Charter District Partners and Supports

  • Staff in a group standing in a school lobby together

    Charter district partners are here to serve our DPS charter schools. Please click on a specific team to find out contact information and any important related documents. Please refer to this Charter District Partner list to find district partners specifically assigned to your school as well as important general district contacts.

  • Assessments

    Charter schools are required to administer the assessments listed below. Please visit the linked pages below for specific information about each assessment. For general information (as well as Site Assessment Leader (SAL) responsibilities and expectations), please visit the Accountability, Research & Evaluation page on the Commons.

    • ACCESS 2.0: an annual summative assessment that assesses social and academic English language development in the areas of Listening, Reading, Writing, and Speaking.  It is a state required assessment that meets the federal requirements for monitoring English Learners.  All students in grades K-12 who have been identified as English learners are required to take the assessment. For questions, please contact Armando Dominguez.

    • CMAS: The Colorado Measures of Academic Success, or CMAS, is the state summative assessment for language arts, math, science and social studies. CMAS is aligned to the state’s rigorous academic standards and designed to gauge how well students are mastering the standards and prepared for their next grade. For questions, please contact MacKenzie Lane.

    • MAP (for alternative education high schools): Measures of Academic Progress (MAP) is an online adaptive test used to measure progress of students in mathematics, reading, and language.  The assessment has important instructional benefits when administered at regular intervals over time because it measures what student’s know and what they are ready to learn next. For questions, please contact Yamile Reina.

    • PSAT & SAT:
      • The PSAT is designed to measure the reading, writing, and math skills important for college and career readiness and success.  The PSAT shows students their academic strengths and weaknesses, provides indicators of student readiness for AP coursework, and connect students with access to scholarship opportunities.  Since the SAT is used for admission by colleges and universities, taking the PSAT is a key step for students preparing to go to college. For questions, please contact Yamile Reina.
      • The SAT is an assessment that students take in the eleventh grade to help them understand their academic progress and preparedness for college and career. The SAT is accepted for admission and placement in all public colleges and universities in the state, and also links students to important scholarship opportunities from universities or other organizations. For questions, please contact Yamile Reina.

    • The READ Act: The Colorado Reading to Ensure Academic Development Act (READ Act) was passed by the Colorado legislature and went into effect on July 1, 2013. This law focuses on K-3 literacy development and includes requirements for assessment, individualized READ plans for students reading Significantly Below Grade Level (SBGL), and specifics around parent communication and involvement. For questions, please contact Cate Beck.

    • TS Gold: TS Gold is an ongoing, observation-based assessment for preschool and kindergarten students. Note: DPS charter schools are not required to use TS Gold, however charter schools must use a kindergarten readiness assessment that meets the state requirements of the early readiness assessment in accordance with Colorado’s Achievement Plan for Kids passed in 2008. For questions, please contact MacKenzie Lane.

    • Universal/Gifted: Each fall, the DPS Gifted and Talented Department will be conducting universal assessment screenings for all students in kindergarten, 2nd grade, and 6th grade. Students will be tested using the online Naglieri Nonverbal Abilities Test (NNAT-3), which takes, on average, less than 30 minutes to complete for most students. For questions, please contact Vanessa Ewing.

    • WIDA Screener / Kinder W-APT: The WIDA-ACCESS Placement Test is an English language proficiency screener test given to incoming students who may be designated as English language learners (ELLs). It assists educators with programmatic placement decisions such as identification and placement of ELLs. This assessment must be conducted within the first 10 days of school. If a student joins a new school after the end of September, they must be assessed within three days. For questions, please contact Armando Dominguez.

  • Charter Finance

    Each charter school is assigned the support of a Finance Partner, who is responsible for providing financial oversight and guidance on financial transactions and regulatory requirements (district, state and federal) to charter schools and district personnel.The partners conduct on-site reviews of financial policies during renewal and conduct an annual analysis to determine the fiscal health and sustainability of charter schools. To find out who your school's finance partner is, please see this document.

    In addition, Charter Finance sends out regular newsletters to charter business managers. An archive of these newsletters is available here.

    For more information about the Charter Finance team and a charter school's financial requirements, please see the Finance Chapter of the Charter School Leader Guidebook.

  • Charter Information Systems Support (CISS)

    The CISS Team exists to serve you, DPS Charter schools, with student information system supports. It is your go-to team for assistance with any DPS system(s) and to provide the training and resources you need for successful school operations.

    • CISS List of Services - A comprehensive list of the ways CISS can support your school
    • DPS Systems Access Instructions - Detailed instructions for navigating DPS Systems access, including password reset
    • CISS Partners - Find your school's assigned CISS Partner (and her contact information) in this charter district partner list (be sure to scroll to the right to view the appropriate columns)

    For anything not covered above or for questions, please reach out to the CISS team at CISS@dpsk12.org or 720-423-2477.

  • Choice and Enrollment

    Please visit Choice & Enrollment's Commons page for general information. Charter-specific information follows.

    Projections

    In December of each year, the district releases enrollment projections for the following year for each school in the district. These projections are based on both school and district enrollment trends, as well as building capacity. Schools are asked to review these projections and provide any feedback prior to them being finalized. Charter schools are funded based on projections for both July and October funding payments, with a true-up in January, unless enrollment is significantly below projections, or the school requests to be funded at a lower enrollment number.

