out to the Northeast Denver community where the school will 

eventually be located. Through its grassroots campaign, Boots on the Ground, University Prep informs 

and engages families and community members about the proposed school. 

Following the successful Boots on the Ground grassroots outreach effort last month, University Prep will 

hold the second major grassroots canvassing event, Boots on the Ground Part II, on Sat. April 10 from 9 

a.m. to 1 p.m. The event will kick‐off at 2900 Downing Street, Suite 1B. More than 50 Friends of University 

Prep will canvass the community, speaking with individuals and families throughout Northeast Denver. 

“It is our duty to reach out to the community rather than sit back and wait for the community to reach out 

to us,” said David Singer, Lead Founder of University Prep. “Northeast Denver community members and 

those interested in spreading the word about University Prep are welcome and encouraged to attend.” 

According to a recent report issued by Denver Public Schools (DPS), Locating Quality and Access: The Keys 

to Denver’s Plan for Educational Excellence, Denver needs 20,043 seats at performing capacity if all 

students are to have access to a high quality elementary education. 

University Prep brings the promise of a high performing, results‐oriented elementary school where the 

road to college begins in Kindergarten. 

In its Call for Quality Schools to Open in 2011‐2010, DPS announced, “approximately 53% of [elementary] 

students do not have access to a high performing seat in Northeast Denver. “ 

“As we work to provide children in the Near Northeast Denver community with access to a high quality 

elementary education, engaging the community in our efforts will be one of the keys to our future 

success,” added Singer. 

About University Preparatory School 

University Prep is a proposed, tuition‐free, public elementary charter school being developed to serve the 

students of near Northeast Denver. Building a foundation of skills, knowledge and character, the school’s 

mission is to educate every Kindergarten through fifth grade student for college. At full capacity, University 

Prep proposes to serve 324 students, and will open with 54 Kindergarten and 54 first grade students in 

Aug. 2011. 

### 


APPENDIX T 

Enrollment Policy and Timeline 


The school will follow the following tentative series of steps to enroll students. 

Open Enrollment Period (January 3 rd through February 25 th at 5:00 PM) 

January 3 rd , simple application 12 released which asks only for basic contact information and 

verifies that students turn five (K) or six (1) on or before December 1 st of the year in which they 

enroll. Families who signed letters of intent to enroll during recruitment efforts will receive 

copies of the application in the mail. Recruitment efforts continue (see marketing and publicity 

strategies for details in Appendix S). Informational Meetings held in community organizations. 

is represented in the standard “schools of choice” marketing conducted by DPS during Open 

Enrollment. Completed application due to by 5:00 PM on February 25 th . No pre-admission 

activities will be required All applications recorded in a central data base including date of 

receipt which will be tracked and all parents will be notified by postcard within one week of 

receiving application no later than March 4 th . 

Random Public Lottery (Saturday, March 12 th ) 

If the school receives more applications for enrollment than it has spaces available, will hold a 

public lottery in order to identify admitted students and prioritize the waiting list. Student’s 

names will be drawn at random by a community member disaffiliated with the school to ensure 

no conflicts of interest exist. Preference will be given to students residing in DPS and to siblings 

of students already enrolled in the school. All parents will be notified in writing of either 

admission or waiting list status for their children within one business week of the lottery, March 

18 th . Notification includes intent to enroll letter and additional paperwork (Proof of Age, 

immunization records, home language records, emergency medical information). 

Enrollment (Paper work due Friday, April 1st by 5:00 PM) 

An acceptance letter must be signed and mailed to the school by parent/guardian. Completion of 

all necessary paperwork in addition to the signed acceptance letter must be received by April 1st 

at 5:00 PM, including but not limited to: Proof of age Immunization records, Home language 

survey, and Emergency medical information. 

Home visits and orientation (April–July). 

Following admission, staff visits each student’s home during the spring/early summer to review 

the school program and expectations and to sign the Family Contract. If a student does not accept 

their admission, the next student on the waiting list will be notified immediately and the same 

process will be followed. All enrolled students and families attend a Family Orientation Day in 

April, which includes further school information and skills test for students. A second family 

orientation detailing what to expect on the first day of school and how to support your student is 

offered in mid-July to ensure all families are properly prepared for the life as a U Prep family. 

12 

For a copy of the Simple Application please see Appendix T. The application will be distributed at information sessions, available online, and 

upon request both via the mail and digitally. 


APPENDIX T 

Intent to Enroll Form (English and Spanish) 



every child. every minute. every day. 

Intent to Enroll Form 

A Proposed K – 5 Tuition-Free Public Charter School where college preparation starts in Kindergarten. 

Imagine a public elementary school where every student… 

• Attends school from 7:30 am – 4:00 pm, 10 months out of the year 

• Wears a uniform and is part of a respectful, disciplined school community 

• Learns in a warm, joyous and highly demanding environment 

• Receives over 3 hours of daily literacy instruction delivered by two exceptional teachers 

• Receives over 90 minutes of daily math instruction 

• Is expected to read for 30 minutes every night in addition to completing homework 

• Engages in art, music or physical education four days a week 

• Learns the PREP values of Professionalism, Responsibility, Enthusiasm and Perseverance 

• Is challenged academically while being supported as much as they need to achieve success 

• IS EXPECTED TO EARN A COLLEGE DEGREE 

University Prep is a proposed K – 5 elementary school for Near Northeast Denver with the sole mission of 

educating every student for college. By signing below you are stating an interest in sending your child to 

our school. This does not bind you to attending the school; it means that you would be interested in 

enrolling your child should the school open as expected in August of 2011. 

Please fill in the information below. 

Full Name of Child Date of Birth of Child Current Age Current School (If applicable) 

Parent/Guardian’s Name: 

Street Address, Apt. #: 

City, State, Zip Code: 

Home Phone: 

Cell Phone: 

Work Phone: 

Email Address: 

Signature: ________________________________________ Date: __________________ 


ESCUELA DE PREPARACIÓN UNIVERSITARIA 

cada estudiante. cada minuto. cada día. 

Forma de Intento de Inscripción 

Una propuesta para una Escuela Charter Gratuita de K – 5 dónde la preparación para la universidad comienza desde el kinder. 

Imagínese una escuela primaria pública donde cada estudiante... 

• Asiste a la escuela de 7:30 am – 4:00 pm, 10 meses del año 

• Utiliza uniforme y es parte de una comunidad escolar respetuosa y disciplinada 

• Aprende en un ambiente cálido, alegre y exigente 

• Recibe más de 3 horas diarias de enseñanza en lecto-escritura con dos maestros excepcionales 

• Recibe más de 90 minutos diarios de enseñanza en matemáticas 

• Se espera que lea por 30 minutos cada noche además de terminar su tarea 

• Se involucra en el arte, la música o en educación física cuatro días a la semana 

• Aprende los valores de "PREP", Profesionalismo, Responsabilidad, Entusiasmo y Perseverancia 

• Es retado académicamente mientras que se le apoya en lo necesario para alcanzar el éxito 

• TIENE LA EXPECTATIVA DE OBTENER UN TÍTULO UNIVERSITARIO 

La Preparatoria Universitaria es una propuesta para una escuela primaria de K – 5 para el área cerca 

de Denver Noreste con la única misión de preparar a cada estudiante para la universidad. Al firmar 

abajo usted está indicando su interés en enviar a su hijo(a) a nuestra escuela. Esto no lo obliga a asistir a 

la escuela. Esto significa que usted está interesado(a) en matricular a su hijo(a) si la escuela abre para la 

fecha calculada en agosto de 2011. 

Por favor llene los siguientes datos: 

Nombre completo del niño(a) Fecha de nacimiento 

del niño(a) 

Nombre del padre/tutor legal: 

Domicilio/Calle y # de departamento: 

Ciudad, estado, código postal: 

Tel. de casa: 

Número de cel: 

Tel. del trabajo: 

Correo electrónico: 

Edad actual Escuela actual (sólo si aplica) 

Firma: ________________________________________ Fecha: __________________ 


APPENDIX T (continued) 

Sample Application 



APPLICATION FORM 

2011-2012 SCHOOL YEAR 

Accepting application for kindergarten students for the 2011-2012 school year. 

Located in the Near Northeast neighborhoods of Denver, University Preparatory School is 

open to all students in Colorado. Any student who meets the following two criteria may apply: 

1. The student is a resident of Colorado. (Note: Preference will be given to students residing 

in Denver and siblings of current students.) 2. Prior to December 2nd 2011, Kindergarten 

student is at least five years old and First Grade student is at least six years old. Seats are 

limited. Apply Immediately. The application deadline is 5 pm on February 25, 2011. 

Student Name:____________________________________________________________ 

Male or Female:________ Age:_________ Date of Birth:______________ 

Current School:_________________________ City of School:______________ 

Mother/Guardian Name:________________________________ □Lives w child (please check) 

Work Number:____________________ Cell Number:________________________ 

Father/Guardian Name:________________________________ □Lives w child (please check) 

Work Number:________________________Cell Number:_____________________ 

Home Email:____________________________ 

Home Address:____________________________________________________________ 

Street number and name City State Zip Code 

Please indicate whether the applicant’s sibling is applying to University Prep for the fall of 2011. Please note that each child 

needs to submit a separate application. 

Name:_______________________________ Age:____________ 



APLICACIÓN 

AÑO ESCOLAR 2009-2010 

Estamos aceptando aplicaciones para estudiantes de kinder. 

Localizada en el barrio de Near Northeast Denver, University Preparatory School está 

disponible para los estudiantes de Colorado. Cualquier familia que cumple con los siguientes 

requisitos puede solicitar admisión: 1. El/la estudiante deber ser residente de Colorado. 

(Nota: Se dará preferencia a los hermanos de los que ya son estudiantes de University 

Preparatory School y los estudiantes que viven en el distrito escolar de Denver.) 2. El 

estudiante deber de tener cinco años, antes de el segundo de diciembre, 2011, el estudiante 

deber de tener seis años. Los espacios son limitados. Por favor solicite 

inmediatamente. El último día para entregar las aplicaciones es el 2/25/11 a las 5 en la 

tarde. 

Nombre de Estudiante________________________________________________ 

Niño or Niña:________ Edad:_________ Fecha de Nacimento:____________ 

Escuela Actual:__________________ Cuidad de la Escuela:_________________ 

Nombre de Madre/Encargado:___________________________ □Vive con el niño/a (por favor 

marque) 

Número del Trabajo:______________ Número de Celular:___________________ 

Nombre de Padre//Encargado:_______________________ □Vive con el niño/a (por favor marque) 

Número del Trabajo:_____________ Número de Celular:___________________ 

Número de la Casa:_________________ Email:_________________________ 

Dirección de la casa_________________________________________________________ 

Calle y número Cuidad Estado Código Postal 

Por favor indique si el hermano/a del solicitante está solicitando entrada a Equitas para el otoño 2009. Por favor llene una 

solicitud para cada estudiante. 

Nombre:_____________________________ Edad:________________ 


APPENDIX U 

Family-Student Handbook 


School Mission 


FAMILY‐STUDENT HANDBOOK 

DRAFT 13 

Building a foundation of skills, knowledge, and character, University Preparatory School 


Attendance 

Attendance is the first step in ensuring academic achievement. In order for students to reach 

for their personal best, they must show up and make their strongest effort at school each and 

every day. At University Prep, daily attendance is required. Our curriculum is an ambitious 

one; every day is essential for students to keep pace. Parent/guardians/families are expected 

to ensure that their children are in school. PLEASE do not allow your child to miss a day of 

school except for serious illnesses. Excessive absences will be considered a violation of the 

family‐school contract, and students who miss an excessive number of days may not be 

promoted to the next grade. 

All Absences – “Excused” and “Unexcused” – Are Still Considered Absences 

Any day your child does not attend school is considered an absence. Student illness (with 

doctor’s note), a death in the family, religious holiday (with parent’s/guardian’s notes) are all 

considered absences at University Prep. While we appreciate a call or note from a 

parent/guardian explaining the absence, the student is still considered (and marked) absent 

from school. 

Never Miss School for Appointments 

Parents/guardians are responsible for scheduling medical appointments outside of school time. 

The best times are Wednesday afternoons (after 2:35 pm) or days when school is not in session. 

In the rare case when a student has a medical appointment during school, he or she should not 

be absent for the entire school day. 

Suspensions Are Considered Absences 

If students are absent from school due to suspension, these days will be treated in the same 

way as absences. 

Early Dismissal 

13 

Once we have adopted a final version of the Family Handbook, we will translate it into Spanish and make the information available in 

other languages as needed. 


Students are expected to stay in school until the very end of the day (4:00 pm for regular 

dismissal; 2:35 pm on Wednesdays). Early pickups are disruptive to the learning environment. 

Since we are intently focused on climbing the mountain to college, we will not release students 

prior to the end of the school day without prior notification. 

How the School Will Keep Track of and Follow Up on Student Absences 

The school will keep records of all student absences. If a student misses school, University Prep 

staff will make reasonable efforts to contact the student’s parent/guardian by telephone, 

writing, and/or in person. Staff will explain the school’s strict attendance policy and request 

the parent/guardian’s strong support in enforcing this policy. The Head of School will follow up 

with parent/guardian about attendance issues. 

Attendance – Consequences for Absences 

No Absences in a Quarter 

The child and family are congratulated and recognized for exceptional attendance and 

commitment to their education. 

Three Absences in a Quarter 

If a student is absent three times in a quarter, it is considered a serious issue. At this point, the 

parent/guardian will be called to the school to meet with the Head of School. At the meeting, 

the problem will be discussed and an attendance plan will be developed. 

Eight Absences in a Year 

If a student is absent seven times in a year, it is considered a serious issue. At this point, the 

parent/guardian will be called to the school to meet with the Head of School. At the meeting, 

the problem will be discussed and an attendance plan will be developed. 

More than Ten Absences in a Year 

If a student is absent ten times in a year, the student is at risk of not being promoted to the 

next grade. The parent/guardian will be called to the school to meet with the Head of School. 

The Head of School reserves the right to retain any student who misses more than 10 

instructional days in accordance with our promotion policy. In addition, a report may be filed 

with the Department of Social Services. 

Twenty Absences in a Year 

If a student is absent twenty times in a year, the student will be considered a habitual truant. 

At this point, the school administration may file a written complaint with a relevant court or 

child services agency alleging the belief that the acts or omissions of the child are such that 

his/her family has service needs. The University Preparatory School Board or Board designee 


will submit an annual report to the State Department of Education that reports the number of 

habitual truants. 

Attendance – Tardiness 

Getting to school on time is a key to your child’s success – at school and in life. At University 

Prep, the learning begins from the moment students walk in the door. For instance, students 

read and complete writing and math skills practice during breakfast. Students who are late miss 

essential instruction, disrupt the learning of other children, and risk falling behind on our 

ambitious curriculum. 

Late students miss academics, and tardiness in general is a bad habit. One of the most common 

reasons that people lose their jobs is persistent tardiness to work. 

Definition of Tardiness 

Our doors open at 7:30 am each morning. Students must arrive between 7:30 am and 7:40 am 

Students arriving after 7:40 am are considered tardy. 

Consequences for Tardiness 

The following is a schedule of consequences for tardiness: 

No Tardies in a Quarter 

The child and family are congratulated and recognized for being “on time” and for their true 

commitment to education. 

Three Tardies in a Quarter 

If a student is late three times in a quarter, it is considered a serious issue. At this point, the 

parent / guardian will be called by the Head of School. The problem will be discussed and an 

“On Time” plan will be developed. 

Three Tardies Equals One Absence 

Every three tardies will equal one absence and be recorded as such in the student’s file. 

Eight Tardies in a Year 

If a student is late eight times in a year, it is considered a serious issue. At this point, the 

parent/guardian will be called to the school to meet with the Head of School. The problem will 

be discussed and an “On Time” plan will be developed. 


Since every three tardies will be recorded as an absence, excessive tardiness is a truancy 

problem. If a student is absent ten or more times (and some or all of these absences may 

actually be due to excessive tardiness), the student may be at risk of not being promoted to the 

next grade. 

Arrival & Dismissal Policy 

Arrival 

• The school officially opens to students at 7:25 am each day. 

• Students must be in the building by 7:40am each day. 

Dismissal 

• Monday, Tuesday, Thursday and Friday – the school day officially ends at 4:00 pm. 

• On Wednesdays the school day officially ends at 2:35 pm. 

• Families are responsible for picking up students at the entrance to the school. 

• No student will be allowed to leave the school without an adult escort. 

• No student will be allowed to leave the school with an adult who is not his legal 

guardian unless the guardian has submitted a signed, written note to the Office 

Manager in advance that specifies the name, address, and working phone number for 

the adult as well as specific dates for pick‐up. 

• Families MUST submit a release form (provided in August) listing the names and 

information for any individuals, besides parent/guardian, who regularly are authorized 

to pick up their children. 

Homework 

Homework is an essential part of the University Prep educational program: it is designed to 

reinforce skills taught in the classroom, to help students develop a deeper understanding of 

concepts, and to promote good study habits. Homework will be assigned EVERY night at 

University Prep. This means that families must help students with their homework in ways that 

include creating routines at home for students to follow each day, providing a quiet, organized 

place to work, and signing off on homework completion. 

Homework includes required reading every night (including weekends and holidays), for which 

a parent/ guardian signature is required on the reading log. Homework must be completed in 

full and in accordance with University Prep’s high standards for hard work and professional 

presentation. 

All students are provided with Homework Folders that include a nightly Reading Log. 

Homework Folders are designed to teach students essential organizational skills. The Reading 

Logs must be filled out properly with a parent/guardian signature, and all assigned homework 

must be completed and in the folder. There are high standards for homework; all homework 

must be neat, clean, and thorough. Homework folders are turned in to teachers each morning 

as soon as students arrive at school. 


If the homework is late, missing, incomplete, or of poor quality, or if the Reading Log is not 

completed properly, then the student may face in‐school consequences. Moreover, since 

bringing all necessary books and supplies is part of homework, students may also face 

consequences if they do not bring all necessary books and supplies. The parent/guardian will 

receive a phone call if their child has missed several assignments. We expect and need family 

support to make sure all the homework gets done according to high standards of quality. 

Independent Reading 

Research shows that the #1 way to improve a student’s reading skills is to have them READ, 

READ, READ. The students who read frequently outside of school are the students who are the 

best readers and who are most successful in school. Supporting your child’s independent 

reading at home is the best way to help him or her build vocabulary and improve the speed, 

accuracy, fluency, and comprehension of his or her reading. 

Although University Prep students have high‐quality reading time during school, they must 

READ, READ, READ at home every night and weekend and during any vacations from school. 

Parents/guardians should make sure to supervise their child reading at least 30 minutes every 

night and every day on the weekends. It would be especially helpful if you asked the child to 

read out loud and stopped occasionally to have the child summarize what he or she has just 

read and to answer simple comprehension questions. 

Please do not sign your child’s independent reading log if you have not actually seen him or her 

read. Students may be tempted to cut corners; skipping this important reading requirement 

will only hurt your child in the long run. 

READ, READ, READ. There are no short cuts. 

Daily Schedule 

University Prep operates from 7:20 am until 4:00 pm, Monday, Tuesday, Thursday and Friday. 

School is dismissed at 2:35 pm on Wednesdays so that teachers have time to meet, plan, and 

receive training. This weekly staff development time is incredibly important and helps us to 

improve our skills as teachers and the school program as a whole. Students are required to 

arrive at school on time (by 7:30 am at the latest) and to remain in school until dismissal at 4:00 

pm (2:35 pm on Wednesday). It is critical that you send the strong message to your child that 

school is extremely important. The school attendance habits that are instilled in our students 

at an early age can lead to a lifetime of educational and professional success. 


Discipline 

7:20‐ 7:40 (25) 

Grades K – 2 (Mon, Tues, Thurs, Fri) 

Morning Activities ‐ Homework Collection, 

Breakfast, Brainwork 

7:40 – 7:50 (10) SCHOOL DAY BEGINS ‐ Morning Exercise 

7:50‐ 8:05 (15) 

Community Circle 

8:10 – 8:25 (15) 

Math Meeting 

8:25 – 8:50 (25) 

Read Aloud 

8:50 ‐ 9:30 (40) 

Math Block I 

9:30 – 10:10 (40) 

Math Block II 

10:10 – 10:25 (15) Break – Snack & Bathroom 

10:25 – 11:05 (40) 

Lireacy Block 1 

11:05 – 11:45 (40) 

Literacy Block II 

11:50 ‐ 12:20 (30) Lunch & Recess 

12:25 – 1:05 (40) 

Literacy Block III 

1:05 – 1:45 (40) 

Comprehensive Writing Program 

1:45 ‐ 2:25 (40) 

Social Studies (M, T) or Science (Th, F) 

Enrichment – Art, Music or Physical Education OR 

2:25 – 3:05 (40) 

Student Academic Support 

3:05 – 3:20 (15) D.E.A.R. – Drop Everything and Read 

PREP BLOCK (Structured Choice Time or Academic 

3:20 – 3:50 (30) 

Support) 

3:50 ‐ 4:00 (10) 

Mini Community Circle with class 

4:00 SCHOOL DAY ENDS ‐ Student Dismissal 

Our approach to discipline is rooted in a belief that the learning environment is sacred. At 

University Prep, we will do whatever it takes to make sure that every child is safe (physically, 

emotionally, mentally, and intellectually) and to make sure that every child has the chance to 

learn without needless disruptions. We have very high expectations for student behavior, and 

we “sweat the small stuff” to create and preserve a focused learning environment. 

Our teachers will use a large array of strategies to promote positive behavior and to correct 

problem behaviors. Our faculty uses positive reinforcement whenever possible, and recognizes 

and celebrates student successes at every opportunity. 

We also use consequences and a problem‐solving approach to help students fix behavior 

problems. Students may lose privileges (choice time, field trips, etc.) when they violate the 

rules. 

Our Head of School is the point person on discipline issues. The Head of School works closely 

with teachers, families, and students to help them learn and grow. The Head of School has the 

authority to decide on the appropriate consequences for student behavior. The Head of School 


may solicit parent/guardian input in certain situations, and will communicate proactively and 

consistently with parents regarding positive and negative behavior issues. 

School Uniforms 

All students must come to school in the University Prep uniform every day. If a student arrives 

to school out of uniform, parents/guardians will be called and asked to bring in a uniform 

before the student is sent to class. We have a required school uniform for several very 

important reasons. 

Uniforms unite us as a community. 

When you look at a group of students in the University Prep uniform, it is a powerful visual 

statement of our community. Students make a commitment that when they put on the 

University Prep uniform, they are agreeing to live up to the school’s high expectations. 

Uniforms reduce distractions and clothing competition. 

Often students spend more time discussing and evaluating what others are wearing or not 

wearing than they spend focusing on learning. Wearing uniforms eliminates this distraction. 

Uniforms make us all equal. 

Whether families have high incomes or low incomes, the students come to school looking the 

same way. No one is made to feel bad about the clothes they have or don’t have. 

Uniforms look professional. 

Students look neat when they arrive to school with shirts tucked into their pants. The students 

come mentally prepared for school and “dressed for work.” 

Students may not change out of the University Prep uniform at any point during the school day. 

Students must wear the University Prep uniform on all school field lessons. 

Family Involvement 

University Prep believes parents/guardians are our partners in the education of children. The 

important task of educating a child calls for the school, the student, and the family to work 

together to ensure success. We reflect that commitment by choosing to sign the University 

Preparatory School Family‐Student Contract of Commitment. We encourage families to 

participate actively in their children’s education. We strive to cultivate positive and productive 

relationships with all of our families. 

University Preparatory School family‐school relationships are maintained through: 

• Conferences with students, families, and teachers (including three formal parent 

conferences per year and one family orientation per year) 

• Families for Achievement Council meetings which focus on how families can support 


students, the school, and each other in helping students succeed academically 

• Community‐wide events, celebrations, and performances 

• Bi‐weekly teacher‐family calls 

• University Nights – parent support/training seminars 

• Homework, independent reading, and behavior logs and weekly syllabi 

University Preparatory School families are asked to: 

• Reinforce University Prep’s academic and behavioral standards at home 

• Establish a daily routine for students 

• Provide a quiet space for students to study 

• Provide positive reinforcement of student progress and success 

• Discuss academics and student work among family members 

• Ensure that students complete all of their homework every night 

• Chaperone field trips 

• Provide links to summer enrichment opportunities 

• Assist with student recruitment 

• Support other University Prep families 

Families for Achievement Council 

University Preparatory School is a partnership between the school leadership, 

teachers, students, and families. Although the job of making decisions about 

school policy belongs to the Board of Trustees and the Head of School, family 

involvement is not only welcome, but absolutely necessary for the success of the 

school. All families are encouraged to participate in the Families for Achievement 

Council, which meets monthly. Council meetings are designed to: 

• Provide families with concrete actions which will help them help students achieve 

• Allow families to connect with and support each other 

• Support the school in reaching its goals 

• Connect families to volunteer opportunities at the school 

• Develop and implement special programs for families 

• Sponsor events for the entire school community 

• Help raise money for the school 

• Work with the University Prep teachers and administrators to examine students’ academic 

and social progress and discuss initiatives to improve student outcomes 

Family‐School Communication 

In order to be effective partners, we must communicate. There are several ways that we can 

and will communicate with you throughout the year: 


Weekly Update and Syllabus 

Every Monday, your child will bring home a weekly update from the school. This will contain 

important information about the learning objectives for the week, schedule/calendar, events, 

announcements, field trips, and other important reminders. It is very important that you take 

the time to read this update completely. Parents/guardians must sign their children’s 

Homework Folders to let us know that you have received this important information. 

Report Card Conferences 

At the end of the first, second, and third trimesters, a parent/guardian will be required to come 

to the school for Report Card conferences with their children’s teachers. 

Behavior Logs (K‐2) 

Every day your child will bring home a behavior log in their homework folder that informs you 

of positive and/or negative behaviors they may have displayed that day. You must sign it and 

return it to school the next day in their homework folders. 

Phone Calls 

Throughout the year, you may receive a phone call or note from a teacher or school 

administrator. If the message requires a response, please contact the school either by phone or 

in writing within 24 hours. 

Meetings 

If the school requests a meeting with you and your child, we need to discuss something 

important with you. If you would like to schedule a meeting with teachers or administrators, 

please contact them directly. 

Parent/Family Concerns 

If you have a concern about a school policy, academic grade, discipline decision, or anything 

else, we ask that you take some time to reflect on it and then contact the school. We welcome 

the conversation. We understand that, as parents/guardians, you have very strong feelings 

about issues concerning your children. We ask only that you try to deal with any issue 

professionally. We promise to treat you and your concern with respect. If a parent/guardian 

member is disrespectful to University Prep teachers or administrators, we will cut short the 

conversation and wait to continue it at another time. 

We need your support. As you know, University Prep is a very demanding school, with high 

expectations for academics and behavior. All of us – parent/guardians, teachers, 

administrators – are working hard to help your child climb the mountain to college. We are all 

part of your child’s team: if you and your child work with us, we can all succeed. 


Cell Phones 

Students are not allowed to use cell phones in school or on school field trips. If a cell phone is 

used during school, rings during school, or is seen by a staff member, it will be confiscated from 

the student and only returned after a parent/guardian has come to the school to pick it up. 

Repeated violations of this policy may result in indefinite confiscation. 

Messages/Phone Use/Voicemail 

It would take an incredible amount of staffing and resources to provide message services, and 

we cannot guarantee that messages will actually reach students or teachers during the day. 

Students and teachers may not receive incoming phone calls or messages during the school day 

unless it is an emergency that requires immediate attention. Such calls should be very rare. 

Students are allowed to use the telephone only in the case of emergencies or unexpected 

events. 

If you need to get a message to your child’s teacher, please leave a message on his or her 

voicemail. Our teachers check their messages once a day after school. They will return your call 

within 24 hours. If they do not, please call the Head of School to ensure that your issue is 

addressed. 

Promotion to the Next Grade 

University Prep is committed to setting students up for success, so we have rigorous standards 

for promotion. It is not automatically assumed that students will pass from one grade to the 

next: each student must earn promotion by demonstrating mastery of essential grade‐level 

knowledge and skills. Students may not be promoted if they are performing significantly below 

grade‐level standards. Promotion decisions will be based on a student’s grades, standardized 

test scores, attendance, homework completion record, and other measures. We will look 

thoughtfully at student test scores, examples of student work, teacher observations, and other 

measures to make these decisions. 

Lastly, a student may be retained if he or she misses more than 10 instructional days in a school 

year, has significant behavior problems that result in missed instructional time, or if the student 

has persistent trouble completing homework assignments. 

Students who have IEPs will be promoted to the next grade based on successful completion of 

the goals of the IEP. However, students with IEPs who have significant attendance or 

behavioral problems unrelated to their IEPs may be retained for these reasons. 

School Food Program 

Both breakfast and lunch will be available at University Prep. All families will need to complete 

a form that enables the school to participate in the free or reduced‐price meal program. 


