a quarterly journal for charter school business …€¦ · 2 colorado league of charter schools 3...

A Q U A R T E R L Y J O U R N A L F O R C H A R T E R S C H O O L B U S I N E S S M A N A G E R S | S P R I N G 2 0 1 3 I S S U E

2 www.coloradoleague.org Colorado League of Charter Schools

3 Save the Date - Colorado Charter Schools 20th Anniversary Luncheon & Silent Auction

4 Celebrating 20 Years of Colorado Charter Schools | 1993 – 2013

6 Hire Champions

8 Hiring Mistakes to Avoid

10 Amendment 64 Raises Questions by Employers Regarding Marijuana in the Workplace

11 Charter School Boards as Employers: Recruiting and Supporting a Charter School Leader

12 Employee Onboarding

14 Top Ten Legal Issues Related to Hiring

16 Recruiting and Retaining Special Education Teachers for Charter Schools

18 Technology to Help Find, Hire and Onboard the Best!

CONTENTS

Colorado League of Charter Schools725 S. Broadway, Suite 7

Denver CO 80209Phone 303-989-5356

Fax 303-984-9345Email [email protected]

www.coloradoleague.org

Tiffany KallevikDirector of Member Business Services

Charter Focus Advisory CommitteeThank you to the following individuals for

donating their time and expertise.Diane Borre

The Vanguard SchoolDan Sherrill

Caprock AcademyDina Walton

Rocky Mountain Academy of Evergreen

3Charter Focus | Spring 2013

Colorado Charter Schools20th Anniversary Luncheon & Silent AuctionHosted by the Colorado League of Charter Schools

On June 3, 1993, the Colorado Charter Schools Act was signed into law by Governor Roy Romer.

Join us for a very special celebratory luncheon featuring:

3 Featured Speaker Chester E. Finn, Jr.

3 Charter School Pioneer Awards

3 20th Anniversary Historical Documentary

3 Charter School Memory Lane Display

Monday, June 311:00 aM - Silent auction and Memory Lane open11:30 aM - 1:30 PM - Luncheon ProgramDenver Marriott Tech Center4900 S. Syracuse Street, Denver

Register Today at coloradoleague.org/luncheon

Come celebrate our history and chart our future.


This year marks the 20th anniversary since the

Charter Schools Act was passed in Colorado. It also

represents 20 years since the first two charter schools

opened their doors in our state: Academy Charter

School in Castle Rock, and The Connect School in

Pueblo. Twenty years later, we’re proud to note that

both schools are still providing an excellent education

for hundreds of students!

The Colorado League of Charter Schools (“The

League”) is marking this 20th Anniversary with a

year’s worth of recognitions and celebrations, coupled

with a comprehensive process to develop a vision that

will set the stage for the next 20 years.

This year is about everyone that is or was a

part of Colorado’s charter community. Our 20th

Anniversary Campaign provides opportunities to

participate no matter what role you have played.

Individuals can volunteer, schools can open their

doors for campus tours, and partner organizations

can contribute donations and help promote events.

There are so many ways to get involved!

The League thanks the supporters who have

already committed financial contributions to this

campaign, including: The Daniels Fund, Donnell-

Kay Foundation, The Foundation for Educational

Excellence, Jared Polis Foundation, and The Walton

Family Foundation.

For more information on how to get involved, please

contact Stacy Rader, Director of Communications

at the Colorado League of Charter Schools at

[email protected].

20TH ANNIVERSARY EVENTSPlease mark your calendar for the following 20th

Anniversary themed events.

Colorado Charter Schools Rally

Thursday, April 11

11:30 AM – 1:00 PM

Colorado State Capitol, West Steps, Denver

Join hundreds of charter school students, parents,

teachers, principals and other supporters at the 2013

Colorado Charter Schools Rally. Be inspired by state

legislators who support choice and innovation in

education. Also, cheer on your fellow charter schools

as they perform on stage! This year’s rally is our

chance to show the state’s current elected officials the

“face” of the 20th wave of Colorado’s charter schools

students, and thank those responsible for passing the

Colorado Charter Schools Act back in 1993. We want

to have as many charter school students as possible

at the Capitol on April 11. A limited number of travel

subsidies are available.

The Colorado Charter Schools Rally is also a

great educational opportunity where students of all

ages will be able to learn more about advocacy and

our state’s legislative process.

Information: www.coloradoleague.org/charterweek

Celebratory Luncheon and Silent Auction

A Celebration of the 20th Anniversary of Colorado Charter

Schools

Monday, June 3

11:30 AM - 1:30 PM

Denver Marriott Tech Center, 4900 S. Syracuse Street,

Denver

On June 3, 1993, the Colorado Charter Schools

Act was signed by Governor Roy Romer. Join us

for a very special celebratory luncheon featuring a

silent auction, special guest speakers, Charter School

Pioneer Awards, a 20th Anniversary historical docu-

mentary, and more. Schools will have the opportunity

to display artifacts representing their school’s history,

such as photos, awards, media articles, and more.

More information coming soon. Questions? Email

[email protected].

Chipping for Charters Golf Tournament and Dinner

Thursday, September 19

Golf: 1:30 PM | Dinner: 6:00 PM

Heritage Eagle Bend Golf Club, 23155 E. Heritage

Pkwy., Aurora

Join Colorado charter school and community

leaders for the 4th Annual Chipping for Charters Golf

Tournament and Dinner. All proceeds will go to the

Colorado League of Charter Schools’ Advocacy Fund

which provides charter schools with legal and other

types of advocacy support. By joining this cause, you

are helping ensure that these types of expenses never

have to come out of a charter school’s educational or

classroom budget.

Information: www.coloradoleague.org/golf

20TH ANNIVERSARY ACTIVITIES

We hope we can count on your support and

involvement in the League’s 20th Anniversary cam-

paign. Stay tuned for more information about each of

the following activities.

f Polling of hundreds of Colorado opinion leaders

to assess their understanding of, and support for

charter schools.

f Organizing charter school tours across the state

for hundreds of Colorado opinion leaders.

f Recruiting volunteers to assist with the execu-

tion of our 20th Anniversary activities.

f Producing a 20th Anniversary historical

documentary and premiering it at the June 3rd

Luncheon and Silent Auction Event.

f Spotlighting Charter School Pioneers with recog-

nition and awards during the June 3rd Luncheon

Event.

f Welcoming charter school community input as

we develop the vision for the next 20 years of

charter schools in Colorado.

