westminster academy for international studies culture ... · innovation status will allow us to...

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Westminster Academy for International Studies

Culture, Language, Content Cultura, Idioma, Contenido

文化语言内容

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Table of Contents 目录 Tabla de Contenido

The Need for Innovation

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Mission and Vision

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Student Learning Outcomes

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Curriculum and Instruction

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Assessment and Data

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Implementation Timeline

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School Calendar and Schedule

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Special Populations

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Recruitment and Hiring

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Professional Development

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Evaluation and Retention

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Compensation

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Culture and Climate

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Stakeholder Engagement

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School Leadership and Governance Structure

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Budget

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Facilities and General Operations

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Information Technology

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Accountability and Supervision

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District Systems

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Appendix A

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Appendix B

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Appendix C

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Appendix D

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Appendix E

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Appendix F

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Appendix G

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The Need for Innovation 创新的需要 La Necesidad de Innovación Westminster Academy for International Studies is located in the heart of South Westminster, an active, diverse community that in recent years has been challenged by slow economic growth and aging built environment. The City of Westminster characterizes this community as one with “older residential neighborhoods in need of infrastructure improvements, under-utilized industrial buildings and auto-related uses. Also present are aging commercial centers that provide relatively few neighborhood services, retail or restaurant choices for nearby residents.” This environment, with its lack of amenities for families and youth, has presented enrollment challenges for the former Westminster Elementary School. Since 2013-2014, when the school had an enrollment of 298 students, it has seen a steady annual decline with 248 students enrolled at the end of the 2015-2016 school year. If nothing is done at the school to reverse this trend, according to projections by the District’s demographer, by 2020-2021 the school can expect enrollment to drop to 183 students. This, in and of itself, makes keeping the school open a financial impossibility. While South Westminster awaits its revitalization the Denver Metro area continues to grow and supports one of the most vibrant economies in the nation. According to the Denver Office of Economic Development, “As a regional and national business center for both private and public organizations in the United States, the Mile High City has become one of the most important communication, transportation and distribution hubs regionally, nationally and globally. Located midway between New York and Los Angeles, and between Europe and the Pacific Rim, Denver offers excellent access to the world.” The Colorado Business Roundtable recognizes the importance of growing the state’s exposure to the world “with more than 95 percent of the world’s population and 80 percent of the world’s purchasing power outside the United States, future economic growth and jobs for Colorado and America increasingly depend on expanding U.S. trade and investment opportunities in the global marketplace.” Westminster Public Schools is committed to preparing students for the day after graduation. We must look to the future and prepare students for the educational and career challenges that our students will face today, in five years, ten years, and beyond. Between 2009 and 2013, Colorado goods exports increased by 47 percent and services exports by 38 percent. According to the Business Roundtable:

• Colorado ranks among the top 15 state exporters in 14 industries, including fifth in cattle, sixth in leather products, seventh in meat products, and eighth in optical media.

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• The state is among America’s 26th largest exporter of agricultural products. It is among the top 10 exporters of cattle, grains, dry peas and beans, and wheat.

• One of Colorado’s fastest growing export categories is dairy products, which have increased by 24 percent per year since 2003.

Westminster Elementary, realized if the school could not attract new families and students from beyond the traditional catchment area, an older residential neighborhood in need of infrastructure improvements, the district would have to close the school. This had a demoralizing effect on staff, students, and families alike. The staff came together and recognized the school’s unique geographical location—11 minutes from the Westminster Station to Union Station in Downtown Denver on the Regional Transportation District’s B-line, a few short miles from the Front Range Airport, and within a twenty-minute drive to the tech corridor along I-36 leading into Boulder—made it an ideal location for a magnet program that could leverage Colorado’s drive to expand opportunities in the global marketplace. At the end of the 2015-2016 school year, Westminster Elementary closed its doors for good, and reopened in the fall of 2016 as the Westminster Academy for International Studies. The new school, a pre-kindergarten through eighth grade model (PK-8), will focus and the language, culture, and content skills that will

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make our students successful as they move towards their future in the global economy. In designing the school, Westminster Academy for International Studies is seeking Innovative School Status to provide it with the flexibility and freedoms that will motivate our staff and students to achieve at higher levels. In designing the plan, staff have been forced out of their traditional thinking on teaching—thinking has significantly changed regarding what makes a school year a school year, what should a student’s day look like, what is the role of language and culture in education, how can experiential learning bring meaning to what is being taught in the classroom, and how to re-engage students and families in the learning process. It was clear from the beginning that, in order for the school to be successful, it was not going to be a top-down, district driven plan. It had to come from the school. Staff have become motivated and are taking ownership of the process, by being intimately involved in the development of the school plan they have become vested in the success of the school. By trying something new, the school is hoping to engage students and stimulate a life-long love of learning. For the successful implementation of the school’s plan it has become apparent current District policies and various state policies and regulations limit the creativity and flexibility needed to breathe life into a robust international educational experience. Currently, local policies limiting the length of the school year, the school day, and school choice are all barriers to realizing the full potential of the plan. State regulations and policies regarding teacher qualifications currently prohibit or limit the use of otherwise competent individuals in the teaching process. As language and culture are the foundational cornerstones of the program, being able to incorporate qualified native speakers of the target language and culture in the teaching process is essential. It is a challenge to find a qualified Mandarin Chinese speaker with a Colorado teaching license. Innovation status will allow us to cultivate a culture of creativity and to hold ourselves accountable for our students’ success. Westminster Academy for International Studies is set to take risks and is capable of implementing a successful innovative educational plan, we just ask to be given the opportunity. Mission and Vision 使命与愿景 Misión y Visión Throughout the planning process staff, students, parents collaboratively engaged in a series of visioning exercises. What did they want from the school? How did they define international studies? What are the skills that make one

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successful in school, in the community, and on the international stage? As the work progressed agreed upon themes became apparent. The team’s core components of an international studies program are:

1. A highly rigorous academic program that focuses on learning about one’s own culture as well as cultures, customs and civilizations around the world including history, arts, math, science and literature.

2. An embedded language program specializing in exposing students to major business languages with the overall goal of being proficient in said languages by the time the student graduates high school.

3. A focus on building community both locally and internationally through networking, travel, and innovative use of technology.

The team also identified instructional goals for the school:

1. All implementation designs will be based on Westminster Public Schools (WPS) Competency Based System (CBS) model to raise achievement of all students, so that they are prepared to be successful anywhere in the world.

2. Raise achievement across all academic subject areas and raise the overall rating of the school from “Improvement” to “Performance,” and in doing so close the achievement gap between economically disadvantaged students and their peers.

3. Expose all students to a secondary language (Mandarin Chinese and/or Spanish) with the goal of students having proficient reading, writing and speaking skills by high school graduation.

Through the process of defining an international studies program and identifying goals, the team agreed upon a vision and mission for the school.

Vision

Start Here, Go Anywhere!

Mission

At Westminster Academy for International Studies students and adults will:

1. Do our best to help each other 2. Learn from our mistakes 3. Learn about the world 4. Have fun!

We believe that if we implement the school vision and mission and focus on our goals, we will not only raise our performance on the State Accountability

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Framework, but we will give our students a springboard to high achievement in high school and a lasting love for learning about the world. Student Learning Outcomes 学生学习成果 Resultados del Aprendizaje del Estudiante In Westminster Public Schools (WPS), we have implemented a Competency Based System (CBS) where students are placed at their performance levels and must demonstrate mastery of the content before they advance to more complex work. The district has eliminated traditional grade levels and the time-bound, social promotion found in most educational systems nationwide. Ending one school year does not automatically mean moving to the next grade level in the fall. Although at seven years old CBS is still in its infancy (remember that the “traditional system” is over 100 years old!), the system has shown promise. Westminster Elementary saw success with the implementation of CBS. Four years ago the school had fallen back into Priority Improvement after only one brief year in Improvement. Over three years of concerted effort, the school gained ground on all its local assessments including Scantron and DIBELS and even moved up on the Framework despite the switch to the much more rigorous PARCC assessment. Westminster Elementary did well by its students, helping them get caught up. Now the focus of Westminster Academy for International Studies shifts to getting students “ahead.” Our local and building level data suggests that while we have been doing good work in the area of gap filling, we have been neglecting students who wish to go above and beyond. WAIS is committed to being a high performing prek-8 school. Over the next 3 years, our goal is move from an Improvement rating on the State Accountability Framework to the Performance rating. Our aim is to have the overall school rating to be “Exceeds Expectations” and an Academic Growth rating of over the 60th percentile. As this formula has served us well we intend to keep it in place, which explains the strategic use of building funds in the budget section of this document. The table below will show more specific goals to be achieved over the next three years. WPS School Performance Framework Indicators

Innovation School Annual Achievement Goals and Measures

Student growth over time towards State standards, including the following measures:

WAIS has a commitment to academic success. We expect the school to receive an overall rating of

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• PARCC and other assessments chosen including assessments in compliance with the READ Act

“Performance” and an academic Growth rating of “Significant Improvement” within three years (results of the 2019 assessments) Therefore, we will meet the following requirements:

• The school’s median growth percentile will be 60 or higher in literacy and math

• The median growth percentile will be above the acceptable range

• The school’s percentage of students moving to a higher PARCC performance level in reading, writing and math will be above the District’s percentage

• The school’s percentage of students staying at the “meets” or “exceeds” PARCC performance levels will be equal to or above the District’s percentage

• The average mean score for the school will be at 750 points or higher on the PARCC assessment in literacy and math.

Student Achievement Level/Status including the following measures:

• PARCC and other assessments chosen, including assessment in compliance with the READ act

• Achievement gaps (i.e. FRL, CLD, Special Education and ethnic subgroups

Our overall goal is to have a median score of 750 in both literacy and math as measured by PARCC. Additionally, our goal is to be above the 60th percentile on the overall Growth framework as dictated by the State of Colorado Although the following foci will subtly shift depending on the incoming data sets from each round of PARCC, a few themes can be highlighted that will remain consistent over the next

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three years. Literacy: As we have, and are estimated to continue to have, a high population of CLD and a high population of FRL students, language development is essential to our literacy instruction. Students will receive instruction designed to help bolster both academic and background vocabulary as a foundation for increased ability in literacy. Instruction will be competency based in design and will utilize strategic grouping, differentiation, and unit planning. The curricular resource for delivering the instruction will be WONDERS materials. Students with significant learning gaps will receive WPS “Blended Services” instruction in a small group setting. Writing instruction will utilize Thinking Maps tools to organize and sequence, but writing prompts will go beyond the subjects of “narrative, expository, persuasive, etc.” to include response to literature across multiple pieces of literature. Math As with literacy above, instruction will be delivered utilizing a competency based approach to math. Students will be grouped based on their demonstrated performance level and teachers will implement strategic grouping, differentiation and unit planning in order to ensure that all students are excelling. Students with significant gaps will receive

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differentiated instruction and interventionist support when necessary through the “Blended Services” model utilized by WPS. The primary curricular resource will be PMI and Engage New York.

Local Assessments: • As measured by Scantron, 75%

of our students will be “on pace” and either High or Above Average in reading and literacy by 2018-19.

• DIBELS reading assessment for student k-5 will be at 75% “benchmark” by the end of each school year by 2018-19.

• To ensure successful continuation into middle school and further matriculation into high school, students will be at grade level in all subjects upon entering the 6th grade and 9th grade as measured by Empower data.

The local assessments on the right are specific to our competency based system and are quite lofty. In good years, grade levels might hit 50% or 60% proficiency on either Scantron or DIBELS. But with a rigorous model and extended day we do believe we can move students to this level of academic performance. The data goal mentioned in the Empower bullet is how we measure progress in a competency based system. Students are measured not by their age level but by their performance level. In the past, it has been a struggle to get students to be at their appropriate academic level given their age. Our hope is to get all of our 6th grade aged students accessing level 6 academic content prior to them entering the 6th grade year in all contents.

