Embed Size (px)
Citation preview
CSI Guidebook 2016-2017 1
CSI Guidebook A guide for CSI schools
CSI Guidebook 2016-2017 2
Contents Training Calendars .................................................................................................................................................. 5
Communications ...................................................................................................................................................... 8
Communication Resources ................................................................................................................................................. 8
CSI Staff Contacts Guide ................................................................................................................................................... 9
School Contacts Identification & Update Process ............................................................................................................ 10
General Timeline of Activities by Department ................................................................................................................ 11
CSI-Assigned Accounts .................................................................................................................................................... 12
Compliance Procedures .................................................................................................................................................... 15
Compliance Monitoring .................................................................................................................................................... 17
Legal Quick Reference Guide .......................................................................................................................................... 20
Charter School Waivers .................................................................................................................................................... 22
Governing Documents Modification ................................................................................................................................ 23
CSI Board Policies............................................................................................................................................................ 24
School Enrollment Policy ................................................................................................................................................. 25
Student Registration and Legal Requirements ................................................................................................................. 27
School-Level Conflicts or Disputes .................................................................................................................................. 29
Assessments ........................................................................................................................................................... 30
State-Required Assessments ............................................................................................................................................. 31
Technology Readiness ...................................................................................................................................................... 34
Accessing Assessment Data ............................................................................................................................................. 34
Performance & Accountability .............................................................................................................................. 34
CSI’s Annual Review of Schools (CARS) ....................................................................................................................... 35
Unified Improvement Plan .................................................................................................................................... 39
SASIDs/EDIDs ...................................................................................................................................................... 40
Data Submissions .................................................................................................................................................. 44
Data Collection Submissions ............................................................................................................................................ 44
CSI Guidebook 2016-2017 3
Student October (October Count) ......................................................................................................................... 44
Human Resources ................................................................................................................................................. 45
March Report Card ............................................................................................................................................... 45
School Discipline and Attendance (SDA) ............................................................................................................ 45
Student End of Year (EOY) .................................................................................................................................. 45
Civil Rights Data Collection (CRDC) .................................................................................................................. 45
Special Education December Count ..................................................................................................................... 46
Special Education Discipline ................................................................................................................................ 46
Special Education End of Year ............................................................................................................................. 46
Free and Reduced Lunch Status ....................................................................................................................................... 46
Data Security .................................................................................................................................................................... 47
Guidance on Data Collection for Student Registration .................................................................................................... 48
Guidance on Data Collection for Staff Hiring .................................................................................................................. 49
State Programs ....................................................................................................................................................... 50
READ Act ........................................................................................................................................................................ 50
School Readiness Act ....................................................................................................................................................... 52
Graduation ........................................................................................................................................................................ 53
Individual Career & Academic Plan (ICAP) .................................................................................................................... 54
English Learner School Plans ........................................................................................................................................... 54
Teacher Induction ............................................................................................................................................................. 55
Federal Programs ................................................................................................................................................... 56
Consolidated Grant Application ....................................................................................................................................... 57
Title I, Part A—Improving the Academic Achievement of the Disadvantaged ............................................................... 57
Title II, Part A—Preparing, Training, and Recruiting High Quality Teachers and Principals ......................................... 59
Title III, Part A— English Language Acquisition, Language Enhancement, and Academic Achievement Act .............. 59
McKinney-Vento Act – Homeless Education .................................................................................................................. 59
Finance .................................................................................................................................................................. 63
Summary of Non-Competitive Funding Sources ............................................................................................................. 64
CSI Guidebook 2016-2017 4
Financial Transparency Act (Article 44 of 22, C.R.S. Part 3) .......................................................................................... 64
https://www.cde.state.co.us/cdefinance/sffinancialtransparency ...................................................................................... 64
Budget Development ........................................................................................................................................................ 65
Adopted budgets must including (1) the CDE Uniform Budget Summary Format, (2) A detailed format pursuant to (C.R.S. 22-44-105), (3) board approved
appropriation resolutions for adoption and use of beginning fund balance (if applicable). Also required is a Notice of Budget (C.R.S. 22-44-109) published within
10 days of submission of the proposed budget to the local board of education. .............................................................. 66
Request for Funds ............................................................................................................................................................. 66
CSI Assistance Fund ......................................................................................................................................................... 67
Special Education ............................................................................................................................................................. 69
ES Coordinator Roles (PILOT) ........................................................................................................................................ 71
Section 504 ....................................................................................................................................................................... 72
Nursing Services/School Health ....................................................................................................................................... 73
Highly Qualified for Special Education ........................................................................................................................... 74
Gifted & Talented .................................................................................................................................................. 77
Gifted/Talented ................................................................................................................................................................. 79
CSI Guidebook 2016-2017 5
Training Calendars CSI New School Training Calendar
The trainings below are specific to schools new to CSI. These trainings are held to provide school staff with the background and skills needed to
successfully fulfill the department’s requirements.