    Enrollment Guide

    DPS annually publishes enrollment guides with information on all DPS schools to help parents navigate through the SchoolChoice process. Charter schools are included in this guide and are asked to review their profiles annually.  

    SchoolChoice Process

    Charter schools, with the exception of Alternative Education Campuses, participate in the district’s SchoolChoice system, which streamlines enrollment for all families, providing greater equity of access. This includes a single choice application, as well as seats set aside for students who do not participate in Choice.

  • Discrimination and Harrassment Reporting

    DPS released updated Discrimination Prevention and Response (DPR) materials at the start of the 2018-19 school year. While most materials on the DPR site are for district-run schools, we have adapted the DPR process flow for charter schools, which can be found here. While this should help you understand when you can leverage DPS supports, note that it is a guidance document and, as charters, you should consult your legal counsel for specific information. In addition, while charters cannot utilize the electronic DPR forms, copies are available here in case you would like to adapt them for your own use.

  • English Language Acquisition (ELA)

    Please visit the ELA department's Commons page for general information. Charter-specific information follows:

    Charter ELA Partners (page 3 of this document)

    ELA Training (Summer 2018)

    Overview: ELA Handbook for Charter Schools

    The ELA Handbook for Charter Schools is an interactive resource designed to provide essential information to help charter school leaders establish and maintain effective ELA Programs.

    Download the ELA Handbook for Charter Schools


    Waiver Forms for ELA Serivces (PPF3)

    English

    Spanish

    School Leader Guidance - PPF3

    Office Support Guidance - PPF3


    ELA Compliance for Charter Schools: Consent Decree

    In April 2013, DPS began implementing a newly revised and approved Consent Decree to improve English Language Learner (ELL) instruction to better serve Denver’s students. The Federal District Court’s approval and entering of the Consent Decree, which reflects updates to the Equal Educational Opportunities Act of 1974 and the English-Language Acquisition (ELA) Court Order, supports DPS’s commitment to continue to implement the strategies it has developed to improve its English Language Acquisition (ELA) program and meet updated requirements set forth by the U.S. District Court.

    Chapter 8 of the Consent Decree applies to Denver’s charter schools.

    1. The District shall ensure that all District schools, including charter schools, take appropriate action to overcome language barriers that impede meaningful and equal participation by all students enrolled in the District’s instructional programs. To that end, the ELA Department shall work collaboratively with the District’s Office of School Reform and Innovation[1]to monitor the identification of, services for, and assessment of ELLs enrolled at District charter schools. The offices also shall work collaboratively to ensure that the District makes educational alternatives available to all ELLs, without regard to language proficiency level, by, among other things, providing notice of such alternatives to LEP parents in their native language. To the extent a charter school fails to meet its legal obligation to provide meaningful and appropriate language acquisition services, the District shall take steps to remedy the charter school’s ELA program deficiencies within a reasonable period of time.
    2. The District shall require all charter schools offering ELA services to identify a school administrator, or an administrator-designee, with ELA expertise to provide oversight and evaluate the effectiveness of ELA services provided by the school.
    3. The District shall not approve an application for a new or renewed charter that fails to propose an ELA Program reasonably designed to enable the District’s ELLs to overcome their language barriers in a reasonable period of time so that they can meaningfully and equally participate in the educational programs offered by the school.

    In addition to chapter 8 of the Consent Decree, DPS charter schools are responsible for fulfilling federal and state regulations, as well as the ELA requirements of the charter contract, to provide students with the English language skills they need to meaningfully and equally participate in English learning instructional programs.

    [1] Now the Portfolio Management Team.

    To read the Consent Decree in full, click on the following links:


    English Language Development Instruction

    In compliance with the Consent Decree and the Charter Contract, all charters are mandated to offer a daily English Language Development block for ELLs of at least 45 minutes. The key components of an ELD Lesson are:

    • Language objective
    • Link to background knowledge
    • Explicit and direct instruction of the language
    • Opportunities for students to rehearse, practice and/or apply the language through multiple domains (speaking, listening, reading, writing)

    ELA Teacher Certification

    As per the Charter Contract, all teachers at charter schools (regardless of the content area they teach) must meet ELA teacher qualifications in one of the three ways described in the 2012 Consent Decree for teachers at direct-run schools:

    • State endorsement (LDE/CLD)
    • Advanced degree
    • Approved district ELA training program (charter teacher training channel or district training if the teacher has transferred to a DPS charter school from another DPS school)

    Teachers must complete their ELA certification within two (2) full school years from their date of hire into the district/ DPS charter schools (i.e., teachers hired in August or September will have until the completion of the subsequent school year to complete their certification).


    Charter Instructional Services Advisory Team (CH-ISA)

    CH-ISA Teams are school-based teams that consist of three members (ELA Administrator + two additional members) and have specific roles and responsibilities that are grounded in federal and district requirements:

    • Student Advocacy
      • The CH-ISA Team advocates for students at their school by ensuring correct identification and placement in program services as well as monitoring ongoing academic progress to guarantee that students are receiving appropriate instruction.
    • ELA Site Coordination
      • The CH-ISA Team ensures the timely completion of required forms for each stage of the ELA lifecyle.
    • Data Team
      • The CH-ISA Team is the primary decision-making body for ELLs at a school site. The team utilizes formal and informal data to gauge English language proficiency as well as academic performance to make appropriate decisions with respect to program placement.
    • Communications
      • The CH-ISA Team is responsible for communicating with site staff as well as students' families regarding student language proficiency, academic progress and program placement/designation.