Curriculum and Instruction 课程和教学 Currículo e Instrucción In 2015, the World Economic Forum surveyed businesses and governments on the skill sets required of employees as the world moves into what the Forum calls the Fourth Industrial Revolution. The Forum believes developments in genetics, artificial intelligence, robotics, nontechnology, 3D printing and biotechnology “lay the foundation for a revolution more comprehensive and all-encompassing than anything we have ever seen.” The core work-related skills identified are:

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Abilities Basic Skills

Cross-functional Skills

Cognitive Abilities • Cognitive

Flexibility • Creativity • Logical

Reasoning • Problem

Sensitivity • Mathematical

Reasoning • Visualization

Content Skills • Active Learning • Oral Expression • Reading

Comprehension • Written

Expression • ICT Literacy

Social Skills • Coordinating

with Others • Emotional

Intelligence • Negotiation • Persuasion • Service

Orientation • Training and

Teaching Others

Resource Management Skills • Management of

Financial Resources

• Management of Material Resources

• People Management

• Time Management

Physical Abilities • Physical

Strength • Manual

Dexterity and Precision

Process Skills • Active Listening • Critical Thinking • Monitoring Self

and Others

Systems Skills • Judgement

and Decision-making

• Systems Analysis

Technical Skills • Equipment

Maintenance and Repair

• Equipment Operation and Control

• Programming • Quality Control • Technology and

User Experience Design

• Troubleshooting Complex Problem

Solving Skills • Complex

Problem Solving

Source: World Economic Forum, based on O*NET Content Model. In designing Westminster Academy of International Studies’ curricular and instructional program, these core work-related skills were taken into account. At the core of our program is language and culture. Because language is complex, learning a foreign language helps builds many of the abilities and basic skills identified as essential by the World Economic Forum. People who speak more than one language are likely to:

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• Be better at planning, prioritizing, and decision making1 • Exhibit mental flexibility2 • Be creative3 • Have good listening skills4 • Score higher on standardized math, reading, and vocabulary tests5 • Understand others’ points of view6

Linked with language, recent research has shown that individuals who are bicultural are characterized by greater creativity and professional success. “When three components of creativity were examined, the biculturals exhibited more fluency (they generated more ideas), more flexibility (they generated a greater number of ideas), and more novelty (they were more creative in their suggestions).” Other Cognitive benefits of cultural experiences are:

• Individuals who have lived or studied abroad demonstrate increased interest in travel, art, foreign languages, history and architecture

• Cultural experiences support and develop creative thinking which engages executive processes (e.g. strategy employment, self-evaluation) closely linked to intelligence.

Research specifically linking the study of language and culture in the K-12 sector states:

• The benefits of learning a second language in elementary school and middle school have been well documented. These benefits include increases in academic achievement and cognitive abilities. Research also suggests that learning secondary languages helps learners develop a more positive attitude towards the target language and/or the speakers of the language (American Council on the Teaching of Foreign Language)

1 Costa, Albert; Foucart, Alice; Arnon, Inbal; Aparici, Melina; Apesteguia, Jose. (2014). Corrigendum to “Piensa” twice: On the foreign language effect in decision making. Cognition 130 (2), 236-254. 2 Gold, Brian T.; Kim, Chobok; Johnson, Nathan F.; Kryscio, Richard J.; Smith, Charles D. (2013). Lifelong Bilingualism Maintains Neural Efficiency for Cognitive Control in Aging. Journal of Neuroscience 33 (2), 387-396. 3 Cardillo, Joseph. (2014, May 24). Being Bilingual Sparks Creativity. Retrieved from https://www.psychologytoday.com 4 Krizman, Jennifer; Marian, Viorica; Shook, Anthony; Skoe, Erica; Kraus, Nina. (2012). Subcortical encoding of sound is enhanced in bilinguals and relates to executive function advantages. Proceedings of the National Academy of Sciences of the United States of America 109 (20), 7877-7881. 5 Delistraty, Cody C. (2014, October 17). For a Better Brain, Learn Another Language. Retrieved from https://www.theatlantic.com 6 Rubio-Fernández, Paula; Glucksberg, Sam. (2012). Reasoning about other people’s beliefs: Bilinguals have an advantage. Journal of Experimental Psychology: Learning, Memory, and Cognition 38 (1), 211-217.

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• There is strong evidence to suggest that international studies, with a particular emphasis on global perspective, results in an increase in student achievement as well as increased appreciation for different cultures and “improves opportunities for cross cultural friendships and employment” (Vega and Terada, 2013) as demonstrated at the John Standford International School in Seattle, WA (Research Supports Global Curriculum).

• Multiple studies have been done on the impact of studying abroad. According to the University of California, Merced, students who had studied abroad had an easier time finding employment after college, earned more, had higher GPAs and were more likely to graduate. By instilling a love of travel and learning early in childhood, these benefits can begin manifesting at an earlier age. (www.studyabroad.ucmerced.edu/study-aborad-statsitics/statistics-study-abroad)

Guiding Principles in Content and Curriculum Development WAIS will focus on global culture, customs and language, and will provide students with both real and virtual opportunities to learn on location from different points around the world. Embedded in each content area and, in our specials (art, music, physical education) rotation, will be thematic units that will expose students to and educate them in different cultures, beliefs and customs from throughout the world. Our curricular plan is based on the following assumptions:

• The foundation of all instruction at WAIS will be WPS Competency Based System. The hallmark of this instructional design is the grouping of students by demonstrated performance level in each subject with the overarching goal of accelerating students through learning targets and to deep levels of understanding.

• Teachers will utilize the recording and reporting platform, Empower, as the primary vehicle to report student progress

• All academic subject areas will have the overarching theme of discovering and learning about different cultures, customs, traditions, language and thought systems throughout the world.

• For core content instruction, WAIS will use the District adopted curriculum in literacy (WONDERS), math (PMI-Progressive Math Initiative) and Science (FOSS kits).

• Spanish and Mandarin Chinese instruction will be included throughout the day as part of the daily schedule.

• Social Studies curriculum will focus heavily on the history and cultures of the peoples of the world.

http://www.studyabroad.ucmerced.edu/study-aborad-statsitics/statistics-study-abroad

http://www.studyabroad.ucmerced.edu/study-aborad-statsitics/statistics-study-abroad

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Content The underlying foundation of our educational program that allows us to provide a guaranteed and viable curriculum are our proficiency scales. A Proficiency Scale is a tool that displays a collection of related learning goals from the simple to more complex. It creates a continuum that articulates levels of knowledge and skills around a specific topic. Proficiency Scales ensure alignment of curriculum, instruction, assessment and feedback while serving as a framework for high-quality classroom assessment. Scales are developed with an increasing level of rigor from score 0.0 to a 4.0 with 3.0 being the required level of proficiency to progress. Proficiency Scales have been developed for Performance Levels Pre-K to 12 in Math, Literacy, Science, Social Studies, Physical Education, Health, Performing Arts, Visual Arts, World Language, Technology, Habits of Personalized Learners, STEM and Career and Technical Education. After in-depth training, teacher teams created proficiency scales and learning progressions for each content area based on the corresponding Common Core State Standards (Math and ELA), Next Generation Science Standards (Science), Colorado Academic Standards (Social Studies, Physical Education, Health, Performing Arts, Visual Arts, World Language) and program standards (Technology, Habits of Personalized Learners, STEM and Career and Technical Education). Westminster Public Schools embarked on a project in the fall of 2015 to develop Proficiency Scales based on the work of Dr. Robert Marzano. Proficiency Scales are a tool that help teachers define proficiency, “deconstruct” the standards, and develop an instructional plan that meets the cognitive complexity required by the standards. Proficiency Scale Task Forces were initially organized for the content areas of Math and Literacy with four grade level spans (PK-2, 3-5, 6-8 and 9-12). Teachers received training on the what, why and how of proficiency scales from Marzano Research and Webb’s Depth of Knowledge from the Center for Transforming Learning and Teaching (CTLT) to support their work. The makeup of task force teams was intentional to ensure horizontal as well as vertical alignment. The teams worked together to prioritize the Common Core State Standards into instructional themes and determined an instructional progression. Over the course of the 2015 school year, the remaining content areas began the same process to develop scales.

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World Languages (Mandarin Chinese and Spanish) Foreign language fluency is an asset for job seekers in view of the fact that more and more companies trade internationally. Mandarin Chinese, English and Spanish are the three most common languages spoken globally. Spanish is the second most used language in international communication, and an official language of the United Nations and its organizations. Approximately one of every 10 United States residents is a native Spanish speaker. In WPS, the majority of students have a Spanish speaking background. As China is increasing in its economic and political influence, Mandarin Chinese continues to grow in its importance as a global business language. As highlighted previously, WAIS will have a Spanish and Mandarin track for all students k-8. Students will be instructed 45 minutes a day in either Mandarin or Spanish in a developmentally appropriate fashion. For primary years, instruction will mainly focus on culture, kinesthetic instruction, art, music and basic literacy and speech in the foreign language. Intermediate and Middle school students will receive instruction appropriate for their developmental stages and will be more academic in nature. All instruction will be in line with the CBS developed by WPS. Curricular support in Spanish will be resources from Santillana and Wixie, which will be used across all grades. For Mandarin Chinese instruction will be more basic, given the difficulty of the language for English speakers, utilizing the curricular resources from the Ohio Department of Education.

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International Studies by Levels Our international studies curriculum will be delivered through several systems. All grades will participate in thematic units that begin with self-discovery (“who am I?”) community awareness (“who am I in my community?”), political awareness (“who am I as an American?”) and global awareness (“who am I in the world?”). These essential questions will be integrated into all core subjects but will be heavily emphasized in our social studies programs through the use of History Alive!. History Alive! is designed to teach students about the world and how cultures are created through engaging, inter-active activities and lessons. The program is designed on three educational pillars: 1) Students learn best through multiple intelligences, 2) Cooperative interaction increases learning gains, and 3) All students can learn via the spiral curriculum. Teaching strategies in the program encourage experiential exercises and problem-solving group work to engage the learner. In addition, all students will receive 45 minutes of foreign language (Mandarin or Spanish) instruction daily, as well as 45 minutes of specials defined as art, music, PE and library. Middle school students will receive the same language instruction and will have electives that prepare them to be successful in meeting graduation requirements once they move on to high school. These electives include Health, PE, and the arts. Education Abroad In today’s digital world, geographic borders no longer exist. You can Tweet to Mexico, email China, and phone Italy all before breakfast. In work, school and across society, the skills developed by interacting with other cultures are becoming increasingly valuable. To become global citizens, students must have opportunities to interact and immerse themselves in foreign cultures, and can easily achieve this with educational travel. Students who have traveled abroad show a greater aptitude for learning in all areas. According to our research7, 67% of students between 12-18 who participate in educational travel earn a college degree or higher, compared to only 34% of those who don’t take student tours. Not only does educational travel directly correlate with a students’ academic success after high school, but students who travel also have better grades in high school. WAIS will have a culminating travel experience for eighth grade students upon completion of the program. Students will select destinations and will participate in fundraising and goal setting for these educational experiences. WAIS will be requesting a waiver from the District fundraising policy.

7 Admin. (2013, March 29). Global Education: Benefits of Student Travel [Web log post]. Retrieved from http://www.explorica.com/blog/benefits-educational-travel.