Families may send lunch to school; however, students will not have access to a refrigerator or 

microwave. If you are sending lunch to school with your child, we ask that you send in 

nutritious foods. Please do not let your child bring unhealthy drinks (e.g., colas or juices heavy 

in sugar) or unhealthy snacks to school. Candy, gum, and soda are not allowed at school. If you 

choose to send lunch, the entire lunch must be in one bag or container that has the student’s 

name on it. 

Assessments 

University Prep employs multiple assessments to monitor student progress, inform instruction, 

and ensure that all students succeed. Staff work to ensure that assessments are not stressful 

times for students; rather they are presented as opportunities to show off all that students 

have learned. The assessments, which include the Stanford 10 (a nationally normed 

standardized test), the STEP, Fountas & Pinnell, and DRA 2 (assessments of early literacy 

development), internally developed assessments, and Colorado State assessments (beginning in 

third grade), are administered throughout the year. Teachers analyze the results to inform 

their instruction, identify students in need of extra help, and to assess the overall effectiveness 

of the school’s curriculum. Results are shared with families through the report cards that are 

distributed three times each year. 

Nursing Services & Medication 

Being healthy physically helps children learn more effectively. For this reason, it is important to 

have your doctor or health center look into any problem that your child may have. 

If your child requires medication during school hours, we will assist by administering 

medication. However, medication may not be given without the completion of the 

“Administration of Medication” form which must be completed by a healthcare provider. 

Families can get a copy of this form by calling or stopping by the school. This policy and the 

requirement to have a form on file applies to all medicine, including aspirin, Tylenol, and other 

over‐the‐counter medicines. 

All student medicines will be kept in a locked cabinet. The school will keep a detailed log of all 

medicines that are administered. 

School Visitor Policy 

Visitors, especially parents/guardians, are a vital part of the University Prep community. We 

welcome them as volunteers, observers, and partners in the education of our students. 

Unannounced visits, however, can be disruptive to our educational program. 

Parents/guardians who would like to visit should simply call one day in advance and schedule a 

class‐visit appointment. Upon arriving, all visitors must sign in within the Main Office. They 

should enter classes during a regularly‐scheduled transition time, although they may leave at 

any time. Visitors may not talk to a child or a teacher during class, although they are welcome 

to call the teacher after school to discuss what they observed. 


If a visitor is coming to school to drop something off for a student or to leave a message, we still 

require that the visitor come first to the Main Office. For the sake of student safety, we cannot 

have anyone unannounced in the building. 

Student Records 

The school administration is in charge of student records. If a parent/guardian would like to 

examine a child’s record, the parent/guardian/ guardian should submit a request in writing to 

the Head of School. Within five business days of receipt of a written request, the school, 

depending on the requested information, responds by: 

• Making the information available at the school itself during normal business hours to 

the person requesting it; 

• Denying the request in writing; or 

• Providing a written acknowledgment of receipt of the request that supplies an 

approximate date for when the request will be granted or denied. 

There are two different types of student records, which will be treated differently: 

1. Directory Information 

Directory Information is basic information about students such as name, address, telephone 

number, date of birth, participation in activities, awards received, etc. This information may be 

made available to others for specific use without the consent of the parent/guardian. For 

example, teachers may distribute class lists to everyone in the class so that students may help 

each other with homework. If a parent/guardian would not like such information released, he 

or she should submit a request to the Head of School. 

2. Confidential Records 

Confidential Records include grades, evaluations, disciplinary actions, and health records. 

Confidential records will not be made available to any non‐school personnel without consent by 

the parent/guardian. 

Other Information and Policies 

Student Belongings 

Students who disrupt class for any reason are violating school rules. This rule applies to 

students’ personal possessions as well. Items including, but not limited to, game cards, trading 

cards (baseball cards, football cards, etc.), portable electronic games, toys, portable electronic 

devices, and cell phones are not allowed in school. Students who violate this rule will have their 

item(s) confiscated until picked up by a parent/guardian and will be subject to consequences. 

Repeated violations of this policy may result in indefinite confiscation irrespective of any costs 

or fees students and/or their families may incur as a result. 


Lost and Found 

The school will keep a small lost and found box near the Main Office. Parents/guardians may 

come in any day between 7:25 am and 5:00 pm to search the Lost and Found. At the end of 

every trimester, items left in the box may be donated to a local charity. 

School Supplies 

University Prep will purchase all of the school supplies needed for the classroom. The only 

supplies you will need to purchase for your student are those supplies that will be used at 

home. These include: pencils, glue, scissors, crayons, and a book bag that is big enough to fit a 

full‐sized folder and books. 



SCHOOL‐FAMILY‐STUDENT CONTRACT of COMMITMENT 

DRAFT 14 

At University Preparatory School we understand the importance of alignment within the school 

community in order to achieve our mission of educating every student for college. This mission can be 

best achieved when students, families, and school staff are all actively involved in education and 

working to meet the school’s cultural and curricular expectations. We all have the responsibility of 

promoting student learning and, as educational partners, we value each person’s contribution to our 

school community. The following expectations outline what needs to be met to best support student 

learning, and should be signed by the parent/guardian, student, and staff. 

Parents & Guardians 

I/We agree to: 

• Supporting ’s demanding academic program, high standards of conduct, and extended 

school day and year. 

• Ensuring that my student is at school on time, in uniform, every day. 

• Monitoring my student’s schoolwork, homework, and grades regularly. 

• Communicating regularly with and attending the required parent events. 

• I have read and understand the Contract of Commitment. 

Students: 

I agree to: 

• Doing my best to follow our PREP virtues. 

• Arrive at school on time, every day, and prepared to work hard. 

• Complete my homework every night and bring it neatly to school. 

• Obey the Code of Conduct at school, at any school events, or on the bus. 

• Speak regularly with my parents and guardians about my progress at school, my grades, my 

assignments, and my behavior. 

• Commit myself to achievement all day, every day and seek help when I need it. 


Teachers and Staff: 

We agree to: 

• Arrive at school on time and prepared for an academically rigorous, college preparatory 

environment every day. 

• Assess students regularly and fairly. 

• Enforce all rules and policies consistently and fairly. 

• Communicate with parents/guardians with bi‐weekly with positive, neutral or negative 

feedback. 

• Maintain the highest standards of academic performance and conduct. 


14 Once we have adopted a final version of the Contract, we will translate it into Spanish and other languages as 

needed. 


Parent/Guardian Signature ___ Date _______ 

Student Signature Date _______ 

Teacher Signature Date _______ 

Head of School Signature Date ______ 


APPENDIX W 

APPENDIX V 

Sample Data Dashboard 

Sample Data Dashboard 


Period 

Key School Demographics 

Charter School Academic Dashboard 

Student Enrollment # Staffing # Parent Engagement % 

Male FTE Teachers Home Visits 

Female Administrators Orientatation 

Free/Reduced Lunch Other Staff 

Total 

Teacher Conference 

SPED 

Staff School Event 

ELL Student Ratio Satisfied/Survey 

Student Recruitment 

Letter of Intent 

Completed Applications 

Confirmed Returning 

Total 

Completed/Confirmed 

Target Number 

# Wait List (+) / Below 

Target (-) 

Jan Feb Mar Apr May Jun Jul Aug Sep Oct 

Enrollment and Attendance 

Grade K 

% Attendance 

Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun 

Enrollment and Attendance 

Grade 1 Aug 

% Attendance 

Sep Oct Nov Dec Jan Feb Mar Apr May Jun 

Attrition Rate: Staff 

Reasons for Leaving Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun 

1) Dismissed, 2) 

Grad Sch, 3) Move, 

4) Other 

Total Staff 

Attrition Rate: Students 

Reasons for Leaving Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun 

1) Too hard, 2) Too 

strict, 3) Move, 4) 

Other 

Total 

Enrollment 

Academic Dashboard (cont'd) 

State Assessment State Assessment 

% 

Below 

% 

% 

ELA Basic Basic Proficient Advanced Passing Math 

Month Month 

% 

Total % 

% 

Below 

Basic 

% 

Basic 

% 

Proficient 

% 

Advanced 


Total % 

Passing

National Assessment National Assessment 

ELA 

0- 

25% 

26- 

50% 51-75% 76-100% 

Total > 

75% Math 

Month Month 

Month Month 

Interims Interims 

ELA 

% 

Below 

Basic 

% % 

Basic Proficient 

% 

Advanced 

Total % 

Passing Math 

Baseline Baseline 

Month Month 

Month Month 

Month Month 

Month Month 

Month Month 


0- 

25% 

% 

Below 

Basic 

26- 

50% 51-75% 76-100% 

% 

Basic 

% 

Proficient 

Grading Periods/Report Cards 

ELA 

Grading Periods/Report Cards 

< 

70% 

70- 

79% 80-89% 90-100% 

Total % 

Passing Math 

Trim 1 Trim 1 

Trim 2 Trim 2 

Trim 3 Trim 3 

< 

70% 

% 

Advanced 

70- 

79% 80-89% 90-100% 

Total > 

75% 

Total % 

Passing 

Total % 

Passing 

Culture 

Indic. Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun 

HW Completion 

% 

Tutoring/Sat 

Schl % 

Suspension 

Expulsion

APPENDIX W 

Personnel Handbook 


INTRODUCTION 


STAFF HANDBOOK 

DRAFT 

We are pleased to have you join us at University Preparatory School (“University Prep”). Our 

ambitious mission to educate every K – 5 student for college requires strong commitment from 

every member of our staff. We look forward to working together to support the academic 

achievement of every child, every minute, every day. 

As a new employee, you may have questions about University Prep benefits and employment 

guidelines. This handbook was written for you with those needs in mind. 

EMPLOYEE ATTENDANCE AND PUNCTUALITY 

The overall operation of University Prep depends on the presence of all of our employees. 

Therefore, all employees are expected to report to work on time, on all scheduled workdays 

and during all regular work hours. 

If you are unable to work or you will be late for work, you must notify the Head of School as far 

in advance as possible. You must call the Head of School each day of your absence until a date 

of return has been established. 

If an employee is absent without giving notice, the employee may be considered as having 

voluntarily resigned. In addition, absenteeism that is deemed excessive at the Head of School’s 

sole discretion may result in discharge. 

HOURS 

All full‐time salaried employees (teachers and administrators) are expected to dedicate the 

time necessary to carry out their respective duties in pursuit of our ambitious student 

achievement outcomes. Teachers and administrators are required to be at the school from 

7:00 am to 5:00 pm on every school day. All full‐time employees are also expected to attend 

special events, including parent nights and field trips. 

PROFESSIONAL DRESS 

Teachers are expected to maintain the highest degree of professionalism throughout the term 

of their employment at University Prep. This includes dressing in a professional manner 

consistent with the school’s serious academic focus and appropriate for interacting with 

children. All male teachers are expected to wear dress shirts, dress slacks, and dress shoes on 

each school day. All female teachers are expected to wear comparable, modest, professional 

attire. 


PROFESSIONAL DEVELOPMENT 

University Prep is committed to supporting the professional development of every teacher and 

staff member in order to maximize our individual and collective impact on student achievement 

and support the school’s overall success. All staff members are expected to participate fully in 

scheduled professional development and are invited to request funds and professional days to 

pursue additional professional development opportunities. Such funds and time off will be 

granted at the discretion of the Head of School based on the availability of school resources and 

the applicability to school and teacher professional development goals. 

VACATIONS AND HOLIDAYS 

Teachers begin employment on __________ and end on ___________. 

Administrators and staff work year‐round, but receive 2 weeks of paid vacation during the 

summer. 

The school is closed for _____ days at the Thanksgiving holiday, _____ weeks in December, and 

_____ week in March for Spring Break. The dates of these and other holidays are set forth on 

the school calendar. 

JURY DUTY 

If you are called to jury duty, you must inform your supervisor as soon as possible and provide a 

copy of the summons. You will receive leave for jury duty. You will be paid your regular wages, 

up to $50 per day, for the first three days of jury duty that you would otherwise have been 

scheduled to work. Thereafter, jury duty is unpaid, except that if you are an exempt employee, 

there will be no deduction in your salary because of jury duty in any week in which work is 

performed. University Prep has no obligation to pay wages for jury duty until and unless you 

tender to your supervisor a juror service certificate provided by the Court confirming that you 

were on jury duty during that period. Employees are expected to return to work on any day or 

portion of a day they are released from jury duty. 

VOTING 

Employees may have up to two hours off for voting either at the beginning or the end of their 

scheduled work hours if arrangements are made with their supervisor at least one day before 

the election. The supervisor may specify whether the time is to be taken at the beginning or the 

end of the employee’s scheduled work hours. 

LEAVES OF ABSENCE 

[NOTE: University Prep will likely apply for short term disability insurance and will draft this 

policy to correspond with the terms of the applicable insurance policy. University Prep hopes to 


e able to provide a paid leave of absence to employees who qualify for coverage under the 

relevant policy.] 

MEDICAL INSURANCE 

University Prep offers eligible employees health insurance through a group plan. University 

Prep reserves the right to amend or terminate this program or to require or increase employee 

premium contributions toward any benefits at its discretion. 

SALARIES AND WAGES 

University Prep will considers a wide variety of factors in setting salaries. These may include, 

but are not limited to: 

• Past teaching performance at University Prep or elsewhere 

• Level of education 

• Years of teaching experience 

• Depth of commitment to the school 

Each year in March, teachers who have been offered a position with the school for the 

upcoming school year will meet with the Head of School to discuss compensation. 

PAY PERIODS 

Pay dates fall on the 15th and the last day of each month. For your convenience, automatic 

payroll deposits to the bank account of your choice are available. Withholding and deductions 

will be made for federal and state taxes as well as for other authorized deductions such as 

health care plan costs, etc. 

OVERTIME 

Nonexempt employees will receive 1‐1/2 times their hourly wage for (1) all hours actually 

worked in excess of forty hours in a week, (2) all hours worked in excess of 12 twelve hours per 

day, or (3) all hours worked in excess of twelve consecutive hours, whichever calculation 

provides the highest wage. 

WORKERS COMPENSATION 

All employees are covered by Workers Compensation Insurance for job‐related illnesses or 

injuries. In the case of an injury while on the job, immediate medical attention should be sought 

if necessary. The employee should be taken to the nearest hospital emergency room for 

treatment. No matter how minor an injury may seem, all injuries should be reported to the 

supervisor as soon as possible. Failure to timely report an injury may result in a loss of or 

reduction in Workers’ Compensation. 


SMOKING 

University Prep is a smoke‐free campus. Teachers may not smoke anywhere on campus, 

anywhere off campus that is visible from on campus, or at any time during the school day. 

CODE OF CONDUCT 

An obligation rests with every employee to render honest, efficient and courteous performance 

of duties. As an integral member of the University Prep team, you are expected to accept 

certain responsibilities, adhere to acceptable professional principles in matters of personal 

conduct, and exhibit a high degree of integrity at all times. We ask that employees take 

responsibility and be held accountable for adhering to this philosophy. 

We enlist the help and concern of all employees to ensure that work areas are safe and 

conducive to effectiveness and efficiency. When performance or conduct falls short of our 

standards or expectations, the school may take action, which in its opinion, is appropriate. 

Disciplinary actions can range from a formal discussion with an employee about the matter to 

an immediate discharge. Action taken by the school in individual cases should not be assumed 

to establish a precedent in other circumstances. 

EQUAL OPPORTUNITY 

University Prep is an equal opportunity employer. This means that University Prep provides 

equal employment opportunities to all employees and applicants for employment without 

regard to race, color, religion, sex, national origin, age, disability, military status or any other 

status protected by federal, state or local law. This policy applies to all terms and conditions of 

employment, including but not limited to, hiring, placement, promotion, termination, layoff, 

recall, transfer, leaves of absence, compensation, and training. 

ACCOMMODATIONS OF INDIVIDUALS WITH DISABILITIES 

Qualified individuals with a disability may make a request for reasonable accommodation to 

Head of School. On receipt of an accommodation request, The Head of School will meet with 

the requesting individual to discuss and identify the precise limitations resulting from the 

disability and the potential reasonable accommodation that University Prep might make to help 

overcome those limitations. University Prep may request medical certification from the 

individual’s doctor in order to verify the disability and the precise nature of the limitations. 

The Head of School in conjunction with the appropriate school representatives identified as 

having a need to know, will determine the feasibility of the requested accommodation. 

The Head of School will inform the requesting individual of University Prep’s decision on the 

accommodation request or on how to make a reasonable accommodation. 


OPEN DOOR POLICY 

If you have a work‐related problem or feel that procedures are not properly applied, we have 

an open door policy. You are encouraged to take your problems to your immediate supervisor 

before proceeding to the Head of School as the majority of misunderstandings can be resolved 

between employees themselves and/or their supervisor. 

HARASSMENT 

University Prep expressly prohibits any form of unlawful employee harassment based on race, 

color, religion, sex, national origin, age, disability, military status or any other status protected 

by federal, state or local law. Improper interference with the ability of University Prep’s 

employees to perform their expected job duties is not tolerated. Harassment may include, but 

is not limited to, derogatory, vulgar or offensive comments or jokes, and distribution of written 

or graphic material containing such comments or jokes. 

Sexual harassment is considered to be: 

1. Unwelcome sexual advances, requests for sexual favors, and all other verbal or physical 

conduct of a sexual or otherwise offensive nature, especially where: 

• Submission to such conduct is made either explicitly or implicitly a term or condition of 

employment; 

• Submission to or rejection of such conduct is used as the basis for decisions affecting an 

individual's employment; or 

• Such conduct has the purpose or effect of creating an intimidating, hostile, or offensive 

working environment. 

2. Offensive comments, jokes, innuendoes, and other sexually oriented statements. 

3. Sexually explicit or offensive pictures, greeting cards, articles, books, magazines, photos or 

cartoons. 

• Submission to such conduct is made either explicitly or implicitly a term or condition of 

employment; 

• Submission to or rejection of such conduct is used as the basis for decisions affecting an 

individual's employment; or 

• Such conduct has the purpose or effect of creating an intimidating, hostile, or offensive 

working environment. 

4. Offensive comments, jokes, innuendoes, and other sexually oriented statements. 

5. Sexually explicit or offensive pictures, greeting cards, articles, books, magazines, photos or 

cartoons. 


HARASSMENT OR DISCRIMINATION COMPLAINT PROCEDURE 

The Head of School and other management personnel are responsible for creating an 

atmosphere free of discrimination and harassment, sexual or otherwise. Further, employees 

are responsible for respecting the rights of their coworkers. If you experience any job‐related 

harassment based on your sex, race, national origin, disability, or another factor protected by 

law, or believe that you have been treated in an unlawful, discriminatory manner, promptly 

report the incident to your supervisor or to the Head of School. 

Complaints will be investigated promptly. Your complaint will be kept confidential to the extent 

possible. 

If University Prep determines that an employee has engaged in inappropriate, harassing or 

unlawful discriminatory conduct, disciplinary action may be taken against the offending 

employee, up to and including termination of employment. 

University Prep prohibits any form of retaliation against any employee for filing a complaint 

under this policy or for assisting in a complaint investigation. 

IMMIGRATION LAW COMPLIANCE 

University Prep does not hire anyone that is not a citizen of the United States, or is not a non‐ 

citizen that is authorized to work in the U.S. under the Immigration Reform and Control Act of 

1986. As a condition of employment, all new and past employees must show valid proof that 

they are eligible to work in the United States. 

PERSONNEL RECORDS 

University Prep keeps a personnel file on each employee. To ensure that your personnel file is 

up‐to‐date at all times, notify the Office Manager in writing of any changes in your name, 

telephone numbers, marital status, number of dependents, beneficiary designations, scholastic 

achievements, the individuals to notify in case of an emergency, and so forth. 

CONFIDENTIALITY 

All of the operations, activities, business affairs, and records of University Prep are confidential 

and employees must, therefore, treat all such matters accordingly. No school related 

information, including without limitation, documents, files, records, computer files or similar 

materials (except in the ordinary course of performing duties on behalf of University Prep) may 

be removed from work premises without permission from the Head of School. 

Additionally, the contents of University Prep’s records or information otherwise obtained in 

regard to business may not be disclosed to anyone, except where required by a business 

purpose. 


TECHNOLOGY RESOURCES POLICY 

The technology resources of the school are made available to teachers in order to ensure the 

delivery of the academic mission of the school. As a result, technology resources should be 

used for these expressed purposes: 

• Teacher use of the Internet and their computers during the school day is intended for 

academic and teaching purposes only. Personal use of the Internet or email should be 

avoided. 

• It is strictly forbidden to use school technology to access inappropriate Internet materials 

(such as pornography), to access any illegal materials, or to conduct any illegal business. 

• All files on the school computers and all emails sent or received through a school account 

are the property of the school and may be monitored or seized at any time at the discretion 

of the Head of School. As a result, there is no reasonable expectation of privacy when using 

the school’s technology resources. 

• Teacher use of the Internet and their computers during the school day is intended for 

academic and teaching purposes only. Personal use of the Internet or email should be 

avoided. 

• It is strictly forbidden to use school technology to access inappropriate Internet materials 

(such as pornography), to access any illegal materials, or to conduct any illegal business. 

• All files on the school computers and all emails sent or received through a school account 

are the property of the school and may be monitored or seized at any time at the discretion 

of the Head of School. As a result, there is no reasonable expectation of privacy when using 

the school’s technology resources. 

Use of University Prep’s e‐mail, voice mail, Internet access, and other electronic information 

resources constitutes the employee’s acknowledgment of and consent to this policy and 

University Prep’s right to monitor. 

The school reserves the right to take disciplinary action for inappropriate use of its technology 

resources up to and including termination of employment. 

WORKPLACE VIOLENCE 

University Prep prohibits any acts or threats of violence by any employee against any other 

employee in or about school premises or elsewhere at any time. University Prep also prohibits 

any acts or threats of violence by a University Prep employee against students, parents, or 

visitors on school premises at any time or while he or she is engaged in business on behalf of 

University Prep, on or off school premises. 


IMPORTANT NOTICES 

1. The information contained in this handbook is the most current at the time of printing and 

supersedes all previous handbooks, policies, or practices by University Prep. 

2. University Prep reserves the right to alter, amend, change, modify, or terminate any terms, 

benefits, or provisions contained in this handbook or any other University Prep documents, 

plans, policies, or procedures at any time, with or without notice to the employee. 

3. The provisions contained in this handbook are informational in nature only. They are not 

intended to, and do not, create or constitute a contract of employment or promise of any kind 

between University Prep and its employees. 

4. Employment with University Prep is "at will," meaning that it may be terminated by the 

employee or University Prep at any time, with or without notice and with or without cause. 

5. Any promises, representations, or statements concerning "fair" treatment or the like, 

whether in this handbook or otherwise, are in the nature of a goal only, and are not 

enforceable as a contract or promise. 

6. No agent or other representative of University Prep, except the Head of School, has the 

authority to make any promises, representations, or statements concerning employment for a 

specified period of time or contrary to the policies outlined in this handbook. Further, any such 

promise, representation, or statement by the Head of School must be in writing and signed by 

both parties. 


APPENDIX X 

Hiring Process: Start to Finish 

(Developed with the support of materials/input from Building Excellent Schools, 

West Denver Preparatory Charter School and Excel Academy Charter School) 


QUALITIES SOUGHT IN A CANDIDATE: 

• Intelligence; has demonstrated capacity to learn and achieve 

• Takes initiative; is action oriented. Exudes a sense of energy / urgency 

• Strong communicator: verbal and written 

Coherence of thought, precision of expression 

• Mission alignment 

Highest expectations – all kids can and will learn, 100 % attitude 

Relentlessness / Grit; has demonstrated ability to stick to challenging goals and 

overcome obstacles 15 

No excuses: maintaining structure and consistent expectations empowers students 

• Reflectiveness / Ability to take and implement feedback 

• Content knowledge 

• Classroom skill: Behavior management 

• Classroom skill: Instruction (coherent lesson plans, rigor of curriculum & questions) 

• Team trumps Individual mentality: Utilizing school-wide systems because of core belief 

in consistency as a critical element for high quality 

GOLDEN RULES 

• Candidate talks 80 -90% of time 

• Push to know more, get more examples and specifics 

• Break through ability to talk about education and into what this looks like in real time 

• Get to real beliefs about what’s necessary on the ground level – every day, in every class 

DON’T BE FOOLED 

There is no correlation between… 

• Educational licensure, graduate work, or years of experience with teacher efficacy 

• Ability to articulate “eduspeak” with teacher efficacy 

• Similarity of personal background to that of students and teacher efficacy 

• Political ideology of spiritual beliefs and teacher efficacy 

• Depth of concern for challenges that children in poverty/of color face and teacher 

efficacy 

Mission fit is not about the end game – most thoughtful, caring people that go into this work 

think all things are possible for all children; mission fit is about what it will take to make that 

end game possible, and if there really are no excuses. 

15 Ripley, Amanda. “What Makes a Great Teacher?” The Atlantic Online. January/February 2010. 

“In a study published in The Journal of Positive Psychology in November 2009, they evaluated 390 Teacher for America 

instructors before and after a year of teaching. Those who initially scored high for “grit” – defined as perseverance and passion 

for long-term goals, and measured using a short multiple-choice test – were 31 percent more likely than their less gritty peers to 

spur academic growth in their student. Gritty people…work harder and stay committed to their goals longer. (Grit also predicts 

retention of cadets at West Point.)” 


STEP 1: RESUME SCREENING 

A resume is chance for a candidate to communicate who they are to us in a limited amount of 

space. What they choose to share (content) and how they share it (professional quality, proper 

grammar, spelling, etc.) provides us with important information on whether or not to move 

forward to STEP 2. When a resume comes to the attention of a member of the leadership there 

are a variety of both screen in and screen out indicators to support making a decision on how to 

proceed. 

The goal of STEP 1 is to screen in or screen out resumes within 1 – 3 minutes of review. 

RESUME SCREEING INDICATORS 

PROFESSIONALISM ABILITY TO COMMUNICATE 

Email addresses 

(John_Ralinich@gmail.com vs. 

Baby22@yahoo.com ) 

The email address a candidate uses speaks to 

their level of professionalism. 

Standard information not offered in the 

resume 

If the resume is missing important information 

re. work experience or contact information it 

is a negative. 

PDF (most accepted professional format) 

PDF ensures that the resume comes to us 

exactly how they want us to see it. It 

demonstrates an attention to the importance of 

detail, a valued commodity at Excel. 

In-line resume 

It’s a negative if the resume is included within 

an email message, doesn’t demonstrate 

attention to detail or concern for formatting. 

References 

References do not need to be included in the 

resume. If they are, not including references 

for job supervisors is a negative sign. 

Terse/Few Details – fails to paint a clear 

picture 

The resume is the candidate’s one opportunity to 

share who they are with us. If they’re unable to 

paint a clear picture for us, that’s an absolute 

negative – the resume shouldn’t leave you with 

clarifying questions about what they’ve done, it 

should encourage delving questions and a desire 

to learn more about what’s been shared. 

Misspellings, grammatical errors, formatting 

errors 

An absolute negative, if errors are glaring, 

candidate should not be considered 

Cover Letter included – aligns with job 

applying for and specific to Excel 

If the candidate doesn’t take the time to align 

their cover letter to our school or share any 

specifics for why their applying for “EXCEL” 

and not just a teaching job that should be used 

against them. 

EDUCATION/CERTIFICATIONS EXPERIENCE 

Universities 

It’s a plus if their undergraduate or graduate 

work was done at a highly selective and/or 

competitive college. 

Formatting 

Is the resume highly readable? Consider the 

development of Do Nows and Classwork 

documents for our classes. They must be clear 

and easy to follow. Does the resume reflect this 

ability? 

Too good to be true 

If a candidate has held a variety of leadership 

positions and details success in multiple settings 

you may want to consider why they’re coming to 

us to teach. 


Licensure/Certification 

If a candidate references their licensures 

multiple times or chooses to use a large 

amount of space to highlight their 

certifications then they may have the false 

notion that holding such credentials has 

anything to do with creating / demonstrating 

results – a negative. 

Test scores from teacher certification tests 

This should not be viewed as high value and is 

unnecessary to include in a resume. 

High GPA and Academic Achievements 

Particularly for young candidates with 

minimal professional experience, it’s a plus if 

they demonstrated a strong academic track 

record in college. 

Low-skill jobs 

If the candidate is detailing a variety of low-skill 

jobs from High School then they are ineffectively 

using their one opportunity to sell themselves to 

us. If all of their experience is low-skilled jobs 

then they most likely don’t have the capacity to be 

an Excel teacher. 

Teaching experience (urban education, charter, 

no-excuses) 

It’s a plus if the candidate has gotten their hands 

dirty in an urban environment prior to coming to 

us. It’s a greater plus if they’ve had experience 

with a like-minded charter school. 

Multiple jobs simultaneously 

This can be a negative, showing a lack of focus on 

one demanding position. 

For any position held, teaching or other, 

Data/results listed 

We don’t just want to know what you did (inputs), 

we are looking for people who value results and 

hold themselves accountable for achieving them. 