  • Enterprise Management (Food Service and Warehouse)

    Please visit Enterprise Management's Commons page for general information. Charter-specific information follows.

    Food Service

    Charter schools can choose to purchase food services offered by DPS or by an outside, third-party, provider.

    If requested to do so by a charter school, the district will provide free and reduced-price meals to qualifying students in a manner determined by the district and in accordance with the school’s board policy and applicable federal and state law.

    Free and Reduced Meal Information

    The NSLP (National School Lunch Program) provides per-meal cash reimbursements to qualifying School Food Authorities such as DPS for qualifying school meals taken by children. This means that all eligible schools may participate and all children attending those schools may participate.

    All public schools, including charter schools, can participate in the National School Lunch and School Breakfast Programs. Among other factors, household income and family size determine whether students receive free meals, reduced-price meals or “paid” meals, for which students pay most of the cost. For schools participating in the School Breakfast Program, DPS provides all qualifying breakfasts to students for free. Find out more about Free and Reduced Lunch and DPS Food and Nutrition Services here.

    Warehouse & Distribution Services

    Enterprise Management Warehouse & Distribution provides the receipt, physical storage, and distribution of materials and supplies to schools and departments within DPS, including charter schools whether they're in DPS facilities or not. Charters may have to pay for these items and services.

    The Alcott St. warehouse provides physical storage of surplus furniture and equipment which is distributed to and from schools and departments within DPS. Surplus items are available by request and for a minimal delivery fee. 

    To request deliveries or pickups, please read these guidelines and use this request form.

  • Facilities

    Please visit Facility Management's Commons page for general information. Charter-specific information follows.

    Charter schools have the right to apply to the district for consideration for district facilities, pursuant to the district’s policies regarding facility allocation and co-location, and the established district facility allocation and co-location processes. If a charter school is approved for placement in a district facility, the district shall make the space available without charging rent, and all other applicable services for operations and maintenance shall be made available at cost, according to the terms of the Facility Allocation Policy (FAP). These required costs are rolled up into the Facility Usage Fee, a per-pupil fee charged to all charter schools in district facilities.

    Facility Allocation Policy

    DPS makes sure that the placement process is open and fair by using the Facility Allocation Policy (FAP), which was adopted in 2015. This policy, which applies to both district-run and charter schools, sets clear criteria for the board to decide which schools best meet district priorities.

    Facility Use Agreement 

    In the event that a charter school is located in a district facility, the school must sign a Facility Use Agreement (“FUA”). The FUA terms are typically aligned with the charter contract term unless noted elsewhere. The FUA will include a facility use fee and describe the facility use fee payment procedure. The FUA also outlines all other compliance-related items related to occupying the facility (e.g. insurance, repairs, covenants, etc.).

    Shared Campus Agreement

    In the event that a charter school shares a DPS facility with other schools (district-run or charter), all schools in question, regardless of governance type, must sign a Shared Campus Agreement.

    Facility and Maintanence Emergencies Process

  • Family and Community Engagement

    Please visit FACE's Commons page for general information. Charter-specific information follows.

    SCHOOL ACCOUNTABILITY COMMITTEE (SAC)

    Every school is required by state statute (22-11-401) to have a School Accountability Committee (SAC). The purpose of the SAC is to increase the amount of accountability and family involvement in our schools.

    SAC Membership

    Each school is responsible for establishing a SAC, which should consist of at least the following seven members:

    • The principal of the school or the principal’s designee;
    • At least one teacher who provides instruction in the school;
    • At least three parents of students enrolled in the school;
    • At least one adult member of an organization of parents, teachers and students recognized by the school; and
    • At least one person from the community.

    SACs must select one of their parent representatives to serve as chair or co-chair of the committee. If a vacancy arises on a SAC because of a member’s resignation or for any other reason, the remaining members of the SAC will fill the vacancy by majority action.

    Charter schools may choose to have one or two members of their governing body serve on the SAC in order to complete any of the required duties of the SAC. In the alternative, governing boards may establish both a SAC and Finance Committee that report to the governing board on all tasks that are delegated to them, including making recommendations for the school’s improvement plan and making recommendations on school spending priorities.

    Responsibilities of the SAC

    Each SAC is responsible for the following:

    • Making recommendations to the principal on the school priorities for spending school moneys, including federal funds, where applicable.
    • Making recommendations to the principal of the school and the superintendent concerning preparation of a school performance or improvement plan, if either type of plan is required.
    • Publicizing and holding a SAC meeting to discuss strategies to include in a school priority improvement or turnaround plan, if either type of plan is required, and using this input to make recommendations to the local school board concerning preparation of the school priority improvement or turnaround plan prior to the plan being written.
    • Publicizing the district’s public hearing to review a written school priority improvement or turnaround plan.
    • Meeting at least quarterly to discuss whether school leadership, personnel and infrastructure are advancing or impeding implementation of the school’s performance, improvement, priority improvement or turnaround plan, whichever is applicable, and other progress pertinent to the school’s accreditation contract.
    • Providing input and recommendations to the DAC and district administration, on an advisory basis, concerning principal development plans and principal evaluations. (Note that this should not in any way interfere with a district’s compliance with the statutory requirements of the Teacher Employment, Compensation and Dismissal Act.)
    • Publicizing opportunities to serve and soliciting parents to serve on the SAC.
    • Assisting the district in implementing at the school level the district’s family engagement policy.
    • Assisting school personnel to increase families’ engagement with teachers, including families’ engagement in creating students’ READ plans, individual career and academic plans, and plans to address habitual truancy.