CSI’s various departments also offer additional mandatory and optional trainings to all of its schools (new and veteran) throughout the year. These
trainings can be found on the CSI website calendar and are communicated to the appropriate school contact via email.
Training Topic CSI Point of Contact School Staff to Attend Timing
New Business
Managers
Training
Ginger Lusty,
Director of Finance
Bookkeeper, Business Managers,
CFOs
May (webinar)
Data Submissions Data Submissions
Manager, Coordinator
- TBD
Identified respondents of student-
and staff- level data
June-July (webinars)
Requesting
Reimbursements
for Grants
Marcie Jackson,
Grants Fiscal
Coordinator
School Finance Staff August (webinar)
Exceptional
Students- Boot
Camp
Matt Hudson,
Director of Special
Education
Exceptional Students Staff, Building
Leaders
August-September (in
person)
Exceptional
Students-
Regional Training
Regional ES
Coordinator
Exceptional Students Staff Coordinated by CSI ES
Department with
schools individually
Teacher and
Paraprofessional
Qualifications &
Induction (General
and SPED)
Kimberly Caplan,
Nick Stachokus,
School Programs
Specialists
School Leaders/HR Staff June (webinar)
CSI Guidebook 2016-2017 6
CSI Annual School Training Calendar
for all CSI schools
Below is a general timeline of annual trainings for new and veteran CSI school staff. Unless otherwise noted, all annual trainings are mandatory as
they provide information necessary for schools to successfully fulfill department requirements. Training dates are subject to change. The most up to
date training information will be provided via email and included on CSI’s online calendar.
Training CSI Unit School Staff to
Attend
Month of
Training
W-APT Assessment Webinar Assessment SAC for W-APT July
READ Act Assessment Webinar Assessment SAC for READ July
School Readiness Assessment Webinar Assessment SAC for School
Readiness
July
Data Pipeline October Snapshot Submissions Submissions Contact August
Gifted Student Information Exceptional Students Gifted Ed Coordinator August
Request for Funds Webinar Finance Finance Contact August
Year-End Financial Reporting Webinar Finance Finance Contact August
Gifted Education – Standards Based ALP Exceptional Students Gifted Ed Coordinator September
ACESS for ELLS Tier Placement and
Ordering Webinar
Assessment SAC for ACCESS October
December Count Process Webinar Submissions SPED& HR Contact October
ACCESS for ELLs Webinar Assessment SAC for ACCESS November
Human Resources Snapshot Webinar Submissions HR Respondent November
Gifted Education – Early Access Webinar
(Schools with Kindergarten & 1st grades)
Exceptional Students Gifted Ed Coordinator December
Career & Technical Education Webinar
(MS & HS only)
Student Services Secondary Contact December
PARCC/CMAS/CoAlt Training Webinar Assessment SAC for CMAS January
ELL Redesignation & Exit Webinar Student Services ELL Coordinator April
SpEd EOY and Discipline Webinar Submissions SPED Contact April
Grant Accounting Webinar Finance Finance Contact April
Year-End Financial Reporting Webinar Finance Finance Contact April
CSI Guidebook 2016-2017 7
(file for Data Pipeline)
Food Service Financial Reporting Finance Finance Contact April
Safety and Discipline Indicator Report Submissions Submissions Contact May
End of Year Data Collection Submissions Submissions Contact April
Consolidated Application Training Federal Programs Finance Contact April
READ Act Data Collection Training Submissions Submissions Contact April
New Business Staff Training Finance New Business Staff May
Subject Matter Competency and Staff Data
Pipeline
Federal
Programs/Submissions
Submissions Contact June
Economic Data Survey Processing Submissions TBD by school June
Data Pipeline- General Student Submissions October Respondent August
CRDC Submissions Submissions Contact TBD
CSI Guidebook 2016-2017 8
Communications Communication Resources This guide provides a list of resources available to all CSI schools and is used to communicate important news, updates, and events. All school leaders
should be familiar with these resources and share them with school staff as appropriate.