Moving around a lot 

Demonstrates a lack of commitment and/or variety 

of employers asking the candidate to leave or 

being forced out. 

Teach For America, Teaching Fellows, 

Education Pioneers, etc. 

Coming to us from any like-minded organization 

that may have provided relevant training is a plus 

Leadership Positions 

Should be viewed positively if a candidate has 

served in leadership roles in their previous 

settings 

Additional Contributions 

If a teacher, any additional contributions to the 

school such as running an after school program, 

tutoring on weekends, etc. shows a team-player 

mentality and an above and beyond work ethic. 

Curriculum Design 

If the candidate has experience with developing 

scope and sequence based on standards, creating 

instructional materials, etc. that is a plus. 

STEP 2: RESPONSE TO WRITTEN QUESTIONS 

If upon initial screening a resume is deemed as having potential by the Leader who reviews it, 

that individual should receive a follow up email with a series of questions to respond to. The 

candidate should be given a maximum of two business days to respond and questions should 

only be sent from Monday – Wednesday to ensure that the candidate does not have the weekend 


to deliberate. These questions are outlined below and include a scoring system to be used in 

evaluation. The goal of STEP 2 and the written questions is to screen out as many candidates as 

possible in very little time on our end. 

Each response should be considered either “Strong/Aligned” or “Weak/Misaligned.” Within 

those two buckets, a response may be judged on two scales. If it is “Strong/Aligned,” it should be 

scored on a scale of 1 – 3 (3 being the strongest, most aligned response). If it is 

“Weak/Misaligned” it should receive a 0. Following each question are detailed examples of the 

types of ideas and thoughts that the reviewer should be looking for during evaluation. 

At the conclusion of scoring the responses, a score of 11 or higher out of a possible 15 total 

points leads to STEP 3 of the hiring process. A score of 10 or lower should result in a generic 

email or letter articulating that “we’ve received your written responses to our questions and 

thank you for your time and energy. However, we’re not interested at this time…” 

In reviewing written responses, the Leader should also be looking for the quality of writing and 

the teacher candidates’ general ability to articulate clear, cohesive, and supported ideas. Any 

written responses that have been completed in a shoddy manner with multiple errors in grammar, 

punctuation, word choice, etc. or lack command of the written language should be automatically 

eliminated from the hiring process. 

QUESTIONS AND EVALUATION TOOL 

1.) We would all like to raise student achievement and address the needs of each student as 

a "whole child." However, when it comes down to it, we often have to make hard choices. 

If you had to choose, would you rather raise student achievement or increase self-esteem 

and self-worth? Both is not an option – you must pick one and explain your reasoning. 

(Strong/Aligned Response) 

Student achievement 

- Drives lasting self esteem. 

- Feeling success changes a student’s affect 

- Self-esteem and confidence will develop 

naturally as a result of academic achievement. 

- This is the stronger lever – more bang for your 

buck 

(Weak/Misaligned Response) 

Self-esteem 

- You have to build a student’s confidence and 

sense of worth before they can achieve 

academically 

- A child can not focus on learning if they 

don’t have developed self-esteem and selfworth 

- Our job as teachers is more about developing 

self-esteem than it is academic achievement 

1 2 3 0 

2.) Is it better to be strict or caring? Which are you? Can you be both? Regardless of 

which you choose, strict, caring or both, use concrete examples to articulate exactly what it 

looks like in action in your classroom. 


Strict or Strict and Caring 

- Being strict is a way of demonstrating real 

caring - It’s important to establish high 

expectations for kids, and stick to them. 


Caring 

- Kids need to know that they are cared for 

and that matters more than anything else. 


- Clear and consistent consequences for behavior 

are essential to achieving academic success, 

enforcing consequences demonstrates that you 

care. 

- A disciplined/strict environment is necessary 

so time in class and in school can be spent on 

teaching and learning. 

- Tough love 

1 2 3 0 

3.) How do you feel about standardized tests? 


Proponent of Standardized Tests 

-Need data to assess student progress 

-Useful to have objective data to assess school 

efficacy 

-They are not perfect / have their flaws, but are 

absolutely necessary 

-They are a fact of life today, and kids need to 

know how to be successful at them – you can’t 

access a single high paying job without the 

ability to pass exams, not just a “school thing,” a 

“life thing” 

- Standardized tests make light of the 

achievement gap and objectively illustrate the 

underperformance of specific subgroups in our 

country. 


Opponent of Standardized Tests 

-Standardized tests are terrible, waste of time, 

require teachers to just teach to the test 

-You can’t assess individual students based on 

a single test 

- Standardized tests are biased and don’t tell 

you what a student really knows 

- Individual schools, teachers and parents 

should be able to do decide what their students 

should know and be able to do and how they’ll 

be assessed. 

1 2 3 0 

4.) What do you think are the key factors to ensuring success working with a 

predominantly low income, urban population of students? 


- High expectations with high levels of 

accountability at all levels (students, teachers, 

leaders, etc.) 

- Structure/disciplined learning environments 

- Relentlessness 

- Extra support / time for students 

- High quality teachers who take responsibility 

for their student’s performance 

- No-excuses 


- Anything suggesting that they are making 

excuses for students’ lack of success. 

- Overall focus on tangential issues vs. high 

expectations 

- Home lives are tough, so need to counsel them 

- Must have families involved, or there’s nothing 

the school can do 

- Focus on having curriculum reflect their cultural 

backgrounds 

1 2 3 0 

5. Assume you are the leader of a school and are charged with evaluating your teaching 

staff. Explain how you would define teacher effectiveness in your evaluations. 


- Student growth (value-add of teachers) 


- Any response that lacks focus on student 


- Student absolute performance (reading, 

writing, doing math at grade level) 

- Team player – ability to be effective within the 

systems and culture of the school 

- Meeting professional development goals that 

are directly aligned to improving quality of 

instruction, and in turn, student achievement 

achievement and/or growth 

1 2 3 0 

TOTAL SCORE FOR WRITTEN 

______ / 

RESPONSES 

15 

11 or higher – move to STEP 3 

10 or lower – email or letter thanking for time and effort 

STEP 3: 10 - 15 MINUTE PHONE SCREENS 

The goal of the phone screens is to determine if the candidate is truly a mission fit – (a) believes 

at their core that all children can learn and that the school and teachers can make that happen, no 

matter what and (b) has a powerful, whatever it takes work ethic. 

During interview: 

• SAY AS LITTLE AS POSSIBLE 

• Jump right into business, minimize formality/pleasantries 

• If response to any question is clearly off-base, end the call politely after they finish 

answering that question. Do not feel the need to continue through all questions. 

• Use pieces from the written responses to start, push, or guide the conversation – use what 

they’ve already shared to push back on their thinking or call them out on a contradiction 

(this allows us to see how they react to conflict/challenges). 

• If their answer is unclear, ask for clarification. “Can you tell me more about that?” “Could 

you explain what you mean by that?” “Could you provide 2 concrete examples of what you 

mean?” 

• To learn more about the candidate and ensure that they are doing the majority of the talking 

(90/10), use the following prompts during the conversation: 

Tell me more about that 

What does that look like? 

Please give an example 

Another example…another example. 

Help me understand more what you mean. 

How have you seen this in your current work? 

How so? 

In what way? 

• If response to a question is mixed, note it and continue. 

• At end, thank person for their time and mention that we are currently speaking with many 

candidates – will be in touch should any next steps be necessary. 

FOUR COMMON QUESTIONS FOR PHONE SCREENS 

- To be scored using the same system as the written responses from STEP 2. 


The maximum amount of points possible is 12. A candidate scoring 9 or higher should be 

considered for an in-person interview/demo lesson, STEP 4. A candidate scoring an 8 or below 

should receive a generic email or letter saying, “thank you for your time and for your interest in 

University Prep, however, at this time we are not interested.” As in all STEPS of the hiring 

process, a member of the leadership team may make an executive decision to continue the hiring 

process with a candidate at any time should they feel it is in the best interest of the school 

regardless of scoring. 

Should the phone screening of the common questions go successfully and a member of the 

Leadership Team be interested in learning more about the candidate prior to inviting them in for 

an interview, it is encouraged to continue the dialogue utilizing the alternative questions written 

at the end of the STEP 3 section. 

Q1: Highest Expectations 

Our students often come to us several grade levels behind academically. Should they be held to 

the same standards at the end of their first year as kids in wealthier districts, most of whom start 

at or above grade level already? 



-Absolutely 

-We have to set high standards so kids can 

strive to get there 

-Kids that come in with a lot of challenges 

will need more support to get there, but we 

can’t change the expectations for them 

-No, it’s not fair 

-I think you should aim to see a lot of growth 

in a year, but you shouldn’t hold them to the 

exact same standards as kids who started out 

better off, it’s too much to ask. 

1 2 3 0 

Q2: Failure of Urban Schools 

Why are so many urban public middle and high schools failing? If you had to pinpoint one 

reason for their general inability to produce satisfactory academic achievement with their 

students, what would it be and why? 



- Low expectations on behalf of leadership and - Lack of parent engagement, blame it on the 

teachers 

home life. 

- Weakly structured/disciplined learning - Students don’t care enough about their own 

environments 

educations 

- Ineffective teachers who have been doing it - Students are so far behind that they can 

for too long without being held accountable for 

results 

- Missing a “whatever it takes” attitude 

- Schedule is dictated from a central office that 

doesn’t emphasize time for extra support 

and/or additional learning time for students 

never catch up 

1 2 3 0 

Q3: Procedures vs. freedom 

Classroom management styles tend to fall along a spectrum – from teachers who have a 

procedure for everything (such as when and how students may get a tissue) to those who believe 


more in personal freedom (students can determine when/if they will get a tissue at any time). 

Where do you fall on that spectrum? Give me examples. 



-Procedures oriented 

-It’s more efficient to have systems, it saves 

so much time / avoids wasting a lot of time 

-Kids know what to expect in my class 

-I’m consistent, fair 

-Personal freedom 

-it’s not a big deal if kids get up for a pencil or 

a tissue 

1 2 3 0 

Q4: HWC 

In our school, if students don’t do their homework, they spend an extra 45 minutes after school 

that night in Homework Club. We don’t consider this a punishment – it’s extra time with a 

teacher to get started on homework, but many kids do consider it to be like detention. 

You collect homework one morning, and a student doesn’t hand in her homework. When asked, 

she says her brother was shot yesterday and is in the hospital, and she didn’t get any of her work 

done last night. What do you say to her, and what do you do about the homework assignment and 

about assigning homework club? 



-I’d make sure she’s ok – after class (when not 

disturbing the whole class), I’d ask her if she’s 

ok, if she needs to speak to the counselor, let 

her know that I care 

- I would assign homework club 

-In times of stress and uncertainty, it’s even 

more important to keep our procedures and 

systems consistent, lend stability for a student 

where there isn’t necessarily any in their 

outside life 

-I’d remind that HWC isn’t a punishment, it’s a 

time to focus and keep up with work 

-Kids may have a lot of difficult things happen 

in their lives – what’s important is that they 

keep working hard and learning 

-I’d make sure they make up the assignment 

-No, some things are more important than 

homework 

-She needs time to get herself together. Maybe 

the next week I’d talk to her to make sure 

she’s caught up 

1 2 3 0 

TOTAL SCORE FROM PHONE 

SCREEN 

9 or higher – move to STEP 4 

8 or lower – email or letter thanking for time and effort 

Alternative question options for phone screen 

______ / 

12 


1.) What’s a policy at your school that you disagree with, how do you handle that? 

2.) Describe in detail three systems you use in your classroom. Follow-up…reference one of the 

systems detailed in the response and as how it impacts learning in their classroom. 

3.) How have you gone above and beyond the normal expectations in your current school 

setting? Describe two examples from the last month. 

4.) Every class has at least a small group of struggling, not at grade level students, what do you 

do for those students in your classroom? 

5.) How much homework should we expect of students, 70% of whom live in poverty/singleparent 

homes? 

6.) What sorts of challenges should we understand for a student’s lack of participation in class? 

7.) How demanding are the work hours at your current position? Could you walk me through 

your typical week? 

8.) Take two minutes and walk me through your resume. 

9.) What gets you up in the morning? 

10.) What do you want to be when you grow up? 

STEP 4: DEMO LESSON & IN-PERSON INTERVIEW 

DEMO LESSON 

There are two options for demo lessons to take place with a teacher candidate. If they are 

currently teaching in the Denver area, the first is to visit them at their school and observe them in 

their natural setting. This provides for an opportunity to not only evaluate their instruction, but to 

get a sense of the school culture and expectations that they’ve been working in prior to possibly 

joining the Team. The second option is for the teacher candidate to come to or a like-minded 

school and teach a demonstration lesson. 

In the second instance, the teacher candidate should be provided with the following information 

prior to coming to model their lesson. 

• An explicit standard (learning outcome) to be covered during the lesson. 

• A brief amount of information about what the students have been learning up until this point 

and what they’ll be learning following this point (provide context). 

• A time constraint, i.e. you’ll have 20 minutes to deliver your lesson. 

• Information regarding what resources will be available to them for delivering their lesson, i.e. 

LCD projector, overhead, whiteboard with dry erase markers, poster paper, etc. 

Although it can be extremely valuable to see how someone responds when they are unsure of the 

situation they’re entering, the goal of the demo lesson is to determine how well the teacher 

candidate can deliver a lesson and the means in which they communicate/work with kids and 

adults. 

During the demo lesson, if deemed appropriate and available, teachers either within the grade 

level team of the proposed teacher candidate or in the same department should be welcomed to 

participate in the evaluation. This is a chance to extend leadership opportunities to teachers who 

have demonstrated mastery of what it means to be a “ Teacher.” 

The following scoring tool should be used by all observers during the Demo Lesson. 


DEMO LESSON SCORING TOOL 

DURING LESSON 

1. Intelligence /3 

o Vocabulary used is robust and varied – not dumbed down for students. 

o Demonstrates flexibility based on knowledge acquired during instruction - 

ability to adapt quickly using new information. 

o 100 % competent with content knowledge and skills during lesson. 

2. Urgency /3 

o Pacing - Effectively uses/manages time during lesson. 

o Utilizes the 20 minutes provided for the lesson in a way that maximizes student 

learning. 

o Exemplifies the “we have a lot do, let’s get after it” attitude throughout lesson. 

3. Communication /3 

o Clear and precise in speaking with students – Economy of Language. 

o Speaks with students and adults using appropriate demeanor and language. 

o Asks to be called by Mr._____ or Ms. _____. (formal) 

4. Mission Alignment /3 

o During lesson demands 100 % engagement and compliance. 

o Demonstrates belief that all children can achieve at high levels based on how 

he/she speaks with class as a whole and individual students. 

o Communicates values of appropriate behavior to students. 

5. Content Knowledge /3 

o Demonstrate a clear grasp of content area knowledge. 

o Lesson provides evidence of familiarity with where today’s learning fits with the 

bigger picture of the content area being taught. 

6. Classroom Skill: Behavior /3 

o Holds students accountable for their behavior during class. 

o Models professional behavior through actions, words, dress, etc. 

o Creates a structured student environment that demands respect. 

o Is purposeful about where students sit in the classroom. 

7. Classroom Skill: Instruction /3 

o Is well-prepared, attentive to detail, and organized. 

o Lesson plan demonstrates careful thought and planning. 

o Lesson delivery demonstrates appropriately rigorous and challenging material. 

o Uses informal and/or formal means to check for student understanding of 

essential content 

FOLLOWING LESSON 

8. Reflectiveness /3 

o Able to articulate concrete strengths and weaknesses of lesson delivery. 

o Demonstrates ownership of lesson and instruction during debrief. 

o Takes direct and unvarnished feedback well – accepting rather than defensive. 

o Clearly interested in improving craft and sees feedback as a critical component 

to increasing quality of instruction. 

TOTAL ___/24 


CASE STUDIES 

The purpose of the case studies component of the interview is primarily to create an experience in 

which the teacher candidate has to articulate their thinking in an “on-the-spot” manner. Answering 

the question, “how does this person think through a problem,” is the driving force behind each case 

study. More specifically, the four options provided below allow for the interviewer(s) to further 

explore an area of concern that they may have with a candidate - they may need more information to 

be sure of their dispositions or core beliefs. Below is a brief overview of the topics covered in each 

case study. 

1: The “sole provider mentality” – Understanding when “Whatever it Takes” needs to be 

spread out amongst a team and you need to use supports/processes 

2: Working within consistent systems – Personality vs. Systems 

3: 100 % - do you really believe it? – loving students enough to hold them accountable 

4: Data analysis – using evidence to create concrete/detailed plans 

Case Study Option 1: DISENGAGED STUDENT 

Goal: Does the teacher candidate have the “sole provider mentality” or do they recognize and 

reach out for supports to tackle problems? Do they use the “Whatever it takes” attitude and work 

ethic appropriately, differentiating when to take on a problem by themselves versus using a team 

and system of supports? 

Vanessa, a student in your 1 st grade class, has become increasingly disengaged (head down with 

little participation) in class over the past two weeks. Noticing the lack of engagement from your 

student you pull her aside for a conversation during homeroom. She doesn’t share much 

information with you regarding her change in behavior and affect and that afternoon you call 

home to speak with her mother. It has been two days since you called home and you have not 

received a call back from the family. Vanessa is becoming increasingly disengaged, failing to 

complete homework assignments, and participating in class at an absolute minimum level. 

How do you respond? What do you do and why? 

Case Study Option 2: SYSTEMS - MERITS AND DEMERITS 

Goal: Does the teacher candidate understand the critical nature of operating within a system? Do 

they see the value of consistency in a school’s practices and recognize that the school trumps the 

individual? 

Mr. Reynolds, a 7 th grade teacher at Florida Achievement Academy (FAA) is young and 

energetic. The students in the school love his class and he has built excellent professional 

relationships with each and every one of them. His instruction is high-energy all the time and 

extremely focused on achieving the grade-level standards that he is responsible for. Relying 

predominantly on charisma and enthusiasm to ensure order and focus in his classes, his students 

have achieved great academic results, regularly reaching 90% proficient and advanced on the 

state assessment. 

Ms. Marquez, a softer, calmer presence in the classroom, is a 7 th grade math teacher on the grade 

level team with Mr. Reynolds. Like her colleague, she has led her classes to exemplary student 

achievement with over 85% of her students reaching proficient and advanced status on the state 

assessment. During her class, she routinely uses FAA’s merit and demerit system to monitor, 


correct and praise student behavior. For example, if a student is failing to track the speaker in the 

room she will quickly, and using a journalist’s voice say, “Rachel, that’s a demerit – please track 

the speaker at all times.” Ms. Marquez will then document the demerit she has assigned to the 

student using the school wide tracking sheet (see the attached document for an example). 

At the end of the first month of school the Principal completes a data analysis of how teachers 

are using the merit and demerit system to monitor, re-direct and praise student behavior. On an 

average week, Mr. Reynolds is issuing four merits and two demerits while Ms. Marquez is 

issuing seven merits and 23 demerits. 

Based on the fact that both Mr. Reynolds and Ms. Marquez are achieving exceptional 

academic results with their students do you see an issue with the discrepancy in their use 

of the Merit/Demerit System? Why or why not? Explain. 

If you had to place yourself on the continuum between the style of Mr. Reynolds and Ms. 

Marquez, where would you fall? What advantages do you think that provides you with as 

a teacher and what challenges might you need to overcome to maximize your teaching 

potential? 

Case Study Option 3: HOMEWORK CLUB REFERRAL 

Goal: To what extent does the teacher candidate abide by the 100 % philosophy? Do they love 

students enough to hold them accountable? 

Omar is a 2 nd grade student in your English class. He is consistently on time to school, prepared 

and ready to learn. Of the 32 days of school so far this year he has had his homework completely 

done on 31 occasions – on the one occasion that it was incomplete, Omar was referred to 

Homework Club, a mandatory 45 minute after school session where he completed his missing 

work. In class he is enthusiastic and engaged, regularly shooting up his hand to volunteer an 

answer or ask a meaningful question. His grade to date is an ‘A’ as he continues to demonstrate 

mastery of essential skills and content. 

On Wednesday, Omar arrives at school looking distraught. Noticing this unusual affect you pull 

him to the side in the morning to have a conversation. You learn that Omar’s parents were in a 

serious argument last night and spent multiple hours yelling at one another. Omar is worried that 

his parents may get a divorce and didn’t sleep well with the thought of his parents splitting up 

weighing on his mind. You comfort your prized student as best you can and inform the team of 

teachers as well as the school counselor about his circumstances so all of the adults working with 

him are aware of his situation. With a smile on your face and a confident “we’ll get through this” 

conclusion to your conversation, you and Omar start your days respectively. Three periods later, 

Omar arrives to your English class without his homework completed. Normally, students who 

don’t complete their homework are sent to homework club for 45 minutes after school. 

Knowing Omar’s situation at home and the reason why he didn’t get his homework done, 

do you refer Omar to homework club? Why or why not? 


Case Study Option 4: ASSESSMENT DATA ANALYSIS 

Goal: Is the teacher candidate comfortable with analyzing and interpreting data? What is their 

ability to think on their feet and navigate decisions using supporting evidence? Do they prioritize 

well and create concrete/detail oriented plans to alleviate deficits in student learning? 

You have spent the last six weeks teaching your class a unit on __________________. The 

accompanying assessment data illustrates a breakdown of the level of standard mastery for each 

of the learning objectives in the unit and was generated from a culminating interim assessment 

that the class took on Tuesday. It is Friday and you and your department team are in a meeting to 

analyze the data and plan next steps for curricular and instructional decisions. 

Please take five minutes to review the accompanying Assessment Data and be prepared to lead a 

discussion using the questions below to guide you. 

• What are your student’s strengths? 

• What are your student’s challenges? 

• Detail three concrete next steps you would take with your class starting on Monday 

using the data as supporting evidence for your decisions. 

• What ongoing professional development might you request based on the data? 

PUTTING IT ALL TOGETHER 

A combination of STEPS 1 – 4 should give the Leadership team a clear sense of whether or not 

they’d like to offer a position to the teacher candidate. If a candidate has successfully navigated 

the resume screen, written response to questions, phone screen, demo lesson and in-person 

interview with case studies, they should be seriously considered for a position. With the goal of 

ensuring that along the way the candidate has shown their true colors, the hiring process, should 

provide a clear sense on the areas that are most critical to success as a Teacher. 

• Intelligence; has demonstrated capacity to learn and achieve 

• Takes initiative; is action oriented. Exudes a sense of energy / urgency 

• Strong communicator: verbal and written 

Coherence of thought, precision of expression 

• Mission alignment 

Highest expectations – all kids can and will learn, 100 % attitude 

Relentlessness / Grit; has demonstrated ability to stick to challenging goals and 

overcome obstacles 16 

No excuses: maintaining structure and consistent expectations empowers students 

• Reflectiveness / Ability to take and implement feedback 

• Content knowledge 

• Classroom skill: Behavior management 

• Classroom skill: Instruction (coherent lesson plans, rigor of curriculum & questions) 

• Team trumps Individual mentality: Utilizing school-wide systems because of core belief 

in consistency as a critical element for high quality 

16 Ripley, Amanda. “What Makes a Great Teacher?” The Atlantic Online. January/February 2010. 

“In a study published in The Journal of Positive Psychology in November 2009, they evaluated 390 Teacher for America 

instructors before and after a year of teaching. Those who initially scored high for “grit” – defined as perseverance and passion 

for long-term goals, and measured using a short multiple-choice test – were 31 percent more likely than their less gritty peers to 

spur academic growth in their student. Gritty people…work harder and stay committed to their goals longer. (Grit also predicts 

retention of cadets at West Point.)” 


APPENDIX Y 

Teacher Evaluation Tool 


Curriculum 


Mid-year and End-of-year Evaluation Form 

Teacher:_______________________________ Date of Evaluation:__________________ 

We are grateful for the generosity of Excel Academy Charter School for providing the basis for this evaluation tool. 

Ratings: 5 = Excellent 4 = Good 3 = Satisfactory 2 = Needs Improvement 1 = Inadequate 

Category Expectation Data and Comments Rating 

Scope and Sequence The scoping and sequencing of the curriculum 

enables students to master grade level learning 

standards by the end of the school year. 

Unit Planning Units are thoughtfully constructed. Objectives 

build upon one another such that students can 

master unit skills and content 

Data Driven Pacing and emphasis of curriculum are driven by 

assessment performance data, although year-end 

curriculum goals are not sacrificed. 

Weekly Syllabi Weekly syllabi are regularly submitted on time. 

Lessons outlined on the weekly syllabi will enable 

students to master skills and content listed on 

scope and sequence. 

Academic Rigor The curriculum is rigorous and college 

preparatory. All materials, language used, and 

assessments are grade level appropriate and meet 

or exceed Colorado State Standards. 

Daily Lesson Planning 


Objectives Lesson objectives are clear, measurable, 

achievable, and guide the lesson. 

Do Now Do Nows are meaningful and logically relate to 

current or previous lesson. Do Nows are completed 

in five minutes or less. 

Lesson Opening Lesson openings engage all students; clearly 

convey the purpose and importance of lesson and 

its relationship to prior knowledge. 

Lesson Preparation and 

Resources 

Lesson materials are neat, organized, and prepared 

for class. Teacher has effective, well-developed 

and well-managed instructional materials. 

Lesson Closing Lessons are summarized with a brief review of 

main ideas. Tim is allowed for closing procedures 

(writing HW and returning all class materials) 


Teaching Methods Teacher uses more than one teaching method in 

lessons (kinesthetic, call-response, lecture, 

pair/group work, student presentation, discussion, 

independent work, etc.) Activities help to meet 

Supporting Special 

Education Students 

lesson objectives and are well-executed. 

Teacher addresses special academic needs as 

appropriate. Knowledge of student IEP's is evident. 

Supporting ELL Students Teacher uses appropriate instructional strategies 

and supporting materials to ensure ELL students 

effectively engage in the lesson. 

Lesson Delivery and Development 


Pace Timing of activities is monitored. Lessons flow 

and allow all students to be engaged. No time is 

wasted. 

Checks for Understanding Teacher uses visual, verbal and written checks for 

understanding throughout lessons. Teacher adjusts 

lessons if necessary to address misunderstandings. 

Circulation Teacher moves through the room appropriately. 

Efficient Transitions Transitions are prompt and smooth, demonstrating 

clear directions and evidence of established 

Fostering Effective 

Communication 

routines and procedures. 

Teacher's speech is clear and varied in tone and 

pace. Directions are clear and age appropriate. 

Teacher responds appropriately to student' 

questions / answers in content and tone and 

encourages further questions / answers. 

Student Engagement Teacher uses wait time, redirection, calling on 

students, and other strategies to engage all students 

in learning and activities. 

Classroom Management and School Culture 


Clear and Consistent 

Classroom Procedures 

Variety of Discipline 

Strategies for Students 

Teacher consistently uses and expects and other 

classroom procedures. Teacher clearly conveys 

high expectations for behavior and follows through 

with enforcement. 

Teacher refocuses and redirects students with 

looks, physical proximity, stopping speaking, 

asking for hands up, etc. 

Discipline Procedures Teacher consistently and proactively uses 

discipline procedures, if necessary. 

Positive Culture Teacher proactively recognizes and rewards 

positive behaviors. 

Respect of Peers Classes demonstrate appropriate body language, 

tone and language with peers. Students encourage 

each other to learn. 


Respect of Teacher Classes demonstrate appropriate body language, 

tone and language with teacher. Students follow 

teacher's signals and cues. 

Engaged in Learning All students are participating by asking and 

answering questions, partaking in all class 

activities and following clear directions and 

expectations. Students follow speaker with eyes 

and body language. 

Professional Classes demonstrate professional attitude towards 

organization and note-taking. Classroom is neat, 

clean and organized. 

Achievement Students demonstrate pride in their learning. They 

believe they can achieve the "Big Goal" and 

overcome any setback, demonstrating our core 

value of perseverance. 

Assessments 


Homework Assignments Homework assignments are purposeful, enabling 

students to more easily master daily learning 

objectives. Homework assignments are rigorous. 

Use of PREP Rubrics Teacher uses PREP rubrics appropriately and 

consistently. Students know when and how rubrics 

will be applied. Completed rubrics give students 

clear sense of areas of strength and those in need 

Teacher Feedback on 

homework and in-class 

assignments 

of improvement. 

Teacher feedback is thoughtful and specific. 

Comments target student strengths and student 

weaknesses. Feedback is given in a timely manner. 

Traditional Assessments Assessments are standards-based. Questions are 

linked to specific learning standards. Assessments 

include a variety of question formats that truly 

address whether or not students have mastered 

skills and content. 

Alternative Assessments Assessments are standards-based. Teacher 

effectively builds rubrics to assess student 

achievement. Rubrics are transparent to students. 

CSAP Preparation If applicable, assessments are used to prepare 

students for CSAP exams while simultaneously 

assessing for learning standards. 

Grades Grades reflect student mastery of skills and content 

(Academic Grades) or student character (PREP 

Grades). Grades are entered in a timely manner. 