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Core Literacy Program The core literacy program of WAIS will be the WPS proficiency scales in literacy. Teachers will develop progressions and unit plans based on these scales, which will be submitted to administration for data monitoring, as described in the overall CBS instructional system developed by WPS. The curricular resource for literacy will be the WONDERS program through McGough-Hill in elementary school and StudySync for Middle school students. Folded into these resources will be the overarching international studies units described earlier in this document. WAIS literacy model will utilize a balanced literacy approach in the elementary school. Practices included in literacy will be modeled instruction, read aloud and whole group instruction, shared and guided reading in whole and small groups and independent reading. Instruction will include responding to literature, including interacting between two to three different text sources using evidence, comparing and contrasting literary works as well as analyzing literary devices. Teachers will also focus on expository, narrative, argumentative writing as well as creative writing. Students will be pushed to explain thinking in reasoned fashion as well as expressing themselves artistically, depending on the context of the writing assignment. Write…From the Beginning will be utilized to help students their writing, particularly in technical writing. Core Math Program The core math program will, like the literacy program described above, be in line with WPS proficiency scales as described in the overall CBS instructional system developed by WPS. Like literacy, Math will be taught through unit plans developed in the school year 2016-2017 based on progressions in the CBS system. The core curricular supports for delivering this curriculum will be PMI (Progressive Math Initiative) as well as EngageNy (Engage New York) Math curricular support. Math instruction will mirror literacy instruction in some ways. A balanced approach to math will include modeled math in whole and small group settings, shared math in whole and small group settings, guided math in small groups and independent work. Instruction will build from concrete to pictorial in order to build students’ abstract understandings of math concepts across the varying strands. Additional curricular resources include IXL, Wowzers and potentially other high interest, high engagement practice methods for students to use both at school and to extend learning at home.

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Core Science Program Science will be delivered utilizing the CBS system of WPS as well as literacy and math. The core curricular resources for Science will be PSI (Progressive Science Initiative) as well as FOSS kits for hands-on learning. Core Social Studies Program Social Studies will be taught using the CBS instructional method developed by WPS. Teachers will utilize History Alive! curricular resources in order to deliver these learning targets and will utilize the international studies framework. Essential in our social studies instruction is a gradual discovery of the world. A student begins by learning about him or herself and then utilizes this understanding to make empathetic connections to other cultures and societies throughout the world. Although the curricular resource mentioned above is important for social studies instruction, the social studies curriculum at WAIS will also include real world applications. Students will be encouraged to form relationships with students from other schools, either virtually or physically. Students will also be encouraged to make connections with local entities, such as the Asian Pacific Development Center, which will help students to better learn about cultures other than their own. At the culmination of their time at WAIS, students should have a strong cultural understanding of many civilizations around the globe. More importantly, however, students will also have the analytical ability to learn about any people they may be interested in and the soft skills to be able to adapt quickly to customs and mores they encounter as they explore their world. Arts Students will receive instruction in the visual arts as well as performing arts (music, choir, band, orchestra and drama, depending on teacher availability). Most of the arts instruction will be embedded during the school day as part of the specials and electives rotation, however the school will offer afterschool opportunities in the performing arts utilizing community partnership and partnerships with other WPS schools. Curricular and Instructional Supports Interventionist Support WAIS will have one full time CLD, SPED and Title I teacher as well as two instructional para professionals under the Title I para professional. The interventionist model will follow the WPS Blended Services instructional model, which groups students by their needs (as opposed to simply their label). Greater detail about the WPS Blended services model can be found in Appendices G-I, however, a summation is as follows: the CLD teacher, Title I teacher and para

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professionals, Special Education teacher and mental health staff work collaboratively in order to service all students. This approach is an integrated response to what could be called siloed instruction that has typically isolated interventionists as well as the students they serve. Detailed explanation of this intricate process, as well as graphics for visualization can be found in the appendices section. Instructional Technology WAIS presently enjoys a 1:1 ratio of technology to student utilizing Chromebooks and Smart Televisions in every classroom. The school will continue to maintain these machines through the use of building funds as well as a technology fee collected from parents. The Chromebook machines are an integral part of the CBS as they enable the student to track their learning progress in real time utilizing the Empower platform. In addition, many of our curricular supports have robust online supports that are essential for direct instruction, enrichment, and centers based differentiated activities. Teachers will also utilize classroom document cameras and installed overhead projectors for direct instruction purposes. As the school grows, the Leadership team will devote significant financial resources to exploring new instruction technology or utilizing existing technology for instructional purposes (for example, the use of Chromecast technologies for students to “cast” work for peer review on the overhead projector). Homework/Goalwork Expectations Homework will be a continuation of classwork. The design of homework will be for students to take additional time to master targets in line with our CBS (time is the variable, learning is the constant). As students enroll, they sign a contract with their parent indicating that they will commit to completing homework with parent support. Assessment and Data 评估和数据 Evaluaciones y Datos Personalized Learning The Westminster Public Schools, Competency Based System, allows students to learn at a customized pace. The model presents knowledge and skills as a series of blocks that build upon each other. Students show that they have mastered one block—called a learning target—before moving onto the next. Within each content area, there is a collection of learning targets that make up a performance level. Students must complete all of the learning targets within one performance level before moving to the next. Learning is individual to the

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student and happens at a customized pace. To support the student, progress is monitored through a Learning Management System that tracks individual competencies on a scale of 0-4.0, with 3.0 being the required level of proficiency to progress. The model allows for:

• Learners to progress purposefully at their own pace with teacher guidance based on demonstrating proficiency or better on the Learning Targets.

• Learning to be personalized through goal setting, choice and voice with appropriate instruction.

• Multiple opportunities over time are provided to demonstrate and verify competency of Learning Targets (standards).

• Support and scaffolding for any struggling learner is provided through the Blended Services Model to meet the area of need. There is no retention.

Assessment Design Learning is measured through a detailed Competency Based reporting tool. Student assessment will reflect three criteria; all reflective of course and level specific learning:

• Product Criteria: What students need to know and be able to do at each level (i.e. standards and WAIS based content knowledge).

• Process Criteria: How students are doing related to their efforts and behavior (i.e. how students are developing their 21st century skills and as global citizens).

Students are required to use rubrics to measure their own progress toward meeting assignment goals. Benchmarks for adequate achievement are established and communicated regularly to WAIS families. School improvement goals are directly linked to measurable data from school wide rubrics and assessment results. Student progress is measured by:

• Student achievement on state assessments • Performance assessments in all areas • Curriculum embedded performance tasks • Team collaboration/leadership/social emotional skills • Participation in extra-curricular activities/competitions • Scantron assessments • Community engagement • Student presentation

In addition, WAIS will use six-week data cycles that measure student proficiency and growth on units of study. WAIS will also utilize tri-annual local assessments to help drive instruction.

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Implementation Timeline 实施时间表 Línea de Tiempo de Implementación

Action Step Personnel Timeline Begin planning for Mandarin class, hiring of Mandarin teacher, planning curriculum, building space and master schedule.

Principal, Mandarin and Spanish Teacher

January 2017-August 2017

Construction of Master Schedule for school year 2017-2018.

Principal and Instructional Leadership Team

December 2016

Targeted advertising and promoting. Open house and mailers.

Principal, WPS Communications Department, Staff at WAIS

February 2017

Staff retreat WAIS Staff July 2017 Beginning of school with 7th grade and dual languages

WAIS Staff and Community

August 2017

Begin construction of new addition to building

District Maintenance and Operations

December 2017

Fundraising and planning for capstone 8th grade trip

Middle School Teachers, PTO, Community Partners

August 2016-August 2018

School Calendar and Schedule 学校日历和日程表 Calendario Escolar y Horario Length of School Day

• The school day will begin at 8:00AM for all students k-8 and will run until 3:40 PM. Pre-school will run from 8:30AM to 3:00PM.

• Extended day opportunities will run from 3:30PM to 5:30PM based on availability, student interest and possible collaborations with outside groups.

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• The school day will contain a 45 minute foreign language class as well as a 45 minute elective class. The addition of the foreign language class will extend the school day from 420 minutes to 460 minutes.

• This gives WAIS a total of 79,580 contact minutes with students. This compares to Colorado STEM Academy, a local innovation school with an extended calendar and instructional minutes totaling 77,440. Likewise, traditional elementary schools typically have approximately 73,500 instructional minutes.

• WAIS will be adding 14.5 school days, or 3 school weeks, above the traditional elementary school, and 1 week more than Colorado STEM Academy, another WPS Innovation school.

Length of Calendar Year

• Students will have the same length of calendar as WPS schools, approximately 173 school contact days. No changes will be made to breaks or holidays.

The teacher year will go five days longer than the WPS teacher year. WAIS will have a 190 day school calendar (195 for teachers participating in New Teacher Institute), as opposed to the 185 day calendar currently in place in WPS for teachers. A waiver has been submitted to allow the school the flexibility needed to increase the school year. WAIS School Contract WAIS will have a student parent contract that will ask for commitments around behavior, attendance, parent involvement and academic excellence. This contract is provided at the end of this document (appendix B) and should be referenced for further detail on parent, student and school commitments. School Uniforms WAIS will enforce a uniform policy. Uniforms can be provided either for free or a discounted rate for families in need based on donations from community partners. Application Process WAIS will utilize a comprehensive application that scores students across a distribution of attendance, behavioral and academic data points. This process is designed to ensure that students with great potential are not overlooked because they may be behind, have special needs or are learning English as a second language. For the full process, application rubric and rationale, please see the appendix B.

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Special Populations 特殊人口 Poblaciones Especiales Culturally and Linguistically Diverse Learners Culturally and Linguistically Diverse Learners are supported through the implementation of the Sheltered Instruction Approach. Students are guided to construct meaning by scaffolding the instruction starting at the instructional level of each student. The students will have the opportunity to demonstrate understanding of concepts and skills through different assessments such as:

• Hands on activities • Group tasks or projects • Performance-based assessments • Instruction by a highly-qualified language teacher

Special Education

• Special Education teachers use a co-teaching and push-in blended service model. Lessons are differentiated to ensure the success of all students in the class. Data is disaggregated and monitored to ensure that all students are successful. Special education teachers participate in personalized job-embedded professional learning to support the development of reading skills in the WAIS content areas.

• The School District recognizes that the plan to create an Innovation School will not impact or in any way diminish the school’s or District’s obligations to comply with all obligations under the Individuals with Disabilities Education Act (“IDEA”), the Federal IDEA regulations, the Colorado Exceptional Students’ Educational Act (“ECEA”), or the Colorado Rules for the Administration of the Exceptional Students’ Educational Act.

Support Services Model

• There is a school-wide system of support for students’ social-emotional and behavioral development. The use of the Positive Behavior Intervention Support (PBIS) and the District’s classroom management code of conduct will provide materials and curriculum to sustain this school-wide design.

• Students who continue to experience academic difficulty or miss assignments will be required to meet with parents and administration to develop a plan for academic success using our student contract.

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Recruitment and Hiring 招聘和招聘 Reclutamiento y Contratación Westminster Academy for International Studies has is committed to the success of our educational model and have a vested interest in its success. However, our long-term growth, is dependent upon a solid succession plan to replace teachers who retire and/or leave to explore other professional pursuits. We also must identify and address the gaps in our current workforces’ cultural and/or language skills. Recruiting teachers for an International Studies program is a complex, high stakes process. To be successful, the school needs a clear picture of who the candidates are and how they approach teaching. While we want to infuse an international element to our teaching staff, we want to avoid candidates who have applied solely due to wanderlust or the desire for cultural exploration and new experiences. We want individuals who exhibit a career focus to the teaching profession and a commitment to exposing our students to the wonders of the world—in other words, we are looking for student focused individuals rather than individuals looking for an international experience for personal gain. In an environment of long-term teacher shortages, especially in key content areas, we realize we are in a competitive war for talent. The shortage of licensed and endorsed teachers in some content areas (e.g. Mandarin Chinese) is forcing us to look to non-traditional labor pools. Likewise, our focus on cultural understanding and bi-cultural development in our students necessitates hiring, for short-term or long-term assignments, individuals from the target cultures. Again, these individuals may not possess a license or endorsement from a U.S. based organization. As an international school, we realize we may need to access recruiting agencies that identify worldwide pools of candidates. Through the use of video phone calls, websites, and emails we will be able to exchange information with potential recruits and conduct virtual interviews. We realize the stakes of recruiting decisions are high in this setting. In our recruiting and hiring process we will be seeking waivers from teacher licensure requirements and some flexibility in removing new hires that are not the right fit for the school. Professional Development 专业发展

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Desarrollo Profesional In order to ensure a successful program, teachers must participate in the following professional development:

• Staff retreat over summer break (1 week) in order to analyze data and participate in master planning for the school year, including the drafting of the school’s Unified Improvement Plan as well as any updates to the Innovation Plan.