Resource Description Frequency School
Users
CSI
Contact
URL
CSI Website CSI’s website provides information and resources related to each
CSI department as well as links to the related Colorado Department
of Education webpages.
Updated
Regularly
All Each CSI
Dept.
www.csi.state.co.us
CSI Website
Calendar
This calendar contains all important dates (deadlines, trainings, etc.)
for each CSI department and can be sorted by department or date.
Updated
Regularly
All Each CSI
Dept.
www.csi.state.co.us/calendar
CSI
Guidebook
CSI’s guidebook provides an overview of compliance requirements
for each CSI department.
Updated
Annually
CSI School
Contacts
Each CSI
Dept.
www.csi.state.co.us/school_r
esources/guide
CSI
Monthly
Newsletter
CSI’s monthly newsletter contains information and dates for
upcoming events, including trainings and submission deadlines.
Sent
Monthly
School
subscribers
Liz
Schmit
www.csi.state.co.us/commun
ications/newsletters
CDE’s The
Scoop
CDE’s The Scoop provides weekly newsletters containing news and
announcements from all the units at CDE.
Sent
Weekly
School
Leaders X Send an e-mail to:
CDE_Communications_Offi
[email protected] with
"Sign Me Up For The
Scoop" in the subject line.
CDE’s
Charter
School
Listserv
CDE’s Charter School listserv provides news and updates from CDE
that pertain specifically to charter schools.
Sent as
needed
School
Leaders X http://www.cde.state.co.us/cd
echart/joinlistserv.asp
CSI Guidebook 2016-2017 9
CSI Staff Contacts Guide This guide provides high level areas for which each CSI staff is responsible. Please refer to this guide in determining the
appropriate CSI staff to contact. If you are still unsure, please contact CSI’s Office Administrator, who can guide you to
the appropriate department and staff member.
Staff (click to email) Title Responsibilities/Expertise Phone
Terry Croy Lewis Executive Director 303.866.2704
Kimberly Caplan
Schools Programs Specialists Exceptional Students
Section 504
School Health/Nursing
Title Programs
Unified Improvement Plans
Postsecondary (ICAP, Graduation, Career & Technical
Education)
Early Childhood (READ Act, School Readiness,
Colorado Preschool Program)
303.866.6201
Janet Dinnen Director of Data and
Accountability Systems
CSI Annual Review of Schools Process and Tools
New School Application Cycle
School Data Requests
303.866.4643
Julie Eddy Data Manager Data Validation and Audit Processes
Data Privacy and Security
School Data Requests
Free / Reduced Lunch Eligibility
303.866.3093
Matt Hudson Director of Special Education Special Education
School Health/Nursing
303.866.6021
Marcie Jackson Grants Fiscal Coordinator School Payments
Request for Funds 303.866.6841
Trish Krajniak Director of Policy and Legal
Initiatives
Board Governance
Charter Contracts
Organizational Compliance
Legal Questions
303.866.