    COMMUNITY FEEDBACK

    Parent Survey

    Charter schools are required to administer DPS’s annual parent and student surveys. Completion rate and responses are factored into a school’s SPF score. Schools are welcome to administer any additional surveys as well.

    Complaints

    If parents or community members have a concern about any DPS charter school, they should follow the school’s grievance policy to reach a satisfactory resolution. Parents are also welcome to contact the DPS Family Constituency Services team, who shares the concerns with the school’s leader and PMT partner. School leaders may request support in the form of meeting facilitation, coaching and conflict management from the team as well for a fee.

    PMT will generally refer parents to the school leader and/or school’s board to try to resolve the issue, unless it appears to be an issue where the school is violating state or federal law or the safety of students is at risk. In this case, PMT may take additional steps in addition to contacting the school leader.

    If a parent or community member has a concern that a school has violated the law, applicable district policy, a charter contract or student safety responsibilities AND problem-solving efforts with school leadership, charter operator and board of directors fails to satisfactorily address these concerns, then the parent may appeal to PMT for assistance in resolving the issue. When warranted, PMT officials will engage the DPS General Counsel and/or external authorities to investigate and/or address an issue. The decision documented by PMT shall represent the input and final decision of the DPS leadership team. 

    Where the issue involves a criminal violation of the law (e.g., a parent believes his or her child has been physically abused by a school employee or another student), the parent should immediately contact the Denver Police Department and the Denver Department of Health Services (Report Child Abuse: 720-944-3000). Tips and reports may also come through via Safe2Tell, an anonymous repository, from which schools and district personnel are required to take action. As Mandated Reporters, school and district personnel are required to notify DHS or DPD upon notification or substantiated suspicion that a student has been abused.

  • Human Resources

    All charter school employees are employees of their charter school, not DPS. For all HR-related concerns, charter employees should reach out to their school's human resources team, not to DPS.

    However, DPS is required to capture and report charter school employee data to CDE as part of various Human Resources Submissions, as outlined below.

    **UPDATE** READ THIS 2019 ESSA Submission Process Update Letter**

    Quick link to INFOR HR GUIDEBOOK

    Expectations

    (Below these expectations are more details about the Submissions themselves, as well as information on what it means to be in- or out-of-field.)

    Charter School Expectations: 

    1. Verify all relevant staff information has been updated in InforHR by the 5th of each month.
    2. Upload all documentation[1] and input/update all data regarding employees in InforHR:
    • Skills: CDE licensure endorsements and passing exam scores for Teachers and Para-educators
    • Credentials: CDE Licenses and Advanced Degrees/National Board Certificates
    • Education: Degrees with attached copies of official transcripts (must be conferred – include date degree was awarded)

    *NOTE: For directions on how to do the above, please consult the Charter School HR Liaison InforHR Guidebook sections on Creating an Education Record, Creating a Skill Record and Submitting Proof of Licensure.

    1. Please upload and update data and documents in a timely manner. The DPS ESSA Compliance Specialist will communicate with you regarding missing information, information that is causing errors (most likely entered incorrectly) and teachers who appear to be out-of-field. When requests are made by the DPS ESSA Compliance Specialist, please respond and make updates within three (3) business days.
    2. November 29 is the last day to make any changes to your rosters in InforHR. After that, all changes must to be emailed to DPS_CHTRDOCS@dpsk12.org.

    [1] It is required by state regulations that these documents also be maintained on file with your charter school or network. 

     

    HR/ESSA Team Expectations: 

    1. HR/ESSA will look for Non-employees in GHR and process their Credentials, Skills and Education on a weekly basis. If any information is missing, the HR/ESSA team will reach out directly to the school HR Liaison.
    2. Charter HR Liaisons will pull and review GHR staff rosters monthly and make changes in GHR to address any missing or incorrect data.
    3. In late January, the final roster reported will be sent to schools by the HR/ESSA team for sign off from school principals.

    The HR/ESSA team must have all documentation on new staff/teachers by the end of August for the coming school year. Any staff member hired during the year must have their documentation entered into InforHR as soon as possible. Due to the high volumes of paperwork in the HR/ESSA office, please adhere to all deadlines; a delay may cause the HR/ESSA team to be unable to verify the accuracy of staff qualifications before final submission to CDE. This may result in having to report teachers as out-of-field and potentially non-renewed from the classroom with little to no warning, and little to no time to make accommodations or time to get a replacement. Click here to view InforHR Roster Report Instructions.

    [1] It is required by State Regulations that these documents also be maintained on file with your Charter school or network. 

    Qualified Teacher Requirements

    In-Field Teacher Requirements

    A well-prepared teacher is vitally important to a child's education, and ensuring high-quality teachers for all students is a key tenet of the Every Child Succeeds Act (ESSA). Research provides a clear connection between student achievement and teacher quality. With this in mind, ESSA requires that all subject area teachers must be in-field in their assignment. Although this requirement does not guarantee an effective teacher in every classroom, it does set a common expectation for teacher knowledge. Charter schools are subject to these federal requirements, although they are not subject to all state licensure requirements. Find out more about teacher qualifications on the CDE website.