Thank you for your continued support of

Colorado’s charter schools. We look forward to

celebrating the past 20 years, and looking ahead as we

chart our future.

Stacy Rader is the Director of Communications at the Colorado

League of Charter Schools. www.coloradoleague.org.

CELEBRATING

By Stacy Rader

20 YEARS OF COLORADO CHARTER SCHOOLS | 1993 – 2013 Celebrating Our History. Charting Our Future.


CO

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INU

ED

FR

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PA

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5

My favorite comment from our most recent staff engagement survey was this: “Sometimes it scares me how committed my colleagues are to quality work.” While tongue-in-cheek, this comment speaks to the caliber and commitment of our team which inspires all of us to strive harder.

HIRE CHAMPIONS

to show their “rockalicious-ness” on a

regular basis. While our team is often

goofing around, our staff’s proudest

prank happened when they told me to

dress in all red for our performance at

the Winter Dance Recital, while they

all showed up in black.

The second core competency

we search for is innovative, strategic

thinking. As educators, we are con-

stantly making decisions that impact

our scholars’ success. Our ability to

clearly pinpoint problems, develop and

analyze innovative solutions, and be

disciplined in testing our assumptions,

will define our success.

Finally, we look for people who

are never satisfied with the status quo.

We attract those who are constantly

seeking out opportunities to drive

their improvement and who thrive in a

culture of constant feedback, because

that’s how we will meet our collective

mission.

PROCESS Assessing these core competen-

cies requires going on a shared journey

of discovery. Our process is long and

time-consuming, but well worth it!

We want to be 110% sure that a candi-

date is the best fit for the organization,

and we only want candidates who are

Without a doubt, the most

important thing I will

do this year is hire our

teachers, leaders and

support staff. The decisions we make

about hiring will determine whether

we meet our bold mission of closing

the opportunity gap in public educa-

tion that exists between low-income

scholars and their more affluent

peers. We all know that a teacher

is the most important factor in a

child’s education, and a great team of

educators is what defines an excellent

school.

As a new school, we have built

an extremely high-caliber and hard-

working founding team. The mission

to close the opportunity gap is bigger

than any one of us. To accomplish our

mission, we need a team of great people

who believe deeply in the power of

all children to succeed at the highest

levels. When designing our hiring pro-

cess, we thought deeply about the core

competencies necessary to excel in our

environment and the steps necessary to

evaluate them.

CORE COMPETENCIESWe find that the people who excel

the most at Rocky Mountain Prep share

similar core competencies. First, they

believe deeply in our mission of closing

the opportunity gap and hold them-

selves accountable for their scholars’

successes and failures. In doing so, they

are able to influence and invest families

in going above and beyond what is “tra-

ditional” or “expected” to deliver what

their scholars deserve: a phenomenal

education. Beyond a deep resonance

with our mission, we know that this

is incredibly hard work and if we take

ourselves too seriously, we won’t last

long. Our staff members aren’t afraid

110% sure that they want to grow in

their careers with Rocky Mountain

Prep.

Like most organizations, we ana-

lyze resumes and cover letters, looking

for past leadership and achievements.

Beyond that, we also try to understand

what motivates each candidate and

how that has shone through in their

career. We look for times when appli-

cants have tried and failed, knowing

that we learn the most from failure.

After a resume screen, appli-

cants write essays for us where we

ask about past challenges, ways to

build successful culture and what

explains the opportunity gap in public

education. After essays, we conduct

a phone interview and ask candidates

to upload a teaching video for us to

analyze. Successful applicants are

then invited to Rocky Mountain Prep

to do a round of interviews with other

staff and sample lessons in front of our

scholars. During these experiences, we

seek to get as much input as possible

from our team and ensure that the

candidate gets a deep understanding

of our school culture and instructional

approach. One of the most important

parts of the day is an opportunity for

the candidate to receive feedback from

their sample lesson and then imple-

ment it later in the day.

What we’ve found is that working

in a high-performing team is demand-

ing but rewarding. We’ve traditionally

hired about 1-2% of all applicants, and

when people join our team, they know

that they’re working with some of

the best educators in Colorado. And

incredible educators working together

close the opportunity gap.

James Cryan is the founder and Executive Di-

rector of Rocky Mountain Prep. He formerly

worked with Teach for America and received

his MBA in School Leadership from the Uni-

versity of Denver. www.rockymountainprep.org

by James Cryan


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Hiring is an exciting and nerve-wracking time. Employers must be aware that there are many traps that can arise during the hiring process that can have legal consequences. This article outlines the mistakes employers can make during the hiring process. The good news is that most of these mistakes can be remedied with a little time, paperwork and insight from your legal counsel.

1. Misclassifying Non-exempt Employees as Exempt Employees

Before a new employee is hired, the employer must undertake an

analysis to determine whether the position is exempt or non-exempt, i.e.,

whether the position is entitled to overtime under the FLSA. The federal

regulations include detailed descriptions of the job duties that will qualify

as exempt or non-exempt. Indeed, without a position description that

clearly delineates the job duties, it is difficult for an employer to demon-

strate how it came to the conclusion that a position met the qualifications

for being classified as exempt under the FLSA. Both federal and state

governments have increased their audits of employers and are targeting

whether employees have been appropriately classified and are receiving the

overtime payments required by law.

2. Classifying Employees as Independent Contractors

Many employers have classified individuals as independent contractors

without undertaking an analysis of whether the individual meets the legal

qualifications for such classification. Government agencies have taken a keen

interest in this issue in the past few years out of concerns for lost payroll taxes,

lack of workers’ compensation coverage, and lost potential overtime payments

to the individual. One cannot simply “choose” to be an independent contrac-

tor; rather, there are factors that must be considered before someone can

appropriately be classified as an independent contractor, including determin-

ing whether the individual is engaged in substantially similar activities with

other entities. Further, any independent contractor relationship should be

memorialized in a written independent contractor agreement, which must

include specific language delineated in the Colorado statute. For these reasons,

it is important that any independent contractor hired by a school be evaluated

for whether the individual meets the legal requirements for classification as an

independent contractor.