Ginger Lusty Director of Finance Financial Compliance Guidance
Budget and Forecast Questions
Enrollment Projections
Finance Questions
Year-End Rebate
303.866.2856
Ryan Marks Director of Evaluation and
Assessment
New/Transfer School Onboarding
New Leader or Staff Orientation and Resources
Renewal, Transfer, Replication, Expansion
Application Cycles
Prospective School Information
Gifted & Talented
303.866.2572
Allegra Matus Human Resources and Accounts
Payable Manager
Financial Transparency Act Requirements
School Payment Status 303.866.6972
Marianne Reale Data Submissions Coordinator Data Pipeline
Interchange File SubmissionsState and Federal Data
Submissions
Free / Reduced Lunch Eligibility
303.866.6973
Liz Schmit Office Administrator State Assigned Student Identifiers (SASIDs)
Educator Identifier System (EDIS)
Civil Rights Data Collection (CRDC)
303.866.3299
Kenny Smith Assessment Coordinator State Assessments
READ Act and School Readiness Assessments
Unified Improvement Plans
303.866.2366
Nick Stachokus Schools Programs Specialists Exceptional Students
Section 504
School Health/Nursing
Title Programs
Postsecondary (ICAP, Graduation, Career & Technical
303.866.2735
CSI Guidebook 2016-2017 10
School Contacts Identification & Update Process Contact Identification at the Start of the School Year
Each summer, CSI requires the school leader to complete CSI’s School Contacts Identification online form (sent via
email), identifying one staff contact for each CSI department or task required. This form is used to create CSI’s
distribution lists for the school year. For schools with multiple contacts for one area, CSI requests that the school identify
one contact for CSI to communicate with and create an internal process for sharing information to additional contacts as
needed.
The following is a sample of the contacts that each school must identify (along with the name, email address, and phone
number) for CSI each summer:
General
Head of School
Front Office/Receptionist/Administrative Assistant
School Board Chair
Finance and HR Contacts
Accountant/Bookkeeper/Business Manager/Chief Financial
Officer (may include multiple individuals)
Mountain States Employers Council Contact
Assessment Contacts
ELD Coordinator
Early Childhood Programs Contact
CMAS (Science/Social Studies/ELA/Math) School
Assessment Coordinator
School Technology Coordinator
Exceptional Students Contacts
Special Education Designee
Special Education Teacher
Special Education Service Provider (may include multiple
individuals)
Gifted Ed Coordinator
School Nurse
504 Coordinator
Federal Programs Contacts
Title I, Part A Respondent
Title III Respondent
ELL Coordinator
Homeless Liaison
Information Technology Contacts
Student Plan Management Contact
Student Information System Contact
Performance and Accountability Contacts
Accountability Contact
Submissions Contacts
Data Submissions Contact (for all required submissions)
Human Resources Report Contact
RITS Respondent
EDIS Respondent
Secondary Programs Contact
Concurrent Enrollment
Career & Tech Ed
ICAP
AEC
(may be one individual)
Education)
Early Childhood (READ Act, School Readiness,
Colorado Preschool Program)
Aislinn Walsh School Performance Analyst Interim Assessment Analysis 303.866.6741
Clare Vickland Director of Student Services Student Program Compliance and Evaluation
State and Federal Program Grants
New Leader or Staff Orientation and Resources
New/Transfer School Onboarding
303.866.3041
Cassandra Walgren Controller Data Pipeline Financial Reporting
Other Year-End Reporting
Technical Guidance
alio Financial Software
303.579.1040
CSI Guidebook 2016-2017 11
General Timeline of Activities by Department This general timeline provides the estimated timeline of activities for each CSI department.
Contact Updates during the School Year
Should a school contact change in the middle of the school year, the school should notify the appropriate contact at
CSI, identifying the staff member to remove from CSI’s distribution lists as well as identifying the staff member to add
to CSI’s distribution lists. Schools can expect that distribution lists will be updated within three business days from this
form being submitted.