     

    Teacher Qualifications: In-field and Out-of-field

    With ESSA, instead of reporting on highly qualified teachers, we are required to report whether a teacher is in-field or out-of-field. Teachers who are in-field are considered subject matter experts. To be classified as in-field a teacher must hold at least one of the following in the subject area he or she teaches:

    • Endorsement on a Colorado teaching license
    • Degree (bachelor’s or higher)
    • 36 semester hours
    • Passing score on a SBE-approved content exam (currently the ETS Praxis Series)

     

    DPS highly encourages all teachers to work towards in-field status. We believe that it is in the best interest of all

    students to have subject matter experts in their classroom.

    ECE (does not fall under ESSA but mandated by state regulations)

    Elementary (K-6)

    Secondary (6-12)

    PRAXIS in ECE

    Passing a CO Elementary content test (e.g. PRAXIS)

    Earning an endorsement in assigned field

    Level IV or Level V Early Child Prof Credential[1]

    Passing the National Board Certification elementary assessment

    Holding a degree in assigned subject

    National Board Certification at ECE Level

    Earning an Endorsement in Elementary

    Passing a CO content test in assigned field (e.g. PRAXIS)

    CDHS Child Care License

     

    Earning 36-semester hours in assigned field

    Earning an Endorsement in ECE

     

    Earning a National Board Certification in assigned field

    • In addition to the above requirements, SPECIAL ED and Special Service Providers (SSPs) MUST have a valid Teacher License.

    Special Note: If a teacher is teaching general education in elementary grades, for example if a 6th grade teacher is teaching general elementary, the teacher must meet the "elementary" requirements to be qualified. If the teacher is a content specialist, then the teacher may meet either the "elementary" or the "secondary" requirements to be qualified.

    Paraprofessional Requirements

    For Paraprofessionals, or teacher assistants, there are four ways to be qualified:

    • 48 or more semester hours from a regionally accredited institution of higher learning OR
    • Transcripts verifying a minimum of a conferred Associates Degree; OR
    • Copy of high school diploma or GED and proof of passing the TABE D Adult Education Test for Reading and Math:
      • ECE and Elementary Scores (ECE – 6th)
        • Reading: >7.3
        • Math: >7.1
      • Secondary Subject Scores (6th – 12th):
        • Reading: >12.8
        • Math: >12.9
      • Special Education (ECE – 12th):
        • Reading: >7.3
        • Math: >7.1
      • Testing is available at the Emily Griffith Testing Center for $15.00  
        • 1860 Lincoln Street, Denver, CO 80203 – 6th Floor
        • Testing is available by walk-in during the following hours:
          • Monday-Wednesday: 8AM-4PM
          • Thursday: 8AM-1PM
          • Friday: 8AM-10AM 
          • Offices are closed most holidays – check the hours on their website before visiting). If you need accommodations, speak with a representative in the testing center; OR
        • Copy of high school diploma or GED and proof of passing the WorkKeys exam in Reading and Math. (Note: WorkKeys is no longer administered but can be used as verification if previously taken and passed.)
          • Passing scores:
            • Math - 4
            • Reading - 4

    HUMAN RESOURCES REPORTING

    Human Resources/December Count CDE Submission

    Each school year, from November through February, DPS is required to submit employee information to the Colorado Department of Education (CDE). Extensive reporting is completed on teachers and paraeducator qualifications. The Human Resources collection contains all general education staff information as of the official staff count date (December 1). At the end of January each year, principals are required to attest to the qualifications of their teachers to the Title One Department.  

    Legislation:

    • Commissioner - Duties statics required, 22-2-112(k), C.R.S.
    • Board of Education - Reporting requirements 22-32-109.1(II)(K)(VII), C.R.S.
    • Performance Reports - Contents and Rules 22-11-503(3)(e), C.R.S.
    • Use of aggregate data - Educator Preparation Programs 22-68.2-102.5  C.R.S.
    • License Personnel Performance Evaluation 22-9-101 C.R.S.

    How does CDE use this information?

    • EDFacts
    • org
    • Performance Reports (staff statistics)
    • Verification of Qualifications
    • Media and external data requests
    • Colorado Department of Labor and Employment
    • Colorado Department of Higher Education

     

    Information for this report is pulled from InforHR (GHR) and IC (Infinite Campus).  Teachers who are not qualified for the subject(s) they are teaching must become qualified by November 30 of the current year or they will be reported to the CDE as out-of-field.  An out-of-field teacher only has the current school year to become subject matter qualified If they cannot become qualified in that time, they may not be able to return to the position the following year and, if they do, must continue to try to acquire in-field status.

    Teacher Student Data Link (TSDL) Submission

    The Teacher Student Data Link (TSDL) Submission shows the instructional relationship between educators and the students that are in their classrooms. The data can be used to help improve educator effectiveness, advise on the effectiveness of education preparation programs, and help to streamline other required data collections. Charter schools with the appropriate waivers do not need to submit the instructor portion of this submission.

    CDE uses this information in its SchoolView Performance Platform and SLI (Shared Learning Infrastructure).

    Infor HR

    The purpose of InforHR is to capture charter school employee data that is used in reporting information to CDE as part of the Special Education December Count and Human Resources Submissions and to request DPS systems access for educators (e.g., IC, ENRICH, etc.). Schools must update their roster to reflect all current staff members, including those in any central office staff positions, as they are hired at the school level and should review staff rosters monthly for accuracy as GHR is connected employee systems access.