• Ongoing professional development in CLD, CBS and International Studies topics and instructional delivery.

• New Teacher Institute for new teachers as designed by the WPS Learning Services team and implemented before the school year.

• Ongoing trainings necessary for the completion of New Teacher Institute during the school year.

Encouraged Professional Development Although not mandatory, teachers are encouraged to engage in staff development in the following areas:

• Teaching in poverty • Classroom management • Differentiated instruction • Marzano Laboratories classes for instruction • Technology • International Studies • Specific contents (PE, Art, Music, et al)

Table: Staff receiving pay

Number of days

Description of event

Cost

21 WAIS teachers and 4 WAIS instructional Paras.

5 Beginning of year planning event

$28.33 hourly rate x 40 hours=$23,797.20+$4,316.26 for benefits=$28,114.456 $20 hourly rate x 40 hours=$800+$144 for benefits $944. Total cost: 29,058.56

Sample WAIS Teacher Training Program Type of Training Attendance Description Beginning of the year Mandatory Whole team instructional

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staff retreat. planning for the school. This will range from data driven analysis and action plan building to instructional needs and culture and climate. The direction for the building will be set during this critical week.

Ongoing CLD training Mandatory In monthly meetings after school the staff will explore and learn to use CLD instructional techniques for English language learners.

Ongoing personalized training

Encouraged As needed, teachers will continue to grow professionally by investigating best practices in all content areas and sharing their learnings with staff.

Teacher Professional Learning Plan As part of Senate Bill SB-191, all teachers must goal set on a yearly basis in order to score proficient on their yearly evaluation. WAIS teachers will follow state guidelines and set yearly professional and data goals. In addition, teachers will also have demonstrated their efficacy by demonstrating positive growth on assessment data as dictated by the District IAC team. These results will be reported in their standard 6 portion of their evaluation. Staff Retreat, Data Driven Dialogue and ongoing Data Camps: Staff will begin their professional learning plan by participating in a data driven dialogue in the summer, prior to the beginning of the school year. From there, action steps will be developed that will drive the UIP and Innovation Plan. These action steps will be measured, along with unit plan formative data, during data meetings throughout the year. New Teacher Institute: The district will provide teachers new to the district specific, intensive and comprehensive training on how to use the myriad of systems and curricular supports in WPS, including, but not limited to, Empower,

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Proficiency Scales and Progressions, Unit Planning, Write…From the Beginning, PMI, PSI, Wonders, Study Sync, The WPS Instructional Model, The WPS Blended Services Model, and CLD Instruction. Daily Schedule: One of the key features of the daily schedule is ample vertical and horizontal plan time built into the school day. Teachers will have 60 minutes of shared plan time a day in order to plan with colleagues and an hour a week for full staff professional development. This robust professional development schedule adds hundreds of minutes to teacher PLC and PD time over the course of the year, which will lead to a more agile and data driven instructional practice. Total PD/PLC hours over the course of the school year will be roughly 620 minutes. Evaluation and Retention 评价和保留 Evaluación y Retención In consultation and collaboration with the Westminster Education Association, the school will follow and adhere to the District’s Evaluation and Retention procedures outlined in the Negotiated Agreement. Compensation 补偿 Compensación In consultation and collaboration with the Westminster Education Association, the school will follow and adhere to the District’s Compensation procedures outlined in the Negotiated Agreement for an individual’s annual salary. The plan, as presented, does request a waiver of the Negotiated Agreement’s subsections that deal with pay above and beyond the annual salary (e.g. professional development, extra-curricular, days beyond the negotiated maximum, other). Culture and Climate 文化与气候 Cultura y Clima

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Culture and climate are extremely important at WAIS and flow naturally from the shared mission and vision. In order to continue to foster this important sense of community, WAIS staff and students will continue with the following positive culture and climate practices.

• WAIS has a culture of academic excellence and a belief that all students can learn at a high level.

• Promoting high expectations: bi monthly WAIS will have level assemblies to recognize students that have moved a level in any academic area and/or have positive attendance. WAIS will also continue with its Leadership Awards which are passed out in class on a monthly basis, as well as class awards for positive attendance.

• All students, staff and parents will be treated with dignity and respect. We will have a safe learning environment.

• The school will commit to partner with parents in order to help meet the academic, developmental, mental, social and emotional needs of the child.

• Supporting the whole child: wrap around services include mental health services from Community Reach.

• As stated above, the shared vision and mission has been developed with students and is universal throughout the building. The school code of conduct (PAWS—Pride in our school, Act responsibly, Work together, Show respect) will remain in place. Positive Behavioral Systems (PBS) will be in place to reward following the code of conduct. Not following the code of conduct is met with district disciplinary procedures, but could include possible removal from the program as it is a choice school. This can also be the consequence for not following the attendance policy (see Appendix B).

Stakeholder Engagement 利益相关者参与 Participación de los Interesados In order to achieve our mission and vision, relationships with community will be essential. WAIS has already established a relationship with Appreciation Financial, who have donated considerable funds and time to help beautify the outside of our building. They have also agreed to donate to our student travel fund and are partnering with our PTO to fundraise towards that end. Our PTO has a robust presence in our building that we will continue to foster. PTO has helped in the morning with keeping an orderly drop off, but has also contributed to helping get students to school on time and ready to learn. The PTO is also putting its fundraising efforts towards sending our students to learn

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abroad in the 2018-19 school year as well as contributing to the positive culture and climate of the building. WAIS will also enjoy a close relationship with the WPS school board through our Board Liaison. This rotating position will help WAIS share information about our building with our BOE and will be a conduit for support, if necessary. Partners

• Appreciation Financial provided assistance with beautifying the school as well as with a $2,500 scholarship for student travel.

• Mile High Vineyard has provided needed community resources such as uniform clothing and has also contributed to the scholarship for student travel

• The City of Westminster has partnered with the school to provide summer school programming.

Parent Leadership Development Fortunately, WAIS already has strong parent leadership team in the form of our PTO. This group helps with culture and climate of the building, serves as our BAAC (Building Accountability Advisory Committee) as well as key fundraising efforts such as student travel. As the school continues to expand, we will continue to grow this key leadership team. Student Leadership Team Our current 6th graders serve in a group called “6th Grade Leadership.” Although this group has no officers, it serves as an advisory group to our teachers and administration. As our middle school grows, we will use the student leaders we are working with now to help create a Student Council that will have an integral role in the school. School Leadership and Governance Structure 学校领导和治理结构 Liderazgo Escolar y Estructura de Gobernacion WAIS will have a shared leadership and governance model. Decisions are divided into three major areas, command, consultative and collaborative decisions, each decided by the appropriate person(s) or committees.

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Command decisions: The principal makes these decisions, which involve student safety, staffing, personnel, evaluation, hiring, dismissing and budgetary decisions. Consultative decisions: Student discipline is a consultative decision made by the dean and principal on a case-by-case basis. The dean will have authority to make disciplinary decisions if the principal is unavailable. Instructional action plans, such as those found in the Unified Improvement Plan, are decided upon through a consultative process involving the Instructional Leadership Team. The ILT is composed of the Principal, Dean, and teachers from primary, intermediate, middle, specials, and interventions and meet weekly. Collaborative decisions: Decisions that impact culture and climate in the building such as revamping the code of conduct, hosting an after school event, making a club, or instituting a new positive behavioral support system are decisions made collaboratively by all stakeholders affected by the initiative. In these settings the principal, dean, ILT member, teacher, student, etc. are all equal stakeholders in the process and decisions are made collaboratively. Monitoring and Implementing the Innovation Plan: The innovation plan is implemented and monitored by the ILT along with the UIP. Both the UIP and Innovation plan will be integrated so that there is one document that drives the philosophical and operational direction of the building. School Leadership Accountability Supervision As the execution of the mission and vision is the most essential function of building leadership, a supervisory and support structure for the school principal must be in place. WAIS’ principal will receive support through monthly visits and walkthroughs by his or her direct district level supervisor. The district level supervisor will assist with issues as they arise and also ensure that the principal is keeping up with district level expectations, deadlines and mandates. The principal’s supervisor will evaluate the principal using the state evaluation and rating system. Budget 预算 Presupuesto

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WAIS is fortunate in that we already have a building that, with a few modifications, can serve our population. However, as with any innovation, there will be additional costs associated with our expansion and innovation plans. Budget Items needed to ensure success.

Item/Personnel Cost Rationale Year Implementation

Addition of Mandarin Chinese Teacher

$75,000 pay and benefits

The addition of Mandarin Chinese is essential for the success of the building. The additional FTE not only adds a valuable service for students, it makes the school extremely marketable as there are very few public schools with Mandarin programs. In addition, the extra language block will allow the school to be more flexible with collaborative planning.

2017-2018

Addition of full-time Assistant Principal


With the expansion of the middle school and the additional programs occurring at the building level, administration will need additional manpower to

2017-2018

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help manage the day to day functioning of the building and also to help ensure that middle school students are able to receive proper credits.

Addition of .5 Art Teacher (to make 1.0 full FTE)


With the expansion of the middle school, students will need more options for middle school electives as well as during the day specials in order to stay competitive with other k-8 models.

2017-2018

Purchase of Social Studies Curriculum History Alive!

$31,500 for teacher books, text books and internet programming access.

An International Studies program must have a robust Social Studies curriculum. Currently, WPS only has the proficiency scales and building level curricular supports that are often cobbled together from free resources. A strong curriculum will help deliver social studies curriculum.

2017-2018

Mandarin Curricular

$15,000 for classroom

In order for the Mandarin

2017-2018

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Resources supplies such as instructional materials, classroom supplies, work books, etc.

program to be a success, the program must be stocked with resources for the Mandarin teacher to use immediately.

Stipend for Language Teachers to develop proficiency scales

$1,500 stipend for teachers to develop Empower LT’s for Spanish.

We have noticed that implementing the Spanish class curriculum has been extremely challenging without targets and scales. In order to be a truly competency based system, we will need standards and learning targets in our language classes.

Summer of 2017

Staff Retreat $28,200 hourly pay for 25 teachers and ESP to participate in one week retreat.

Critical to the success of the program is a one week retreat in which we are able to do the data driven analysis as well as address any expansion issues we may be experiencing.

Summer of 2017

Building Expansion

Number will depend on how the building is expanded.

There is not enough physical space at WAIS in order to house multiple language

2018-2019

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programs, and a prek-8 program. Additions will need to be made by the 2018-19 school year at the latest.