CSI Guidebook 2016-2017 12
CSI-Assigned Accounts This resource provides a high level overview of the system accounts managed by CSI for its schools. Included is the purpose of each system, the typical school staff
member that utilizes the account, as well as the URL for accessing more information about each system.
Program Purpose School Users CSI Contact* URL
CEDAR The Colorado Education Analysis & Reporting System (CEDAR)
provides access to flat files of student-level performance data from state
assessments as well as preliminary accreditation ratings. Schools are
permitted two accounts—one for the school leader and the other is
recommended for your primary data or academic lead.
School Leader,
(optional) 2nd
Accountability
Contact
Kenny Smith* CDE CEDAR
Login
RITS The Record Integration Tracking System (RITS) assigns each student in
the state of Colorado a unique student ID (SASID) that will stay with
the student for the life of their public school career.
Registrars Liz Schmit* CDE RITS
Website, CSI’s
SASID Page
EDIS The Educator Identification System (EDIS) assigns each educator in the
state of Colorado a unique educator ID that will stay with the educator.
Registrars, Human
Resource Staff
Liz Schmit* CDE EDIS
Website, CSI’s
EDID Page
FileZilla FileZilla is a secure FTP site for securely sending and receiving
information between CSI and schools. All sensitive information should
be shared through FileZilla as opposed to sharing via email or fax.
School Leaders,
Submissions Staff,
Assessment Staff
Liz Schmit or
appropriate
unit contact
CSI’s IT Page
PowerSchool
(CSI-hosted)
PowerSchool is a student information system. Schools have the option
to use CSI’s hosted version of PowerSchool.
Teachers, Leaders,
Support Staff
Tami Boley PowerSchool
Website
PowerSource
(CSI-hosted)
PowerSource is a community-focused customer support portal for
PowerSchool SIS. PowerSource is available to each school’s
PowerSchool point of contact.
School PowerSchool
Point of Contact
Tami Boley PowerSource
Website
WIDA World Class Instructional Design & Assessment provides accounts to
school proctors of the W-APT (which identifies new students eligible
for ELL services) and ACCESS (which tracks progress of ELL
students)
W-APT & ACCESS
School Contacts,
Proctors
Kenny Smith WIDA Website
PearsonAccess PearsonAccess is the online system used to manage the state-required
online CMAS Science & Social Studies assessment
SAC, STC, Proctors Kenny Smith PearsonAccess
Website CO
PearsonAccess
next
PearsonAccessnext
is the online system used to manage the state-required
online CMAS English Language Arts and Math assessment
SAC, STC, Proctors Kenny Smith PearsonAccess
Website
PARCC
DLM KITE DLM KITE is the online system used to manage the state-required
online alternate assessment for ELA and Math
SAC, STC, Proctors Kenny Smith DLM Kite
*CSI contacts are responsible for creating school accounts but do not provide troubleshooting. Please access the program’s website directly for support contacts to provide
troubleshooting.
CSI Guidebook 2016-2017 13
CSI Organization Chart
CSI Guidebook 2016-2017 14
As protocol, we ask our schools to follow the appropriate chain of communication if an issue arises. School staff that would like to communicate a
conflict or question may do so directly with the CSI contact responsible for the area. If a school staff member is not receiving an appropriate resolution
within a timely manner, school staff should escalate the contact’s immediate supervisor, following CSI’s organization chart
(http://www.csi.state.co.us/about_csi/institute_staff). This process will ensure that any questions or concerns are addressed by the most appropriate
staff member(s) in a timely manner.
Charter School Virtual Resource Center
The CSI Charter School Resource Center focuses on providing charter schools access to resources beyond those provided by CSI in its authorization
role. These resources include, but are not limited to: Governance Training, Grant information, School Development, and Education Data. The Resource
Center is ever evolving and new resources are regularly added (www.csi.state.co.us/resource_center).