HIRING MISTAKES TO AVOID By Michelle B. Ferguson


3. Asking Inappropriate Questions on the Application and During the Interview

In our experience as legal counsel, we have reviewed numerous job applica-

tions for our clients. Unfortunately, more often than not, the job applications

contain questions that violate federal or state law, or are contrary to best

employment practices. For example, do you ask for the applicant’s date of

birth? Social security number? Graduation dates? During the interview, do you

find yourself asking questions about the applicant’s marital status? Whether

he/she has children? Any question that might illicit information related to the

applicant’s protected status is problematic for the employer, particularly if

the applicant is not hired. Employers must be aware of all the potential traps

during the hiring process and avoid any type of conversation that may illicit

information not relevant to the position at hand. As such, it is important that

all job application forms, interviews, or assessment questions be reviewed for

legal compliance and that anyone conducting an interview be trained on the

traps that await and then how to steer clear of any discussions related to a

protected class.

4. Conducting a “Google” Search on the Applicant

Differences of opinion exist as to the value of using “Google” or other

Internet searches on an applicant. Some argue that there is valuable informa-

tion to be learned from such searches. Others recognize that one’s “social

media” presence provides minimal insight into whether the applicant can

satisfactorily perform the essential duties of the position. I routinely advise

clients against conducting any type of Internet search on an applicant. Often an

Internet search will produce information related to the applicant’s protected

status: race, sex, religion, sexual orientation, disability, etc. Once an employer

obtains this information, it can be problematic as it can be difficult to later

prove the employer did not make a decision based upon this protected class.

5. Not Providing a Conditional Offer of Employment First

Once an employer has identified its potential hire, it should extend a

“conditional offer of employment” to that individual. The conditional offer of

employment identifies the position, starting salary, start date and any other

information you may want to relay to the candidate, but it also advises the

candidate that the final decision is conditioned upon the satisfactory comple-

tion of some additional criteria. The additional criteria will vary depending on

the position, but most often include a background check, drug testing, etc. The

legal reason for extending a conditional offer of employment is because certain

laws dictate at what point an employer may obtain certain information from an

applicant. For example, only after a conditional offer of employment has been

extended to a candidate may an employer conduct a medical exam or engage in

drug testing.

6. Failing to Accurately Complete and Retain Form I-9s and Colorado Affirmation of Work

Status Forms

Both the U.S. Homeland Security Department and the Colorado

Department of Labor have increased their enforcement efforts with respect

to making sure employers are complying with I-9 and Colorado Affirmation

of Work Status forms. Failure to appropriately complete these forms, and

within the legally required timeframes, can lead to significant penalties for the

employer. Schools must ensure that the individuals completing these forms

have the appropriate trainings.

7. Failing to Document Hiring Decisions

Lawyers love paperwork, and so do juries. Recent statistics show that 86

percent of juries believe that if it is not written down (or if a document does

not exist), then it did not happen. Accordingly, it is imperative that employers

document the hiring process and can easily justify the hiring decision based

upon its written documentation. Failure to appropriately document the hiring

process and decision will only lead to suspicion in the jurors’ minds.

8. Failing to Be Consistent

Employment claims often arise from an employer’s failure to be con-

sistent. Inconsistency gives rise to claims of discrimination, even when no

protected class may have entered into the employer’s hiring decision. In the

hiring process, it is imperative that an employer treat all the applicants in

the same manner, subject them to the same forms, questions, interviews and

overall process — even when it may seem futile.

Oftentimes, a few tweaks to the forms and practices used during the

hiring process can lead to a formula that will not only yield the best candidate

for the position, but also steer the employer clear from any legal claims arising

from the hiring procedures. You expect a lot from your new employee and the

attention you give to your hiring process should reflect the same.

This article is intended as general information on the topic covered, and is not to be con-

strued as legal advice. If legal advice is needed, you should consult an attorney.

Michelle B. Ferguson, an employment lawyer at Ireland Stapleton Pryor & Pascoe, PC, fo-

cuses on “preventative employment law.” Michelle works with private and public employers

to be proactive in identifying and solving issues before an employment claim is filed. She

also provides training to employers and their employees on all matters of employment law.

Questions? Michelle can be reached at (303) 628-3658 or [email protected].


During the 2012 General Election, voters in Colorado and Washington state passed ballot initiatives to legalize marijuana possession. A total of 18 states currently allow the “medical” use of marijuana in some form. Questions surrounding the recent passage of state laws concerning marijuana use have been raised by employers regard-ing workplace implications.

AMENDMENT 64 RAISES QUESTIONS BY

EMPLOYERS REGARDING MARIJUANA IN

THE WORKPLACEBy Robin Repass, CounselJackson Kelly PLLC

Many Colorado employers are asking whether

the legalization of marijuana use prohibits them from

firing employees who use marijuana or test positive

for marijuana. The short answer is that marijuana

remains an illegal substance at the federal level.

Colorado’s Amendment 64 regarding marijuana pos-

session also reads that employers are not required to

accommodate marijuana in the workplace. In these

circumstances, employers remain free to enforce drug

testing policies and to restrict the use of marijuana in

the workplace.

However, many employers are concerned about

the implications of a Colorado statute which prohib-

its employers from taking disciplinary action against

workers for legal, off-duty activities. There is no clear

cut answer at present as to how courts are likely to

weigh in on the definition of “legal” activity as mari-

juana use is legal at the state level, but illegal at the

federal level. The best recommendation for employers

is to write and follow a zero-tolerance policy for

drugs in schools and the workplace which clearly

defines marijuana as an illegal substance under federal

law. Provided that drug policies are clearly written

and consistently enforced, employers may continue to

enforce their drug-testing policies against employees

and applicants.

FEDERAL REACTION

U.S. Attorney John Walsh issued a statement

in December 2012 that the responsibility of the U.S.

Department of Justice to enforce the Controlled

Substances Act remained unchanged. Marijuana

remains on the Schedule I controlled substance list

and is illegal under federal law.

The illegality of marijuana at the federal level pro-

vides important support to employers who wish to

prohibit the possession or consumption of marijuana

and to discipline any employee who uses marijuana.