Total Cost for school year 2017-2018: $298,700. This number does not include additional FTE that will be needed in the core as we add more students. Current numbers: 240 x $7,500 PPOR: $1,800,000 Projections for 2017-2018: 270 x $7,500 PPOR: $2,025,000 Projections for 2018-2019: 320 x 7,500: $2,400,000 The District recognizes that a small innovation school presents some “diseconomies of scale” when compared to a larger traditional school model. However, WPS truly believes the advantages of the WAIS small school model—offering an environment where teachers, students, and parents see themselves as part of a community and deal with issues of learning, diversity, governance, and building community on an intimate level greatly outweigh any additional financial impacts. At this time, WAIS does not expect any cost savings, as measured by traditional metrics, from this innovation. However, WAIS believes the additional input costs of supporting students in a smaller school needs to be weighed against their more positive educational outcomes. Because dropout rates are typically lower in small schools, on-time graduation rates higher, and a greater percentage of students going on to post-secondary education when compared to larger schools, the academic and social impact of the model actually creates educational efficiencies that will be realized as the students transition to the District’s high schools. Facilities and General Operations 设施和一般行动 Instalaciones y Operaciones Generales WAIS is housed in the former Westminster Elementary school building. This building, built in 1958 was designed as a Kindergarten through fifth grade structure. To accommodate the expansion to a Pre-kindergarten through eighth grade model, additional space will be needed. The District has committed funds

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to add an additional four classrooms to the site. Additionally, in fall 2016, the District added additional playground modifications (e.g. basketball hoops, tether ball) to make the physical education and recess options for our 6-8 students age appropriate. New signage and landscaping have also been provided by the District. Also, all principals meet quarterly with the Superintendent and must present their achievement data, growth, and predictions of performance on upcoming assessments. Information Technology 信息技术 Tecnología de la Información WAIS presently enjoys a 1:1 ratio of technology to student utilizing Chromebooks and Smart Televisions in every classroom. The school will continue to maintain these machines through the use of building funds as well as a technology fee collected from parents. The Chromebook machines are an integral part of the CBS as they enable the student to track their learning progress in real time utilizing the Empower platform. In addition, many of our curricular supports have robust online supports that are essential for direct instruction, enrichment, and centers based differentiated activities. Teachers will also utilize classroom document cameras and installed overhead projectors for direct instruction purposes. As the school grows, the Leadership team will devote significant financial resources to exploring new instruction technology or utilizing existing technology for instructional purposes (for example, the use of Chromecast technologies for students to cast work for peer review on the overhead projector). Accountability and Supervision 责任和监督 Responsabilidad y Supervisión Accountability is more than a promise of change. The District, in committing significant financial and human resources in WAIS, expects accountability for the flexibility and authority being vested in the school principal. Just like our teachers have three-week data cycles, our principals meet regularly with their supervisor. The focus of these meetings is on improvement and the challenges faced by the principal, staff, and students. In meeting with the principal, the evaluator: Discusses balancing achievement with improvement

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How do we balance the need for achievement with incremental improvement? How much growth is expected and achievable? Communicates specific demands What are the principal’s goals and how is s/he achieving them? How is the principal holding staff accountable? Focuses on student learning How does the principal communicate to staff, students, and families the value s/he places on student achievement? How often, and in what ways, does the principal monitor learning? Ensures frequency of observation, evaluation, and feedback The evaluator meets with the principal on the two to three week cycle. District Systems 区系统 Sistemas de Distrito The purpose of Colorado’s Innovation Schools Act is to improve educational performance through greater school autonomy in staffing, scheduling, programming and resource allocation. As we have designed WAIS, we reflected on State statutes, WPS Board of Education Policies, and articles in the WPS/WEA Master Agreement that may present challenges to our success. Listed below are the proposed innovations, waivers requested and a rationale for why the waivers were requested. State Specific Waivers C.R.S. 22-32-109(1)(n)(l): Local Board Concerning School Calendar Waivers from this statute will allow WAIS to use its own method for determining a school calendar. C.R.S. 22-32-109(1)(n)(II)(A): Actual Hours of Teacher-Pupil Instruction and Contact Waivers from this statute will allow WAIS to use its own method for determining the actual hours of teacher-pupil instruction and contact. C.R.S. 22-32-109(1)(n)(ll)(B): Adopt District Calendar Waivers from this statute will allow WAIS to use its own method for setting teacher-pupil contact hours. C.R.S. 22-32-109(1)(f): Local Boards of Education – Duties

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Waivers from this statute will allow WAIS to delegate the specified duties to the innovation school. C.R.S. 22-63-201: Teacher Employment, Compensation and Dismissal Act of 1990 Waivers from this statute will allow WAIS to employ non-licensed teachers for supplemental and enrichment instruction consistent with the innovation plan. Westminster Public Schools Specific Waivers WPS Negotiated Agreement (Waivers to the Collective Bargaining Agreement) L7-9: When a transfer is requested by the Administration, whenever possible, the teacher shall be notified of the involuntary transfer and the reasoning therefore 30-days prior to the date of the proposed transfer. If the teacher requests additional clarification for this transfer, a meeting with the Chief Human Resources Officer will be scheduled. At the request of the teacher, and if the Chief Human Resources Officer agrees, the current building principal will be called to the meeting.

L7-9-1: Whenever possible, teachers who have been involuntarily transferred within the previous four years will not be considered for involuntary transfer. L7-9-2: Involuntary transfers will be made for sound educational reasons L7-9-3: When a teacher involuntarily transferred during the school year, substitute or aide assistance shall be provided for the teacher, at the discretion of the School District, for up to five days to assist the transition. L7-9-4: A teacher who has been involuntarily transferred because of a reduction in the number of teacher positions in the department or school shall be granted an interview for openings occurring in the same department or school in the subsequent year if he/she requests a transfer to that building.

L7-9 Shall be waived to ensure that only teachers who agree with the innovation plan will be working at WAIS. L8-1: The contract year for teachers shall be 185 days which shall include ten (10) non-student contact days comprised of fifty-six (56) work hours and twenty-four (24) staff development hours.

L8-1-1: The principal shall consult with the faculty before scheduling release days for professional purposes.

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L8-1-2: The Contract year for the first year of employment for teachers new to the district shall be 190 days. L8-1-3: By June 1st of the contract year, schools shall plan how to distribute and subdivide the non-student contact days that will occur prior to the first day of school.

L8-1 Shall be waived to ensure that WAIS has the authority to create its own PD calendar throughout the school year as well as its own calendar length. L8-17: When the District mandates specific training which is approved by the superintendent and requires a teacher to attend training for in-service classes outside the regular contract day or contract year, the teacher will be paid at the per diem rate prorated to the 8 hour day. L8-17: Shall be waived in order for WAIS to set its own pay structure for professional development. L14-5: If a change in assignment becomes necessary, the principal or appropriate program administrator will engage teacher(s) who might be affected. The process will take into account the program needs of the building, and will consider those who have volunteered for the assignment. A consensus decision is preferred; however, in the absence of such decision, the principal or appropriate program administrator has the responsibility to decide based on the following considerations:

1. The teacher’s endorsement area(s); 2. The teacher’s certification; 3. The teacher’s experience, including length of service in the District and

the most recent teaching experience; 4. The teacher’s education preparation and training; and, 5. Whether such change in assignment is educationally sound.

L14-5-1: If a change in assignment initiated by the District results in the need for retraining or additional training, the District will pay tuition costs for the teacher to avail himself/herself of the training, which is approved by the District.

L14-5 Shall be waived in order to ensure that only teachers committed to the innovation plan work at WAIS. L34-15: Extra Duty Schedule

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L34-15-1: Compensation for the extra-curricular activities shall be in accordance with Appendix B of this Agreement, except that no step increases will be implemented in the 2015-16 school year. L34-15-2: No change in the compensation for the extracurricular activities as listed in Appendix B or additions to the existing schedule will be made without the mutual consent of the parties. L34-15-3: When an assistant high school coach in a specific sport becomes head high school coach in that same sport, or when a junior high school head or assistant coach becomes a high school head or assistant coach in that same sport, he/she will be given one year’s credit on the extra duty salary schedule for each one year of in-district or out-of-district experience as assistant or head. L34-15-4: Whenever possible, the lead coach will be consulted prior to hiring a new assistant coach in that sport.

L34-15 Shall be waived so that WAIS can set its own pay schedule for extra-curricular activities. Westminster Public Schools Board of Education Policy IC/ICA: School Year/School Calendar/School Day. Waivers from this policy will allow WAIS to opt out of the District calendar and District recommendations for length of the school day. Rationale To be a teacher at WAIS, one must commit to mandatory professional development. A portion of this development will take place outside of school time, for example over the summer. The current agreement requires teachers to be compensated at their per diem rate for mandatory training. We wish the flexibility to create our own professional development compensation structure to maximize the budget available. To attract and retain quality teachers, we wish for the ability to minimize any administrative transfer of any employee not committed to the innovation plan. The language in the Master Agreement allows for teachers to be administratively placed in a school without, necessarily, agreeing to the vision and mission of the building receiving the transferred employee. We wish for the flexibility necessary in order to build and maintain a shared purpose. Programs and Policies Affected by the Innovations The innovations provided by WAIS are designed to bring an International Studies’ lens to the WPS Competency Based System. In most cases, similar

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curricular resources such as Wonders and Progressive Math Initiative will still be utilized by the school but with an emphasis on International Studies. In other areas, additional resources will be brought in such as History Alive!. The reader will also note that the addition of the language tracks give the building the opportunity to creatively schedule and maximize professional collaboration time during the school day without extending the school day for teachers. A Rationale for Moving Ahead WPS schools have seen progress over the past few years as demonstrated by the number of schools that rose out of Turnaround and Priority Improvement Status over the course of years from 2010-2014. Indeed, even though WPS saw some schools dip back into Priority Improvement with the latest District Performance Framework, the CDE acknowledged that WPS had some promising data. At WAIS, we plan on making good on that promise. WPS has had some good gains in areas but we are far below the level of achievement we would like to be at. Literacy: In literacy the district increased from 719.8 points in 2015 to 720.3 points in 2016. The State average is 750 points. Math: In math the district mean score on PARCC rose from 714.7 points in 2015 to 715.3 points in 2016. The State average is 750 points. Social Studies: We do not have data from the social studies test as we have not taken it. However, given our international focus we hope to have a strong number in this particular category. WAIS would like to double the district average in social studies by having at least 10% of tested students being strong or distinguished on the test by the next assessment. From this point we can better goal set to eventually meet the State average and hopefully exceed it by 2018-19, or whenever WAIS takes the social studies assessment again. Science: WE saw increases on the last CMAS assessment. We moved from 524 point mean score to 533.6. We want to see this number rise to 600 by 2019. As evidenced above, there is a justifiable case for investing resources into an International Studies school in WPS. Although our Competency Based System has resulted in tangible gains over the years, an International Studies program will accelerate those gains.

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Appendix A 附录A Apéndice A State Policies – Colorado Revised Statutes To enhance the ability of WAIS to innovate, we request the following Colorado Revised Statutes be waived.

Description Action Statute to be Waived

Replacement Policy or Practice

Teacher Employment, Compensation and Dismissal Act of 1990 Employment required-exception

WAIS will comply with federal law and regulation on Highly Qualified Teachers

C.R.S. 22-63-201 WAIS will employ highly qualified and licensed teachers for teaching of core content pursuant to the ESSA Act (in conjunction with the District’s ESSA flexibility request). The school may employ non-licensed teachers for supplemental and enrichment instruction consistent with the innovation plan. The WPS board may enter into employment contracts with non-licensed teachers and/or administrators at WAIS as necessary to implement the school’s innovation plan.

Local Boards of Education—Duties Local Board duties concerning selection of

Delegate authority to the school to select staff and set rates of pay.

C.R.S. 22-32-109(1)(f)

Pursuant to state law, the WPS board will delegate the duty specified in this

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personnel and pay. Schedule and Calendar

Delegates authority to the school to establish its own calendar

C.R.S. 22-32-109(1)(n)(l)

paragraph to the innovation school. The principal, in consultation with the school leadership team, will select classroom teachers directly and rates of pay will be at or above the district schedule. For all unique job descriptions the SLT shall determine the rate of pay during the budget cycle each Spring for the following year. In accordance with the innovation plan, WAIS’ SLT shall determine, prior to the end of a school year, the length of time the school will be in session during the next following school year. The actual hours of teacher-pupil instruction and teacher-pupil contact shall meet or exceed the minimum hours set by the district and state

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Actual hours of teacher-pupil instruction and contact School Calendar

C.R.S. 22-32-109(1)(n)(II)(A) C.R.S. 22-32-109(1)(n)(II)(B)

for public instruction. In accordance with the innovation plan, WAIS’ SLT shall determine, prior to the end of a school year, the length of time the school will be in session during the next following school year. The actual hours of teacher-pupil instruction and teacher-pupil contact shall meet or exceed the minimum hours set by the district and state for public instruction. No later than 60 days before the end of the school year, the WAIS SLT will determine the following year’s school calendar that meet or exceeds district and state determinations of the length of time during which schools shall be in session during the next school year. Input from parents and teachers will

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be sought prior to scheduling in-service programs and other non-student contact days. This calendar shall serve as the academic calendar and schedule for the school. All calendars shall include planned work dates for required staff in-service programs. Any change in the calendar except for emergency closings or other unforeseen circumstances shall be preceded by adequate and timely notice of no less than 30 days. A copy of the upcoming school year calendar and school day schedule shall be provided to all parents/guardians of students who are currently enrolled. The approved upcoming school year calendar and school day

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hours will be placed on its website prior to May 1 of the prior academic year.