Other Expectations 


Community/Culture/Team 

Player 

Teacher contributes to the larger community and 

culture 


School-Wide Expectations 

Interactions w/ Students 

Outside of Class 

Interactions with Families 

Teacher uses Community Circle as an opportunity 

to reinforce the school's mission, promote the 

culture and community, and recognize student 

achievements. 

Teacher creates a culture of academic excellence 

by posting student work around the school 

Teacher works well wit the other adults in the 

building 

Teacher is available after school for professional 

conversations/brainstorming 

teacher has developed strategies for settling 

disagreements or difficult interactions with 

colleagues 

Teacher does not miss work often, and is available 

for coverage when others miss work 

Teacher is a presence in the hallway and is 

available to help out whenever there is a need 

Teacher is available to help chaperone after school 

and weekend events 

Teacher mentors and works collaboratively with 

other staff 

Teacher is at work early enough and late enough to 

participate meaningfully in before-and after-school 

responsibilities 

Teacher supports school expectations around dress, 

behavior, language, and academics in the hallways 

and outside the school building 

Teacher is sensitive to office norms and 

expectations 

Teacher makes himself/herself available to visitors 

of the school when appropriate 

Teacher is available to students before school and 

before advisory 

Teacher employs strategies during breaks and 

lunch coverage to better promote school 

expectations as well as student excitement about 

learning 

Teacher is available after school to support student 

achievement 

Teacher uses Focus and tutoring effectively to 

assist students with their academic needs 

Teacher uses Enrichment class to form lasting 

bonds with students. Enrichment class is driven by 

clear objectives and/or final product goal. 

Teacher is in regular contact with families 

information families of positive news as well as 

student concerns 

All family contact is noted on the parent call log 

on the school's database 

Interactions with families (including those during 

parent conferences) are professional in nature 



Summary / Comments: 

Teacher shows a commitment to professional 

development 

Teacher is interested in the growth and 

development of the school 

Teacher is aware of the greater charter school 

community 

Teacher uses Wednesday afternoon time as well as 

data-analysis days effectively and efficiently and 

contributes meaningfully 

Head of School Signature: _____________________________________ Date:_________________________ 

Teacher Signature: _____________________________________ Date:_________________________ 


APPENDIX Y (continued) 

School Leader Evaluation Tool 



Sample Head of School Job Description and Basis for Evaluation 17 

The Head of School serves as Chief Executive for University Prep. He or she works with the 

Board of Trustees (BoT) to assess the school’s adherence to its mission and to set short- and 

long-term goals. The Head of School manages the work of school staff, and bears ultimate 

responsibility for staff contributions to academic performance, mission-aligned school culture, 

and organizational viability. Responsibilities include: 

REVIEW AREA PRIMARY JOB RESPONSIBILITY MEASUREMENT 

Facility Provide students with a positive 

environment in which to learn. 

Fundraising Work with the BoT to raise funds 

to meet operational and capital 

needs 

Financials Work with the BoT to develop and 

manage the annual operating 

budget. 

Educational 

Program (testing) 

Demonstrate financial viability to 

an independent auditor. 

All students take the Stanford 10 

Achievement Test in the fall, 

spring and the CSAP test in the 

spring (Grades 3 – 5), and the 

DRA 2 in the fall, winter and 

spring (Grades K – 2). 

All students take the CSAP exam 

in the spring. 

All students take the Stanford 10 

Achievement Test in the fall and 

the spring. 

• The school building is 

reflective of values and 

standards 

• Determine fundraising goals 

• Help to create and execute 

fundraising plan 

• Achieve fundraising goals 

determined to be the primary 

responsibility of staff in the 

development plan 

(foundations, minor individual 

donors) 

• Budget is created on schedule 

• Financials are presented to the 

board in a timely manner 

• The school is on budget 

• Work with the BoT to identify 

and hire an independent 

auditor 

• Successfully complete an 

annual audit 

• Scores exist for all students 

and are disaggregated on 

racial/ethnic/language and 

socioeconomic lines 

• Average student scores on the 

CSAP will surpass Denver 

Public School averages in all 

subjects 18 

• Students will demonstrate, on 

average, in their national 

rankings in both reading and 

math, an improvement of at 

least 6 percentiles between fall 

and spring tests 

17 

University Prep is grateful to Boston Preparatory Charter School for use of this template. 

18 

See the Performance Management section on starting on page 39 of the charter application for further details on exact measurements for 

academic success on all assessments. 


Educational 

Program (student 

conduct) 

Educational 

Program 

(programs) 

Educational 

Program (staff) 

Community 

(Parents) 

Oversee the development of 

school culture and student 

adherence to the Student Code of 

Conduct. 

Oversee the design and 

implementation of a college going 

school culture. 

Oversee the design and 

implementation of enrichment 

programs including the 

development of strategic 

partnerships. 

Acquire and retain outstanding 

faculty members. 

Provide quality professional 

development. 

• A clear decline can be seen 

over the course of the year in 

the number of behavior 

infractions accrued by 

students 

• By the end of the year, all 

students will have visited a 

minimum of 2 college 

campuses 

• Enrichment programs are in 

place within the first three 

months of school opening 

• Start the 2011-2012 school 

year 100% staffed 

• Retain teachers for the full 

school year 

• Identify staffing needs for 

2012-13 

• Recruit and hire 90% of staff 

for 2012-13 academic year by 

July 31 of 2011 

• Positive feedback is obtained 

from a teacher survey 

• All teachers have developed 

professional goals for each 

trimester in conjunction with 

the HOS 

• Each teacher’s classroom 

performance has been 

formally evaluated a minimum 

of two times by the HOS 

Oversee the implementation of a • Achieve a 90% return rate on 

yearly parent satisfaction survey. 

the parent survey 

Achieve high parental satisfaction. • 80% of parents report that 

they are “satisfied” or 

“extremely satisfied” with 

their child’s academic and 

personal development 

Achieve high parent participation. • 75% of parents attend a 

school-sponsored event during 

Oversee the development of the 

Families for Achievement Council 

the course of a year 

• The Families for Achievement 

Council meets with the HOS 

once a month 

• The Families for Achievement 

Council reports to the BoT 

twice a year 

• One elected member from the 

Families for Achievement 

Council serves on the Board 


Community Oversee the dissemination of best 

practices. 

Organizational 

Health (students) 


Health (board) 


Health 

(Compliance) 

• 

of Trustees 

Disseminate best practices to 

other schools and the 

educational community 

The school has a waiting list. • The school’s waiting list 

exceeds 25% of the school 

population 

Student attendance is high. • Average student attendance is 

98% or higher (2% unexcused 

absences) 

The HOS works well with the • The HOS attends all board 

board. 

meetings and presents all 

requested information to the 

board in a timely manner 

The school complies with all 

• The school receives no 

relevant federal, state, and city 

citations for federal, state, or 

guidelines. 

city noncompliance. 


APPENDIX Z 

Articles of Incorporation 


Articles of Incorporation 

For 

University Prep Inc. 

A Colorado Public Benefit Corporation 

I. The name of this corporation is University Prep Inc., hereinafter referred to as the “corporation.” 

II. This corporation is a nonprofit public benefit corporation and is not organized for the private gain of any 

person. It is organized under the Colorado Nonprofit Public Benefit Corporation Law for public purposes. 

The specific charitable purpose of this corporation is to establish a public charter school in the state of 

Colorado to provide a rigorous, high-quality education for students in kindergarten through fifth grade. 

III. The name and address in the state of Colorado of this corporation’s initial agent for service of process is: 




IV. The corporation is organized and operated exclusively for charitable purposes within the meaning of 

Section 501(c)(3) of the Internal Revenue Code. 

Notwithstanding any other provision of these articles, the corporation shall not carry on any activities not 

permitted to be carried on (1) by a corporation exempt from federal income tax under Section 501(c)(3) of the 

Internal Revenue Code Section of 1986 (or the corresponding provision of any future United States Internal 

Revenue Law), or (2) by a corporation, the contributions to which are deductible under Section 170(c)(2) of the 

Internal Revenue Code of 1986 (or the corresponding provision of any future United States Internal Revenue Law). 

V. The property of this corporation is irrevocably dedicated to charitable purposes and no part of the net 

income or assets of this corporation shall ever inure to the benefit of any director, officer or member thereof or to the 

benefit of any private person. 

Upon dissolution or winding up of the corporation, its assets remaining after payment or provision of 

payment, of all debts and liabilities of this corporation shall be distributed by the corporation to a nonprofit fund, 

foundation, or benefit corporation which is organized and operated exclusively for charitable purposes and which 

has established its tax exempt status under Section 501(c)(3) of the Internal Revenue Code. 

Dated: ______11/16/09___________________________ 

By: ___________________________________ 

Name: David I. Singer 

Incorporator 



I hereby declare that I am the person who executed the foregoing Articles of Incorporation, which execution is my 

act and deed. 

______________________________________ 

(Signature of Incorporator) 


APPENDIX AA 

Governing Bylaws 


Proposed Bylaws of University Preparatory School 

ARTICLE I 

Name, Location, Mission and Objectives 

Section 1: The name of the organization will be University Preparatory School (“the school”) 

Section 2: The initial principal location of University Prep shall be at: TBD. 

We may also have offices at such other places as the Board of Trustees “Board”) shall determine the 

business of requires; provided, however, that registered office be registered with the Secretary of State of 

Colorado and the agent so registered be located at the same address, or otherwise as provided by the 

Board of Trustees. 

Section 3: The purpose for which University Preparatory School (“the school”) is organized is to educate 

every K – 5 student for college by building a foundation of skills, knowledge and character. 

Section 4: If, for any reason, the organization should dissolve, upon dissolution of the organization assets 

shall be distributed for one or more exempt purposes within the meaning of section 501 (c) (3) of the 

Internal Revenue Code, or corresponding section of any future federal tax code, or shall be distributed to 

the federal government, or to a state or local government, for a public purpose. 

ARTICLE II 

Members 

The organization does not have members. While persons who associate or attend programs of, participate 

in, contribute to, or benefit from University Prep may be referred to as a “member,” no rights, voting or 

otherwise, will inure to such person. 

ARTICLE III 

Board of Trustees 

Section 1: The Board of Trustees (“the Board”) shall consist of at least seven Trustees and no more than 

eleven Trustees. All Trustees shall have identical rights and responsibilities. The Head of School will be 

an advisory, non-voting member of the Board (ex officio). 

Section 2: Board members shall be sought who reflect the qualities, qualifications and diversity 

determined by the Board delineated in the Job Description of the Board of Trustees. 

Section 3: The University Prep nominating committee, known as the Governance Committee, shall 

present a slate of potential Trustees and officers for election by the Board of Trustees. This slate shall be 

presented at the annual meeting of the Board. 

Section 4: Trustees shall serve a term of three (3) years from the date of their appointment, or until their 

successors are seated. A full three-year term shall be considered to have been served upon the passage of 

three (3) annual meetings. After election, the term of Trustee may not be reduced, except for cause as 

specified in these bylaws. No Trustee shall serve more than two (2) consecutive, three-year terms. 

Trustees shall serve staggered terms to balance continuity with new perspective. 

Section 5: The initial Board of Trustees will serve staggered terms. The initial Board shall consist of at 

least two Trustees who will serve a one-year term (ending in Spring 2011), at least two Trustees who will 


serve a two-year term (ending in Spring 2012), and at least two Trustees will serve a three-year term 

(ending in Spring 2013). 

Section 6: Any vacancy occurring in the Board of Trustees and any position to be filled by reason of an 

increate in he number of Trustees may be filled, upon recommendation of a qualified candidate by the 

Governance Committee, by two-thirds (2/3) vote of the seated Trustees. A Trustee elected to fill the 

vacancy shall be elected for the unexpired term of his/her predecessor in office. 

Section 7: A Trustee may resign at any time by filing a written resignation with the Chair of the Board. 

Section 8: The board may remove any Officer or Trustee for cause by majority vote of the entire Board of 

Trustees at any regular or special meeting of the Board, provided that a statement of the reason or reasons 

shall have been mailed by Registered Mail to the Officer or Trustee proposed for removal at least thirty 

(30) days before any final action is taken by the Board. This statement shall be accompanied by a notice 

of the time when, and place where, the Board is to take action on the removal. The Officer or Trustee 

shall be given an opportunity to be heard and the matter considered by the Board at the time and place 

mentioned in the notice. 

Section 9: Members of the Board of Trustees: 

(a) Shall receive no payment of honoraria, excepting reimbursement for expenses incurred in performance 

of voluntary activities in accordance with University Prep policies. 

(b) Shall serve with the highest degree of undivided duty, loyalty, and care and shall undertake no 

enterprise to profit personally from their position with University Prep. 

(c) All participants in Board work are bound by the Code of Conduct, Conflict of Interest and 

Confidentiality policy statements. 

(d) Shall have no direct or indirect financial interest in the assets or leases of ; any Trustee who 

individually ore as part of a business or professional firm is involved in the business transactions or 

current professional services of shall disclose this relationship and shall not participate in any vote taken 

with respect to such transactions or services. 

Section 10: The Board may appoint a Head of School to be responsible for carrying out the work of the 

in accordance with the policies established from time to time by the Board of Trustees. Any such Head of 

School shall be an ex-officio, on-voting member of the Board of Trustees. 

ARTICLE IV 

Officers 

Section 1: There shall be four (4) elective Officers of the Board; a Chair, a Vice Chair, a Secretary, and a 

Treasurer. 

Section 2: The Governance Committee shall present a slate of Officers to the Board of Trustees. The 

nominated Officers shall be drawn from among the members of the Board of Trustees. The election of 

officers shall be held at the annual meeting of the Board. 

Section 3: The newly elected Officers shall take office on July 1 following the close of the meeting at 

which they are elected and the term of office shall be one year, or until respective successors assume 

office. A Trustee may serve more than one (1) term in the same office, but not more than three 

consecutive terms in the same office. 


Section 4: In the event that the office of the Chair becomes vacant, the Vice-Chair shall become Chair for 

the unexpired portion of the term. In the event that the office of Vice-Chair or the Secretary- Treasurer 

becomes vacant, the Chair shall appoint interim Officers to fill such vacant offices until a scheduled 

meeting of the Board can be held. 

ARTICLE V 

Meetings 

Section 1: The annual meeting of the Board of Trustees shall occur in the last quarter of the fiscal year. 

There shall be at least 10 other regular meetings of the Board held each year. Notice shall be given to 

each Trustee thirty (30) days prior to the date of every regular meeting of the Board. 

Section 2: Special meetings of the Board of Trustees may be called by the Chair or by a majority of the 

Board filing a written request for such a meeting with the Chair and stating the object, date, and hour 

therefore, due notice having been given each Trustee five (5) calendar days prior to the meeting. 

Section 3: One-half of the Trustees then in office shall constitute a quorum for the transaction of business 

at any regular or special meeting of the Board of Trustees, except where otherwise required by these 

Bylaws. 

Section 4: The Board shall select its own meeting format in any method allowed by the laws of the state 

of Colorado. Any such meeting, whether regular or special, complying with Sections 1 or 2 of Article IV 

shall constitute a meeting of the Board of Trustees and shall subscribe to the policies, procedures, and 

rules adopted by the Board. 

Section 5: Notice of all regular and special meetings of the Board, an agenda of all items to be discussed 

at such meetings, and agenda support materials shall be circulated to all Trustees prior to the meeting. 

Any Trustee may waive notice of any meeting. The attendance of a Trustee at any meeting also shall 

constitute a waiver of notice of such meeting, except where a Trustee attends a meeting for the express 

purpose of objecting to the transaction of any business because the meeting is not lawfully called or 

convened. 

Section 6: An absentee Board member may not designate an alternate to represent him or her at a Board 

meeting. A member of the board may be deemed to be present for purposes of achieving a quorum and 

may cast a vote if he/she grants a signed, written proxy to another board member who is present at the 

meeting. The proxy must direct a vote to be cast with respect to a particular proposal that is described 

with reasonable specificity in the proxy. No other proxies are allowed. 

Section 7: Any action required or permitted to be taken by the Board of Trustees may be taken without a 

meeting, if all members of the Board individually or collectively consent in writing to that action. Written 

consents must be filed with the minutes of the proceedings of the Board of Trustees. Action by written 

consent has the same force as the unanimous vote of the Trustees. 

ARTICLE VI 

Committees and Task Forces 

Section 1: A Board resolution shall appoint committees or task forces of the Board, except the 

Governance Committee. Committees may be composed of Trustees or community members, or both. The 

Board may prescribe the need and/or the composition of such committees. 

Section 2: There shall be a standing nominating committee, known as the Governance Committee. This 

committee shall be composed of at least three (3) persons recommended by the Chair and elected by the 


Board of Trustees at its annual meeting. Each committee member shall serve a term of two (2) years, and 

these terms shall be staggered to ensure continuity of committee membership. The committee shall elect 

its own chair. 

Section 3: The duties of the Governance Committee shall be: 

(a) To study the qualifications of candidates and present a slate of the best qualified as nominees for the 

vacant Trustee position on the Board; 

(b) To present a slate of nominees for Officers to the Board for election at the annual meeting; 

(c) To recommend candidates to the Board to fill vacancies that arise outside of the regular nominating 

process; 

(d) To provide ongoing orientation to Trustees; 

(e) To oversee a Trustee assessment process to ensure optimum performance; and 

(f) To recommend the appointment of a past Chair to the Board, if necessary, in the interests of 

continuity. 

ARTICLE VII 

Fiscal Year 

The fiscal year of shall begin on July 1 of each calendar year and terminate on June 30 of the same year. 

ARTICLE VIII 

Rules of Order 

In case of conflict or challenge, the rules of order in the current edition of Robert’s Rules of Order shall 

govern the conduct of all meetings of University Prep. 

ARTICLE IX 

Amendments 

These Bylaws may be amended at a regular meting by a two-thirds vote of all Trustees then in office; 

provided that notice of the proposed amendment, together with a copy thereof, is mailed to each Trustee 

at least (15) days to prior to the meeting at which the amendment is to be considered. 


APPENDIX BB 

Certificate of Good Standing 

Non-member, non-profit corporation in Colorado 



APPENDIX BB (continued) 

Letter from IRS with Inc. Federal EIN 




APPENDIX CC 

Advisory Council Roles and Responsibilities 



Advisory Council 

Mission 


(“University Prep”) educates every K – 5 student for college. 

Purpose 

The Advisory Council assists University Prep in achieving its mission by bringing unique knowledge 

and skills to complement the knowledge and skills of the official governing Board of Trustees. The 

Advisory Council does not have formal authority to govern the school or issue directives which must 

be followed. Rather, the Advisory Council serves to make recommendations and/or provide key 

information and materials to the formal Board of Trustees. 

Roles & Responsibilities 

Advisory Council members will be asked to: 

Consult – provide valuable advice based on personal and professional experience and 

knowledge of the community in such areas as community and business support, fund development, 

public relations, politics, education, law, facility, and finance. 

Refer – utilize professional and personal networks to help University Prep management and 

trustees meet individuals and organizations which can help the school achieve its mission. 

Invest – become stakeholders in University Prep by investing resources towards its success. 

Advocate – be champions in building the stakeholders necessary to support University Prep and 

its mission. 

Each Advisor is expected to: 

1.) Be willing to consult, refer, invest and/or advocate. 

2.) Visit University Prep at least once per year during its operations. 

3.) Voluntarily participate in the functioning of a Board committee as needed and able; standing 

Board committees are Accountability, Finance, Governance, and Fund Development; other ad hoc 

committees include Facility, Community Relations, Curriculum, etc. 

4.) Be available for individual consultations to University Prep management and Trustees. 

5.) Advisors are not required to attend Board of Trustee meetings (although they are invited to do 

so), but they must attend the meetings of those committees they volunteer to assist. 


APPENDIX DD 

Board of Trustees Roles and Responsibilities 



Founding Board Roles and Responsibilities 

Overview & Purpose 

The University Preparatory School Founding Board will assist in building a high-performing urban 

charter school educating students in grades K through 5 to reach exceptional academic results. 

Building a foundation of skills, knowledge and character, the mission of University Prep is to 

educate every student for college. 

Founding Board members must share a commitment to this mission and to the vision of an 

academically rigorous, highly disciplined, public charter school serving traditionally under-served 

students of Denver. They must be dedicated, passionate, and entrepreneurial individuals willing to 

volunteer their expertise, connections, and time to ensure completion of a successful charter 

application and the ultimate success of University Prep in fulfilling its mission. 

The Founding Board will consist of 7-11 members. Founding Board members typically transition to 

Governing Board members post charter approval. 

Responsibilities of the Founding Board 

Assist with the composition of University Preparatory School’s charter application 

Design ’s business and facilities plans to prepare the school for sound fiscal health 

Cultivate community support and galvanize a network of strategic partnerships 

Support the work of identifying and securing a school facility 

Review and approve school policies 

Develop and perpetuate a Board of Trustees to govern the school and maintain accountability for the 

school’s management team going forward from the receipt of our charter, anticipated in May 2010 

Performance Expectations of Individual Founding Board Members 

Advocate for the mission and vision of University Preparatory School 

Capitalize on personal and professional networks for the financial, political, and organizational 

benefit of 

Utilize specific expertise for the benefit of 

Support the decisions taken by the Founding Board as a whole 

Commit a minimum of 10 hours per month to -related work, including but not limited to; meetings and 

projects, correspondence with the school leader and other board members by phone and/or email, 

thoroughly reading and analyzing relevant documents. 

Represent at interviews conducted by the authorizing agency during the winter/spring of 2010 

Participate in one day-long board training provided by Building Excellent Schools 

Disclose any potential conflicts of interest, whether real or perceived, to the Lead School Founder and 

the rest of the Founding Board 

Help edit the charter application prior to submission 

Qualifications of Founding Board Members 

Belief in charter schools and in the mission of University Preparatory School 

Belief that all children can achieve the highest levels of academic excellence regardless of the 

circumstances into which they are born 

Availability to participate meaningfully in the founding process 

Expertise in law, real estate, financial management, governance, marketing, fundraising, advocacy, 

community organizing / outreach, or strategic planning 

Personal experience with entrepreneurship and working in diverse teams 

Willingness to leverage personal and profession networks on behalf of the school 

A deep commitment to improving the quality of education for children in Denver and ensuring they 

each earn a 4-year college degree 


APPENDIX EE 

Monthly e-newsletter 


December 2010 

Dear Friends of University Prep, 

I am pleased to provide you with the first in an ongoing series of updates on the progress and 

development of University Preparatory School, a new K – 5 public charter school proposed for Near 

Northeast Denver. The mission of our school, to educate every student for college, is one of ambition 

and necessity. “Among 4,164 low-income students who entered Denver Public Schools in 2004, just 

187 will successfully pursue a four-year college degree.” 1 All students deserve an exceptional 

education regardless of their zip code, race, or family’s socioeconomic status. Grounded in this belief, 

University Prep will achieve its mission built on six Core Values. 

1. LITERACY IS EVERYTHING 

2. Quality teachers drive exceptional results 

3. A no-excuses school culture, infused with joy and rigor, 

spurs academic achievement 

4. Assess, analyze, and intervene often 

5. More time is critical 

6. Parents are partners 

Each month we will outline one of our six Core Values for your review as well as share with you a 

Progress Report on the essential details of the school as they develop. 

Core Value 1: LITERACY IS EVERYTHING 

Our school will do whatever it takes to ensure all students are reading at or above grade level by grade 

three “Every child reading at grade level by the end of 1st or 2nd grade would do more than any other 

single reform to improve the quality and equity of American schooling.” 2 Explicitly, two high capacity 

teachers will team-teach during our three-plus hours of daily literacy placing an instructional emphasis 

on what we value most. Over the course of a school year, K – 2 students at University Prep will receive 

an equivalent to 73 full business days of literacy instruction. Reading at or above grade level isn’t a 

consequence of chance, it’s a result of hard work. 

According to the National Research Council, “academic success, as defined by high school graduation, 

can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of 3rd grade. 

A person who is not at least a modestly skilled reader by that time is unlikely to graduate from high 

school.” 3 Currently 2,834 students currently attend schools serving elementary-aged students in Near 


Northeast Denver averaging 30% proficiency in reading on the 3rd grade state assessment (CSAP). 

University Prep proposes to be one part of the greater solution to eliminating this sobering statistical 

reality by providing students with the foundational skills and knowledge necessary for both high school 

and college graduation. 

PROGRESS REPORT 

As we move through the early stages of designing a high quality, results-driven school, we continue to 

make strategic progress. Here are some highlights: 

• Building Excellent Schools, a national school creation 

program paving the way for aspiring leaders to design, found 

and lead schools of uncompromising excellence, has selected 

me for training and support within a highly respected 

national Fellowship. 

• Lead Founder has observed and studied over two dozen high 

performing urban charter schools across the country and is 

preparing for a leadership residency in one of the nation's 

top urban elementary schools. 

• The first members of University Prep’s Founding Board of 

Trustees have accepted their positions. 

• Completion of the core elements of the charter application 

continue at a brisk pace. 

• 3 potential facility options have been identified and visited. 

• Our first fundraising commitments have been offered by 

individual donors. 

University Prep, a proposed K – 5 charter school for Near Northeast Denver, will open its doors in a 

short 21 months to 54 Kindergarten and 54 1st grade students. Upon meeting its ambitious mission, 

our school will change will change the academic trajectory of a generation of students and ensure a 

future of opportunity and achievement. 

University Prep needs allies like you to help ensure our success. There is still so much to do as we 

prepare to play our role in changing the world - every child, every minute, every day. 

All the best, 



Building Excellent School Fellow | Lead Founder – University Preparatory School 

(303) 709-5454 | dsinger@buildingexcellentschools.org 

1 Kurtz, Bill & Chris Gibbons. “Charters are Part of the Education Solution.” The Denver Post. 11/12/09. 

2 E.D. Hirsch Jr. The Schools We Need and Why We Don’t Have Them. New York: Doubleday. 1996. 

3 National Research Council. www.ed.gov/inits/americareads/ReadDiff/. 1998. 

January 2010 


The New Year is a time of reflection and resolution. As we enter the hope and promise of 2010, we ask 

you to consider some words on the future of our work, and the future for all of Denver’s children: 

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of 

interest to us. We already know more than we need to do that. Whether or not we do it must finally 

depend on how we feel about the fact that we haven’t so far.” 

— Ronald Edmonds 

The New Year is also time to take stock, and we often do that with numbers. We face a 10–5–1 crisis in 

Denver. Of every 10 students from low-income families entering our public schools, 5 earn a high 

school diploma and 1 earns a four-year college degree. 

Reflection and taking stock begin the process of harnessing the New Year’s promise. Taking action 

delivers on that promise. 

University Preparatory School, a proposed K – 5 public charter school for Near Northeast Denver, 

brings the best practices of the highest performing urban schools in our country, schools producing 

exceptional results with disadvantaged student populations, to serve as one part of the greater solution 

to our city-wide challenge. 

Educating every student on the path to a college degree, University Prep is built on six Core Values. 


1. Literacy is Everything 

2. QUALITY TEACHERS DRIVE EXCEPTIONAL RESULTS 

3. A no-excuses school culture, infused with joy and rigor, 

spurs academic achievement 




In this second edition of our monthly newsletter, we share our second Core Value, “Quality teachers 

drive exceptional results,” while also providing a Progress Report of our up-to-date developments. 

Finally, we add a new section to our monthly correspondence, a Call to Action. Should you be 

interested in supporting our efforts to create a high-performing, results-driven elementary school for 

the students who need it most, this section will provide you with avenues for engaging in this 

challenging and absolutely necessary work. 

Core Value 2: QUALITY TEACHERS DRIVE 

EXCEPTIONAL RESULTS 

At University Prep, we recruit and develop game changers, teachers who truly and unapologetically 

change the academic trajectory of their students. To accomplish this task, we will establish a culture of 

continuous improvement amongst our staff while providing time and effective supports to dramatically 

improve our teaching craft. Leveraging resources to ensure the highest quality instruction, our school 

year includes 30 days of professional development. Starting with the observation and analysis of the 

highest performing urban elementary schools in our nation, all University Prep teachers see the vision 

of our school in action prior to teaching. Following school analysis, staff dedicates 19 days preparing to 

deliver on the promise of a college-preparatory education. 

Throughout the school year we support quality teachers and drive exceptional results in multiple ways: 


• Daily observation of teaching with realtime 

feedback from school leaders 

• Weekly staff professional development on 

consistent instructional practices and 

school culture 

• Data-analysis and action planning 

immediately following all interim 

assessments 

University Prep recognizes that great instruction is not a product of chance. It takes ambitious, 

motivated, and dedicated professionals willing to work hard while being provided the supports to drive 

constant improvement. At University Prep, we know that the quality of our educators is the single 

most important factor driving student achievement and closing the achievement gap, and we do 

everything in our power to ensure that quality. 