IMPORTANCE OF REVIEWING AND UPDATING WORKPLACE POLICIES

Employers are well-advised to review and

update employee policies to clarify that the use

of marijuana in the workplace will not be toler-

ated. Best practice pointers regarding updating

or drafting drug testing and drug use policies

include, but are not limited to, the following:

f If your school has a zero-tolerance drug

testing policy, state this clearly in the policy.

Enforce the zero-tolerance policy across the

board for all drugs on the zero-tolerance list,

including marijuana.

f If your policy identifies prohibited sub-

stances, federal Schedule I substances be

identified, as marijuana remains included

on the Schedule I list. The policy should be

worded to prohibit drugs which are illegal at

the state or federal level as marijuana remains

prohibited by federal law.

f Colorado’s Amendment 64 allows employ-

ers to have policies which “restrict” the use

of marijuana by employees. Examine your

policies to avoid an argument that your policy

exceeds this restriction, as the term “restrict”

is not defined and will likely be subject to

future legal interpretation.

Other considerations are that the Americans

with Disabilities Act does not require employers

to accommodate the use of marijuana.

The legislative landscape concerning

recent marijuana legalization is expected to

rapidly change. Groups such as the National

Organization for the Reform of Marijuana Laws

(“NORML”), have taken issue with standard

urinalysis tests, which do not currently detect

acute or recent cannabis use because current pro-

cedures only detect inert drug metabolites, which

are stored in the body fat and remain detectable

on a standard screen for weeks after use. It is,

therefore, important to continue to monitor

the status of marijuana legislation in Colorado.

Employers are also advised to request updated

policies from the lab handling the employer’s drug

testing program.


Charter School Boards as Employers:

Recruiting and Supporting a Charter

School Leader

A significant role, frequently referred to as

the most paramount role, of the charter school

board is to recruit, evaluate and support the

school leader. This work can be challenging for

a board, particularly if your board does not have

any human resource experience or expertise.

Recruiting that expertise onto the board can

be very helpful not only for working with the

school leader but also in understanding other

employment practices and policies at the school.

The following are far from comprehensive, but

include five suggestions to help support the

board and school leader in building a strong

relationship:

f DO establish sound employment policies

and practices – The board should under-

stand and approve the employment policies

and practices at the school. This may require

the support of contracted human resource

consultants and/or attorneys. This is critical

to keep the school out of hot water.

o IF YOU DON’T…The board could find

itself enmeshed in employment claims.

f DO set clear expectations – A detailed

school leader job description, as well as

policies established by the board that

delineate roles and responsibilities, help

support a solid partnership between the

board and school leader.

o IF YOU DON’T…There can be a loss

of trust between the school leader

and board, the board then tends to

micromanage, and the entire school is

negatively impacted.

f DO have a recruitment and hiring process

that is mission-focused – In recruiting

and hiring a school leader, ensure the

process includes and aligns with the mis-

sion of the school. Candidates should be

expected to speak to the mission of the

school and their role in helping the school

fulfill it.

o IF YOU DON’T…The board could find

themselves in a continuous cycle of

leadership turnover.

f DO have open communication

between the school leader and board

– Establishing a systematic means of

communication between the board and

the school leader is critical. Frequently

the board chair or board president com-

municates on a regular basis with the

school leader.

o IF YOU DON’T...The board may find

many surprises in and outside of board

meetings. This is key to shared

leadership.

f DO conduct ongoing evaluations school-

wide – The board partners with the

school leader to set school-wide goals.

These goals should easily support and

translate to the school leader evaluation

and the evaluation of the board. The

process should be ongoing throughout

the year and should focus on continuous

improvement. Be sure to include periodic

reviews of goals on the board calendar for

accountability.

o IF YOU DON’T…There can be a lack

of commitment to and focus on school

priorities, making it harder to achieve

stronger outcomes for kids.

In need of resources? Check out the gov-

erning board presentations from the Colorado

Charter Schools Conference in February:

https://www.coloradoleague.org/news-and-

events/2013-session-handouts.php. You can

always email [email protected] for

specific samples or other resources.

CHARTER SCHOOL BOARDS AS EMPLOYERS: RECRUITING AND SUPPORTING A CHARTER SCHOOL LEADER

By Jessica M. Johnson


Your recruitment efforts were successful. Screening, interviewing and hiring were smooth. Now one of the best and brightest is your newest employee. What’s next?

Ideally, hiring triggers the next steps in your onboarding

process which continues through for the first week, month and

the entire first year. Is the term “onboarding” relatively new to

you? Often this is referred to as “orientation” or “organizational

socialization.” Essentially, onboarding refers to your collection

of coordinated efforts and activities to educate new employees

regarding culture, mission, vision, expectations, policies and

processes. Onboarding also introduces the entire organization’s

members – supervisors, leadership, colleagues, board members and

volunteers. The goal of onboarding is to paint a clear picture of

your organization’s goals and challenges as well as the role the new

employee plays in moving the organization along this path.

I once worked with an organization that lost a new employee

the first day – literally. She didn’t return from lunch. After

searching for hours, they finally located her and learned the reason

behind her disappearance. She had panicked. The organization

used the “throw ‘em in and they either sink or swim” method of job

orientation. She felt like she was drowning and couldn’t return. A

thoughtfully delivered onboarding process helps protect your most

valuable resources.

The success of your onboarding program begins with

leadership….the Principal, Head of School or Executive

Director. You have the opportunity and obligation to provide

a solid foundation for each employee so they can become super

stars. Find every opportunity to share internal organizational

knowledge and expertise to enrich new employees and enhance

their skills. This requires careful planning, introspection and

detail. The leader has to place themself in the new employee’s

shoes and ask, “What does everyone need to know about this

organization to be comfortable and successful?” Whatever

the answer, leaders should also consider how this informa-

tion can be shared in an interesting, fun and effective manner.

Remember, you are educators teaching educators, while all are

lifetime students.

A well-developed and implemented onboarding pro-

gram takes energy, time and resources. It will be worth

it. Your onboarding program provides many benefits. The

new employee feels welcomed, respected and valued. Your

employee satisfaction and retention improve. Understanding

the organization’s past, anchors and gives insight into current

successes and challenges. The organization’s short and long

term plan lets employees glimpse what the future achievements

will be and builds context for decisions being made by leader-

ship and the board.