    Please see the Charter InforHR Guidebook for more information and guidance in navigating InforHR.

    [1] In addition to the Praxis or National Board

    Staff Rosters

    The roster in Infor HR is the primary source for HR/ESSA to report to the Colorado Department of Education. The District HR/ESSA team will audit GHR entry rosters to ensure accurate reporting to the CDE as part of the Special Education December Count, Human Resources Submissions, Teacher Student Data Link, and End of Year reporting. For questions or concerns regarding HR/ESSA compliance, contact Dawn Roedel.

     

  • Safety & Emergency Management

    Please visit the Safety Department's Commons page for general information. Charter-specific information follows.

    Department of Safety protects DPS students, staff and physical assets. The department has over 140 team members including investigators, armed patrol officers, dispatchers, emergency preparedness professionals and campus safety officers. The department operates 24 hours a day, 7 days a week, 365 days a year. As part of Denver Public Schools, charter schools have access to the Department of  Safety Services. For questions, please contact dispatch at: 720-423-3911.

    Emergency Management Division maintains, develops and integrates training for DPS employees and students. These efforts include school drills and departmental and district-wide trainings and follow standards established by federal and state law. The organizational structure for emergency management within DPS also aligns with those principles outlined by the National Incident Management System (NIMS).

    In order to ensure this standard is met, Emergency Management Training is required for all school emergency teams (School E-Teams) annually. School E-Teams consist of the school administrator, assigned team members and their alternates.

    In order to ensure the safety of all students and staff, the following is required of all schools, including charter schools:

    • Complete and submit a school emergency plan to Emergency Management within the first two weeks of school. This information is vital to a crisis response as well as communication. If a school would like assistance in completing its plan, contact the Emergency Management Division at 720-423-2430 or email Melissa Craven.
    • School emergency team members must complete an annual online training on Emergency Preparedness.
    • All new schools or schools with a new principal/administrator are required to attend a two-hour classroom session by October 1 (in addition to completing the above online training).
    • All new schools will also need to attend a one-hour face-to-face teacher training. For more information or to schedule trainings please contact the Emergency Management Division.
    • The Department of Safety will conduct a lockdown drill at each school within the first 30 days.
    • Charter secondary schools on shared campuses are required to contribute to the cost of the Campus Security Officers.
    • Refer to the Comprehensive Calendar for all emergency preparedness dates (listed for Safety and Emergency Management departments). These deadlines apply once a school is operational.

  • SEO

    Please visit the SEO department's Commons page for general information. Charter-specific information follows:

    Special Education

    All DPS schools are required to comply with federal and state regulations (IDEA and ECEA) regarding services for students with disabilities. The Student Equity and Opportunity (SEO) department oversees services at DPS ranging from Special Education, Whole Child Supports, 504 accommodations, mental health, social work, school nurses, Gifted Education, Title programs and more. For charter schools, these services are primarily provided by charter-specific SEO partners. For more information, please contact Ingrid Wulcyzn.

     

    Discipline

    Recording Discipline Incidents

    All schools are required to record discipline incidents and behavior interventions in Infinite Campus for Type 2-6 Offenses on an ongoing, real-time basis. These entries are submitted to CDE at the end of the school year as part of the district’s overall submission. Compliance is essential. District staff will monitor data entry throughout the year and contact schools if any errors or concerns are identified.

    Discipline Policy and Ladder

    Charter schools are required by contract to comply with the DPS board’s discipline policy, including criteria for suspension and expulsions, unless they have an approved waiver from board policy JK and JK-R. All expulsion decisions for DPS students are made by the district in alignment with these policies.

    Disproportionality

    A district priority is to eliminate the racial and gender disproportionality in our discipline incidents. We encourage all schools to monitor their data in Infinite Campus and/or Principal Portal, paying careful attention to and working to remedy any disproportionality.  

    Restorative Justice

    Schools are encouraged to seek out restorative approaches to address discipline incidents rather than using more punitive measures such as suspension.

    Restorative Practices (RP) is a school climate and culture framework that uses inquiry-based and relationship-focused strategies to strengthen community, to acknowledge and repair harm caused by one’s actions and to build conflict-resolution skills. Rather than punishment of wrongdoers, RP focuses on creating an opportunity for both parties to share their perspective, to acknowledge the role they played in a conflict and to identify next steps for repairing any harm caused to the relationship or the larger community.

    Resources

    Charter schools have access to the following district discipline resources: Discipline Building Leader (DBL) Induction, Discipline Building Leaders (DBL) Monthly Meeting, Shoulder-to-Shoulder Personalized School Sessions, Type 1 Intervention Trainings, Discipline Data Reports, School Re-set Supports, Culturally Responsive De-escalation Training, Restorative Practice Trainings and Trauma Informed Training. For more information, please contact Lisa Pisciotta.

  • Student Submissions

    Please visit the Student Submission Team's Commons page for general information. Charter-specific information follows.

    The Student Submissions Team (SST) is accountable for the implementation and execution of mandatory state and federal submissions. By promoting collaborative efforts and mutual understanding with charter schools and PMT, SST collects the necessary data elements for the following submissions:

    • October Count,
    • End-of-Year,
    • School Discipline and Attendance (SDA),
    • Report Card March, and
    • Civil Rights Data Collection (CRDC).