As we move through the early stages of designing a high quality, results-driven school, we continue to 

make strategic progress. Here are some of our most recent highlights: 

• Lead Founder David Singer continues to work through the 

Building Excellent Schools Fellowship, a national school 

creation program paving the way for aspiring leaders to 

design, found and lead schools of uncompromising 

excellence. 

• Three official members of University Prep’s Founding Board 

of Trustees have been selected and accepted invitations to 

join the Board. 

• Starting in late January, the Lead Founder is preparing for 

residencies in two of the nation’s top performing charter 

schools, Excel Academy in Boston, MA and Elm City 

College Prep in New Haven, CT. 

• University Prep Inc. has filed Articles of Incorporation in 

the process of gaining 501 (c)(3) status as a non-profit, nonmember 

corporation. 

• Community support for University Prep continues to grow at 

a brisk pace as we meet with church leaders, public libraries, 

early childhood education providers, neighborhood and 

business associations, and local politicians. 

• University Prep has completed and submitted its first grant 


application for $ 20,000 

CALL TO ACTION 

Moving forward, we realize this work must be supported by a critical mass of allies ready to engage in 

ways that best fit their time, energy, resources, and skill set. There are three distinct areas in which we 

graciously ask for your support. 

1. Recommending Potential Board Members 

Deep in the process of cultivating our Founding Board of Trustees, we are on the lookout for 

individuals in the Denver community who align with our mission, believing at their core that all 

students, regardless of race, socio-economic level, or zip code, deserve access to a high 

quality, college-preparatory education. In addition, we seek to engage members of our city 

with a background in finance, law, education, marketing, real-estate, community outreach, and 

human resources. 

2. Developing Community Support 

As we work to engage community members in the development of our proposed school, we 

continue to speak with community leaders and families in the Near Northeast neighborhoods as 

well as the greater city. We are always interested in sharing a cup of coffee, providing a 

presentation, and/or attending community meetings with individuals who may be interested in 

our endeavor. 

3. Fundraising 

Both monetary and in-kind donations provide additional resources for our school to deliver on 

its promise of educating every student for college. Every dollar and every donated resource 

gets us one step closer to serving every child. 

Should you have any suggestions and/or inquiries in these three areas of support, please do not 

hesitate to call or email University Prep Lead Founder David Singer at 303-709-5454 or 

dsinger@buildingexcellentschools.org. Your involvement in this work, at any level, is greatly 

appreciated. 

University Prep needs allies like you to help ensure our success. There is still so much to do as we 

prepare to play our role in eliminating the 10–5–1 crisis, and in turn, changing the world – every child, 

every minute, every day. 


Happy New Year, 





The third installment of our newsletter comes to you from Excel Academy in East Boston, MA. Working 

through my leadership residency, a key component of the Building Excellent Schools Fellowship, I find 

myself immersed in one of the highest performing urban charter schools in not only Massachusetts, but 

the country. Excel has gone far beyond closing the achievement gap between low-income students of 

color and their more affluent peers – it has eliminated it. 

With a population nearly 70% Latino and 70% 

from low-income families, Excel surpassed its 

local and state peers at every single grade level 

on the 2009 English, math and science 

Massachusetts state exam (MCAS), earning an 

overall 95% Advanced / Proficient rating on the 

English exam and 85% Advanced / Proficient 

rating on the math exam. Excel Academy is, 

without a doubt, a game changer, but how do 

they achieve such life-altering results? 

One answer, stated in simple terms, is school culture. The no-excuses culture of academic 

achievement, rich with the joy of learning and the rigor of working hard, is palpable from the moment 

you enter the building until the moment you leave. Watching the school in action is like watching a 

perfectly prepared orchestra performing the most complex of concertos, every instrument working in 


unison to create absolute excellence. 

In order to ensure the same game changing results as the students at Excel, University Prep points 

to its 3rd of 6 core values, “A no-excuses school culture, infused with joy and rigor, spurs academic 

achievement.” 

1. Literacy is Everything 

2. Quality teachers drive exceptional results 

3. A NO-EXCUSES SCHOOL CULTURE, INFUSED WITH 

JOY AND RIGOR, SPURS ACADEMIC ACHIEVEMENT 




In this edition of our monthly newsletter we delve into the priceless value of school culture while 

continuing to update you on our most recent developments through our Progress Report. Finally, our 

Call to Action section will once again provide you with specific avenues for engaging in this challenging 

and absolutely necessary work. 

Core Value 3: A NO-EXCUSES SCHOOL CULTURE, 

INFUSED WITH JOY AND RIGOR, SPURS 

ACADEMIC ACHIEVEMENT 

Schools that produce amazing results do so in large part because they expect amazing results of both 

staff and students. Research on high-performing, low-income schools demonstrates again and again 

that a high bar, calling forth the best efforts of children and adults alike, is essential to producing high 

levels of academic mastery. That high bar, as defined by University Prep, is a “no-excuses” 100% 

expectation of every adult and every student. 


It is not acceptable to have 92% of our students engaged in 

class, or 85% of our students turn in their math homework. 

We teach the excitement of raising your hand and answering 

a question, and push every student to engage fully in every 

lesson. It is not acceptable for our staff to call 76% of the 

families they work with during bi-weekly check ins, or for our 

School Leadership to observe and give feedback to 88% of 

the teachers. We call all of our families every other week, 

share the wonderful growth of their students, and proactively 

address any issues that may be challenging their success. 

Classroom visits are the norm and teacher feedback and 

support is continuous. The only acceptable percentage, in all 

scenarios, whether they be adult- or student-based, is 100%. 

Our school sweats the details, striving to reach this ambitious, some would say near impossible goal of 

100% because we know that the promise we have made to families – to educate every student for a 

college degree – is, in and of itself, ambitious, and again, some would say, near impossible for our 

students. However, schools across the country, like Excel Academy, prove that the near impossible, is 

in fact, possible. By holding the school to such a high standard, and living by that level of expectation 

each minute of each day, University Prep students will be in the optimal position to achieve academic 

and life success. 


Each day that passes draws us one step closer to opening the doors of our proposed school and in turn, 

living by our 100%, no-excuses school culture. Although 19 months away from educating our first 

“prepsters,” we continue to make strategic progress at an urgent pace: 

• As part of his Fellowship with Building Excellent Schools, 

Lead Founder David Singer has completed week 2 of his first 

leadership residency at Excel Academy in East Boston, MA – 

delving into fundraising, hiring processes, teacher observation 

and feedback loops, and other critical facets to leading a high 

performing school. 

• Four official members of University Prep’s Founding Board 

of Trustees have been selected and accepted invitations to 

join the Board. 

• University Prep Inc. is an officially recognized non-profit, 

non-member corporation in good standing with the State of 

Colorado and is completing the process of gaining 501 (c)(3) 

status. 

• Community support for University Prep continues to 

strengthen having received our first letters of endorsement 


from businesses, non-profit foundations, church leaders, 

politicians and community members. 

• Our expansive campaign to engage families in two-way 

conversations regarding University Prep and the high quality 

choice it proposes to offer continues to build momentum, with 

over 50 families having completed “Intent to Enroll” forms. 

CALL TO ACTION 

We realize this work must be supported by a critical mass of allies ready to engage in ways that best fit 

their time, energy, resources, and skill set. In a tremendous showing of support, “Friends of 

University Prep” has more than doubled since its inception in early December, now nearing 400 

members. This critical mass is capable of great accomplishments, and as such, we ask that you 

graciously consider supporting us in the following three ways. 

1. Recommending Potential Board Members 

Our initial four board members have been chosen from over 200 in-person conversations and 

we are ready to take on another 200 to find our next four. Any introduction that you are willing 

to make on our behalf is one we greatly appreciate. Backgrounds in finance, law, education, 

marketing, real-estate, community outreach, and human resources are all areas of interest, 

but at its core, we are looking for great people to do challenging, meaningful work. 

2. Developing Community Support 

As we work to engage community members in the development of our proposed school, we 

continue to speak with leaders and families in the Near Northeast neighborhoods of Denver as 

well as the greater city. We are always interested in sharing a cup of coffee, providing a 

presentation, and/or attending community meetings with individuals who may be interested in 

our endeavor. 

3. Fundraising 

Monetary and in-kind donations provide additional resources for University Prep to deliver on 

its promise of educating every student for college. Every dollar and every donated resource 

gets us one step closer to serving every child. If you have any suggestions on access to 

computers, books and/or office furniture, please don’t hesitate to reach out to us. 

Should you have any suggestions and/or inquiries in these three areas of support, 

please call or email University Prep Lead Founder David Singer at 303-709-5454 or 

dsinger@buildingexcellentschools.org. Your involvement in this work, at any level, is greatly 

appreciated. 

University Prep needs allies like you to help ensure our success.There is still so much to do as we 

prepare to play our role in eliminating the achievement gap and joining schools like Excel Academy, 


who are without question, changing the world – every child, every minute, every day. 

All the best, 




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APPENDIX FF 

Contract of Commitment 



Contract of Commitment 

At University Prep, we understand the importance of alignment within the school community in order to 

achieve our mission of educating every student for college. This mission can be best achieved when 

students, families, and school staff are all actively involved in education and working to meet the school’s 

cultural and curricular expectations. We all have the responsibility of promoting student learning and, as 

educational partners, we value each person’s contribution to our school community. The following 

expectations outline what needs to be met to best support student learning, and should be signed by the 

parent/guardian, student, and staff. 

Parents & Guardians 

I/We agree to: 

• Supporting University Prep’s demanding academic program, high standards of conduct, and 

extended school day and year. 

• Ensuring that my student is at school on time, in uniform, every day. 

• Monitoring my student’s schoolwork, homework, and grades regularly. 

• Communicating regularly with University Prep and attending the required parent events. 

• I have read and understand the Code of Conduct. 

Students: 

I agree to: 

• Doing my best to follow our PREP virtues. (Professionalism, Responsibility, Enthusiasm, and 

Perseverance) 

• Arrive at school on time, every day, and prepared to work hard. 

• Complete my homework every night and bring it neatly to school. 

• Obey the Code of Conduct at school, at any school events, or on the bus. 

• Speak regularly with my parents and guardians about my progress at school, my grades, my 

assignments, and my behavior. 

• Commit myself to achievement all day, every day and seek help when I need it. 


Teachers and Staff: 

We agree to: 

• Arrive at school on time and prepared for an academically rigorous, college preparatory 

environment every day. 

• Assess students regularly and fairly. 

• Enforce all rules and policies consistently and fairly. 

• Communicate with parents/guardians with bi-weekly with positive, neutral or negative feedback. 

• Maintain the highest standards of academic performance and conduct. 


Parent/Guardian Signature Date 

Student Signature Date 

Teacher Signature Date 

Head of School Signature Date 


APPENDIX GG 

Start-Up Plan 


University Preparatory 

School 

Action Plan 

P= Primary; S= Secondary; 

C= Consultant 

Task/ Planning Area/ 

Timeline 

Head of School 

Student Recruitment & Admissions 

DCI 

Board 

Informational Flyer 

Design informational flyer/packet 

(12.1) P C C 

Translate flyer into Spanish, Russian 

and Chinese (12.5) P 

Post flyers and leaflets in communities 

(1.10‐4.1) P S S 

Post flyer on website (2.1 ‐ 4.30) P 

Identify community organizations to 

help with awareness generation (1.1 ‐ 

4.30) P 

Work with community organizations to 

generate awareness & interest (1.1 ‐ 

4.30) P 

Initiate broader recruiting and 

marketing campaign via 

advertisements, etc.‐ (additional 

marketing to community) (3.1 ‐ 4.30) P 

Enrollment Form 

Design student enrollment form (1.15) P S 

Translate form into Spanish, (1.20) P 

Make enrollment form available (2.1 ‐ 

4.30) P 

Post enrollment form on website (2.1‐ 

4.30) P 

Information Sessions 

Secure locations for information 

sessions (1.1‐3.31) P P 

Create sign up sheets for information 

sessions (1.1‐3.31) S P 

Host information sessions (1.15 ‐ 4.30) P P C 

Publicity Campaign 

Write English press release (1.15) P 

Translate release into Spanish,(1.15) P 

Fax English press release. (1.31, 2.28, 

3.31) P 

May‐10 

Jun‐10 

Jul‐10 


Aug‐10 

Sep‐10 

Oct‐10 

Nov‐10 

Dec‐10 

Jan‐11 

Feb‐11 

Mar‐11 

Apr‐11 

May‐11 

Jun‐11 

Jul‐11 

Aug‐11 

Sep‐11

Admissions Lottery and Enrollment 

Collect enrollment forms. (2.1 ‐ 4.30) P S 

Final day for enrollment form 

submission (4.15) P S 

Secure lottery announcer (3.20) S P 

Secure lottery location. (3.1) S P 

Establish lottery protocol (3.20) P S 

Highlight lottery date on website (2.1 ‐ 

4.30) P S 

Post lottery date in local papers (2.28, 

3.06, 3.13) S P 

Practice lottery protocol (4.13, 4.20) P S 

Conduct admissions lottery (4.30) P S 

Notify families of status. (5.1) P S 

Establish wait list (or repeat lottery) 

(5.1) P S 

Send enrollment report s(5.31) P S 

Confirm acceptances ‐ home visits (5.1 

‐ 6.31) P C 

Request student records ‐ (send NYCPS 

w/d info for students) (5.1 ‐ 7.31) P 

Receive student records (5.1 ‐ 8.31) P 

Facilities 

Get real estate expert to view and 

evaluate site (6.15 ‐ 1.31) S P 

Negotiate lease (11.15 ‐ 12.31) S P 

Sign lease (11.15 ‐ 12.31) S P 

Secure financing (11.5 ‐ 12.31) S P 

Perform renovations (11.15 ‐ 4.28) S P 

Pass final inspection and receive 

occupancy certificate (5.31) S P 

Facilities Procurement 

Hire gen. contractor & architect to 

view/evaluate potential sites (6..15 ‐ 

1.31) S P 

Hire lawyer to structure contract w/ 

cost, expans, extens priv (8.1 ‐ 1.31) S P 

Preliminary inspection made (2.1) S P 

Hire contractor (2.1) S P 

Acquisition of furniture and materials 

(4.1 ‐ 6.30) P S 

Prepare building infrastructure (lights, 

phones, IT networking) (4.1 ‐ 6.30) P S 

Obtain property insurance (6.30) S P 

Governance 


Board Expansion and Transition to BoT 

Recruit and nominate new Board 

members (3.1 ‐ 6.31) C P 

Develop and ratify by‐laws (5.1 ‐ 6.31) P 

Develop governance strategy 

Define role of Board members (5.30) P 

Define relationship of Board and 

Executive Director (5.30) P 

Define communication methods (5.30) P 

Define decision‐making processes 

(5.30) P 

Approve policies (5.30 ‐ 7.31) P 

Arrange Board liability (5.30) S P 

Plan to move from Board of Directors 

to Governing Authority (5.30) S P 

Develop and file articles of 

incorporation (5.30) P S 

Apply for tax‐exemption (5.30) P S 

Develop Board Calendar (5.30) S P 

Board Structure 

Finalize by‐laws. Ensure entire board 

has copy and that critical issues have 

been discussed and agreed upon by 

board. (6.31) P 

Create job description for full board. 

Adopt as policy. (6.31) P 

Create job description for individual 

board members. Adopt as policy. 

(6.31) P 

Create job description for each of the 

officers. Adopt as policy. Elect 

officers. (6.31) P 

Create job description for each 

committee chair and each committee. 

Adopt as policy. (6.31) P 

Create written document that defines 

relationship between school leader 

and board. Have healthy discussion 

about this relationship. (6.31) P 

Send Trustee information to the DOE: 

for each trustee ‐ trustee financial 

disclosures, trustee information form, 

and resume. (6.31) P 

Create standards of conduct for board 

members (6.31) P 

Create Board members handbook 

(6.31) P 

Board Meetings 

Pick set day and time to consistently P 


hold meetings. Print schedule. Follow 

postings for Open Meeting Law. (6.01) 

Develop agenda format (6.01) P 

Develop consistent format for board 

meeting packets (that go out 2 wks. 

prior to board meetings). (6.01) P 

Start making meetings more "formal." 

Get in practice prior to having lots of 

members from the public in 

attendance. (6.01) P 

Have observers attend meetings to 

give feedback about process, 

facilitation, etc. (6.01) P 

Develop checklist that board member 

could use to evaluate each board 

meeting. Conduct quick debrief using 

checklist at end of each meeting. 

(6.01) P 

Start creating formal meeting minutes. 

Minutes are legally binding ‐ get 

outside party to review to make sure 

we are doing it properly. (6.01) P 

Create mechanisms to keep track of 

attendance at all committee meetings 

and board meetings. (6.01) P 

Develop board calendar and start to 

list critical tasks that need to happen 

at each board meeting, (6.01) P 

Create mechanism (binder) for keeping 

track of all official policies. (6.01) P 

Create comprehensive list of all 

policies that need to be created before 

school opening. (Look at the Policy 

Sampler produced by the National 

Center for Nonprofit Boards.) (6.01) P 

School Leader 

Create a job description for the school 

leader (5.31‐6.31) P 

Determine performance 

benchmarks/measures for the Head of 

School (5.31‐6.31) P 

Create a clear process for evaluating 

the Head of School (5.31‐6.31) P 

Set a salary range based on industry 

standards (5.31‐7.31) P 

Hire Head of School (6.15) P 

Board Development 

Create a board development plan to 

include orientation of new members, 

retreats, workshops, etc. (5.31‐6.31) P 

Host Board Retreat ‐ Reception (6.15) P 


Fund Development/ Fundraising 

Establish 501c3 (5.15 ‐ 5.15) P S 

Identify potential individual donors 

(continuous) S P 

Develop strategy (5.1 ‐ 7.31) S P 

Secure public/private grant money 

Write need statement (5.15 ‐ 8.31) P C 

Write and disseminate proposals to 

nat'l and local govt sources (5.15 ‐ 

8.31) P C 

Write and disseminate proposals to 

local and nat'l foundations (5.15 ‐ 8.31) P C 

Secure donations from individuals 

Identify prospects for cultivation (5.15 

‐ 8.31) S S 

Develop Board cultivation guidelines 

and strategies for targeting high net 

worth individuals (5.15 ‐ 8.31) S P 

Plan and host series of events for 

securing donations (5.15 ‐ 8.31) S P 

Cultivate and solicit potential donors 

(continuous) S P 

Administrative 

Data Management 

Create filing system (8.15) P S 

Develop database for student 

reporting (e.g. bi‐weekly progress 

reports) (8.15 ‐ 9.15) P S 

Develop student attendance reporting 

system (8.15 ‐ 9.15) P S 

Procurement 

Purchase supplies and materials for 

program (3.1 ‐ 6.30) P S 

Secure janitorial services (5.30) 

Family Outreach 

Write family letter re: Parent 

P 

Orientation (6.1 and 8.01) 

Mail family letter re: Parent 

P S 

Orientation (6.7 and 8.08) 

Call all families re: Parent Orientation 

P S 

(6.13 & 6.14, and 8.17 & 8.18) 

Prepare pre‐opening Parent 

Orientation protocol and materials (6.1 

P S 

and 8.1) 

Hold pre‐opening Parent Orientation 

P S 

(6.15 & 6.16, and 8.19 & 8.20) P S 

Curriculum, Teaching, and Learning 

Curriculum Development 


Identify preliminary models for core 

subjects (9.15 ‐ 11.31) P P 

Site visits and analyses of "best 

practice" charter/public schools 

models (continuous) P P 

Attend national and local educational 

conferences (9.15 ‐ 1.31) P P 

Create and finalize curriculum plans 

and timelines (9.15 ‐ 1.31) P P 

Create benchmarks aligned with state 

standards and curriculum frameworks 

(9.15 ‐ 1.31) P P 

Create scope and sequence for each 

department (9.15 ‐ 1.31) P P 

Procurement 

Purchase materials and textbooks (2.1 

‐ 6.30) P 

Purchase standardized testing 

materials (2.1 ‐ 6.30) P 

Assessment 

Define assessment strategy and 

timeline (8.15 ‐ 12.31) P P 

Create baseline assessments and excel 

for data analysis (12.15 ‐ 6.30) P P 

Conduct baseline testing of all 

students (5.31 ‐ 7.31) S P 

Enter data from baseline tests (8.1) S P 

Instructional Program 

Develop curriculum (9.15 ‐ 12.28) S P 

‐‐Scope and sequence for math and 

reading (9.15 ‐ 10.31) S P 

‐‐Standards/mission for subjects (9.15 

‐ 11.30) S P 

‐‐Scope and sequence for all subjects 

(9.15 ‐ 11.30) S P 

‐‐Preliminary in‐house benchmarks ‐ 

all subjects (9.15 ‐ 11.30) S P 

‐‐Deadlines for in‐house benchmark 

production (9.15 ‐ 10.31) S P 

‐‐Purchase materials, etc. (11.1 ‐ 2.28) P S 

Create interim tests ‐ Math, Reading 

and Writing (9.15 ‐ 10.31) S P 

Create student handbook, code of 

conduct (12.15) P S 

Finalize school calendar (12.15) P 

Develop class configuration ‐ 

classroom model (7.31 ‐ 8.10) P S 

Organize tutoring workshops and after 

school tutoring sched. (8.1 ‐ 8.31) P S 

Special Education 


Recruit SPED coordinator/teacher 

(9.01 ‐ 10.31) P S 

Identify and secure specific texts and 

materials (9.01 ‐ 12.30) S P 

Consult with SPED administrator from 

the district (9.31) P S 

Identify SPED student population (5.01 

‐ 6.30) P 

Acquire student records ‐ sped records 

(5.01 ‐ 6.30) P 

Activate child study teams ‐ w/ SPED 

dir. (5.01 ‐6.30) P 

Secure parent approval (5.01 ‐ 6.30) P 

Develop IEPs ‐ if needed (update and 

review) (5.01 ‐ 5.31) P 

Define service requirements for all 

SPED students (5.01 ‐ 6.30) P 

School Culture and Climate 

Finalize daily schedule (3.15) P S 

Finalize school calendar (3.15) P S 

Finalize discipline policy (3.15 ‐ 4.31) P S 

Develop special rituals/routines (3.15 ‐ 

7.31) P S 

Establish PD pre‐student enrollment 

(7.1) P S 

Financial Management 

Codify the fiscal controls and financial 

policies the school will employ to track 

daily operational finances (5.15 ‐ 7.28) P 

Identify check signers (5.15) P 

Identify check writers (5.15) P 

Define signature policies (5.15 ‐ 6.31) P C 

Develop financial reporting templates 

(budget vs. actual) and policy (5.15 ‐ 

7.31) P 

Design process forms (purchase 

orders, expense forms) & policy (5.15 ‐ 

7.31) P 

Appoint Treasurer (5.15 ‐ 7.31) P 

Develop segregation of funds policy 

(public/private) (5.15) P 

Establish payroll (5.31) P S 

Develop schedule of Board financial 

reviews (5.31) S P 

Develop chart of accounts to track 

income, expenses, assets, liabilities, 

cash flows (7.1 ‐ 8.31) P S 

Set up a bank accounts) (5.31) P S 


Define investment/savings strategy 

(where will excess funds be placed) 

(8.31) S P 

Develop cash flow plan (6.01 ‐ 7.31) P S 

Personnel 

Develop org chart and job descriptions 

(8.15 ‐ 8.31) P 

Advertise/spread job descriptions 

(9.15 ‐ 3.31) P S 

Put together a literature packet on the 

school with information on: 1. 

Teaching calendar; 2. Professional 

development opportunities; 3. School 

mission (9.15 ‐ 10.31) P 

Create job descriptions, flyers, and 

ads. (9.30) P 

Design the interview process (look at 

models) (9.30 ‐ 11.30) P 

Design compensation and benefits 

packages, including retirement (5.15 ‐ 

6.30) P 

Design a filing/documentation process. 

(9.30 ‐ 11.30) P 

Identify potential recruitment 

opportunities (9.30 ‐ 2.28) P S 

Advertise in community newspapers 

and use database of regional colleges 

and universities to set up interviews 

and post opportunities on websites 

(9.30 ‐ 2.28) P 

Block out days for interviews on a 

calendar (continuous, as needed) P S 

Create various "form letters" including: 

1. Postcard saying we received 

application; 2. Decline letter; 3. Memo 

of understanding (contract) about 

work agreement; 4. Salary/benefits 

information sheet (9.30) P S 

Recruit and hire Director of Finance 

and Operations (9.15 ‐ 4.30) P S 

Recruit and hire teachers (place ads, 

etc.) (9.15 ‐ 4.30) P P 

Recruit and hire part‐time gym and Art 

teachers (9.15 ‐ 4.30) P P 

Negotiate and sign agreements for 

contracted services (9.15 ‐ 7.31) P S 

Develop professional development 

plans (11.15 ‐ 6.30) P P 

Define policies and procedures for 

evaluation of staff (9.15 ‐ 4..30) P P 

Develop staff handbook (6.30 ‐ 8.31) P 


Perform background checks on 

employees (9.15 ‐ 4.30) P S 

Fill out forms to enroll teachers in 

STRS/ SERS (9.15 ‐ 4.30) P S 

Have new staff fill out Employee 

Information forms (ie.emergency 

contact) (11.30 ‐ 4.30) P 

Plan staff orientation (5.1 ‐ 7.31) P S 

Hold staff orientation (8.3 ‐ 8.31) P S 

Food Service 

Define requirement (# of students‐ any 

religious/indiv req) (5.31) P 

Identify free/reduced lunch students 

and process for reimbursement (5.31) P S 

Determine food service arrangement 

(5.31) P 

Develop food service policy (5.1 ‐ 

6.30) P 

Health and Safety 

Complete all state reporting requirements 

Identify doctor/nurse resources (3.1 ‐ 

7.31) P 

Identify first aid resources (3.1 – 7.31) P 

Negotiate and sign agreement for a 

1/4‐time nurse (3.1 ‐ 7.31) P S 

Develop a system for record‐keeping 

(3.30) P 

Develop policy for non‐compliance by 

parents (3.30) P 

Acquire medical forms ‐ from parents 

(included in application) (6.1 ‐ 7.31) P S 

Check for completeness (6.1 ‐ 7.31) P S 

Report to DPS as necessary (8.30) P S 

Create and distribute health and safety handbook 

Purchase first aid resources (4.1 ‐ 5.30) P 

Contact police and fire departments 

(6.1) P S 

Undergo fire inspection (6.1) P S 

Undergo building inspection (6.1) P S 

Contact Board of Health (6.1) 

Develop fire drill policy, schedule, 

P S 

route (6.1) 

Community Partnerships 

Identify community partnership 

P 

opportunities (continuous) 

Devise performance measures for each 

P S C 

strategic alliance (continuous) P S C 


Parents and Community 

Parent/Student Handook(s) 

Get and study models of schools doing 

it well (5.30 ‐ 12.15) P S 

Draft content (5.30 ‐ 12.15) P S 

Edit handbook(s) (2.1) P S 

Secure a printer (2.1) S P 

Submit edited copy to printer (3.1) S P 

Distribute final copies to 

parents/students. (5.1 ongoing)) P S 

Communication 

Design school logo (5.30) P S 

Work with a graphic designer to create 

website (5.30) P S 

Set up website (6.1) P S 

Set up nonprofit mailing status with 

Post Office (7.31) P S 

Develop filing system to store student 

academic, disciplinary & health records 

(4.31) P 

Define how information will flow 

within school (ie.who's called when kid 

is sick, who's contacted about 

discipline infractions) (4.31) P S 

Define procedure for visitors entering 

building (6.15) P S 

Develop forms necessary to track and 

monitor visitors (6.15) P S 

Select provider for Internet access 

(DSL, cable) (6.15) P 

Set up Intranet (so all computers are 

linked) (6.30 ‐ 7.30) P S 

Define how staff will communicate 

(email, walkie talkie, phones) (7.1) P S 

Set up phone systems and answering 

services (6.15) P S 

Purchasing 

Create a comprehensive list of all 

items that need to be purchased 

through Dec. of your 1st year P S 

Purchase classroom equipment and 

furniture (2.1 ‐ 4.30) P S 

Purchase office equipment and 

furniture (2.1 ‐ 4.30) P S 

Purchase postage meter (5.1) P 

Purchase restroom supplies (6.1) P S 

Purchase cleaning products (6.1) P S 

Purchase library materials (6.1) P S 


Purchase science lab materials (6.1) P S 

Purchase art materials (6.1) P S 

Purchase PE equipment (6.1) P S 

Purchase medical supplies & furniture 

(ie. couch) (6.1) P S 

Purchase P.A. system (5.1 ‐ 6.1) P S 

Purchase office supplies (continuous) P S 

Contract Personnel 

Hire janitorial services (6.1) P S 

Line up electrician, plumber, & 

handyman (5.1 ‐ 7.1) P S 

Line up counselor, speech pathologist, 

etc.. (3.1 ‐ 7.1) P 

Technology 

Write tech plan (1.1) P S 

Seek corporate technology sponsors 

and donations (continuous) S P 

Computers for teachers (6.1) P S 

Computers for administrators (5.1) 

Cell phones for admininistrators (5.1) P S 

Cell phones for teachers (7.1) P S 

Blackberrys for administrators (5.1) 

Uniforms 

P S 

Contract student uniforms (5.15 ‐ 6.15) 

Contract student PE uniforms (5.15 ‐ 

P S 

6.15) P S 


APPENDIX HH 

DPS School Performance Framework 

10 Public Elementary Schools in NNE Denver 



APPENDIX II 

Letters of Support involving commitment of Funds, Goods and/or Services 


Letters of Support Involving Commitment of Funds, Goods and/or Services 

Last Name First Name Organization 

Boyd Brewster The Eagle Fund 

Brown Tami The Daniels Fund 

Elliot Andrew Brownstein, Farber, Hyatt and Schreck 

Iwasaki Mitsu Big City Mountaineers 

Founding Board 

of Trustees University Preparatory School 

Langley Van 

Monday Barbara CU Boulder Science Discovery 

Stein George Dream Big Day Camp 

Townley Robert Community Computer Connection (C3) 




APPENDI 








April 15, 2010 


Attn: DPS Board of Education 

900 Grant. St. 


Dear Members of the DPS Board of Education, 

This letter serves the purpose of articulating our financial commitment to University Preparatory 

School during year one of operations should our charter application be approved. Collectively, the 

Board is excited to provide $ 20,000 in financial contribution towards the school’s general fund. 