EMPLOYEE O N B O A R D I N GBy Kelly Moore


Onboarding can’t be completed in an hour

or a day or a week and in fact is an intentionally

prolonged process. It begins by clearly sharing with

new employees what is expected and how vital

policies and procedure are to be followed so they

can effectively function within the organization

from their first day. Effective onboarding requires

follow-through that continues and deepens over the

first weeks and months of employment. After all,

everyone deserves to be welcomed and given the full-

est support to succeed.

As you review your current onboarding program

or develop one for the first time, here are a few things

to consider.

STARTING POINTS f Make sure that the process is well-organized and

interesting. Keep in mind the potential to create

information overload. First days and weeks on

a new job can be overwhelming, like trying to

drink from a fire hose. A slower pace and repeti-

tion of key material is helpful.

f Develop a comprehensive FAQ sheet (Frequently

Asked Questions) and make it available to new

employees. This can be accomplished as an

attachment or as a link to the organization’s

website that is included in the Welcome Letter

sent to the new employee soon after the offer of

employment has been accepted.

f Identify the new employee’s work space; make

arrangements for telephone/voicemail, computer

access, ID badge, business cards, etc. prior to the

first day of work.

f Introduce the new employee to the rest of the

staff by taking a walking tour of the facility.

The new employee needs to know the lay of the

land – where they will be working, where the

restrooms are located, where the staff break room

is and how to find and use photocopiers and fax

machines.

CONTENT f Develop an Onboarding Program Packet that

contains items such as:

o HR forms to be completed

o Outline and agenda of the onboarding process.

This will help to ensure that all key topics are

covered. Share the outline prior to the onboard-

ing program so that your new employee knows

what to expect.

o Copies of the organization’s staff handbook, student/

family handbook, organization chart, directions for

parking, bell schedule, school calendar, etc.

f Paperwork. Try to get the vital paperwork com-

pleted before the first day or as soon as possible

on the first day. Share information with the new

employee in time-sensitive stages. For example,

the I-9 form and other HR paperwork have to be

completed on the first day of work. However,

if health insurance benefits will go into effect in

six weeks, this orientation can take place on day

two or three.

DELIVERY f Recognize that adult learning styles differ. Develop

a blended and varied approach – video, classroom

activity, one-to-one discussions, hand-outs, role-

playing, etc.

f The school’s website is a great resource to learn

about the organization’s history, mission, and basic

financial information. A virtual tour of the facility

is another idea.

f Include current staff in the onboarding process.

They can offer an informal perspective on what

happens every day. Assigning a coach or mentor to

every new employee can offer the opportunity for

sharing insights on daily activities, etc.

When identifying coaches/mentors, be specific

as to your selection criteria. Just as when you design

the selection criteria for hiring new staff – think about

your star team members and identify those charac-

teristics that make them high-quality performers.

Those are the characteristics you look for...…in new

employees as well as those you choose to mentor your

new staff.

f Build a feedback loop into the onboarding pro-

cess. Find out from the new employees how they

feel the process worked. What changes would

they suggest to improve the program?

f Meet with the new employee after the first day

and again after the first week. This provides a

great opportunity to discuss his/her integra-

tion into the organization and you can gain

insights into any needs they have. This can go a

long way in helping you build on your working

relationship.

Onboarding is your opportunity to welcome

new employees and demonstrate your commit-

ment to supporting their success and the success of

the organization.

Kelly Moore is a consultant G & G Consulting Group, LLC. www.gandgconsult.com


Hiring the right people for your

charter school is critically important.

If you hire well, everything about

your school improves. If you hire

poorly, not only does your school’s

quality suffer but your legal risk

increases. Here is a list of Top

Ten legal issues related to hiring,

compiled from my work both as a

charter school attorney and a charter

school founder.

1 At-Will Employment. When

hiring, don’t jeopardize at-will

employment. At-will employment

means that either the employer or the

employee can terminate the employ-

ment relationship at any time for any

reason or no reason. The traditional

giving of two weeks’ notice is a social

convention, not a legal requirement.

Of course, you can’t fire someone for

an illegal reason, for instance, because

they are a member of a legally pro-

tected class (e.g., race, religion, gender,

etc.) or because they made a charge of

discrimination (that would be illegal

retaliation). But by the same token, a

school should not promise employees

that they will work for a certain period

of time (like a school year) or that

they will receive some sort of process

before being let go. If you do, you could

jeopardize at-will employment at the

school.

2 Employment Expectations. Many

legal disputes could be avoided by

setting clear employment expectations

upon hiring. This is done through

clear communication at every level

– job description, application, hiring

process, employment agreement, initial

training after hiring, and employment

handbook, just to name a few. Be

careful that when setting expecta-

tions you are not inadvertently making

employment promises that would

compromise at-will employment. (See

#1 above.) Thus, when talking about

what the school will do, maintain

discretion. Use “may” not “shall”

when describing the school’s actions

towards employees.

3Employment Agreement. You may

want to consider using an employ-

ment agreement. It needn’t be long. I

think some of the best are only 2 or 3

pages long. Employment agreements

bind both sides to important promises,

like return of school property, jury

waivers, and mandatory dispute

resolution. An employment agreement

should always specify that at-will

employment has been maintained.

Employers who don’t use formal

employment agreements are often dis-

mayed to find out that courts usually

interpret other documents – like offer

letters – to be enforceable contracts.

4 Applications. Always make every

applicant answer every ques-

tion on an employment application.

Applicants who omit answering

certain application questions are often

trying to hide something they don’t

want you to know. In addition, you

should include a reference waiver at

the end of every application in which

the applicant promises not to sue any

past employer when they give a refer-

ence. Colorado law already protects

past employers so that they can give

full and honest references, C.R.S. §

8-2-114(3), but too often a potential

employer needs to send a written

reference waiver in order to pry a

meaningful reference out of a former

employer.

5 References. Checking references

thoroughly is one of the best ways

to avoid bad hires, and avoiding bad

hires is the best way to avoid legal

disputes with your employees. Yes, it

TOP TEN LEGAL ISSUES RELATED TO HIRINGBy Eric Hall, Attorney

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takes time to check references well,

but it is time well spent. Besides, you

should only check references on your

final few candidates, not all applicants.