District Policies – Board of Education Policies To enhance the ability of WAIS to innovate, we request the following WPS Board of Education Policies be waived.

Description Action Board of Education Policy

to be Waived

Replacement Policy or Practice

Professional Staff Assignments and Transfers Administrative staff recommends licensed personnel for transfer to Superintendent

Exempts WAIS from involuntary or voluntary transfer of licensed personnel

GCF WAIS will not participate in transfer of licensed personnel, but reserves the right to hire licensed personnel that, in the principal’s discretion, fits the needs of the students and vision of the school.

Professional and ESP Staff Recruiting/Hiring The District handles hiring, recruiting, background checks and appointment of position to be filled at schools and other District facilities.

Delegates to the school the ability to recruit for, hire and appoint candidates for positions; the school will be responsible for complying with statutory due process expectations when applicable.

GCE/GCF The school has authority to pursue recruiting, hiring, and appointment of suitable candidates on its own; will seek the support of Human Resources when handling recruiting, hiring, and appointment of candidates.

Professional Staff Waives the GCHC The school will

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Induction Induction program is conducted jointly by the central administration and individual schools

provision that teachers new to the District and employed at the school will have to participate in District mandated induction activities.

largely utilize District induction procedures, which comply with state law, but adopt sub standards so they are aligned with instructional programs at the school, as well as the teacher profile.

Professional Staff Development Opportunities The District shall mandate and provide for professional growth opportunities

Delegates to the school academy the ability to supplement or replace District required professional development activities.

GCI The school will utilize District professional development opportunities, but adopt standards so they are aligned with instructional programs at the school, as well as the teacher profile.

ESP Recruiting, Posting, and Hiring The District is responsible for recruiting, posting, and hiring of ESP

Waives the provision that the District recruits, posts positions, and hires ESP.

GDE/GDF The school will select non-teaching staff directly and meet or exceed the requirements for the selection process utilized by the District.

School Year/School Calendar/School Day The Superintendent supervises the development

Waives the provision to follow the District calendar and District recommendations for staff development.

IC/ICA The school will develop its own annual calendar and set length of school day, and thus meet or exceed the minimum

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and implementation of the District calendar

standards of the District and state.

District Policies – Licensed and ESP Agreements To enhance the ability of WAIS to innovate, we request the following Articles (Licensed Employees and ESP Agreements) to be waived. Description Action Article to be

Waived Replacement Policy or Practice

Transfers Transfer options and inter-school posting of openings

Waives teacher transfer options (fulltime relocation from one building site to another building site) and inter-school posting of openings.

Licensed Employees Agreement, Article 7

District will not make direct placement of teachers to the school, or direct placement within the school.

Transfers (ESP) Transfer options and inter-school posting of openings.

Waives ESP transfer options and inter-school posting of openings.

ESP agreement, Article 7

The school will reserve the right to opt of transfer of ESP between schools, on a case-by-case basis.

Mandated Specific Training Mandatory trainings and calendar year.

Waives mandatory trainings from district and calendar requirements.

Licensed Agreement, Article 8.

The school will develop its own PD and school year calendar

Employee Placement Guidelines for placing employees in a specific position, including their endorsement.

Waives items to be considered by principal in placing an employee.

Licensed Agreement, Article 14

The principal will have flexibility in placing employees in teaching position, including the consideration of a teacher’s

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endorsement area when making assignments.

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Appendix B 附录B Apéndice B

Intermediate and Middle School Application

Parent Name_________________________________________________________________ Phone Number_______________________________________________________________ Address______________________________________________________________________ Student Name________________________________________________________________ Prior School Name____________________________________________________________ Prior School Address__________________________________________________________ Prior School Phone Number____________________________________________________ Current Grade Level__________________________________________________________

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Thank you for your interest in our school programming and for your patience during our application process. At Westminster Academy, we strongly believe in a robust screening process in order to ensure that all of our new students are successful members of our learning community. Our program is fun and engaging but very rigorous. In order to ensure that students succeed in this program, we feel it’s necessary for both parents and students to understand the commitments necessary in order to be successful. The following is a check list of the materials we will need from parents in order to process the application. Please note the descriptors in italics as not all items will be necessary depending on if the student is a current Westminster Public Schools (WPS) student or an external transfer. Once the package is completed you will be contacted if further testing is needed, such as a Scantron assessment, as well as with instruction for how to register your student online and the payment of fees. ____1. Most recent Scantron Scores only necessary for current WPS students

a. Literacy____ b. Math____

____2. Empower proficiency rates or non CBS equivalent only necessary for current WPS students.

a. Literacy______ b. Math________

____3. DIBELS Composite Score only necessary for students grade k-5 Green____ Yellow_____ Red______

____4. Attendance/Behavioral records ____5. Writing Sample ____6. Parent Contract ____7. Teacher Recommendation Form ____ 8. Interest Survey

Parent Involvement Contract

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As educators, we realize that it is vitally important to involve our community in the education of our children. In order for students to succeed, all parties involved in the student’s upbringing need to work together—indeed, it “takes a village” to raise a child. As part of your student’s application process to Westminster Academy for International Studies, we would like to make sure you are in full understanding of the supports we are able to provide you and your student as well as the support we will require from you. Our commitment to you and your student:

1. Your student will receive a high quality education and upon matriculating the 8th grade, will be prepared for high school.

2. The school will make every effort to make sure your student is safe at all times in the building. The principal’s (and all adults in the building) most important job is to make sure students are safe.

3. You and your student will be treated with dignity and respect. 4. Your student will have access to before and after school programming 5. The school will make every effort to maintain clear, consistent and timely

communications with you regarding your student and your student’s progress.

Your commitment to the school:

1. Parent Participation in the Building: I will commit to 16 hours of service to the school including but not limited to: attending PTA meetings, volunteering on the playground, assisting in the building, supervising field trips, participating in building planning meetings.

2. Attendance: I will commit to having positive attendance. My student will not miss school more than 8 times in the school year, as I realize the State of Colorado considers a student habitually truant after 10 absences in a school year (or 4 consecutive absences in a month). Additionally, I will commit to making sure my student is on time to school and is not unduly pulled from school early. I commit to ensuring my student has no more than 8 tardies or 8 early removals from school.

3. Behavior: I realize that in order for all students to succeed in the school, students must follow the school’s code of conduct while in the building and while traveling to and from the building. I realize that students that are habitually disruptive may be asked to leave the program. I realize that a student that commits an offense that results in a suspension may result in his or her removal from the program.

4. Uniform policy: I commit to ensuring that my student has proper uniform attire. I realize that if my student does not come to school in proper uniform attire I may be called to bring proper attire to the building. I also

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understand that I may request uniform materials at minimal or no charge to myself on a case-by-case basis. I understand that students may earn dress down days as part of positive behavior, academic performance or attendance.

5. Homework and home support: I commit to ensuring that my student has a quiet place and allotted time every day to complete homework and course work as needed. I also understand that students may take advantage of before and after school opportunities to get assistance on work.

6. Communication: I commit to providing the school with communication regarding my family and student’s situation as it pertains to behavior, attendance and academic performance. I commit to reading weekly newsletters that are posted on the website and sent home in hard copy. I commit to attending at least two parent teacher conferences during the year. I understand that I may make additional conference dates with the teacher and/or principal.

7. Parent presence in the building: I understand and commit to maintaining the learning environment while in the building. While I am volunteering in the building, I understand that I am not to interrupt teaching and learning. I understand that I am welcome to make an appointment with teachers, staff or the principal for meetings. I understand that parents must check into the office when working in the building or attending appointments outside of established parent teacher conference times for safety reasons. I will consent to wearing identifying lanyards while in the building.

8. Extended Day: In order to better address student needs, Westminster Academy for International Studies has gone to great lengths in order to provide robust afterschool and before school programming. I understand that my student is expected to attend at least one extended day program. I understand it is my responsibility to make sure my student gets to and from these events in a timely manner.

Student Contract

In order to be successful at Westminster Academy for International Studies, our students need to follow certain guidelines and expectations around behavior, attendance and academics. Read the following and discuss it with your parents/guardian.

1. Uniform dress code: I understand that I am to wear the school uniform every day unless it is a school wide or classroom dress down day or unless I earn a dress down day.

2. I understand that I am to follow the student code of conduct.

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3. I understand that every adult in this building is here to ensure that I learn and that I am safe, therefore, when an adult tells me to do something I am to follow his/her directions without talking back.

4. I understand that I may be asked to leave Westminster Academy for International Studies if I commit an offense or offenses that will result in a suspension.

5. I understand that I am to keep up on homework and classwork and use the before and after school programming as I need to stay on top of my work.

6. I understand that I am to have no more than 8 absences in a school year. I understand that I need to be here on time. I understand I may be asked to leave if I am habitually late or absent.

By signing below, I am indicating that I read and understand both contracts. Parent name_________________________________________________ Parent Signature______________________________________________ Student Name________________________________________________ Student Signature_____________________________________________

Student Interest Survey Name: __________________________ Date: _______________________

1. If I could do one thing all day it would be: ________________________________________________________________________________________________________________________________________________

2. If I had one wish it would be: ________________________________________________________________________________________________________________________________________________

3. One thing I am really good at is: ________________________________________________________________________________________________________________________________________________

4. School would be better if: ________________________________________________________________________________________________________________________________________________

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5. If I could travel to any country in the world, I would go to: ________________________________________________________________________________________________________________________________________________

6. I do my best thinking when: ________________________________________________________________________________________________________________________________________________

7. This is what one of my teachers did last year that I liked the most: ________________________________________________________________________________________________________________________________________________

8. This is what one of my teachers did last year that I liked the least: ________________________________________________________________________________________________________________________________________________

9. I have a special talent for: ________________________________________________________________________________________________________________________________________________

10. I would be interested in an after-school club or activity in the area of: ________________________________________________________________________________________________________________________________________________

11. My favorite thing to do outside is: ________________________________________________________________________________________________________________________________________________

12. When I graduate, I want to: ________________________________________________________________________________________________________________________________________________ Something else that I want you to know about me is: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Writing Sample Why are you interested in attending Westminster Academy and what strengths would you contribute to the learning community? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Student Signature_______________________________________Date_________________________

Writing Sample Part II

As part of your application process, please write a multi-paragraph essay responding to one of the following prompts. Essays and all other application materials are due prior to acceptance into the school. This should be done on a separate piece of paper or word document. Writing options: Please only respond to one!

1. If you could change places with another person (past or present) for an entire day, with whom would you change places and why would you choose that person?

2. We are all learning all the time. Some of our learning takes place in school and some outside of school. Write about something you have learned recently and how it has affected you.

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3. You are an astronaut on a peaceful, exploratory mission to a newly identified planet. As a representative from Earth, you are to present three gifts from our planet. What items will you take? Write a proposal to the sponsors of your mission explaining why you think these will make excellent gifts.