CSI Guidebook 2016-2017 15
CSI Contact: Trish Krajniak, Director of Policy and Legal Initiatives
http://www.csi.state.co.us/school_resources/quality_assurance
Compliance Procedures As is written in statue, CSI has the authority to approve and deny applications as well as to revoke, renew, or non-renew
charter school contracts. CSI is also required by statute to monitor the operations of Institute schools to ensure
compliance with state and federal regulations.
In alignment with these statutory requirements, CSI’s Board adopted the School Compliance Policy to serve as a guide for
addressing and remedying situations of noncompliance before getting to non-renewal or revocation of a charter contract.
The School Compliance Policy outlines how to address situations of noncompliance. CSI’s staff compliance procedures
serve as a guide for applying the CSI Board’s policy.
When schools are found to be out of compliance with local, state, federal requirements, a school is notified in writing by
CSI. This notification includes an identification of the area(s) of noncompliance as well as the required actions and
timeline necessary to remedy the situation. The severity of the issue will determine what level of notice is issued to the
school.
The following are levels of issues that may be issued to any school found to be out of compliance:
1. Corrective Action Notice
2. Notice of Concern
3. Notice of Breach
4. Charter Review
A Corrective Action Notice or a Notice of Concern can be issued when a school is out of compliance with the contract,
rule, law, or policy or when the school does not submit required information by a given deadline. Please see the following
page’s flowchart for criteria in determining whether Corrective Action Notice or Notice of Concern will be issued.
A Notice of Breach can be issued when a school fails to meet the requirements outlined in a previously issued Notice of
Concern, when there is a material breach of the charter contract or applicable law, or when a school receives 3 or more
Notices of Concern in a year.
A Charter Review can be issued when a school fails to meet the Notice of Breach requirements. A charter review would
result in CSI making a recommendation to the CSI Board regarding revocation.
CSI Guidebook 2016-2017 16
CSI Guidebook 2016-2017 17
Compliance Monitoring
As a charter school authorizer and in line with best practice, CSI is responsible for implementing an accountability system
that streamlines local, state, and federal expectations and compliance requirements while protecting a school's autonomy
and minimizing the administrative burden on schools.
To this end, CSI has developed a compliance monitoring system that monitors school fulfillment of local, state, and
federal requirements. This system includes the following submissions and audits. Please note the list of submissions and
audits below is not comprehensive but is meant to provide a general idea of key reviews.
1) Submissions to CSI staff
CSI requests various submissions throughout the year and as needed to ensure compliance with state and federal
requirements.
Annual submissions:
-Assurance of Compliance [see next page]
-Proof of Insurance (in alignment with contract requirements)
-School Emergency Management Plan
-Safe Schools Survey
-School Calendar (School board approved)
Submitted once and only again if changes are made:
-Accreditation Contract (only if accreditation rating changes)
-Waiver Request and Rationale Plan (at renewal or to request additional waivers)
-Bylaws (within 10 days of change)
-Certificate of Occupancy (for modification to location/facility)
-Parent Complaint Policy (in alignment with CSI's Parent Conflict Resolution Policy)
-Employee Handbook
-Enrollment Policy
-Admission (and denial of admission) Policy
-Staff Grievance Policy
-Lease, Purchase, or Financing Agreements
-Student Code of Conduct / Discipline (suspension/expulsion) Policy
-Financial Policies and Procedures
2) Submissions to/Requirements of various CSI Departments
-State reporting submissions (October Count, End of Year)
-Highly qualified requirements
-Assessment administration
3) Audits by CSI staff to confirm compliance
CSI conducts audits of various requirements to ensure compliance. Audited materials include:
-Public posting of board meeting agenda and minutes
-Financial documents in alignment with the Financial Transparency Act
-Review of required student plans (IEP, 504, READ, ICAP, etc.)