6 Background checks. Colorado law

requires charter schools to conduct

“background investigations” prior to

hiring any school employee — no mat-

ter how much the person works with

children. See C.R.S. §§ 22-30.5-110.5

& -110.7. Not only is this a statutory

requirement, it is best practice for

hiring. As with my advice about appli-

cations and references (see # 5 & 6

above), running thorough background

checks helps a school avoid bad hires.

This reduces legal risk across-the-

board and it is also absolutely essential

to defending a negligent hiring claim.

7 Job description. Prior to posting

any job opening, write a good job

description that details exactly what a

particular position demands, including

physical qualifications. Many legal

claims turn on what the “essential

functions of the job” are. Thus, you

want them carefully thought out and

stated in writing.

8 Employment Handbook.

Handbooks should be useful. They

should provide new hires with answers

to oft-asked questions, like “How

much vacation do I get?” and “What

expenses will the school reimburse?”

To be useful, handbooks must be

organized well and easy to access. They

should not be too long. Include only

those guidelines your employees really

need. Make sure you have a conspicu-

ous disclaimer at the front to avoid

inadvertently creating contractual

rights.

9 Training. Charter schools must give

certain trainings to their employees,

such as about bullying, child abuse

reporting, sexual harassment, and

conflicts of interest. Most schools offer

trainings at the beginning of the year,

but that should not be the only time.

Many trainings should be repeated

throughout the year, and of course new

employees must be trained whenever

they are hired.

10 Hiring the School Leader.

When hiring a school leader,

Colorado’s Open Meetings Law

requires that a charter school “estab-

lish job search goals, including the

writing of the job description, dead-

lines for applications, requirements for

applicants, selection procedures, and

the time frame for [hiring the school

leader.]” C.R.S. § 24-6-402(3.5). In

addition, a school must “make public

the list of all finalists . . . no later

than fourteen days prior to [hiring]

. . . .” Id. Failing to do these things

could place at risk the school’s most

important hire.

For lawyers, there is truth in the

adage: “You can pay us now or pay us

later.” Spending a little money up front

on good legal practices will save you

a lot of money on the back end by

avoiding unnecessary – and expen-

sive! – legal disputes with former

employees.

This article is intended as general informa-

tion on the topic covered, and is not to be

construed as legal advice. If legal advice is

needed, you should consult an attorney. Eric

Hall is a lawyer at Rothgerber Johnson & Ly-

ons LLP. Eric works with multiple Colorado

charter schools. He can be reached at (719)

386-3030 or [email protected]

Spending a little money up front on good legal prac-tices will save you a lot of money on the back end by avoiding unnecessary – and expensive! – legal disputes with former employees.


The challenge of

recruiting and retain-

ing special education teachers is not

unique to charter schools, though

it does present special issues which

charter operators need to navigate

carefully. In this article, I will attempt

to put this challenge into context and

highlight some practices which will

allow charter leaders to successfully

identify and overcome key issues.

In the field of Education, it is well

documented that the recruitment

and retention of qualified teachers,

in general, is a significant task for

ensuring public school students have

access to high quality and effective

instruction. This is especially true in

more specialized areas, including math,

science, and special education. In fact,

an abundance of research indicates

that the rate of attrition among special

education teachers is much higher than

that of their regular education counter-

parts (Katsiyannis, Zhang, and Conroy

2003). Some have estimated that nearly

10 percent of special education teachers

leave the field at the end of their first

year of teaching (Boyer and Gillespie

2000), while others have indicated that

the overall rate of attrition for special

education teachers is near 20 percent

annually (Boe, Bobbit, and Cook 1997).

Several reasons have been docu-

mented as to why it is so difficult to

attract and retain special education

teachers, however, the primary drivers

tend to include:

• Employment issues (compensation,

certification, and/or job design)

• Working conditions (work space and

assignments, caseloads, stress, and

school climate)

• Support (lack of collegial, principal, or

district support, and lack of appropri-

ate professional development)

• Students (low motivation, discipline or

behavioral issues, and slow or limited

student progress)

(Billingsley 2003; Boyer and

Gillespie 2000; Brownell et al. 1997;

Gersten et al. 2001; Whitaker 2000).

Given the fact that these challenges

plague public education agencies—large

and small; urban, suburban, and rural;

high- and low-performing—they present

especially unique issues and opportuni-

ties for charter schools.

Over the past decade, we have

worked with countless charter schools

in Arizona to surmount these issues,

which are often compounded by the

fact that many charters do not have

scale, the same need for or access to

specialized resources of PEAs, and

they may subscribe to a very specific

charter mission which is geared toward

addressing the needs of a specialized

student population. Being part of

an organization which specializes in

the development and implementation

of special education programming,

services, and personnel, we offer the fol-

lowing guidance on how to effectively

address these issues for Colorado’s

Charter Schools.

EMPLOYMENT ISSUES

The ability to attract and retain

special education teachers to work

in a charter school environment is

first and foremost a matter of having

a strong understanding of the level

of specialized support required for

your particular school environment.

Additionally, it is a matter of design-

ing the position in a way that it best

supports those students who require a

definitive plan of supports, while ensur-

ing that all students’ needs are readily

identifiable when they begin to impact

academic achievement.

Depending on the size of the charter

school—many of which have less than

300 students—it may suffice to define

RECRUITING AND RETAINING SPECIAL

EDUCATION TEACHERS FOR CHARTER SCHOOLS

The ability to attract and retain special education teachers to work in a charter school environment is first and foremost a mat-ter of having a strong understanding of the level of specialized support required for your particular school environment.

By Erik Ryan


the role as a Special Education Teacher/

Coordinator. In this capacity, the posi-

tion serves as the school’s champion

for students with special needs, by

providing resource supports to students

who require routine or intermittent

specialized instruction and ensuring that

the rest of the educational team is:

• Actively implementing student IEPs

(as well as required accommodations

and modifications)

• Identifying and referring the potential

special needs of non-qualified students

(through RTI, Child Find, or Student

Study procedures)

• Ensuring that the school has access to

required specialty providers who can

assess, diagnose, and effectively treat

disabilities which may be impacting

students’ academic performance

• Protecting the rights, funding,

and access to services for eligible

students through curriculum-based

assessments and reporting of student

progress (for parents/guardians

as well as local, state, and federal

agencies)

Hiring or contracting with a

special education teacher who pos-

sesses a strong background in special

education instruction and an equally

strong knowledge of the administrative

aspects of service planning, delivery,

and reporting is key. Tailoring this

role so that it functions as part of the

school’s administrative and educa-

tional teams and is effectively aligned

to support the charter’s mission and

population is accomplished by address-

ing the issues related to working

conditions, support, and students.