Teachers Recommendation Form

Please complete this survey regarding the applicant. Scale: 1.0: significantly below peers 2.0: slightly below peers 3.0: same as peers 4.0: significantly above peers. Critical Thinking Skills: (creativity, problem solving, analysis) 1 .0 2.0 3.0 4.0 Work Habits: (focus, motivation, independence, task completion, persistence, organization) 1.0 2.0 3.0 4.0 Behavior in class: (does the student remain on task without undue prompting, following the code of conduct, is respectful when redirected, etc.) 1.0 2.0 3.0 4.0 Any additional comments about this student? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Appendix C 附录C Apéndice C WAIS Master Schedule (modified for readability) Primary (Kindergarten and Level 1) 8:00 AM-8:30AM: Morning meeting/Personal social targets and breakfast 8:30-9:45: Specials and Foreign Language block. Collaborative planning beginning at 8:45 9:45-11:45: Literacy 11:45-12:20: Lunch and lunch recess 12:20-2:15: Math (recess) 2:15-3:20: Science and Social Studies 3:20-3:30: Closing circle and Clean up Intermediate (Levels 2-4) 8:00-8:30: Breakfast and morning meeting 8:30-10:15: Math 10:15-11:30: Foreign language and Specials Block: Collaborative planning beginning at 10:30 11:30-2:20: Literacy (including 45 minutes for lunch and recess) 2:20-3:30: Science and Social studies (including a ten minute recess) Middle (Levels 5-7) 8:00-8:30: Morning meeting and breakfast 8:30-10:00: Math 10:00-11:30: Science and Social Studies 11:30-1:30: Literacy (including 45 minutes for lunch and recess) 1:30-2:45: Electives and Foreign Language (common plan for teachers begins at 1:45) 2:45-3:30: Literacy continued

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Appendix D 附录D Apéndice D 2017-2018 Calendar Once Published

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Appendix E 附录E Apéndice E WPS Assessment Calendar

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Appendix F 附录F Apéndice F

THE INTERVENTIONIST FRAMEWORK A GUIDELINE FOR WESTMINSTER PUBLIC SCHOOLS

2016-2017 Interventionist Leadership Team

Steve Sandoval, Executive Director of Special Services (Chair) Mat Aubuchon, Director of Early Childhood

Cindy Davis, Sherrelwood Principal Justin Davis, Flynn Principal

Aylane Dibildox, Coordinator for Cultural and Linguistic Development Education Linda Kister, Director of Title I Pam Keel, GT Coordinator

Shannon McCubbin, Special Education Coordinator Heidi Blair, Special Education Coordinator

SHARED VISION Supporting students’ needs ahead of their labels

SHARED MISSION To educate a 21st Century learner through collaboration, learner-centered

practices and by holding high expectations for each other and for students of Westminster Public Schools

Special acknowledgement to Dr. Steve Sandoval (Special Education), Ms. Cindy Davis (Title I), and Mr. Dave Patten (CLD) for originally creating and developing the Interventionist Framework in 2009 as Westminster Public Schools was embarking upon a new educational system for all students—the Competency Based System! Other contributors include: Kerry Golden, Shawn Woodruff, Kathy Greb, and Jennifer Rizzo The Interventionist Framework at Westminster Public Schools In order to broaden the concept of inclusion among our students receiving special services of any kind, as well as to encourage durable change in the core of educational practice, Westminster Public Schools (WPS) has shifted its focus from teacher-centered to that of learner-centered, from a reliance of

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individual teacher practice to group practices, and from an effort to deliver service only to one of providing learner supports. The focus is on core educational practices for all students, which naturally leads staff of various disciplines—Interventionists—to plan and work together to address the educational needs of all students, regardless of their educational label (e.g., Special Education, CLD, Title I, Gifted, etc.). No one teacher can do it all, nor can we achieve success when teachers of various disciplines teach separately from one another, as is often done in traditional school systems. It take everyone to support learning, which is a basic tenant of this collaborative approach. Therefore, it behooves school staff at WPS to cross-pollinate the lines of their discipline, to participate in common professional development, and to focus on student learning and application in collaborative fashion. General Educators as Interventionists (Tier I and II) All students, including students needing special services, spend the majority of time in the general education setting receiving Tier 1 instruction from classroom teachers. It is imperative that high-quality—first-best—instruction occurs at the Universal Level by our content experts. At times, students will struggle to access content delivered in the general Tier I setting. To that end, it is crucial that classroom teachers supplement their instruction to provide Tier 2 interventions as well through differentiation and other strategies intended to help all children succeed. A visual of this basic model is as follows:

Special Education, CLD, Title I and READ Act employees as Interventionists (Tier II and III)

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Interventionists within these disciplines will serve multiple functions within this Framework including, but not limited to, team leadership, data mining, problem solving, progress monitoring, co-teaching with fellow Levels teachers, professional consultation, direct pull-out and push-in instruction for students needing targeted (Tier II) and/or intensive (Tier III) educational support. Interventionists work closely, not in isolation, with general educators to support student growth and achievement, and vice versa. Interventionists will use an array of research-based resources and strategies to assist learners to progress up our CBS Levels, emphasizing Language Arts, Math, and Language Proficiency for our identified CLD students. Rather than grouping students by their designated label, small groups needing more intensive support will be based on achievement performance and other forms of data that will help create homogenous learning groups that make sense. Further, Interventionists will continue to be responsible for conducting individualized student evaluations and writing up individualized programs (i.e., IEPs) and plans (i.e., READ, ALP, CLD, etc.) for those who qualify. These plans are key components intended to inform mandated services for eligible students above and beyond what they may otherwise receive through the Interventionist Framework. The 6 Essential Components and Guidelines of the Interventionist Framework The primary purpose of these Guidelines is to describe the essential components of an effective Interventionist Framework incorporating the information received from school teams and from research-based practices in the collaborative-services and effective instructional practices literature.

1. Shared Leadership: Shared leadership among stakeholders is critical for implementation of the Interventionist Framework. Without it, implementation of the Interventionist model is not possible. Leadership can be facilitated by stakeholders (i.e., Levels teachers, Instructional Coaches, CLD, Title I, Special Education, and GT Interventionists) with support from building administrators through a systemic and systematic process.

Endorsement: Each school shall designate a school leader—or leaders— in collaboration with the school Principal who would facilitate the planning and implementation of the Interventionist Framework utilizing the School-wide Interventionist Rubric as a guide for implementation.

2. Blended-service Approach: Schools have established a shared belief in

the importance of “addressing student needs, not labels” which leads to a blending of services among Interventionists to serve student needs efficiently and effectively. Students are grouped according to their

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academic needs, not necessarily by their identified categorical group. Schools that are attempting a fluid system of support for Focus Students are also seeing more positive outcomes (e.g., speed of learning proficiency leading to quicker upward level movement, higher achievement results on District and State testing, etc.). These schools have identified what targeted and intensive supports are available for all students and are matching Focus Student needs to those interventions and resources though supplementing—not supplanting—research-based instruction and mandated services.

Recommendation: We recognize fully the legal requirements that still need to occur for students in special services (e.g., IEPs and mandated service hours for Special Education students, ALPs for Advanced Learners, CLD Services, etc.). In doing so, while still maintaining the integrity of the blended-services approach, we recommend that Instructional caseloads for Interventionists contain at least 51% of students that are consistent with their licensed discipline area, while working collaboratively to support a blended-service model. Interventionists shall continue to be responsible for their own departmental compliance requirements as described in local, state, and federal guidelines.

A Visual Model is as follows:

3. Role Flexibility: In conducting a blended-services approach successfully, Interventionists need time to address the targeted and intensive needs of Focus Students (e.g., struggling and advanced learners) that need additional support. If Interventionists are utilized in a limited fashion (e.g., full-time Levels teachers, student assessment coordinators, etc.), then their ability to comprehensively address the instructional, case-management and, in some cases, legal needs of identified students is significantly impacted. Interventionists’ roles are flexible as they support the multiple and/or changing needs of Focus Students in any school building.

Recommendation: If Interventionists are utilized to teach a Leveled content area, s/he shall teach no more than 90-minutes of leveled classroom instruction during a school day. The remaining instructional time shall have the flexibility necessary to serve a variety of Focus Student needs through team leadership, case management, problem-solving, progress-monitoring, co-teaching,

Priority Instructional Caseload (51%>)

Tertiary Instructional Caseload

Secondary Instructional Caseload

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professional consultation, and direct pull-out & push-in instruction for students needing targeted and/or intensive support. The roles shall not include being assigned to spend a significant amount of time (more than 25% of student time) addressing school-based assessment needs (e.g., Scantron, DIBELS, etc.), emergency guest teaching, and so on. Expectations for other duties or miscellaneous responsibilities shall not be greater than any other teaching staff in the building.

4. Collaboration and Planning: Collaboration and planning within a

Blended-Services model is crucial. In fact, without it, this approach cannot work. Interventionists need an opportunity to consistently attend a regularly scheduled meetings or Professional Learning Communities with each other and with classroom teaching teams to review student data and to identify Focus Students who may need targeted and/or intensive support through a multi-disciplinary problem solving process (see WPS flowchart). Interventionists plan with each other and with Levels teachers to address student needs to adjust their schedules as needed. The student problem-solving process is not a separate entity, but is infused within the collaborative work of Interventionists and classroom teachers. With the lead of an Interventionist, this problem-solving process is implemented with all stakeholders, including Levels teachers, parents, building administration, and, when appropriate, students.

Recommendation: Interventionists should meet regularly for collaboration and planning purposes. We recommend that two teams be established for intervening purposes:

• The Interventionist team should focus on academic support and interventions. Interventionists will meet regularly (between 2-4 times/month) for collaboration and planning purposes. Interventionist team members include the Principal, CLD specialists, GT, Special Educators, Title I professionals, and, if applicable, Literacy/Instructional Coaches. The Interventionist team shall include any relevant stakeholders necessary to problem solve student academic concerns as necessary.

• The Positive Behavioral Intervention Support (PBIS) team should be developed to address students who primarily have behavioral/social concerns, including those needing support through bully prevention and character education. Its purpose is not only to address individual student behavioral/social needs, but also to proactively address systemic behavioral supports within the school using positive and proactive approaches. This team should consist of the mental health professional and a well-represented staff that have interest and acumen in creatively and positively

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addressing student behavior. This team shall meet a minimum of 1-2 times/month.

We realize that academic and behavior go hand-in-hand, and it might be suitable for the two teams to collaborate with one another for students demonstrating both academic and behavioral concerns.

5. Data-driven Decision Making and Achievement Outcomes: Using a variety of data to drive shared instructional decisions and to show achievement outcomes is a necessary component of the Interventionist Framework. Data comes from multiple sources including, but not limited to, Scantron, PARCC, DLM, ACCESS, DIBELS, I-Ready, BURST, TS GOLD, diagnostic assessments, progress-monitoring and classroom products. From the picture that is developed for each Focus Student, appropriate instructional practices and/or interventions occur with educators—Interventionists and Levels teachers—deemed most appropriate to address identified academic needs.

Recommendation: We recommend that Interventionists review a body of evidence for all students in order to identify Focus Students and their learning needs for the purposes of guiding instructional practice. This data should help teams determine which students need high-quality targeted or intensive instructional and intervention support. Teams should determine which data are most important when making these instructional decisions; otherwise, the tremendous amount of data can overwhelm a team, thus diminishing its decision-making capabilities on behalf of students.

We expect schools to conduct regular progress monitoring checks (at least 1 – 4 times/month) for Focus Students depending on their individual learning needs (e.g., targeted students may need progress monitoring 1x/month, whereas “intensive” students may need monitoring more frequently). If student progress is not occurring, then it is incumbent upon the Interventionists and Levels teachers to adjust students’ instructional program as needed until consistent progress is shown.

6. Research-based Intervention and Instruction: According to both ESSA

and IDEA, schools are required to use practices that are externally validated to show gains in student achievement. These research-based practices are ones that work for all students regardless of their learning needs.

Recommendation: We recommend that Interventionists and Levels teachers implement research-based intervention and instruction with fidelity as their primary instructional tool to guide student achievement. Sites such as What Works Clearinghouse

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(http://www.ies.ed.gov/ncee/wwc/) and Doing What Works (http://www.dww.ed.gov) are quality search engines for research-based intervention programs endorsed by the U.S. Department of Education.