We believe in the mission of our proposed school and are enthusiastic about the opportunity to 

join Denver Public Schools in an effort to eliminate the achievement gap and place all young 

scholars on the road to college starting in kindergarten. 

Sincerely, 

_______________________ _______________________ 

Renae Bruning Olivia Gallegos Tracey Lovett 

Kieron McFadyen Juan Pena David Scanavino 

___________________________ _________________________ 

Erin Snow Jesse Wolff 


APPENDIX II (continued) 

Letters of Support 


Letters of Support for University Prep 

Last Name First Name Organization 

Barhaugh Brian Project Voyce 

Barth Morgan Elm City College Preparatory School 

Brantley Charlotte Clayton Early Learning 

Burgess Larry Elyria, Globeville, Swansea Business Association 

Campos Jeff Hispanic Chamber of Commerce 

Cass Rebecca Excel Academy Charter School 

Gallegos Cynthia Focus Points 

Gibbons Chris West Denver Preparatory Charter School 

Gonzales Gregg Highline Academy 

Hancock Michael City Councilman, District 11 

Haynes Anna Jo Mile High Montessori 

Jensen Linda Volunteers of America ‐ Early Childhood Programs 

Johnston Michael State Senatory, District 33 

Lara Camila Circle of Latina Leadership 

Lewis Tony Donnell Kay Foundation 

Madison Carla City Councilwoman, District 8 

McComsey Zach Atlas Preparatory School 

Mejia James Denver Preschool Program 

Miripol Aaron Urban Land Conservancy 

Ortiz Christina St. Charles Capital 

Quintana Robert Pilgrim Congregational Church of Denver 

Roberts Terrance The Prodigal Son Initiative, Inc. 

Rodriguez‐Luke Jennifer Early Excellent Program of Denver, Inc. 

Schoales Van Education Reform Now 

Slothower Amy Get Smart Schools 

Tapy Frank Metro Organizations for People 

Taylor Tim Colorado Succeeds 

Tyler Timothy Shorter Community A.M.E. Church 

Taylor Landri Urban League of Metropolitan Denver 

Teachers Manual High School 





Board of Education 

900 Grant St. 


Dear DPS Board of Education Members: 

April 14 th , 2010 

It is my pleasure to write this letter of endorsement for the University Prep Charter School, which 

will serve Northeast Denver, an area Urban Land Conservancy (ULC) works extensively in. 

ULC’s mission is to purchase urban properties that will benefit three strategic priorities, education 

facilities, affordable housing, and office space for non‐profits. Through our work in the 

neighborhoods of Five Points, Cole, Skyland, Clayton, and Northeast Park Hill, we understand the 

educational challenges of Northeast Denver, where 87% of students are eligible for free and 

reduced lunch. ULC leases office space to an ECE program, as well as other educational programs 

that work with DPS schools. In addition we have the first right on Wyatt Edison School in the Cole 

neighborhood 

We connected with David Singer of University Prep, in his search for a school facility. ULC spent 

considerable time with Mr. Singer helping him strategically identify locations for the new school. 

University Prep’s vision and dedication to making a college degree a possibility to low‐income 

residents of Northeast Denver was prevalent throughout our interaction regarding their facility 

needs, it is a value that is also important to ULC. 

We strongly urge you to approve the University Prep Charter School. By endorsing University Prep, 

you will be giving 300 plus students the opportunity to gain a college preparatory education the 

day they begin kindergarten! 

Sincerely, 

Aaron Miripol 

President & CEO, Urban Land Conservancy 


April 14, 2010 



900 Grant St. 


Dear Denver Public Schools Board members: 

The Donnell Kay Foundation is pleased to share its support for University Preparatory School, a K-5 school proposed 

to open in Near Northeast Denver in the fall of 2011. 

Building a strong future for Denver requires a high quality education for all of Denver’s children, regardless of zip 

code, race, or socioeconomic status. In the Near Northeast Denver community, 87% of students are eligible for free 

and reduced lunch and 70% of the elementary population is Hispanic. The percentage of elementary school students 

identified as proficient and advanced is well below district and state averages. As indicated by a recent report, 

“Locating Quality and Access: The Keys to Denver’s Plan for Educational Excellence,” future reform efforts will 

require an increase in the number of performing elementary schools. 

University Prep will be a high-performing elementary school option that children in the Near Northeast community 

need and deserve. University Prep’s “no excuses” culture, infused with joy and rigor, will foster academic success and 

the vision for college from day one. More than three hours of daily literacy in K-2 will ensure students are wellprepared 

for academic and life success. Constant assessment and targeted interventions will provide the ongoing 

academic support students need. Recognizing the importance of physical activity to learning, University Prep will 

integrate physical activity into its curriculum. University Prep is dedicated to engaging families and the community in 

a partnership for the success of Near Northeast Denver’s children. 

Lead Founder David Singer brings nearly a decade of teaching experience and is receiving rigorous training through 

the prestigious Building Excellent Schools program. Mr. Singer is joined by community leaders that bring experiences 

in law, finance, education, marketing, operations, and community engagement. With such a diverse and talented team 

at its helm, we believe in the future success of University Prep. 

We are enthusiastic about University Prep and encourage the approval of its application. 

Sincerely, 

Tony Lewis 

Executive Director 


I 

Community/Family 


Denver Public Schools Board of Education 

900 Grant Street 


Dear Members of the Board, 

March 26, 2010 

Get Smart Schools strongly endorses the application of University Prep to become a new charter school in 

Denver Public Schools. Get Smart Schools (GSS) seeks to dramatically increase the number of high-quality 

autonomous schools serving low-income students in the Front Range. We support schools that we believe are likely to 

close the achievement gap and that share our firm belief that all students can learn. Having spent a great deal of time 

with David Singer, the founder of University Prep, we have been convinced that this will be a highly successful school 

that will offer a new choice for families in DPS. We also believe that University Prep will serve a predominantly at-risk 

student population and will have a relentless focus on student achievement. Because of our confidence in this school, 

we have invited David Singer to be part of the 2010-11 Get Smart Schools Fellowship and will include University Prep 

in all of the support services we offer to our schools. 

To qualify as a “Get Smart School,” a new school must meet our rigid standards, which include: 

• Offering a rigorous educational model with proven academic results and demonstrated success in closing the 

achievement gap. 

• Having an expectation and organizational infrastructure to ensure that all students can and will achieve at high 

levels. 

• Maintaining a commitment to providing all students with skills and experiences to prepare them for college 

and the 21st Century economy. 

• Exceptional leadership. 

• A commitment to serving underserved students. 

We believe that University Prep will meet each of these conditions. 

Beyond offering a rigorous academic program, the University Prep design includes many elements that have 

been proven to increase student achievement. These elements include a longer school day and a longer school year, 

an intense focus on literacy, the use of interim assessments to inform data driven instruction, ample time for 

professional development and a college-oriented culture. We would enthusiastically welcome University Prep into the 

Get Smart Schools network and hope that you will agree that this school is a needed addition to the Denver 

Landscape. 

Sincerely yours, 

Amy Slothower 

Executive Director 



April 10, 2010 




Dear Members of the Board, 

I am writing this letter in strong support of University Preparatory School’s charter application to Denver 

Public Schools. I have followed the development of this school over the last year and believe that this 

charter has the capacity to prepare Northeast Denver’s low-income students for the city’s most rigorous 

public or private middle and high school programs and college. The founders of the this school have 

worked closely with Building Excellent Schools (one of the best charter development non-profits in the 

country), developed strong Denver community support and gathered advice from the most effective urban 

charters in the nation. I have personally known the lead-founder, David Singer, for several years, and have 

watched closely as he has built his leadership capacity, knowledge-base on effective urban education, and 

most recently, deep and clear vision for University Prep, a school whose mission is to educate every 

student for college. 

As a long-term education reformer in Denver involved in the development of Odyssey, Denver School of 

Science and Technology, West Denver Prep, and others, I see University Prep as a necessary addition to 

the menu of offerings currently serving our children. This school is clearly amongst the most promising 

charters recently offered to Denver because of both its leadership and design. Placing five year olds on the 

path to college by providing an extended day and year, intensive focus on early literacy development, a 

structured school culture framed around unwavering expectations, and a relentless commitment and 

optimism for each child will all ensure its success. Treating families as partners in the education process 

and utilizing the most promising practices in data driven decision making will also help to achieve the 

mission of educating every student for college. University Prep’s founding team has designed a model in 

which staff know where their students are, what they need, and how to give it to them at all times. 

As the new Executive Director of Education Reform Now (ERN) I believe that University Prep is an 

absolutely necessary addition to our local landscape of options. ERN is a national non-profit developed to 

ensure that every child regardless of race, geography, gender or socio-economic status are afforded the 

social and economic opportunities that American public education has promised but yet to deliver. In 

Denver, like many of our urban school districts, we are not delivering on our promise. University 

Preparatory School will provide an outstanding educational choice for Denver’s near Northeast community. 

I am confident that it will quickly become an outstanding elementary program in Colorado that can 

demonstrate consistent academic growth over time for all of its students regardless of their income or 

ethnicity. 

I strongly urge Denver Public Schools to approve and assist this exciting new school. Many of Northeast 

Denver’s children will be given a real avenue out of poverty with the addition of University Prep to the DPS 

portfolio of schools. 

Sincerely, 

Van Schoales 




Denver City Council 

District Office: 

City and County Building 

4760 Oakland Street, Ste 175 

Denver, Colorado 80239 

Phone: 720-865-9534 

Fax: 303-331-3874 

March 30, 2010 



900 Grant St. 



CITY COUNCIL 

City and County of Denver 

The mission of University Preparatory School, to educate every K – 5 student for a college degree, is one that I 

endorse. For too long, too many of our students have struggled to exit our high schools and compete at local, 

state and national universities. University Prep takes an unapologetic approach to giving every student what he 

or she needs while remaining accountable for the outcomes they produce. I write to you today in support of their 

charter proposal. 

In meeting with David Singer, Lead Founder of the school, and reviewing their materials, I am pleased by many 

of the practices being implemented by University Prep. Strategies such as extending the school day and year, 

placing an emphasis on early literacy development with 3+ hours of daily literacy instruction, and exposing even 

our youngest students to the often shielded world of college all place the school in a strong position to achieve 

its mission. There is no question that their goal of educating every student for a college degree is ambitious and 

lofty. With a graduation rate in our city that hovers around the 50 % mark, I am encouraged to see an 

elementary school that places students on a path of academic success starting at the age of 5. 

I believe that approving University Prep is a smart choice that must be made in order to continue moving 

forward in the direction that ensures our kids have a bright future of opportunity. 

I appreciate your consideration of the University Prep charter proposal and would be happy to answer any 

questions or concerns you may have regarding my endorsement of their endeavor. Let’s keep the momentum 

going in the right direction and allow University Prep to serve 324 students from Northeast Denver who might 

otherwise not have an opportunity to attend such a driven, results-focused school. 

Thank you once again for your time and consideration with this matter. 

Respectfully submitted, 

Michael B. Hancock 

Councilman, District 11 

Denver City Council 

Michael.Hancock@DenverGov.org 


Michael B. Hancock, City Councilman 

District 11 


April 7, 2010 





Dear Board of Education, 

On behalf of the Hispanic Chamber of Commerce of Metro Denver, its members, and its board of directors, I write 

this letter in support of the creation of the University Preparatory School. With an increasing number of minorities 

in the Metro Denver, especially the Hispanic population, we feel that this will benefit our future and the Colorado 

economy. 

We need a school that will dedicate time to teaching students that anything is truly possible, and that a great future 

lies ahead through continuing higher education. The school estimates that 70% of its student body will be 

composed of Hispanic students and helping these students break barriers that alone are a hard obstacle to 

overcome, will change the way Hispanic business runs in the Metro Area. 

These students will be motivated to work for what has been told is unreachable and conquer it with great success. 

With the help of motivated leaders such as Mr. David Singer, who shows charisma, enthusiasm, and is not willing 

to let a student fail, our future will be bright. 

Our businesses need an educated workforce and preparing our next generation of business leaders is critical. The 

Hispanic Chamber of Commerce of Metro Denver supports the creation of the University Preparatory School for 

this reason. We know that this will be a big footprint in the way Hispanics are prepared for the business world. 

Please contact me for any additional information. 

Sincerely, 

Jeffrey Campos 

President & CEO 

Hispanic Chamber of Commerce of Metro Denver 


March 16, 2010 



900 Grant St. 



As president of the Elyria/Swansea/Globeville Business Association I believe that it is 

absolutely critical for the young people of our community to have access to high 

quality education and for families to have multiple high performing choices. That is 

not currently the case in our community, and as such, I see University Prep as 

helping to fulfill a tremendous need in our neighborhoods. Families deserve the 

opportunity to send their children to a school in which the road to college starts in 

kindergarten, and University Prep comes with that promise. 

Our organization was established to support and promote the growth of businesses 

within our community. The well being of our local economy in many ways is 

dependent on the intellectual capital of the individuals living within our 

neighborhoods. University Prep, with its structured, disciplined and focused approach 

in its school design, will help ensure that a generation of young people develops the 

academic foundation they need to thrive later in life. By doing so, our entire business 

community is far better off in the long run. 

Thank you for your consideration of University Prep’s charter application. I view the 

school and its leader as a future asset to our community, and more importantly, a 

necessary option for families who currently face limited choices. 

Sincerely, 

___________________________ 

Larry Burgess, President 

Elyria/Swansea/ Globeville Business Association 

cc: Councilwoman Judy Montero 

University Preparatory School Lead-Founder, Mr. David Singer 













900 Grant St. 


Dear Denver Public Schools Board of Education: 

March 27, 2010 

I write to support Unviersity Preparatory School’s application to establish a new public charter school for the 

students and families of Denver. 

Excel Academy Charter School is a middle school serving 210 students in the underserved communities of East 

Boston and Chelsea, Massachusetts. Our student body is over two‐thirds low‐income and Latino and over 50% of 

our students speak a langauge other than English at home. And while these statistics might suggest something 

about the academic attainment of our school, Excel Academy students are proof that ALL students can acheive at 

the very highest levels. Consider that Excel’s 8th grade students had the highest scores in the state (out of 464 

public middle schools) on both the English and math state standardized exams last Spring. 

The successes of Excel Academy, and other “no‐excuses” schools, are not a fluke, but rather a result of a well‐ 

designed and executed school design that features: 

‐ Culture of high expectations; 

‐ Longer school day and school year; 

‐ Rigorous, standards‐based curriculum; 

‐ Frequent assessment and data‐driven decision making; 

‐ Targeted student interventions and supports; and 

‐ Investment in talent. 

These elements are the backbone of Excel Academy and will be the drivers behind the success of University 

Preparatory School. 

University Prep has many things in common with Excel Academy – both school founders have received quality 

training through the nationally acclaimed Building Excellent Schools Program. The two schools share the same 

beliefs about urban education and approach to raising student achievement. And I have no doubt that University 

Prep will also soon join ranks with Excel as a school that is closing the Achievement Gap. 

University Prep’s lead founder, David Singer, fulfilled a three‐week residency at Excel Academy earlier this winter. 

During this time, David got first‐hand exposure in a gap‐closing school and provided critical leadership in grappling 

with complex challenges facing urban schools: 


‐ How do you recruit the best talent? 

‐ What interventions will best meet the needs of struggling students? 

‐ How do you consistently maintain a strong school culture? 

David is a strong, passionate, experienced educator who is well‐equipped to take on the challenges of starting and 

leading a high‐performing charter school. I am confident in his abilities to lead University Prep and dramatically 

impact the quality of education offered to students and families in Denver. 

The Achievement Gap plaguing this country is persistent and vexing and we need more warriors like David and his 

founding group that are equipped to take this challenge head on. I encourage you to approve the application for 

University Prep. The students and families of Denver need a and deserve University Prep. 

Sincerely, 

Rebecca Cass 

Interim Executive Director 





April 13, 2010 

METRO 

ORGANIZATIONS FOR PEOPLE 

Dear Superintendent Boasberg and Members of the Denver School Board: 

The Education Committee of Metro Organizations for People (MOP) has held a number of meetings 

with David Singer regarding his charter application to be made to Denver Public Schools on behalf 

of University Preparatory School (UPS). We were informed that the new school hopes to be located in 

the Near Northeast (NNE) quadrant of Denver. Mr. Singer explained that one of the goals of the school 

was to educate each student in such a manner that college was the expectation following graduation 

from high school. Given the low rate of high school graduation and college attendance from students in 

the NNE, the committee was duly impressed. The manner in which the students would be instructed, the 

emphasis on literacy, as well as a favorable student/teacher ratio also were positives which the 

Committee noted. It was also explained that there is statistical evidence to support the success of the 

UPS model. 

It is well documented that there has long been a dramatic achievement gap in DPS, and at no place is the 

gap more evident than the NNE. The MOP Education committee believes that the presence 

of UPS would be a positive step toward the oft-stated goals of narrowing the achievement gap, 

establishing a quality school in the area, encouraging parent involvement in their children's education, 

and increasing the percentage of DPS students who graduate from high school and attend college. 

Therefore, the Education Committee of Metro Organizations for People strongly supports the 

application of University Preparatory School for a charter from Denver Public Schools for a location in 

the Near Northeast area of the City of Denver. 

Thank you. 

Sincerely, 

Frank Tapy 

For the Education Committee of Metro Organizations for People 

O rganizing communities for change 

1980 Dahlia St. Denver, CO 80220 Ph: 303.399.2425 Fax: 303.399.1969 www.mopdenver.org 

A MEMBER OF THE PICO NATIONAL NETWORK 


April 14, 2010 





Dear DPS Board of Education: 

I am writing in support of University Preparatory School’s effort to reduce the achievement gap by 

educating children through Early Childhood Education programs in their proposed school. 

University Prep is pursuing elements that we know to increase student achievement in young learners; an 

extended educational day, a longer school year, and an intense focus on literacy. We also know that the 

implementation of these strategies can have the most profound impact on low-income children, a 

population to be served by University Prep. 

Given that 80% of brain development occurs before the age of five and focus on this age of a child’s 

education is paramount to success in later life, we share University Preparatory School’s passion to 

educate young children. I am heartened by the prospect of partnering with University Preparatory School 

in preventing the achievement gap even earlier in students’ lives. 

University Preparatory School is implementing innovative and important achievement strategies that have 

been informed by best practices of elementary schools across the country. We at DPP know that an 

investment in early childhood education and high quality elementary school is vital to the long-term 

academic success of Denver students. 

We are supportive of University Preparatory School’s efforts to reach Denver’s children with high quality 

elementary education. 

Sincerely, 

James E. Mejía 

CEO 





Dear Members of the Board of Education, 

Highline Academy Charter School 

7808 Cherry Creek South Drive 

Denver CO 80231 

Highline Academy Charter School strongly supports the University Preparatory School application to be 

included as a new Denver Public School. While there are many students everyday experiencing success, 

the achievement gap is still a strong reality in our district schools. It is imperative for schools to be 

created that are determined to close the achievement gap and provide an equitable education for all 

students in our city. The University Preparatory School is focused on a single goal of ensuring that all 

their students will be prepared for and accepted into a four year university. This goal is essential at a 

time when drop out rates are high and students are unsure of their futures. It is the critical role of 

schools to provide a safe arena for students to challenge themselves and be ready with the skills needed 

for college. 

Highline Academy has seen the success that comes from a dedicated group of individual teachers and 

staff focused on a common goal. The University Preparatory School has a plan in place for many of the 

factors that often cause students to fall behind. The longer school day and year will allow students to 

spend more time in class, learning and engaging with the skills and content they most need. 

The school is also set up to become a professional learning community of adults based on the number of 

days and times that are put aside for staff development. These days ensure that the teachers are not only 

learning about the students on contact days but that the staff members are working on perfecting their 

craft throughout the year. Effective teachers can make all the difference to a group of students. The 

time that the University Preparatory School is committing to ensuring that the teachers are assessing 

student learning and changing instruction to meet the needs of all students shows that learning for both 

students and teachers is a priority. 

Highline Academy is a school that has witnessed success in many ways from a diverse population of 

students. It is the commitment and dedication from a faculty and community to a single mission that 

allows for the growth of all students. We believe that the University Preparatory School is ready to take 

on the challenge of ensuring that all the students they serve are accepted into college. Thank you for 

your consideration of the University Preparatory School as a vital component to closing the achievement 

gap in Denver Public Schools. 

Sincerely, 

Gregg Gonzales 


Principal, Highline Academy Charter School 








APPENDIX JJ 

Community/Family Information Session to Date 

Letters of Endorsement inv 


Community/Family Information Sessions/Outreach to Date 

Name of Organization Contact/Role Email Address Phone Level of Engagement to date 

Salvation Army - Red 

Shield 

Mile High Montessori 

- Head Start 

Mile High Montessori 

- Head Start 

Hope Center 

Tabitha Graves, 

Program 

Director tabitha.graves@usw.salvationarmy.org 

29th and High 

St. 303.295.2107 

Mindy 

Rodriguez, 

Director melindar@milehighmontessori.org 35th and Marion 303.295.2509 

Ethel Marshall, 

Director 

ethelm@milehighmontessori.org, 

tamaran@milehigmontessori.org 

Geri Grimes, 

Executive 

Director gghope@qwestoffice.net 

Mayors Office - 

Denver's Great Kids 

Head Start Al Martinez Al.Martinez@denvergov.org 

Senator Michael 

Johnston's Office 

26th and 

Tremont 303.295.2011 

36th and 

Elizabeth 303.388.4801 

201 W. Colfax 

Ave. 720.913.0888 

Scott Laband, 

Legislative 

Director scott.laband@yahoo.com 5405 E. 33 rd Ave 303.746.2784 


Table set up on 3/20/10 from 9:30 AM – 

12:00 PM. Spoke with minimum of 20 

families coming in and out of the 

facility. Tabitha will also include our 

intent to enroll form and literature as part 

of their summer camp enrollment process 

in May to help inform families about our 

potential. 

Held information night for families on 

3/2/10. The meeting started at 3:30 PM 

and we presented following discussion of 

the center’s business. Over 15 families 

were present. 

Had one info night with other groups of 

presenters on 1/27/10 from 6:00 - 7:00 

PM. Set up a table on 3/10/10 from 4:00 - 

5:00 PM to make sure every family had a 

chance to meet and speak with the 

University Prep Lead-Founder. 

Combined, spoke with over 20 families. 

We missed their annual kindergarten 

night, but need to ask Geri if she’d be 

willing to have us in to speak with 

families about the potential future 

opportunity that University Prep intends 

to bring to families of the community. 

Head Start serves over 1,100 kids in the 

city. We have not yet tapped into this 

resource in our outreach efforts although 

we have worked with a couple of isolated 

Head Starts, and have developed a 

relationship with the Head Start team. 

We hosted an information Session/Q & A 

for the community on 3/22 at7:00 PM at 

Senator's community office. Sen. 

Johnston included our event as part of his

Shorter AME 

Community Church 

Spanish Speaking 

Congregation at the 

Shorter AME 

Community Church 

Dr. Timothy E. 

Tyler, Reverend 

Champa House Elaine Phillips ephillips@denrescue.org 

Pilgrim 

Congregational 

Church 

MLK and 

Colorado Blvd. 

MLK and 

Colorado Blvd. 

26th and 

Champa 303-294-9961 

Pastor Robert 

Quintana pilgrimchurch1@msn.com 47th and Vine 303.298.1904 

Clayton Early 

Learning Cathy McCarthy CMcCarty@claytonearlylearning.org 

Clayton Early 

Learning (Family Fun 

and Fitness Fest) 

Early Excellence 

Jennifer García, 

Lead Child 

Family Educator JGarcia@claytonearlylearning.org 

Jennifer 

Rodriguez-Luke, 

Executive 

Director and Jan 

Rodriguez, 

Director of 

Academics 

rjennifer773@aol.com , 

janice.rodriguez@eepdenver.org 

3751 Martin 

Luther King 

Blvd. 303.393.5625 

3751 Martin 

Luther King 

Blvd. 303.393.5614 

3580 Franklin 

Street 720-435-8783 


e-newsletter two weeks prior. 

Reverend Tyler has written us a letter of 

endorsement and Tracey Lovett, 

Founding Board member of University 

Prep, is working on figuring out the best 

avenues to inform the church community, 

but we haven't actually run any info. 

sessions or scheduled anything as of yet. 

Tracey is working on establishing a 

relationship although we haven't 

developed any official collaboration yet. 

Met with Elaine Phillips on 1/8/10. She 

spread the word to the Champa House 

residents on our behalf. 

Pastor Quintana is putting forth great 

effort to help get the word out to his 

community members. He has been 

distributing our information in both 

English and Spanish. We have a formal 

information session scheduled for 

4/24/10. 

Karyn Andrus, Clayton's 

Family/Community coordinator, is 

coordinating a schedule that would allow 

us to have individual meetings with each 

of the 6 ECE classrooms, ages 0 – 5. We 

currently have a parent meeting 

scheduled for 4/27/10 at 5:00 PM. 

University Prep had a table at the Family 

Fun and Fitness Fest on April 10 th from 

10:00 – 2:00 and engaged with over 50 

families at the event about University 

Prep and our future opportunity. 

Had tables set up during pick up and drop 

off times on 3/9/10, 7:30 - 9:00 AM and 

3/10/10, 3:30 - 5:00 PM. Spoke with over 

20 families during these two days of 

information sessions. Jennifer and Janice 

are extremely supportive.

Focus Points 

Bruce Randolph (In 

connection with 

Project Voyce) 

Manual High School 

Cross Community 

Coalition, Family 

Resource Center 

Providence Bible 

Church 

Preschool Too Kristi Walker 

Cynthia 

Gallegos, 

Executive 

Director cynrgal@yahoo.com 

Andrew Skari, 

Leadership Class 

Teacher andrew_skari@dpsk12.org 

Nicole Frazier, 

Teacher, 

Leadership 

Team Nicole_frazier@dpsk12..org 

Eric Wright, 

Executive 

Director and 

Vangie 

Maldonado, 

Parent/Youth 

Programming cccfrc@yahoo.com 

Juan Pena and 

Jason Janz jpena@providencedenver.org 

3532 Franklin 

Street 303-292-0770 

3955 Steele 

Street 303.506.2625 

26 th and 

Williams 720.423.6300 

Two locations: 

2501 E. 48th 

Ave. and 

Globeville 

location as well - 

next to Garden 

Place 

Elementary 303.292.3203 

24th and 

California 303.803.4696 


Juan Pena and David Singer held an 

information session for all Focus Points 

staff who work with approximately 146 

families in the community on Monday, 

3/22/10 from 11:30 – 12:45 PM. 

Brian Barhaugh of Project Voyce 

recommended that we reach out to 

Andrew who runs the Project Voyce 

student leadership effort at Bruce 

Randolph with Nola Miguel. These are 

students who want to be engaged in the 

community and use their voice to make 

an impact. Spoke with class of 20 and 

2 teachers on March 5th from 1:35 - 

2:20 PM. 

Gave a presentation to the entire school 

during morning meeting on March 15 th . 

Roughly 20 teachers and nearly 300 

students. Informed students and staff 

about University Prep and our proposed 

school. 

Ran an event for Vangie Maldonado and 

her Spanish speaking mother's group on 

1/19/10. 12 families present, Vangie 

translated. We need to check in with Eric 

to see if there are other avenues for 

engaging parents/families within the 

Family Resource Center beyond Vangie's 

group. 

Need to speak with Juan Pena about 

getting in front of this congregation and 

sharing what we’re proposing with 

University Prep. 

Tracey is friends with Kristi and working 

on meeting with her to work on a time for 

us to do an information session with a Q 

& A for the families attending the preschool 

program.