WORKING CONDITIONS

Many people believe that the key

satisfier for employees is compen-

sation, however, a good number

of researchers have found that an

employee’s working conditions are a

key attribute in why they stay with an

organization. This is especially true

for special education teachers. Though

working conditions cover a broad

spectrum of items, we will focus on

work environment, work assignments,

caseloads, stress, and school climate.

No matter the size and scope of a

charter school, it is critical to ensure

that the special education’ teachers’

assignments are clear and valued and

well aligned with their scope of practice

and expertise, that student caseloads

are manageable enough to effectively

address the acuity of students’ needs,

and that teachers have readily accessible

and appropriate student work spaces.

This can be accomplished by ensur-

ing a school climate is in place which

recognizes and accepts the needs of all

students, regardless of ability or dis-

ability types.

Though this sounds simple, in

practice it can be difficult. It requires

both the organizational and instruc-

tional leadership to ensure that the

entire administrative and educational

team is ready and willing to be account-

able for every student’s success and

an equal readiness to engage with the

students’ parents/guardians in seeking

out additional resources which may be

required in order to support optimal

achievement. It also requires creativity

in facility planning to ensure that all

students and personnel are included

in the general school environment and

no one feels that they are relegated to a

certain section of the campus (regard-

less of how specialized the level of need

or supports being offered).

SUPPORTInitial and continuous professional

development on the rights and needs

of students who are eligible for special

education, coupled with training and

reinforcement of specialized instruc-

tional practice, accommodations, and

modifications are critical for the entire

charter school’s administrative and

educational personnel. Shared practice

and improvement leads to a greater

sense of collegiality in effectively attain-

ing the charter’s mission and ensuring

that all students are able to achieve

academically, socially, and behaviorally.

In a number of schools, we have

seen a tendency to have general and

special educators work separately;

this only reinforces a sense of “us”

and “them”, and makes it difficult for

everyone to effectively address the needs

of all students. In these environments,

those who are struggling are referred (or

pushed) onto the special educators who

are considered better equipped to handle

them. By ensuring that all personnel are

well versed in the school’s general and

special education model, and everyone is

equipped with the requisite knowl-

edge and skills to address all students’

needs, educators and administrators

are quicker to come together as a team

and identify individual, classroom, and/

or school-wide supports which will

promote a broader scope of support for

each student’s success.

STUDENTSGiven that students (and their suc-

cess) are the reason why we all initially

entered and decided to stay in the field

of Education, it may seem strange that

they are identified as one of the reasons

why educators (especially special

educators) decide to leave the field.

The real issue, though, is not so much

the students themselves; it has to do

with special educators feeling like they

are able to effectively address the needs

of the students with whom they work.

This requires continuous and special-

ized support by educational leaders to

identify and utilize instructional tools

which increase motivation, decrease

discipline or behavioral challenges,

and promote academic performance.

Without these tools, special educators’

level of professional efficacy is compro-

mised, and they begin to question their

value and impact on student learning.

By nature, most teachers—whether

working in general or special educa-

tion—are social beings; they crave

the opportunity to analyze and solve

problems, not just with their students,

but with their colleagues, administration,

and parents/guardians. High quality

special educators want to be part of a

team and seek out the opportunity to

engage with their colleagues to solve

the most important problem before us:

how to effectively educate all students,

regardless of their abilities.

The key, then, for charter

school leaders, is to create a school

environment where special educa-

tion personnel are valued, included,

trained, and supported as an integral

part of the team. By ensuring that

their educational and administra-

tive teams are prepared to effectively

support all students, they are ensuring

that parents/guardians will continue

to choose their school environment

again and again to make good on the

promise of educational opportunity

where more traditional approaches

have failed.

Erik Ryan possesses a Master’s Degree in Ed-

ucational Leadership and Administration from

the University of Arizona, and has specialized

in the recruitment and retention of specialized

education personnel. Working in the fields of

Bilingual, Alternative, and Special Education

for the past two decades, he currently serves

as the Vice President for Cenpatico Schools

(www.cenpatico.com/schools), and has sup-

ported more than 100 Special Education and

Related-Service Personnel in the development

and implementation of programming/services

for public education agencies and charter

schools in Arizona, Texas, and Indiana.

No matter the size and scope of a charter school, it is critical to ensure that the special education teachers’ assignments are clear and valued and well aligned with their scope of practice and expertise, that stu-dent caseloads are manageable enough to effectively address the acuity of students’ needs, and that teach-ers have readily accessible and appropriate student work spaces.


TECHNOLOGY TO HELP FIND, HIRE AND ONBOARD THE BEST!

We’re all faced with multiple chal-

lenges in meeting the needs of our

diverse students. The paramount

issue: finding, hiring and retaining

the highest quality staff. This must

be accomplished in an efficient

and effective manner in order for our

schools to survive, let alone thrive, in

tough economic times.

Many schools, including charter

public, traditional public, and private

schools, have come to the realization

that technology and the Internet can

streamline the efficiency in the hiring

process. However, most do not have the

resources or the expertise to create their

own online employment system. They

try but soon realize that their staff cannot

come close to creating and maintain-

ing systems such as those developed by

third party vendors whose sole focus is

to provide this kind of service. A variety

of companies have developed programs

generically known as applicant tracking

systems to meet this need.

Calling these programs applicant

tracking systems is a misnomer.

They do more than just track

applicants. Most operate in a similar

fashion. Your website hosts a link

to the application system. The

candidate completes the form online,

uploads attachments, and sends it

electronically to the hiring adminis-

trator. While this is advantageous

for the candidate, the real efficiency

is realized by the school whether a

charter, private or public entity.

A high functioning applicant

tracking system will streamline

human resources operations from

recruiting to new employee onboard-

ing. It will have one price with all

features included. An online bulletin

board will allow you to post and

advertise your positions with appli-

cation links provided. The system

will free schools from nearly all tasks

associated with the use of a paper

application including filing, copying,

shredding, searching, cross-referenc-

ing and retrieving applications. Data

contained in the applications can also

be used to generate reports.