    Additionally, SST oversees the directory of schools in DPS.

     

    October Count

    October Count is the official student membership headcount for all Colorado public school districts. When students are enrolled, scheduled and in attendance as of the official count day, the district receives approximately $7,400 in per pupil operating revenue. This submission accounts for 85% of the district’s funding.

    Legislation:

    • Public School Finance Act of 1994, 22-54-101, C.R.S

    How does CDE use this information?

    • EDFacts
    • Funding determinations
    • Data reports online
    • National Assessment of Educational Progress (NAEP)
    • Grants Fiscal Management Unit
    • Media

    End-of-Year

    The primary purposes of the End of Year submission are to track student cohorts for calculation of graduation and completion rates, track mobility for calculation of mobility rates, determine the annual Beginning and End Counts for each school/grade/race/gender group, identify dropouts and conduct cross-district research to identify appropriate withdrawal codes.

    Legislation:

    • Graduation rates, dropout rates, and mobility 1 C.C.R. 301-13
    • Dropout rates - collection of data, 22-2-114.1 (2), C.R.S.
    • Concurrent Enrollment Programs Act, 22-35-101, C.R.S.

    How does CDE use this information?

    • EDFacts
    • org
    • District and school performance reports (DPF/SPF)
    • Dropout prevention
    • Media
    • Public
    • Graduation and dropout rates

    School Discipline and Attendance (SDA)

    School Discipline and Attendance (SDA) is an annual submission mandated by CDE. The purpose of this submission is to report the district’s behavioral incidents and attendance data to the state at the school level. This includes information on the number of behavior incidents and the most severe outcome for each, the number of students who received in school suspensions/ classroom removal, out of school suspensions, expulsions or referred to law enforcements, and student attendance data.

    Legislation:

    • Board of Education - safe school reporting requirements, 22-32-109.1(2)(b), C.R.S.
    • Enforcement of compulsory school attendance - definitions, 22-33-107(3), C.R.S.

    How does CDE use this information?

    • EDFacts
    • org
    • Attendance statistics
    • Discipline statistics
    • Persistently Dangerous determinations

    Report Card March

    Report Card March is an annual submission mandated by the CDE. The purpose of this submission is to populate CDE’s “SchoolVIEW” with the following school level information: programs offered by the school (such as drama, AP courses, technical education, etc.) and the number of professional development days offered to teachers.

     

    Civil Rights Data Collection (CRDC)

    The Civil Rights Data Collection (CRDC) is a biennial survey of a sample of school districts conducted by the Federal Department of Education’s Office for Civil Rights. The CRDC collects information about students in public schools, including enrollment, educational services and academic proficiency results, disaggregated by race/ethnicity, sex, limited English proficiency and disability. Data elements are compiled and aggregated from the Safety and Discipline Indicator Submission, the October Count Submission, the prior year’s End-of-Year Submission, the Finance Submission, the Teacher Student Data Link Submission and the Human Resource Submission.

    Legislation:

    • Title VI of the Civil Rights Act of 1964
    • Title IX of the Education Amendments of 1972
    • Section 504 of the Rehabilitation Act of 1973
    • Department of Education Organization Act (20 U.S.C. 3413).
    • Regulations implementing these provisions can be found at 34 CFR 100.6(b), 34 CFR 106.71, and 34 CFR 104.61

    School Directory

    The Student Submissions Team is responsible for entering district directory changes into a CDE maintained database by June 30 of each year. This directory includes all cabinet and board members, all schools, and the name and contact information for all school leaders.  In addition, Student Submissions will submit any new school openings, school closures, school grade changes and school name changes to CDE for approval.

     

    SPECIAL EDUCATION REPORTING

    Special Education Discipline

    The Special Education Discipline snapshot contains information on children with disabilities served under IDEA subject to disciplinary removal. This information is used for Federal and Indicator reporting, to monitor state performance, to examine issues related to disproportionality, and to inform policy decisions.

    Legislation:

    • 34 CFR 300.618(a)(I)(A)(vii) of the regulations under the IDEA requires that states report to the federal government the number of child with disabilities by race, ethnicity and disability category who are removed to an interim alternative educational setting or are subject to long-term suspensions or expulsions.

    How does the CDE use this information?

    • EDFacts
    • Research requests
    • Monitoring
    • Consultant analysis to support technical assistance needs in the state
    • Special Education Fiscal Advisory Council (SEFAC)
    • State Performance Plan Indicators 4A and 4B which reports the disproportionate rates of suspensions and expulsions greater than 10 school days in a school year for children with IEP's

    Special Education End-of-Year

    The Special Education End-of-Year Student collection is required to obtain data on students who were referred, evaluated or received special education services throughout the school year. Information is also collected on students who received services in an eligible facility or were tuitioned to an in-state or out-of-state, non-public school program or public agency. The data collected includes information on exits from special education, part C evaluations and the services students in special education are receiving.

    Legislation:

    • 34 CFR Section 300.618 Grants Fiscal (ECEA funding reimbursements for Part C evaluations)

    How does CDE use this information?

    • EDFacts
    • Grants Fiscal Management Unit (ECEA funding reimbursements for Part C evaluations)
    • Research requests
    • Monitoring
    • Preschool consultant analysis to support technical needs in the state
    • Special Education Fiscal Advisory Council (SEFAC)
    • State Performance plan Indicators (2, 8, 11, 12, 14, 20) concerning dropping out, parent involvement, Child Find, Part C to Part B transition, post school outcomes, and state reported data.