Alliance for Choice in 

Education (ACE) Sue Herrera sherrera@acescholarships.org 

Rainbow Head Start 

Elyria/Globeville/ 

Swansea Business 

Association 

Denver Early 

Childhood Council 

Ballpark 

Neighborhood 

Business Association 

Metro Organization 

for People (MOP) 

Wali Osborne, 

Director rainbowhs@voacolorado.org 

Larry Burgess, 

President LBur238057@msn.com 

1201 E. Colfax 

Suite 302 720.266.6793 

3416 Bruce 

Randolph 303.321.0605 

National 

Western 

Complex 303.956.8572 

Emily Bustos, 

President emily@denverearlychildhood.org 1780 Marion St. 720.423.8070 

Tara Weber, 

Board Member Tara.Webber@corumrealestate.com 

Mike Kromrey, 

Director Mike@mopdenver.org 

2200 Market 

Street, Denver, 

CO. 80205 303.383.1700 

1980 Dahlia St. 

Denver, CO 303-503-1010 


Sue provided us with a spreadsheet of the 

25 Kindergarten applicants who were 

denied a scholarship in '08 and '09 in the 

following zip codes: 80205, 80206, 

80207, 80220, 80202, 80216, 80218, 

80213. She will do so again for 2010 

upon the completion of their application 

process in early May. These are lowincome 

families who didn't earn a 

scholarship to attend a private or 

parochial school and recognize the lack 

of high performing options in their own 

neighborhoods. 

Had a meeting with Wali on 1/19/10 to 

discuss University Prep. Second meeting 

with Wali and four parents on 2/16/10. 

Wali is meeting with each family 

individually and will mention the 

potential future opportunity that offers. 

He is a strong supporter and big believer 

in our work. Had an additional family 

meeting on 4/13/10. 

Spoke with over 20 members of the 

Elyria, Globeville, Swansea Business 

Association on 2/18/10 regarding 

University Prep and our proposed highperforming 

elementary school option that 

would include areas of the three 

neighborhoods being served by the 

Business Association. 

Spoke with over 40 members of the 

Denver Early Childhood Council regarding 

University Prep on 1/13/10 and our 

potential future option for a high 

performing, college-prep elementary 

school. 

Erin Snow, University Prep Board Member 

and David Singer, Lead-Founder, spoke 

with 12 members of the Business 

Association on 4/14/10 from 3:00 – 3:30 

PM. 

Juan Pena, University Prep Board Member 

and David Singer, Lead-Founder, presented

Colorado Youth at 

Risk Sarah McGill sarah@coloradoyouthatrisk.org 

Diverse 

Neighborhood 

Collective Jami Horwitz jamih2@msn.com 

80220 

410-218- 

6686 


the proposed school to over 15 members 

involved with the MOP education 

committee on 4/5/10 from 6:15 – 6:45 PM. 

Lead Founder, David Singer, presented to a 

group of touchstone participants (students 

and their mentees) to inform them of our 

efforts to establish a high performing 

school in the Near Northeast Community 

on 3/31/10 from 6:30 – 7:30 PM 

Tracey Lovett, Founding Board member of 

University Prep, served on the panel of a 

neighborhood discussion regarding charter 

schools on 4/10/10 and had the opportunity 

to share our endeavor with many members 

of the near northeast community.

APPENDIX KK 

BOARD COMMITTEES 


BOARD COMMITTEES 

The Board of Trustees will consist of three initial committees: Governance, Academic 

Performance, and Finance. As the board grows to capacity, we will add a Fund Development 

committee. 

Governance Committee 

The primary responsibilities of the Governance Committee are to identify, recruit, and nominate 

persons to serve as members and officers of the Board of Directors; to orient and train new and 

current Board members; to oversee adoption and implementation of Board policies, bylaws, and 

due diligence functions; and to oversee annual evaluation processes of each Board member and 

the Board as a whole as measured against Board responsibilities and performance expectations. 

Identification of well-qualified Board candidates will result from a carefully planned process 

designed to obtain capable, knowledgeable, and representative leadership for the school. The 

primary steps in this process are: 

• Determining what skills and attributes are needed to strengthen 

the Board membership 

• Developing and vetting a list of prospective nominees 

• Developing a tentative slate of nominees 

• Recruiting and interviewing strong candidates 

• Developing a final slate of nominees for Board approval 

• Providing initial orientation and ongoing training to members 

For a variety of reasons, at-large vacancies may occur on the Board during the period between 

elections. When these occur, it is the responsibility of the Governance Committee to recommend 

a suitable candidate for appointment by the Board to fill the vacancy. The Governance 

Committee reports to the full Board and maintains consistent communication with management. 

Academic Performance Committee 

The Academic Performance Committee maintains oversight of the school’s performance against 

academic goals as articulated and adopted in the accountability plan. While all board members 

will regularly review and discuss student achievement progress and metrics, the committee has 

several specific responsibilities: 

• Reviews and recommends the school’s annual academic accountability plan for adoption 

• Provides regular updates to the Board regarding the school’s progress toward academic 

outcomes 

• Educates Board members about the adopted academic goals and assessment tools and their 

relation to the school’s mission 

Experience in organizational management, instructional leadership, and/or a desire to develop 

expertise in these areas are important qualifications. The Academic Performance Committee 

reports to the full Board and maintains consistent communication with management. 


Finance Committee 

The Finance Committee coordinates the Board’s financial oversight responsibilities by 

recommending policy to the Board, interpreting it for the staff, and monitoring its 

implementation. The committee also provides Board oversight of the organization’s financial 

audit. Specifically, the committee monitors the organization’s financial records; reviews and 

oversees the creation of accurate, timely, and meaningful financial statements to be presented to 

the Board; reviews the annual budget and recommends it to the full Board for approval; monitors 

budget implementation and financial procedures; monitors budget assets monitors compliance 

with federal, state, and other financial reporting requirements; and helps the full Board 

understand the organization’s financial standing. In order to fulfill these responsibilities, the 

Finance Committee: 

• Reviews the adequacy of the organization’s internal control structure 

• Reviews activities, organizational structure, qualifications of the 

internal audit function 

• Reviews policies and procedures in effect for review of executive 

compensation/benefits 

• If necessary, institutes special investigations and hires special counsel or experts to assist 

• Performs other oversight functions as requested by the full Board 

The Board Treasurer will chair this committee. Committee members should have a strong 

background in accounting, finance, or business. The Finance Committee reports to the full 

Board and maintains consistent communication with management. 

Fund Development Committee 

The Fund Development Committee leads the Board’s participation in resource development and 

fundraising by developing a culture of philanthropy among members. While all board members 

are expected to support fund development efforts, the committee has several specific 

responsibilities: 

• Reviews and recommends the school’s annual fundraising plan for adoption 

• Strategizes with the Head of School to maximize relationships for the benefit of the school 

and to engage Board members in specific fund development efforts 

• Provides regular updates to the Board regarding the school’s fundraising activities and 

outcomes 

• Educates Board members about the importance of philanthropy to the school and the 

importance of conducting a donor-centered fund development program 

A commitment to building a culture of philanthropy in the school as well as prior fund 

development experience and/or a desire to develop expertise in this area are important 

qualifications. The Fund Development Committee reports to the full Board and maintains 

consistent communication with management. 


APPENDIX LL 

Conflict of Interest Policy 


I. Indemnification Policy 

II. Conflict of Interest Policy 

BOARD MANUAL 

Table of Contents 

Indemnification Policy 

Each member of a board or committee elected or appointed according to these bylaws, each 

officer of University Prep, and other employees determined by the Board of Trustees to be so 

entitled shall be entitled as of right to indemnification by against all expenses (including 

attorney’s fees), judgments, claims, and amounts paid in settlement arising from any claim or 

proceeding relating to his/her status as such board, or committee member, officer, or employee 

of to the fullest extent now or hereafter permitted by the Articles of Incorporation of University 

Prep Inc., the laws of the state, and these bylaws. 

Conflict of Interest Policy 

Article I 

Purpose 

The purpose of the conflict of interest policy is to protect the tax-exempt organization ’s interest 

when it is contemplating entering into a transaction or arrangement that might benefit the private 

interest of an officer or director of the Organization or might result in a possible excess benefit 

transaction. This policy is intended to supplement, but not replace, any applicable state and 

federal laws governing conflict of interest applicable to nonprofit and charitable organizations. 

1. Interested Person 

Article II 

Definitions 

Any director, principal officer, or member of a committee with governing board delegated 

powers, who has a direct or indirect financial interest, as defined below, is an interested person. 

2. Financial Interest 

A person has a financial interest if the person has, directly or indirectly, through business, 

investment, or family: 

a. An ownership or investment interest in any entity with which University Prep has a transaction 

or arrangement; 

b. A compensation arrangement with University Prep or with any entity or individual with which 

University Prep has a transaction or arrangement; or 


c. A potential ownership or investment interest in, or compensation arrangement with, any entity 

or individual with which University Prep is negotiating a transaction or arrangement. 

Compensation includes direct and indirect remuneration as well as gifts or favors that are not 

insubstantial. 

A financial interest is not necessarily a conflict of interest. Under Article III, Section 2, a person 

who has a financial interest may have a conflict of interest only if the appropriate governing 

board or committee decides that a conflict of interest exists. 

1. Duty to Disclose 

Article III 

Procedures 

In connection with any actual or possible conflict of interest, an interested person must disclose 

the existence of the financial interest and be given the opportunity to disclose all material facts to 

the directors and members of committees with governing board delegated powers considering the 

proposed transaction or arrangement. 

2. Determining Whether a Conflict of Interest Exists 

After disclosure of the financial interest and all material facts, and after any discussion with the 

interested person, he/she shall leave the governing board or committee meeting while the 

determination of a conflict of interest is discussed and voted upon. The remaining board or 

committee members shall decide if a conflict of interest exists. 

3. Procedures for Addressing the Conflict of Interest 

a. An interested person may make a presentation at the governing board or committee meeting, 

but after the presentation, he/she shall leave the meeting during the discussion of, and the vote 

on, the transaction or arrangement involving the possible conflict of interest. 

b. The chairperson of the governing board or committee shall, if appropriate, appoint a 

disinterested person or committee to investigate alternatives to the proposed transaction or 

arrangement. 

c. After exercising due diligence, the governing board or committee shall determine whether 

University Prep can obtain with reasonable efforts a more advantageous transaction or 

arrangement from a person or entity that would not give rise to a conflict of interest. 

d. If a more advantageous transaction or arrangement is not reasonably possible under 

circumstances not producing a conflict of interest, the governing board or committee shall 

determine by a majority vote of the disinterested directors whether the transaction or 

arrangement is in University Prep’s best interest, or its own benefit, and whether it is fair and 

reasonable. In conformity with the above determination it shall make its decision as to whether 

to enter into the transaction or arrangement. 


4. Violations of the Conflicts of Interest Policy 

a. If the governing board or committee has reasonable cause to believe a member has failed to 

disclose actual or possible conflicts of interest, it shall inform the member of the basis for such 

belief and afford the member an opportunity to explain the alleged failure to disclose. 

b. If, after hearing the member’s response and after making further investigation as warranted by 

the circumstances, the governing board or committee determines the member has failed to 

disclose an actual or possible conflict of interest, it shall take appropriate disciplinary and 

corrective action. 

Article IV 

Records of Proceedings 

The minutes of the governing board and all committees with board delegated powers shall 

contain: 

• The names of the persons who disclosed or otherwise were found to have a financial interest in 

connection with an actual or possible conflict of interest, the nature of the financial interest, any 

action taken to determine whether a conflict of interest was present, and the governing board’s or 

committee’s decision as to whether a conflict of interest in fact existed. 

b. The names of the persons who were present for discussions and votes relating to the 

transaction or arrangement, the content of the discussion, including any alternatives to the 

proposed transaction or arrangement, and a record of any votes taken in connection with the 

proceedings. 

Article V 

Compensation 

a. A voting member of the governing board who receives compensation, directly or indirectly, 

from University Prep for services is precluded from voting on matters pertaining to that 

member’s compensation. 

b. A voting member of a committee whose jurisdiction includes compensation matters and who 

receives compensation, directly or indirectly, from University Prep for services is precluded from 

voting on matters pertaining to that member’s compensation. 

c. No voting member of the governing board or any committee whose jurisdiction includes 

compensation matters and who receives compensation, directly or indirectly, from University 

Prep, either individually or collectively, is prohibited from providing information to any 

committee regarding compensation. 

Article VI 

Annual Statements 

Each director, principal officer and member of a committee with governing board delegated 

powers shall annually sign a statement which affirms such person: 


a. Has received a copy of the conflicts of interest policy; 

b. Has read and understands the policy; 

c. Has agreed to comply with the policy; and 

d. Understands University Prep is charitable and in order to maintain its federal tax exemption it 

must engage primarily in activities which accomplish one or more of its tax-exempt purposes. 

Article VII 

Periodic Reviews 

To ensure University Prep operates in a manner consistent with charitable purposes and does not 

engage in activities that could jeopardize its tax-exempt status, periodic reviews shall be 

conducted. The periodic reviews shall, at a minimum, include the following subjects: 

a. Whether compensation arrangements and benefits are reasonable, based on competent survey 

information, and the result of arm’s-length bargaining; and 

b. Whether partnerships, joint ventures, and arrangements with management conform to 

University Prep’s written policies, are properly recorded, reflect reasonable investment or 

payments for goods and services, further charitable purposes and do not result in inurnment, 

impermissible private benefit or in an excess benefit transaction. 

Article VIII 

Use of Outside Experts 

When conducting the periodic reviews as provided for in Article VII, University Prep may, but 

need not, use outside advisors. If outside experts are used, their use shall not relieve the 

governing board of its responsibility for ensuring periodic reviews are conducted. 

Financial 

Check Signing and Withdrawal of Funds 

Accounts 

University Prep shall maintain its accounts in financial institutions that are federally insured. All 

funds received by University Prep shall be deposited at a minimum of twice weekly. All 

nonproductive funds shall be invested in accordance with the investment policy established by 

the Board of Trustees. 

Authority to Sign 

Orders of withdrawal shall bear the signature of one of the following officers or staff members: 

1. Board Chair 

2. Treasurer 

3. Chief Executive 

4. Two staff members, as designated by the chief executive 


In addition, any checks issued over $15,000 shall require two signatures; and any checks payable 

to any one of the above-named persons shall be signed by someone other than the payee. 

Bonding 

Each officer or designated signatory with authority to withdraw funds shall be bonded. The cost 

associated will secure the aforementioned coverage shall be that of University Prep. The amount 

of insurance coverage will be reviewed annually by the finance committee. 

Quarterly Review 

The Finance Committee shall, on a quarterly basis, review all disbursements in the amount of $ 

5,000 or more. 


APPENDIX MM 

TRANSPORTATION PLAN 


University Prep - Transportation Plan 

MAP 1 

Transportation loop assuming central school location in Near Northeast Denver 

(9.6 miles, 32 minutes without stops) 

Map 2 Map 3 

Bus traveling from DPS lot at 7 th and Federal Bus traveling from school to DPS lot at 

to first stop on loop 7 th and Federal 

(5.5 miles, 8 minutes) (7.5 miles, 11 minutes) 


Assumptions: 

Based on multiple conversations with Pauline Gervais 19 , DPS transportation coordinator (720-423- 

4602; Pauline_gervais@dpsk12.org), the following assumptions were utilized in the development of 

our transportation plan. 

• Costs associated with buses is based on $ 5.50/mile/bus 

• University Prep is responsible for 100 % of costs associated with the distance traveled from 

the DPS bus lot at 7 th and Federal to the first stop on our bus loop 

• University Prep is responsible for 50 % of the costs associated with the distance traveled 

from the school back to the bus lot at 7 th and Federal upon the completion of drop off 

• A maximum of 50 students may be placed on an individual bus 

• 30 % of our students are provided with transportation (based on geographic and financial 

need) 20 

• A centralized location within Near Northeast Denver would require a 9.6 mile loop in order 

to ensure each of the 8 neighborhoods (Cole, Whittier, Skyland, Clayton, Five-Points, 

Globeville, Elyria and Swansea) have equal access to our transportation system 

• As the number of buses increase, the mileage each bus drives decreases due to the segment 

of the transportation loop 

• The distance from the DPS bus lot at 7 th and Federal to the start of our transportation loop 

is 5.5 miles 21 

• The distance from the school, assuming a centralized location, back to the DPS bus lot at 

7 th and Federal is 7.5 miles 

19 th th 

Extended phone conversations on both Friday April 9 and Monday, April 12 . 

20 

Due to the extremely high costs of providing transportation, University Prep will work with families to determine areas of greatest need and ensure 

that those who really need the transportation to access the school get it. We are also hopeful that the proposal being developed by MOP will be 

approved and move forward within the Near Northeast community in which all children would have complete access to any school in the Near 

Northeast. This would dramatically lower costs and provide a higher percentage of our future students with access to transportation. 

21 

This distance will vary as the number of buses increase and their sections of the transportation loop get segmented. Its fluctuation will most likely not 

vary beyond an average of 5.5 miles. 


University Prep ‐ Proposed Transportation Plan 

# of Buses Needed 

Academic 

Year 

Total # of Students Estimated % of 

Students Needing 

Transportation 

Estimated # of 

Students Needing 


# of Buses Needed 

(assumes max of 50 

students/bus) 

2011‐2012 108 30% 32 1 

2012‐2013 162 30% 49 1 

2013‐2014 216 30% 65 2 

2014‐2015 270 30% 81 2 

2015‐2016 324 30% 97 2 

Cost for the bus to come to the start of the loop 

Academic 

Year 

# of Miles to 1st 

Stop 

$/Mile Cost/Day # of Buses Total # of Days Cost per Cycle 

(AM and PM) 


Total Cost 

2011‐2012 5.5 $5.50 $30.25 1 187 $5,656.75 $11,313.50 

2012‐2013 5.5 $5.50 $30.25 1 187 $5,656.75 $11,313.50 

2013‐2014 5.5 $5.50 $30.25 2 187 $11,313.50 $22,627.00 

2014‐2015 5.5 $5.50 $30.25 2 187 $11,313.50 $22,627.00 

2015‐2016 5.5 $5.50 $30.25 2 187 $11,313.50 $22,627.00 

Cost for the bus to go back to the DPS lot 

Academic 

Year 

# of Miles from 

school back to bus 

lot 

$/Mile Cost/Day (.5 

covered by 

District) 

# of Buses Total # of Days Cost per Cycle 

(AM and PM) 

Total Cost 

2011‐2012 7.5 $5.50 $20.63 1 187 $3,856.88 $7,713.75 

2012‐2013 7.5 $5.50 $20.63 1 187 $3,856.88 $7,713.75 

2013‐2014 7.5 $5.50 $20.63 2 187 $7,713.75 $15,427.50 

2014‐2015 7.5 $5.50 $20.63 2 187 $7,713.75 $15,427.50 

2015‐2016 7.5 $5.50 $20.63 2 187 $7,713.75 $15,427.50

Costs for the proposed near northeast Denver 

bus loop 

Academic 

Year 

# of Miles for loop 

per bus (distributed 

regions within loop) 

2011‐2012 9.6 

2012‐2013 9.6 

2013‐2014 4.8 

2014‐2015 4.8 

2015‐2016 4.8 

Overall Annual Costs 

Academic 

Year 

Annual 

Transportation Cost 

2011‐2012 $38,774 

2012‐2013 $38,774 

2013‐2014 $57,802 

2014‐2015 $57,802 

2015‐2016 $57,802 

Rationale $/Mile # of Buses Total # of Days Cost per Cycle 

(AM and PM) 


Total Cost 

9.6 mile loop 

covered by 1 bus $5.50 1 187 $9,873.60 $19,747.20 

9.6 mile loop 

covered by 1 bus $5.50 1 187 $9,873.60 $19,747.20 

9.6 mile loop split 

between 2 buses $5.50 2 187 $9,873.60 $19,747.20 


between 2 buses 


$5.50 2 187 $9,873.60 $19,747.20 

between 2 buses $5.50 2 187 $9,873.60 $19,747.20

APPENDIX NN 

FIRE AND SAFETY PLAN 


Fire and Safety Plan 

Draft 

I. Purpose of the Plan 

This plan is intended to ensure the safety of all individuals at University Preparatory School in 

the case of a fire or other emergency. This plan will outline descriptions of responsibilities 

during fires and emergency situations, procedures for dealing with fires and emergency 

situations (such as evacuations and shelter in-place scenarios), procedures for aiding persons 

with disabilities during fires or in emergency situations, and maps and routes for fires and other 

emergency situations. 

II. Building Description 

University Prep location is yet undetermined. 

III. Definitions 

Codes for Emergency Situations: 

• Code Red: Any situation that places students or staff in imminent danger and requires an 

immediate specific response to the danger or threat. Evacuation would place the students 

and teachers in danger. 

• Code Blue: Any situation that involves a bomb threat or the discovery of explosive or 

incendiary devices (or what is thought to be this type of device), and evacuation of the 

building is the primary responsibility. 

i. Level 1: Low Risk Profile 

ii. Level 2: Medium Risk Profile 

iii. Level 3: High Risk Profile 

• Code Green: Applied to a situation that is returned to a level of normalcy and the danger 

or threat that existed has been abated. 

• Code Orange: Any situation that involves technological hazards and severe weather 

conditions that pose a potential risk to life, health, or property. 

• Shelter in Place: Any situation that would potentially be more dangerous to evacuate than 

it would be to stay where you are. Students are under the leadership/supervision of the school 

staff and parents should not come to the school and they cannot pick up their children. 

IV. Applicability 

This plan is applicable for all occupants of University Prep. 

V. Occupant Responsibilities 

Prior to evacuation all occupants shall: 

1. Familiarize themselves with the location of fire extinguishers and fire alarm manual pull 

stations. 

2. Know the location of the exits. 

3. Recognize the sound of the fire alarm. 

4. Proceed directly to the designated exit whenever the fire alarm is hear. 

What to do if you discover a fire: 

1. Stay calm, crawl low in smoke, since the air is easier to breathe near the floor. 

2. If trapped in a room: 


a. Close all doors between you and the smoke. 

b. Seal the cracks around the doors and vents. 

c. Signal at the window to rescue personnel. 

d. If there is a phone in the room, give the Fire Department your exact location, even if 

they are on the scene. 

VI. Fire Drill Procedures 

University Prep has monthly drills to practice safe, speedy, and calm evacuations of the building 

in the case of an emergency. If you are in the building at the time of an emergency, please follow 

our fire Emergency procedure detailed below. 

VII. Fire Emergency Procedures. 

A. Fire Reporting Procedures 

In the event of a fire emergency, faculty and all other personnel are expected to activate the 

building fire alarm system if they discover fire and/or smoke. The fire alarms in the hallway and 

rooms continuously ring to indicate an alarm. Evacuation should continue even if the bells cease. 

ALL OCCUPANTS MUST EVACUATE UPON INITIATION OF THE FIRE ALARM 

BELLS. Re-entry in to the building will only be allowed after the evacuation is complete. 

Evacuation of the school should begin immediately when an alarm sounds. In addition, 

designated persons may initiate evacuation in response to other emergency situations. 

If the fire alarm is not operable, such as in the event of an explosion or gas leak, the office staff 

will be deployed to all areas of the building to evacuate students, faculty and staff. 

B. Evacuation Procedures 

1. Follow the Exit plan posted at the door of each classroom. 

2. Students need to LISTEN to the teacher and/or the adults that are giving directions. 

3. Exit your room quietly and orderly and exit the building through your designated exits. 

4. Once outside, proceed to the parking lot or designated location away from the building. 

5. Line up with your class (with whom you exited) and stand quietly while all individuals are 

accounted for. 

6. Remain in the designated assembly area until ALL CLEAR signal is issued. 

7. If necessary, students will be escorted to [to be inserted] 

Teachers are responsible for making sure all students in their class evacuate the building in an 

orderly and quiet fashion. Administrators are responsible for ensuring that all offices and 

restrooms are cleared. Once the fire department arrives, the fire official in charge will assume 

command. 

C. Re-entry Procedure 

Once the emergency situation has been mitigated, an “ALL CLEAR” will be issued by the 

Principal and students and staff may return to the building. Students need to return to the 

building in a silent single file line under the supervision of their teacher and should return to the 

classroom they were in prior to the fire emergency. 


APPENDIX OO 

Sample Parent/Guardian Survey 


Dear Parent/Guardian: 

UNIVERSITY PREPARATORY SCHOOL 22 

2011-2012 Parent/Guardian Survey 

University Prep operates with the mission to educate every child for college. We remain grateful 

for your support in this effort. In order to be able to provide the best education to your child, we 

need your feedback. Please complete this survey and return to your child’s teacher. 

In partnership, 

University Prep Staff 

Satisfied 

Very 

I. How satisfied have you been with the following 

aspects of University Preparatory School? 

a Academic standards and expectations for students □ □ □ □ □ □ 

b Classroom management and student behavior □ □ □ □ □ □ 

c Quality of the school’s administration □ □ □ □ □ □ 

d Quality of the teachers □ □ □ □ □ □ 

e Quality of the instruction □ □ □ □ □ □ 

f Level of individualized support for students □ □ □ □ □ □ 

g Expectations of parents/guardians □ □ □ □ □ □ 

h Level of communication with parents/guardians □ □ □ □ □ □ 

i Level of parental/guardian involvement □ □ □ □ □ □ 

j School safety □ □ □ □ □ □ 

k School hours □ □ □ □ □ □ 

l School calendar □ □ □ □ □ □ 

m Nutrition (breakfast, lunch) □ □ □ □ □ □ 

n School building □ □ □ □ □ □ 

o Level of your child's engagement in school □ □ □ □ □ □ 

p Your child's overall progress at University Prep □ □ □ □ □ □ 

q Overall program at University Prep □ □ □ □ □ □ 

III. Why did you choose to send your child to University Prep (please check all that apply) 


Satisfied 

Neutral 

Dissatisfied 

Very dissatisfied 

Does Not Apply 

(i.e. no answer) 

Higher academic standards □ University Prep has stricter discipline □ 

22 We thank Equitas Academy for sharing this sample parent survey.

Small size of school and/or classes □ Child was doing poorly at old school □ 

Better teachers □ More attention to special needs □ 

University Prep is a safer school □ Location of the school □ 

IV. Please list three strengths of University Prep. 

1. 

2. 

3. 

V. Please list three areas in which University Prep can improve. 

1. 

2. 

3. 

VI. Please provide any other comments, feedback or information. 

Thank you for your feedback! 


APPENDIX PP 

Additional DPS Question Regarding the 2010 Denver Plan 


Additional Question from DPS – 2010 Denver Plan 

Please describe your school’s plans for recruiting and retaining a diverse staff of talented educators who 

can excel in a multicultural environment, demonstrate cultural proficiency, and meet the needs of 

Denver’s diverse student population. 

As part of the Denver solution, University Prep not only sees itself as a contributing member in the 

larger scale effort to meet the five ambitious goals outlined in the 2009 Denver Plan 23 , but as a 

contributing member in the diversity initiatives outlined in the recently approved 2010 update. 

With an anticipated student population comprised of 95 % students of color, 70 % of whom we 

project will be Hispanic and nearly 40 % of whom will most likely be English Language Learners, 

there is no question that our students need high quality teachers who reflect their diversity and 

who can educate them to high levels, starting in Kindergarten. 

Setting the tone for our future work in this area of “recruiting and retaining high quality teacher 

candidates who more closely reflect the diversity of DPS’ student population,” 24 University Prep has 

recruited and retained a Board of Trustees who truly symbolize the diversity of our city and 

particularly, of the Near Northeast. With three first generation, Latino College graduates, an African 

American woman from the community, multiple immigrants to our country, and a variety of 

socioeconomic levels all sitting at the same table, University Prep demonstrates what is possible 

when a group of individuals come together to form a collective all driving towards one mission. 

We will carry this same mentality that has laid the foundation of our organization into our 

recruitment efforts. As a newly proposed school we are in the unique and highly beneficial position 

of having nearly a year to search the country for the best seven teaching candidates available prior 

to opening our doors. 25 As Superintendent Boasberg mentioned in his remarks during the recent 

board meeting in which the 2010 Denver Plan was presented, we are going to have to reach 

outside of Denver if we are truly going to ensure that we are providing all of our children with 

instruction from a diverse, culturally competent teaching staff. We view our founding as a once‐in‐ 

a‐lifetime opportunity to join a team that believes college starts in kindergarten and that the 

achievement gap between low and high income children can be eliminated very early in school. 

Individuals across our country with an entrepreneurial spirit, a commitment to serving 

disadvantaged youth, and an uncompromising work ethic will find a home at University Prep that is 

not offered many other places. A 19 day summer institute, 11 days of professional development 

during the year, 6.5 % greater pay and money set aside to ensure you get to see the highest 

performing schools in our nation upon which we are designed will all be elements of our school 

that draw a national pool of talent. However, none will be used more effectively to bring a diverse 

staff from around our country than the opportunity to join the founding team of a “game‐changing 

school” – a results‐oriented work environment in which nothing matters more than the 

achievement of our children. 