Traditional Model vs. Interventionist Framework Traditional Interventionist Framework Label-driven Needs-driven Wait-to-fail model Early intervening Professional siloes Collaborative Pull out and fix Push in and support Special instruction Content experts Separate curriculum Aligned curriculum Deficit model Strengths matter Incongruent with CBS Congruent with CBS Is not working to improve outcomes Shows promise in improving outcomes Compliance over outcomes Outcomes matter most Note: From these Essential Components, a School-wide Interventionist Rubric is developed as a quality indicator to determine effective interventionist practices within each building (see attached). We feel this rubric will help Interventionist teams self-identify strength areas as well as areas

http://www.ies.ed.gov/ncee/wwc/

http://www.dww.ed.gov/

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Appendix G 附录G Apéndice G Glossary of Terms Abstract Representation: In math, abstract representation is when mathematics is represented by equation or algorithm. Assessment: In education, this term refers to the measurement, usually by test or task, of a student’s ability in a particular content or learning target. Assessment, Diagnostic: A diagnostic assessment usually given at the beginning of a unit of study or school year, designed to ascertain what a student can already know and do as pertaining to a unit of study. Assessment, Formative: Formative assessments are measurements of students’ mastery of learning targets, usually administered midway in a unit of study or a school year. Assessment, Summative: A summative assessment is an assessment taken at the end of a unit of study or school year to measure student achievement and/or growth. Achievement: A student’s ability level in a given subject as compared with his or her peers across the state and/or nation. Appreciation Financial: An investment and retirement group partnered with Westminster Public Schools. BAAC: Building Accountability Advisory Committee: A group consisting of parents and staff members of a school, tasked with holding the school accountable for its financial management and student performance. Balanced Literacy: An instructional model that breaks up literacy instruction into whole group, small group and individual tasks and assignments. Balanced Math: An instructional model that breaks up math instruction into whole group, small group and individual tasks and assignments. Blended Services: Unique to Westminster Public Schools, “Blended Services” is an approach to instructing SPED, CLD and Title I students in a collaborative fashion based on their skill set in academic subjects.

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CBS: Competency Based System: As defined by Westminster Public Schools, a Competency Based System is a systemic and systematic approach to education that emphasizes grouping students by ability levels; expecting that students show competency in any particular area prior to them moving to the next level; encouraging student ownership over their work, and ending the practices of social promotion. CDE: Colorado Department of Education. CLD: Culturally and Linguistically Diverse is a label given to students whose first language is one other than English. CMAS: The Colorado Measures of Academic Success are the tests given by the PARCC consortium as part of the state wide accreditation process. Community Reach: A local metal heath group that partners with Westminster Public Schools. Concrete Representation: In math, concrete representation is math in the three dimensional physical world, or “real world” math. Examples of concrete representations might be coins or other objects. Curriculum: Curriculum is a resource that helps teachers guide students to mastery of academic standards. Curricular Resource: Usually a purchased program that helps a teacher deliver curriculum and gives instructional methods or best practices in doing so. Data Driven Dialogue/Analysis: A collaborative effort that examines data for major trends and helps inform future actions by an organization or team. In education, this generally refers to looking at multiple points of student assessment data (sometimes referred to as triangulating) in order to help shape goals and action steps for educators. DIBELS: DIBELS, or Dynamic Indicators of Basic Early Literacy Skills, is an assessment given by both in Colorado and nationally to measure reading fluency in students grades k-5 in the beginning, middle and end of year. Differentiated Instruction: An instructional term that refers to designing instruction and curriculum to meet the needs of students across varying ability levels, learning styles, and student preferences of learning.

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Electives: In middle and secondary education, this term refers to specialized contents that may or may not be mandatory for matriculation or graduation. Examples might be visual arts, band, gym or secondary language. EngageNY: A curricular resource in mathematics. ESSA: Every Student Succeeds Act, is legislation signed under President Barack Obama that is a continuation of NCLB. ESSA maintains student accountability measures but helps reduce burdens caused by some of the prescriptive requirements of NCLB. Extracurricular: Usually referring to activities or events that occur outside the normal teaching hours or calendar year. FRL: Free and Reduced Lunch refers to culinary services given to students impacted by poverty. By citing “Free and Reduced Lunch” numbers, a school can give a depiction of how its community is impacted by poverty. FOSS Kits: A science curricular resource utilized by Westminster Public Schools. FTE: Full Time Employee. This refers to a position being added to a school and represents a financial consideration to the district and tax payers. Gap Filling: In education, this refers to the action of taking any deficiencies a student may have in any subject area in any previous years and re-teaching those skills. Thus a level 3 student may have certain skills in math from level 2 that he/she has not completed, or “gaps.” The level 3 teacher would then re-teach the student those skills to assure mastery, or “gap fill.” GPA: In education this term means “grade point average” or the average grade a student has across multiple subjects. In a competency based system this term means the traditional system equivalent to a student’s performance levels across all subject areas. Grandfather: In this context, grandfathering means to allow students that have already been attending the old Westminster Elementary to remain in the school and overtime, phase in new students on an application only basis. Growth: A student’s progress from year to year in a given subject as compared with his or her peers across a state and/or nation. Guided Instruction: As opposed to whole group instruction, guided instruction is instruction in a small group setting where the teacher guides students to master a very narrow skill.

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History Alive!: A social studies curricular resource being proposed for adoption by WAIS. Highly Qualified: A term used for teaching credentials that indicate that a teacher has had what the state deems as adequate study in the content area they plan to teach in. ILT: Instructional Leadership Team: The team at Westminster Academy for International Studies that acts as a consultative governing body. This body is composed of teachers, administrators and ESP staff. Improvement: An accreditation rating by the Colorado Department of Education. A rating of Improvement means that a school is making adequate progress in their achievement and growth data. Instruction: Instruction is the method in which teachers guide students, using curriculum, to achieve academic standards. Integrated: This term refers to interventions in education. As opposed to “siloed,” “integrated” suggests that different departments are working collaboratively in order to educate students. Intervention: In an educational setting this refers to specialized instruction for students that may not be achieving at the appropriate level. Intervention is usually described as having three tiers: Tier I generally refers to regular classroom instruction all students receive. Tier II generally refers to more small group instruction either in or outside of the classroom. Tier III usually refers to very small group or one on one instruction outside of the classroom. Kinesthetic Instruction: Instruction that utilizes physical movement in order to help the learner master targets. Learning target: A specific skill and/or knowledge in a specific level and content area. Literacy: This term refers to a content area that encapsulates reading and writing. At earlier ages, student learn to read, form letters and eventually sentences. At later levels student read to learn ideas in texts and writing in paragraph form. Master Schedule: In education this refers to a total building schedule of all classes and activities for a given school year.

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Magnet School: A term usually used to describe public schools with specialized programs designed to attract students from outside its traditional boundaries. Modules: In an educational context, this term usually refers to units of study for teachers participating in Professional Development. No Child Left Behind: A national piece of educational legislation signed under President George W Bush in 2002 that greatly increased school accountability and close the achievement gap between poor and minority students and their more advantaged peers. Numeracy: This term refers to early mathematics such as counting and simple addition. PARCC: PARCC, or The Partnership for Assessments of Readiness for College and Careers, are the makers of standardized tests that the State of Colorado administer on a yearly basis to measure students’ abilities in math, literacy, science and social studies. Although there are multiple tests, they are colloquially called ‘PARCC’ by educators. Performance: An accreditation rating by the Colorado Department of Education. A rating of “Performance” means that schools possess strong academic achievement and growth. Performance, Performance Framework: Like School Performance Frameworks, this term refers to a mathematical calculation the Colorado Department of Education administers to decide the accreditation rating of a district. Performance Framework, School: Like District Performance Frameworks, this term refers to a mathematical calculation the Colorado Department of Education administers to decide the accreditation rating of a school. Pictorial Representation: In math, pictorial representation is the representation of math in picture form. An example of this may be a student drawing a pie in order to show work in fractions. PMI: Progressive Math Initiative is a math curricular resource utilized by Westminster Public Schools. PPOR: Per Pupil Operating Revenue: the amount of money that a school receives for each student to run their program. The pupil count is conducted in October. Priority Improvement: An accreditation rating by the Colorado Department of Education. A rating of “Priority Improvement” means that school have not made

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adequate progress on standardized assessments and have five years to make significant gains on their performance data on the PARCC assessment or they may face sanctions. Professional Development: Ongoing training for teachers, usually occurring outside normal teaching hours or calendar year. Proficiency Scales: A series of learning targets, or skills and knowledge, that build on each other to create mastery. Progressions: In education, this refers to the logical sequence in which a compilation of learning targets, called scales, are taught to students. PSI: Progressive Science Initiative is a science curricular resource utilized by Westminster Public Schools. PTO: Parent Teacher Organization. Slightly different than a PTA (Parent Teacher Association), a PTO is managed at the school level with parent support. Push-in: This refers to a Tier II intervention technique. It means that a specialist teacher will teach in a classroom alongside a regular education teacher with a small group. Pull-out: This refers to a Tier II or III intervention technique. It means that a specialist teacher will remove a small group or single student from a classroom to give them specialized instruction. Race to the Top: A competitive grant created to spur and reward innovation and reforms in state and local district K-12 education. The grant incentivizes districts to implement performance-based evaluations of teachers and principals, adopting common standards and adopting policies that do not prohibit the expansion of high-quality charter schools. This was announced by the Obama administration in 2009. Rubric: A document used to outline criteria necessary for the completion of a task. Santillana: A curricular resource designed to support instruction in Spanish. SB-191: Colorado legislation that seeks to rate teachers’ efficacy and places new rules over teacher tenure (see Standard 6 below). This Colorado legislation is in compliance with Race to the Top grant requirements.

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Scantron: A multiple choice test in math and literacy that Westminster Public Schools use a way to assess k-10 student’s abilities at the beginning, middle and end of year. Standards: Academic Standards are a set of specific knowledge and skills that students must have in each grade level. Standards are how curriculum is developed and delivered. Siloed: Referring to interventions in education, the term “siloed” usually has a negative connotation, suggesting that departments are working in isolation of one another and either duplicating instruction or in some cases, working in opposition to one another. Standard 6: Referring to SB-191, teacher efficacy is measured by five standards. The first five standards refer to observable and artifact driven observations by the teacher evaluator. Standard 6 refers to school and individual data. Study Sync: A curricular resource in literacy for middle school students. Systematic: This term refers to a step-by-step procedure and is usually a gradually unfolding process. Systemic: Refers to processes engrained across an entire system. Specials: In elementary education this term generally refers to specialized content outside the core contents of math, science, social studies and literacy. These contents are usually physical education, gym and music, but may include such subjects as secondary language, health, or other subject areas. Teaching Gold: A preschool and primary level curriculum in literacy and numeracy. Thinking Maps: A curricular resource that helps students with critical thinking. Turnaround: An accreditation rating from the Colorado Department of Education. A rating of “Turnaround” means that the school is far below expectations in growth and achievement. A school with this rating has five years to improve their rating or face sanctions. Walkthroughs: In education a Walkthrough generally refers to an administrator(s) or teacher(s) tasked with touring multiple classrooms in order to observe specific behaviors, evidences, and/or criterion. This data is then tabulated to look for trends. ‘Walkthrough’ and ‘Learning walk’ are often used synonymously.

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WAIS: Westminster Academy for International Studies, formerly Westminster Elementary, is the school now seeking innovation status. WE: Westminster Elementary the former school that lead to Westminster Academy for International Studies. Its final year was 2015-16. WEA: Westminster Education Association. The teacher’s union in Westminster Public Schools. Wixie: A digital curricular resource that allows teachers and students to create e-books with sound and graphics. WONDERS: A Literacy Curricular resource utilized by Westminster Public Schools. WPS: Westminster Public Schools. Once called Adams County School District 50, WPS is the largest district in the state of Colorado to implement a competency based design of instruction. WPS is located just north of Denver, in the city of Westminster. Write…From the Beginning: Abbreviated as WFTB, this is a curricular resource for writing utilized in WPS. UIP: Unified Improvement Plan: The Unified Improvement Plan is a document that all public schools complete in as part of their accreditation process with the Colorado Department of Education. Within this plan are specific instructional and student achievement goals and action plans.

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