    Special Education December Count

    The Special Education December Count collection is an annual count of Eligible Students Under Part B of the Individuals with Disabilities Education Act (IDEA) as of December 1 used to generate federal funding to provide specialized student services. Special Education December Staff Data is also required to obtain actual data on special education staff employed by administrative units on December 1 of each year so that appropriate licensure and endorsement of staff can be verified. Reports can be made to the State Legislature, Federal government, local administrative units and the public.

    Legislation (Federal Regulations): 

    • 34 CFR 300.602 State uses of targets and reporting (a) General. Each state must use the targets established in the State's performance plan under Section 300.601 and the priority areas described in Section 300.600(d) to analyze the performance of each LEA. (b) Public reporting and privacy - (1) Public Reports (i) Subject to paragraph (b)(1)(ii) of this section, the State must - (A) Report annually to the public on the performance of each LEA located in the State on the targets.
    • Use of aggregate data - educator preparation programs, 22-68.5-102.5 C.R.S.
    • Licensed Personnel Performance Evaluations, 22-9-101 C.R.S.

    How does CDE use this information?

    • EDFacts
    • Report on educator effectiveness
    • Medicaid
    • Draw random samples for parent surveys
    • Compliance record review
    • Monitoring
    • Provide information regarding the fiscal impacts of the numbers
    • Indicator reporting
    • Public reporting
    • Legislature requests
    • Research requests
    • Consultant analysis to support technical assistance needs in the state

  • Translation & Interpretation Services

    For general information, please visit the Translation & Interpretation Services page. Below is charter-specific information.

    Required Translations

    Schools are required to translate essential information into the following languages:

    • Amharic
    • Arabic
    • Burmese
    • French
    • Nepali
    • Russian
    • Somali
    • Spanish
    • Vietnamese

    Essential information includes, but is not limited to:

    • Parent-Student Policy Handbook
    • Information about matters arising under IDEA or Section 504
    • Documents related to the ELA Program (e.g., screening procedures, HLQ, program opt-out options)
    • Information related to public health and safety (e.g., vaccination requirements and emergency protocols)
    • Any other written information that will be provided to non-LEP (Limited English Proficiency) parents describing the rights and responsibilities of parents or students and the benefits and services available to parents and students (e.g., information about the disciplinary process, information regarding free- and reduced-price lunch, access to student records, graduation requirements, and post-secondary readiness and financial aid information).
    • Documents containing “school-specific essential information” (including but not limited to):
      • Standards-Based Progress Reports and other academic progress reports
      • Announcements that contain information about school programs and activities for which notice is needed to participate or for which parent permission is required (e.g., advanced and Gifted and Talented opportunities and prerequisites, remedial or tutoring options, field trips, and school performances)
      • Disciplinary notices

    Required Interpretation

    When a charter or district employee(s) communicate(s) with LEP parents orally regarding essential information, the communication shall be by means of a qualified interpreter in a language the parent understands. With respect to non-essential information, the charter school shall provide written translation or oral interpretation upon receiving reasonable, specific parental requests.

    Requesting Language Services

    DPS charter schools are eligible to request language services on a fee-for-service basis.

    • All services, except Special Education related requests, are rendered on fee-for-service basis.
      • Translation costs vary depending on language and number of words.
        • Spanish: $190/1,000 words
        • Other languages: $200 to $310/$1,000 words
        • A minimum fee of $60 applies for small projects
      • Interpretation service costs vary based on language:
        • Spanish: $38.00 per hour (1.5 hour minimum)
        • Other languages: $45 to $90.00 an hour (2 hour minimum).
      • Special Education related requests such as Individualized Education Plans (IEPs) are free in any language.
      • All charter requests require pre-approval and must be quoted by our department manager or coordinator.
        • To request a translation quote, email or call 720.423.3767.
        • To request an interpretation quote, email or call 720.423.2031.

  • Transportation

    Please visit the Transportation Services page for general information. Charter-specific information follows:

    As part of its commitment to Equity of Opportunity for its family of schools, DPS provides charter schools with fee-for-service access to offerings from Transportation Services. Schools operating in an enrollment zone may be required to participate in DPS transportation. (Find out more about enrollment zone options.)

    • Any transportation of students to charter schools (other than special education students who require transportation as a related service) is the sole responsibility of the charter school.
    • Charter schools can choose to purchase transportation services from the district or can contract with a third-party Schools using bus services other than DPS must send a copy of the contract and account number to the Department of Transportation. Schools have individual responsibility for payment to the contracted provider.
    • If a school chooses not to use the district’s transportation, it must be understood that the charter school becomes liable (not covered by the district). Students cannot be transported in personal vehicles because they are not covered by the district’s liability insurance. Insurance coverage would be the total responsibility of the transporter.

    Transportation Services is available to partner to help guide charter schools on service offerings and availability to ensure the best service for DPS families. Below are a set of helpful resources to navigate all of the services offered by Transportation Services:

    Winter Weather Closure Notification Process

CONTACT


  • Portfolio Management Team
    1860 Lincoln Street, 12th Floor
    Denver, CO 80203
    Phone: 720-423-3709
    Email: portfolio@dpsk12.org