23 

The plan establishes five measurable, accountable goals: dramatically improve student achievement; close our existing achievement gaps; improve 

our high school graduation rates; prepare students for post‐secondary success; and continue to increase enrollment in Denver Public Schools. 

24 

Excerpt form the 2010 Denver Plan 

25 st st 

Year 1 of operations included 2 Kindergarten Teachers, 1 Kindergarten Literacy Teacher, 2 1 Grade Teachers, 1 1 Grade Literacy Teacher, and a .5 

Student Advancement Teacher. 


In more concrete terms, University Prep will access any and all effective pipelines in scouting talent. 

Resources such as Teach For America, the CO League of Charter Schools, The Denver Teaching 

Fellowship, Teacher U, Education Pioneers, New Schools for New Leaders and The Boettcher 

Teachers Program all will be examined. To be certain that we are pro‐actively planning for the 

recruitment of staff members representing racial and ethnic minorities, the Lead Founder has met 

with Director Alex Sanchez of the DPS Multicultural Outreach Office to learn best practices and 

avenues for recruiting diverse talent. Working with other individuals, such as Erika Reyes, Director 

of Marketing and Communication for the Denver Hispanic Chamber of Commerce, Camila Lara, 

Executive Director of the Circle of Latina Leadership and Dr. Eric Lee, Executive Director of the 

Colorado Black Chamber of Commerce, we are exploring non‐traditional means for finding 

individuals who best fit our school model and bring a diverse background. Moving forward, we will 

continue to consult practitioners and experts who have a clear sense of the school we are 

establishing and, in turn, talent who align with our philosophy and are representative of the 

community. 

As Alex Sanchez stated in one of our meetings, recruiting a diverse board and/or diverse teaching 

staff may take three times as much resources and three times as much work. 26 University Prep is 

ready to allocate the resources, and more importantly, ready and willing to do the work. 

26 Meeting with Mr. Sanchez on December 11, 2009. 


APPENDIX QQ 

Building Excellent Schools relationship with Walton Family Foundation 



APPENDIX RR 

CDE - Teaching Reading to ELL Students: Information & Resources 






APPENDIX SS 

Building Excellent Schools Fellowship 


Lead Founder David Singer is a current Fellow with Building Excellent Schools. The Fellowship is a highlyselective, 

year-long, full-time training program in designing and leading a high-performing urban charter 

school. Over the course of a rigorous 12-month period, Building Excellent Schools trains, mentors, and 

supports Fellows to build excellent public charter schools in territories around the country. The Fellowship 

roots participants in best practices for organizational development, instructional design, charter authorization, 

and leadership. Through a residency in a high-quality 27 urban charter school, ongoing evaluation and 

consultation, as well as training sessions specifically focused on school leadership, fellows are prepared to 

begin the work of running successful schools. 

Building Excellent Schools believes that the academic performance of students is the only acceptable way of 

measuring the success of a school and that all decisions should be made with this outcome in mind. School 

safety is critical; parent satisfaction is important; sports are exciting; yet none of these are the hallmarks of 

excellent education. Building Excellent Schools believes that student performance is the most important 

component of a school and, as a result, works with individuals, groups, and communities who share those 

same core values and beliefs. These beliefs reflect the commitment to building high-performing public charter 

schools that set high expectations for student achievement, and that are prepared to do whatever is necessary 

in order to ensure that these measurable outcomes are achieved. 

Below is a summary of the topics addressed during the course of the Fellowship: 

Educational Purpose 

Mission 

Teaching 

Learning Theory 

Child Development 

Purpose of Education 

Outreach and Public Relations 

Parent Involvement 

Community Involvement 

Recruitment and Enrollment 

Charter School History 

Needs Assessment 

No Child Left Behind 

Community Asset Mapping 

History of Education Reform 

School Culture 

Supervision 

School Growth 

Use of Time 


Org. Development 

Student Discipline 

Code of Conduct 

Fiscal Management 

Banking 

Fundraising 

Grant Writing 

Establishing a Non-Profit 

Budgeting/Financial Planning 

Internal Financial Controls 

Assessment 

Assessment Tools and Systems 

Accountability 

Performance Standards 

Infrastructure and Facility 


Facility Financing 

Food and Nutrition/Health 

Communication Systems 

Planning and Renewal 

Action Planning 

Charter Renewal 

Strategic Planning 

Accountability Plan 

Human Resources 

Retention 

Recruitment 

Compensation 

Personnel Policies 

Hiring and Promotion 

Performance Evaluations 

Data and Technology 

Data Collection and Analysis 

Technology in Schools 

Management and Technology 

Curriculum 

Curriculum Design 


English Language Learners 

Below Grade Level 

At-Risk 

Ongoing Training 

Residency 

School Visits 

Board Retreats 

Teacher Professional 

Development 

Community Development 

27 

High-quality defined by high-performing. The schools where fellows are placed in a residency, on average, achieve 

student proficiency rates above 80%. 


APPENDIX SS (continued) 

Building Excellent Schools Follow-on Support 


Introduction 

The BES Fellowship has proven to be an effective training ground for charter school founders and leaders. With the success 

of a charter awarded, Fellows quickly encounter the challenges inherent in the start‐up phase of all charter schools: staff 

recruitment, student enrollment, facility acquisition, governance development, leadership development, financial planning, 

operational implementation, staff training, instructional planning and more. To address these challenges, BES is pleased to 

offer Follow‐On Support to Fellows. 

Follow‐On Support assists Fellows through the early years of founding a charter school – a sequence of events that (1) 

brings on the initial staff and inaugural class, (2) sees the Founding Board transition into a Governing Board, and (3) has the 

approved charter school in its first home ready to execute on its mission. The result of targeted support is a greater number 

of high‐performing BES Schools and therefore increased success for Fellows and the mission of BES. 

The goal of Follow‐On Support is to provide a combination of proactive guidance and responsive support that helps Fellows 

conquer the inevitable roadblocks encountered when opening a successful charter school. The mission remains the same: 

to ensure that Fellows are able to lead results‐focused, mission‐driven, high‐achieving urban charter schools. 

Support Offered 

Educational Support 

• Site visit and report to include culture, operations, and instructional evaluation* 

• Staff orientation planning consultation 

• Training and direct professional development of second leader 

• Review of curricular choices and guidance through standards writing process 

• Data and assessments systems consultation 

• Student orientation planning consultation 

• Review of school‐wide procedures and student systems 

• Family orientation planning consultation 

• Review of professional development goals for all staff 

• Review of major assessments and other assessment systems 

• Academic data systems consultation 

• Instructional rigor review: syllabus and lesson plan analysis 

• Guided feedback to teachers on lesson plans and daily learning objectives 

• Professional development sessions for staff on culture and instruction* 

• Student discipline and parent relation concerns 

Hiring Support 

• Resume screening with Fellow 

• Annual review and training of hiring process and protocols including: recruiting strategies and 

sources, fringe benefits, contracts, marketing, financial impact of hires 

• Phone screens and interviews for administrative and teacher hires 

• In‐person interviews for instructional leader and other major hires* 

• Consultation of selection process including interview questions and application steps 


*Travel typically involved 

• Analysis of past hires 

• Staff referrals 

Governance Support 

• Strategic Planning Retreat* 

• Board of Trustees Transition Retreat* 

• Board manual consultation 

• Conference calls with members of the board regarding specific policy 

• Assistance with governance/management issues involving trustees 

Business, Operational and Management Support 

• Document review and consultation: student and family handbook, employee manual 

• Functional audit visit and report including review and consultation of IT systems, student 

information systems, family and staff communication 

• Student recruitment planning consultation 

• On‐the‐ground assistance with student recruitment campaign* 

• Financial management systems consultation 

• End‐of‐year evaluation and goal‐setting retreat with school leadership team* 

• Family and staff communication systems consultation 

• Student information systems consultation 

• Lease negotiation assistance 

• Financial auditing 

• Site visit for student lottery* 

• Guidance through staff management concerns 

• Crisis management 


Attendance at BES Fellowship Trainings and Weekend Warrior Series 

All Fellows are welcome to attend any Fellowship trainings at no cost. Fellows participating in Follow‐On Support may also 

bring one additional staff member to Fellowship trainings at no extra cost. 

Participation in Follow‐On Support also comes with access to the Weekend Warrior Series. Offered five times a year, the 

Weekend Warriors Series consists of 3‐day training weekends. Key instructional leadership topics include: teacher 

development and observation; leadership communication; standards and assessment creation; effective lesson planning 

and execution; data analysis; leadership, management and evaluation of adults; and other key topics. 

A typical 3‐day weekend begins with observation and analysis of an excellent school on Friday, followed by two days of 

practitioner‐based trainings on Saturday and Sunday. In addition to the robust training offered by Building Excellent Schools 

Fellowship staff, participants benefit from the interaction with other school leaders and the strong focus on practical tools 

that can be implemented immediately. 

BES Fellowship Trainings 

(Per Day) 

Weekend Warrior Series 

(Per Weekend) 

Cost Schedule for Fellowship Trainings and Weekend Warrior Series 

Fellows Participating in 

Follow‐On Support 

Fellow and 1 staff member 

attend cost‐free 

Fellow and 1 staff member attend 

cost‐free** — additional attendees 

reduced to $500 

**A participant fee of $100 per weekend will be assessed to cover the cost of meals and materials. 

Weekend Warrior Series dates and proposed topics for the 2009‐2010 year appear below: 

Date Topics 

Friday, October 23 – Sunday, October 25 Managing and Leading Adults 

Friday, December 4 – Sunday, December 6 Teacher Feedback – Formal and Informal 

Fellows not participating in 

Follow‐On Support 

Fellows attend cost‐free, 

additional staff $500 

Fellows or staff $850 

Friday, February 5 – Sunday, February 6 Teacher Recruitment and Selection, Difficult Conversations 

Friday, April 2 – Sunday, April 4 Curriculum and Instruction 

Tuesday, July 13 – Thursday, July 15 Curricular Planning, Family, Student and Parent Orientations, Governance 

Occurs mid‐week and incorporates 1‐day governance workshop to include 

Board Chairs. 


Follow‐On Support Over Three Years 

In the planning year and first year of school operation, Fellows receive up to 125 hours of support from the Fellowship 

Team each plan year for an annual fee of $15,000. In the second year of school operation, Fellows receive up to 80 hours of 

support from the Fellowship Team for an annual fee of $10,000. 

Travel Time 

For all support requiring travel, the BES School is required to pay for all related travel expenses including transportation, 

lodging and other incurred expenses. However, schools will not be billed for travel time. 

Coordination of Support 

Justin Fong serves as the primary contact and coordinator for all Follow‐On Support, though Fellows should feel free to 

contact any member of the Fellowship Team directly for any matter. 

Additional Support Beyond Support Agreement 

Should a Fellow exhaust the entirety of support in the agreement, additional support may be purchased under a new 

agreement. The terms of such an agreement will be negotiated at that time. 


Building Excellent Schools 

Follow‐On Support Letter of Agreement 

Plan Year ending August 31, 2010 

The two parties, University Prep and Building Excellent Schools, agree to the terms of Follow‐On Support as outlined in 

pages 1‐4 of this document. 

Directions: Please fax electronic copy of signed letter of agreement to Building Excellent Schools, Attention: Justin Fong. 

Fax No: 617 227 4551 

For University Prep ‐ Denver, CO 

_________________________________ 

David I. Singer, Lead Founder 

_________________________________ 

Date 


APPENDIX CCC 

APPENDIX TT 

University Prep – Summer Institute – Sample Week 


UNIVERSITY PREP - A Sample Week from the 19 Day Summer Institute 

(Special thanks to North Star Elementary for providing a base upon which University 

Prep's Summer Institute is being designed) 

Week 1 Schedule 

Monday Tuesday Wednesday Thursday Friday 

8:00 

AM 

8:15 

AM 

8:30 

AM 

8:45 

AM 

9:00 

AM 

9:15 

AM 

9:30 

AM 

9:45 

AM 

10:00 

AM 

10:15 

AM 

10:30 

AM 

10:45 

AM 

11:00 

AM 

11:15 

AM 

Travel time 

9:00-9:30 

University Prep 101 

Team Building 

10:00-11:30 

Mission/Vision/ 

History, Goals and 

Priorities 

Singer 

Check-in/Energizer/ 

Feedback 

8:15-9:45 

BHAGs and Investing 

your students in 

BHAGs 

Singer 

Break 

9:30-11:00 

Great Aims 

DCI 

11:00-12:15 

Exit Slips/Tracking 

Aims 

DCI 


Feedback 

8:15-9:30 

Modeled, Guided and 

Independent 

Singer and DCI 

9:45-10:45 

ELL Part 1 Specialist 

Break 

11:00-12:00 

ELL Part II Specialist 


Feedback 

8:15-9:45 

Rigor 

Singer 

Break 

10:00-11:30 

ELL Part III 

Specialist 



Feedback 

8:15-10:15 

School and Classroom 

Culture Part II 

Singer 

Break 

10:30-12:30 

Student Engagement 

Singer and DCI

11:30 

AM 

11:45 

AM 

12:00 

PM 

12:15 

PM 

12:30 

PM 

12:45 

PM 

1:00 

PM 

1:15 

PM 

1:30 

PM 

1:45 

PM 

2:00 

PM 

2:15 

PM 

2:30 

PM 

2:45 

PM 

3:00 

PM 

3:15 

PM 

3:30 

PM 

3:45 

PM 

11:45-12:15 

Core Values 


12:15-1:00 

Lunch/Team 

Building 

1:00-2:15 

U-Prep CULTURE 101 


12:15-1:00 

Lunch 

Break Break 

2:45-3:50 

Curriculum Overview 

DCI 

1:00-2:30 

Curriculum Break-Out 

# 2: 

K - 1 Math 

Welcome to a national 

movement- Where 

does University Prep fit 

in with closing the 

achievement gap? 

Singer 

12:00-12:45 

Lunch 

12:30-1:30 

The Lesson Plan 

DCI 

1:30-4:30 

School and Classroom 

Culture Part I 

Singer 

11:30-12:15 

Lunch 

12:15-1:45 


The RtI Model Part I 

DCI and Singer 

Break 

2:00-3:30 


The RtI Model Part I 

DCI and Singer 

Team Building 

Excercise 

3:45-4:30 

The J-Factor 

Si 


12:30-1:15 

Lunch 

1:15-2:45 

K - 1 Literacy - Diving 

Deeper DCI 

Break 

3:00-4:30 

Parent Engagement 

Singer and Office Manager

4:00 

PM 

4:15 

PM 

4:30 

PM 

4:45 

PM 

4:00-4:20 

Laptop Distribution 

4:00-5:00: Curriculum 

Oveview Break-Out # 

1: 

ak‐Out # 1: 

K ‐ 1 Literacy Singer and 

DCI 

Benefits 

Singer 

4:30-4:45: 

Parking lot/wrap-up 

4:30-4:45 

Wrap-up and parking 

lot 

Singer 


4:30-4:45 

Wrap-up and parking lot

APPENDIX UU 

Performance of 5 Schools University Prep upon which University Prep is modeled 


Name of School Demographics Results 

Excel Academy 


East Boston, MA 

Grades 5 – 8 

210 students 

West Denver 

Preparatory 


Denver, CO 

Grades 6 – 8 

300 students 

Leadership 

Preparatory 


Brooklyn, NY 


(currently K – 4) 

337 students 

Elm City College 

Preparatory 

Elementary School 

New Haven, CT 



265 students 

North Star 

Elementary School 

Newark, NJ 



243 student 

70% Latino 

67 % Free or Reduced Lunch, 51 

% come from homes where 

English is a second language 20% 

of student have an IEP 

90 % Latino, 

93 % Free or Reduced Lunch 

33 % ELL 

10 % Special Education 

92 % African-American, 8 % 

Latino, 


99 % Latino or African American 


85 % African American 

15 % Latino 


90 % Parents did no graduate from 

college 

- 95 % Advance/Proficient on English MCAS exam 

- 85 % Advanced/Proficient on math MCAS exam 

- 8 th graders ranked number one in the state in English 

with 100 % of our student rated as 

Advanced/Proficient. 

- 2 nd of all 140 middle schools in DPS on School 

Performance Framework. 

- “Distinguished” on DPS Performance Framework 

- Demonstrated highest academic growth of students 

at any Denver middle school for 3rd consecutive year, 

with median growth percentiles of 90 in Math, 85 in 

Writing, and 66 in Reading. 

Results on the New York State Exam in 3 rd Grade. 

- 89 % Advanced / Proficient in English Language 

Arts 

- 100 % Advanced / Proficient in Math 

Results on Terra Nova in Kindergarten (% at or above 

grade level) 

- 98 % - Reading - 97 % - Language 

- 99 % - Math 

- 87 % of students at or above Proficiency in Reading, 

Writing and Math on the Connecticut Mastery Test 

- Elm City College Preparatory Elementary 4 th graders 

outperformed their peers in Bridgeport, Hartford and 

New Haven in math, reading and writing proficiency 

by double-digit margins and surpassed the state 

proficiency average by six percentage points. 

100% of students in both the 1st grade class and the 

Kindergarten class scored at or above grade level on 

the Terra Nova exam. 


APPENDIX VV 

SUPPLEMENTAL PROGRAMMING 


Organization Type of Programming Provided Cost Associated 

CU Boulder 

Science Discovery 

Barbara Monday 

Class Program 

Director 

Youth 

Development 

Outdoor 

Collaborative: 

(Big City 

Mountaineers, 

cityWILD, SOS 

Outreach and 

Wonderful Outdoor 

World) 

Rasheeda Grant 

Collaboration 

Coordinator – 

YDOC 

Museo de las 

Americas 

Maruca Salazar 

Director 

Dream Big Day 

Camp 

George Stein 

Co-Director 

Science Discovery offers a wide variety of classes for 

ages 4-16. Math, science and technology are taught 

with hands-on activities that are fun and informative. 

Teachers utilize university and community resources to 

produce a stimulating environment, both indoors and 

out, and a variety of field experiences. New classes are 

offered each summer. Our classes support the Colorado 

Science Standards. 

The Youth Development Outdoor Collaborative 

(YDOC) is a partnership of sports-based youth 

development organizations with expertise in program 

implementation and recruitment of underserved and 

underprivileged youth populations in Colorado. These 

programs have operated, successfully and 

autonomously, for a number of years engaging youth, 

who may not otherwise have these opportunities, in 

meaningful social development. Using the medium of 

outdoor recreation, environmental stewardship, and 

leadership training these organizations have 

successfully served, mentored and supported youth in 

their primary and secondary learning life. 

The Museo de las Americas educates our community 

about the diversity of Latino Americano art and culture 

from ancient to contemporary through innovative 

exhibitions and programs. The Museo plays an 

important role in building pride in the Latino 

community's heritage and promoting understanding 

among cultures. Other history and art museums in 

Denver cannot focus on one segment of the community 

in a sustained or comprehensive manner. The Museo 

was organized to fill this important niche. 

Dram Big Day Camp encourages personal growth in 

each child by providing an excellent program 

facilitated by nurturing and highly trained staff. 

Anchored in this safe and supportive community, each 

camper has fun, acquires new skills, feels valued for 

who they are and develop a sense of belonging. 

Negotiating a series of free programs 

for the summer months on the CU 

Boulder campus that would be 

available to all University Prep students 

See accompanying letter of support 

Negotiating minimum fee - programs 

for the summer months as well as 

during our PD sessions one Monday 

every six weeks (specific purpose to 

provide families with an opportunity to 

have their students engage in 

meaningful activities on a day when 

they wouldn’t normally have to be 

responsible for them) 


Negotiating a minimum fee - Programs 

for the summer months as well as 

during PD sessions one Monday every 

six weeks, and after school (specific 

purpose to provide families with an 

opportunity to have their students 

engage in meaningful activities on a 

day when they wouldn’t normally have 

to be responsible for them) 

Negotiating a free, one-week Dream 

Big Day Camp experience in Denver 

for the summer months – available to 

all University Prep students. 



APPENDIX WW 

Mild, Moderate, Severe and Zero-Tolerance Behaviors and Consequences 


Level one Offenses 

Mild Student Misbehavior 

Level One Consequences 

Failure to comply with school expectations; Incomplete Verbal warning/student conference; Change of color on 

or late homework; Inattentive or calling out in class; behavior chart; Parent contact; Note home to parents to be 

Dress code violation; Unexcused absences/unexcused or signed and returned; Detention; Time out/loss of privileges/loss 

excessive tardiness; Having unauthorized food, gum, of recess; Conduct grade will be lowered; Having electronic 

etc.; Littering; Loud or inappropriate behavior in device or other distracting materials confiscated for the rest of 

hallways; Having headphones on or having cell phones year or until parents or guardians come to school to retrieve it; 

or electronic devices visible on school grounds; Play Missing school trips or activities; Mandatory meeting with 

fighting/rough touching (regardless of non-aggressive parents or guardians before student can return to class (during 

intent) 

which time the school will provide alternative instruction) 

Level Two Offense 

Moderate Student Misbehavior 

Level Two Consequences 

Repeating Level 1 infractions; Cheating/ plagiarism/ 

forgery; Offensive behavior/profanity or obscene 

language toward peers (for K-1 students); Possession of 

obscene materials; Unauthorized or inappropriate use of 

the Internet, computers, or software; Gambling; Theft 

(for K-2 students); Damaging or destroying school 

supplies/property (for students in K – 2 nd Student conference and parent contract; Time out/loss of 

privileges/loss of recess and parent contacted; Parent-student 

conference; Detention; Lowering of grade/assignment of failing 

grade and parent contact (for cheating/plagiarism/forgery); 

Mandatory meeting with parents or guardians before student can 

return to class (during which time the school will provide 

); Disrespectful 

language/behavior towards peers 

alternative instruction); Conduct grade will be lowered 

Level Three Offenses 

Severe Student Misbehavior 

Level Three Consequences 

Continued Level 1 or 2 misbehaviors; Fighting/violent Disciplinary office referral and administrative parent contact; 

behavior; Threatening peers (for grades 3-5); Bullying Conduct grade will be lowered; Administrative consequences 

and harassment of peers; Disrespectful/Defiant behavior include, but will not be limited to: Parent/Student Conference; 

towards school personnel; Theft (for grades 3-5); Behavior contracting; In-school suspension; Out-of-school 

Damaging or destroying school supplies/property (for 

grades 3-5); Offensive behavior/use of profanity or 

obscene language toward peers (for grades 2-5) 

suspension 

Level Four Offenses 

Zero Tolerance Behavior 

Level Four Consequences 

Fighting/violent behavior resulting in injury or with use 

of weapon; Assault and battery against school member; 

Possession of a weapon or explosive device of any kind; 

Possession, use, or distribution of illegal or unauthorized 

prescription drugs; Sexual behavior in school 28 

Disciplinary office referral and administrative parent contact; 

Administrative consequence; School expulsion (for a maximum 

of one year) 

28 

It should be noted that habitually disruptive behavior is also an expellable offence with proper determination as well as unexpected 

egregious behaviors that can not be anticipated. 


APPENDIX XX 

GRADING POLICY 


Grade Percentage Rubric Definition 

A 90 – 100 4 

Student earning an A or 4 in a course is consistently demonstrating 

advanced levels of mastery with the content standards. 

B 80 – 89 3 

Student earning a B or 3 in a course is consistently demonstrating 

proficiency of the content standards. 

C 70 – 79 2 

Student earning a C or a 2 in a course is consistently demonstrating basic 

competency of the content standards. 

D 60 – 69 1 

Student earning less than 70% in a course has not demonstrated a basic 

level of mastery with the content standards. 


APPENDIX YY 

PROJECTED INSURANCE COSTS 







APPENDIX ZZ 

ACCOUNTABILITY PLAN IN DPS TEMPLATE 


DPS School Performance 

Framework Indicators 

Student Growth Over Time Toward 

State Standards, including the following 

measures: 

• CSAP and other assessments 

chosen, including assessments in 

compliance with the Colorado 

Basic Literacy Act 

Student Achievement Level/Status, 

including the following measures: 

• CSAP and other assessments 

chosen, including assessments in 

compliance with the Colorado 

Basic Literacy Act 

• Adequate Yearly Progress (AYP) 

• Achievement gaps (FRL, ELL, 

Special Education, and ethnic 

subgroups) 

University Prep Annual Achievement Goals and 

Measures 

Academic Performance & Success 

Goal 1: Students grow academically in reading, writing, and 

math at a rate that ensures they are at or above grade level by 

3rd grade, and stay at or above grade level through 5th grade. 

• Measure (a): In a cohort analysis of longitudinal growth, on 

average, students will show an average growth of 6 percentiles 

per year in core subjects of reading, writing and math on 

Stanford 10, until the cohort average reaches the 75 th 

percentile. 

• Measure (b): All ethnic and racial subgroups, FRL students, 

ELL students, and Special Education students, will average 

the same annual percentile growth as the average University 

Prep student based on results of the Stanford 10, a nationally 

norm-referenced assessment. 

• Measure (c): Based on DRA 2 assessment given in 

September and May, on average, K-2 students will 

demonstrate 1.5 years of growth in reading comprehension 

and decoding. 

Goal 2: Students meet or exceed state standards for mastery in 

reading, writing, and math. 

• Measure (a): 75% of students who attend for two or more 

years will score Proficient/Advanced on CSAP Reading test in 

3rd grade. Percentage of Proficient/Advanced students will 

increase, on average, by 5% for grades 4 and 5. 

• Measure (b): Percentage of students who attend for two or 

more years who attain CSAP Reading score of 

Proficient/Advanced in 3rd, 4th, and 5th grades, will exceed 

the average percentage for Denver Public Schools District 1 

by at least 15%. 

• Measure (c): 75% of students who attend for two or more 

years will score Proficient/Advanced on CSAP Writing test in 

3 rd grade. The percentage of Proficient/Advanced students will 

increase, on average, by 5 % for grades 4 and 5. 

• Measure (d): Percentage of students who attend for two or 

more years who attain CSAP Writing score of 




• Measure (e): 75% of students who attend for two or more 

years will score Proficient/Advanced on CSAP Math test in 

3rd grade. Percentage of Proficient/Advanced students will 

increase, on average, by 5% for grades 4 and 5. 

• Measure (f): Percentage of students who attend for two or 

more years who attain CSAP Math score of 




Post-Secondary Readiness (for high 

schools), including the following 

measures: 

• Colorado ACT scores 

• Graduation rate 

• College acceptance rate 

Student Engagement, including the 

following measures: 

• Attendance rate 

• Student satisfaction 

School-Specific Educational Objectives 

(must be based on valid, reliable 

measures) 

School Demand, including the following 

measures: 

• Enrollment rate 

• Re-enrollment rate 

• Continuous enrollment rate 


• Measure (g): Percentage of 5th grade students who have 

attended for all six years, from K-5, and score 

Proficient/Advanced on reading, writing and math CSAP will 

meet or exceed the average percentage of 5th graders in 

Douglas County School District. 

• Measure (h): All student demographic subgroups will make 

Adequate Yearly Progress on state assessments according to 

the standards established by the No Child Left Behind Act. 

Goal 3: We are fully enrolled and demonstrate high levels of 

attendance and student retention. 

• Measure (a): University Prep will average 95% daily 

student attendance each year. 

Organizational & Financial Viability 

Goal 3: We are fully enrolled and demonstrate high levels of 

attendance and student retention. 

• Measure (b): Student enrollment will be at least 100% of the 

projected enrollment described in the charter application 

beginning each year. 

• Measure (c): Waiting list will be minimally equal to 25% of 

the Kindergarten and Grade 1 enrollment during Y1, and 25% 

of Kindergarten enrollment during each subsequent year. 

• Measure (d): 95% of students who begin the school year will 

remain in the school throughout the academic year. 

• Measure (e): 95% of students completing the school year will 

re-enroll the following year. 

Leadership & Governance Quality Goal 4: We demonstrate fiduciary and financial responsibility. 

• Measure (a): Annual budgets demonstrate effective allocation 

of financial resources as measured by balanced budgets 

submitted to DPS. Budget reviewed monthly by Finance 

Committee of the Board. 

• Measure (b): External, annual audit reports demonstrate that 

University Prep meets or exceeds professional accounting 

standards. 


Parent & Community Engagement, 

including the following measures: 

• Parent satisfaction 

• Parent response rate on DPS 

Parent Satisfaction Survey 

School-Specific Organizational 

Objectives 

29 A sample Parent Survey may be found in Appendix OO. 

Goal 5: Parents demonstrate high satisfaction with the 

academic program and the clear, frequent, and open 

communication of University Prep. 29 

• Measure (a): Average parent satisfaction with the academic 

program as measured by an annual survey at the end of the 

school year will exceed 85 %. 

• Measure (b): Average parent satisfaction with clear, frequent 

and open communication of the school, as measured by an 

annual survey at the end of the school year, will exceed 85%.

UNIVERSITY PREPARATORY SCHOOL - Denver Public Schools

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