A comprehensive system will allow

for the creation of applications for all

employees, from the principal and the

teacher to the custodian and lunchroom

supervisor. In addition, each applica-

tion will be customizable with your

logo and colors along with questions

specific to the position. An endless

number of applications could be created

and utilized.

A strong system can also be used

to keep track of substitute teachers

and volunteers. It will have forms for

job fairs and can link to social media

outlets such as Facebook, LinkedIn

and Twitter.

A quality system will be deep in

features but intuitive to use. Expensive

training should not be necessary.

Instead, a rich variety of online resources

should be available for use as questions

occur. A live support line for school

personnel to utilize should be offered at

not cost. Support for candidates should

also be part of the package.

An effective system will allow

for the easy sorting of applications

using criteria the administrator

establishes. The sorting will extend

beyond simple experience, qualifica-

tions, or interests. Multiple sorts are

extremely useful for culling through

applicants to find those who most

closely meet your specific require-

ments, for example, a second grade

teacher who speaks Spanish and can

also coach volleyball.

Once a candidate pool has been

established, the system should be

able to communicate interactively

with each candidate through an

embedded email system. This

feature would allow for documents

to be sent, received and tracked. An

interview scheduler would be part

of this, in addition to an email blast

to contact all candidates regarding

the outcome of the opening.

After a candidate has been

selected, the system should provide

for a workflow, or pipeline, through

which the application progresses

until final approval. This allows

for position and budgetary control.

The data in the applicant tracking

By Dr. Fred C. Schroeder and Dr. Dorothy M. Weber


CLCSS2013

Galileo K-12Online

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system will be able to

be exported to all other

business and personnel

software. This is typically

accomplished through a

flat file transfer or an Excel

spreadsheet.

Hopefully, though

only one applicant has

been offered the position,

there are still a number

of excellent candidates

who remain interested in

working with you. The

tracking system should

allow for easy communica-

tions with individuals and

groups in this non-selected

pool. You never know when

you’re going to need that

hard to find staff mem-

ber. Retaining an active or

archived pool of applications

is an important feature.

If charter schools are to

compete in hiring the best

candidates, the use of a fully

featured applicant tracking

system is critical. Public

and private schools are

moving rapidly in adopting

online, web-based systems.

They realize the efficiencies

these systems bring as well

as the fact that the employee

pool has come to expect

them. Typically, charter

schools are surrounded by

larger organizations. If you

are to hire the best, you

must have a presence on

the web and a process that

attracts the best to you.

AppliTrack Recruiting by

Aspex Solutions is a technology

tool designed to help school

leaders with the recruiting, hiring

and onboarding of staff members.

For more information, visit www.

aspexsolutions.com

Dr. Fred C. Schroeder – Founding

Associate Dr. Dorothy M. Weber

– Senior Associate fred@aspex-

solutions.com P: 847.744.1508

Aspex Solutions, formerly Gen-

eral ASP.


CUSTOM PUBLISHING CUSTOM PUBLISHING CUSTOM PUBLISHING MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES PROFESSIONAL BIOS, RESUMES & CVS PROFESSIONAL BIOS, RESUMES & CVS PRESS RELEASES PRESS RELEASES PRESS RELEASES PRESS RELEASES DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE CUSTOM PUBLISHING CUSTOM PUBLISHING CUSTOM PUBLISHING MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES PROFESSIONAL BIOS, RESUMES & CVS PROFESSIONAL BIOS, RESUMES & CVS PRESS RELEASES PRESS RELEASES PRESS RELEASES PRESS RELEASES DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE CUSTOM PUBLISHING CUSTOM PUBLISHING CUSTOM PUBLISHING MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES PROFESSIONAL BIOS, RESUMES & CVS PROFESSIONAL BIOS, RESUMES & CVS PRESS RELEASES PRESS RELEASES PRESS RELEASES PRESS RELEASES DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE CUSTOM PUBLISHING CUSTOM PUBLISHING CUSTOM PUBLISHING MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES PROFESSIONAL BIOS, RESUMES & CVS PROFESSIONAL BIOS, RESUMES & CVS PRESS RELEASES PRESS RELEASES PRESS RELEASES PRESS RELEASES DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE CUSTOM PUBLISHING CUSTOM PUBLISHING CUSTOM PUBLISHING MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS

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CUSTOM PUBLISHING CUSTOM PUBLISHING CUSTOM PUBLISHING MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES PROFESSIONAL BIOS, RESUMES & CVS PROFESSIONAL BIOS, RESUMES & CVS PRESS RELEASES PRESS RELEASES PRESS RELEASES PRESS RELEASES DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE CUSTOM PUBLISHING CUSTOM PUBLISHING CUSTOM PUBLISHING MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES PROFESSIONAL BIOS, RESUMES & CVS PROFESSIONAL BIOS, RESUMES & CVS PRESS RELEASES PRESS RELEASES PRESS RELEASES PRESS RELEASES DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE CUSTOM PUBLISHING CUSTOM PUBLISHING CUSTOM PUBLISHING MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES PROFESSIONAL BIOS, RESUMES & CVS PROFESSIONAL BIOS, RESUMES & CVS PRESS RELEASES PRESS RELEASES PRESS RELEASES PRESS RELEASES DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE CUSTOM PUBLISHING CUSTOM PUBLISHING CUSTOM PUBLISHING MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS WHITE PAPERS ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES ARTICLES BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS BLOGS FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES FACEBOOK “FAN” PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES LINKEDIN PAGES WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT WEBSITE DEVELOPMENT BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING BRANDING LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS LOGOS BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES BROCHURES PROFESSIONAL BIOS, RESUMES & CVS PROFESSIONAL BIOS, RESUMES & CVS PRESS RELEASES PRESS RELEASES PRESS RELEASES PRESS RELEASES DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS DISPLAY ADS CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE ARTWORK CREATIVE CUSTOM PUBLISHING CUSTOM PUBLISHING CUSTOM PUBLISHING MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES MAGAZINES NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS NEWSLETTERS DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES DIRECTORIES ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS ANNUAL REPORTS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS CATALOGS

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Colorado League of Charter Schools725 S. Broadway, Suite 7Denver CO 80209

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