-Review of student information system setup/data
CSI Guidebook 2016-2017 18
Assurance of Compliance
This document assures the Colorado Charter School Institute that the school is in compliance with the statutes set forth
below. In some cases, additional documentation should be made available in order to further substantiate fulfillment of the
law (i.e., board minutes, financial transparency documentation, etc.).
All documentation of a public nature should be gathered and made available on-site for authorizer and public access. Any
non-public information should have its secure location listed in the binder. Example: “results of background checks can be
found in a locked file cabinet in the head of school’s office.”
Schools should read through each reference below, and then check the corresponding box to assure CSI that the school is
in compliance. This document must be signed by the school’s board chair and school leader annually.
Statute and Regulation
Governance, Records, and Charter Schools
Colorado Charter Schools Act: 22‐30.5
Colorado Open Meetings Law: 24‐6‐401 et seq.
Colorado Open Records Act: 24‐72‐201 et seq.
Family Educational Rights and Privacy Act of
1974: 20 U.S.C 1232g
Colorado Code of Ethics: 24‐18‐101 et seq.
Non‐Profit Corporation Act: 7‐121‐101 et seq.
Safety and Discipline Certificate of occupancy for the school facility:
22‐32‐124
Safe School Plan: 22‐32‐109.1 (2) Student transportation safety requirements, if applicable: 1 CCR 301-25, 1 CCR 301-14, 1 CCR 301-26, 1 CCR 301-29 Nursing Services: 1 CCR 301-68 Fire inspections and related records; CRS 22-
32-124
Grounds for suspension, expulsion, and denial
of admission of students: 22‐33‐106
Procedures for suspension, expulsion, and
denial of admission of students: 22‐33‐105
Services for expelled students: 22‐33‐203
Child Protection Act of 1987: 19‐3‐301 et seq.
Department of Public Health and Environment
Rules and Regulations Governing Schools: 6
CCR 1010-6
Immunizations, Medications, Vision and
Hearing: 22-1-116
Educational Accountability
Educational Accountability: 22‐11‐101 et seq.
(especially 22‐11‐210 and 22‐11‐401 et. seq.)
Accreditation: Accreditation Rules of the State
Board of Education: 1 CCR 301‐1
ESEA Act: P.L. 107‐110
READ Act: 22-7-1201 et. Seq.
Curriculum, Instruction, and Extra‐Curricular
Activities Instruction in federal and state history and
government: 22‐1‐104
Honor and use of the U.S. Flag: 22‐1‐106
Instruction in the Constitution: 22‐1‐108, 109
Instruction in the effects of use of alcohol and
controlled substances: 22‐1‐110
On‐line programs: 22‐33‐104.6
Participation in sports and extra‐curricular
activities: 22‐32‐116.5
Content standards: 22‐7‐407
Operations School's enrollment policy is in compliance with Colorado Law, and the school uses a non-discriminatory method of filling available spaces: 22-30.5-507 School has established and maintains a School Accountability Committee: 22-11-401 Compulsory School Attendance law: 22-33-104 School operates in compliance with all institute policies and regulations unless specifically waived: https://www.boarddocs.com/co/csi/Board.nsf/public School takes reasonable steps to assure that staff complies with replacement policies or practices connected to state statute waivers.
Employment
Background checks for employees: 22-30.511.5
and 22‐1‐121
State employment requirements: CRS 24-34-
401-407 The school complies with Highly Qualified Teacher and Paraprofessional requirements within Title II of the ESEA relating to state certification requirements, unless waived: ESEA (Title 2)
CSI Guidebook 2016-2017 19
Exceptional students
Discipline of students with disabilities: 20
U.S.C 1415 (k), 34 C.F.R. 519‐529
Exceptional Children’s Educational Act,
including Special Education and Gifted and
Talented: 22‐20‐101 et seq.
Section 504 of the Rehabilitation Act of 1973:
29 U.S.C. 794
Americans with Disabilities Act: 42 U.S.C.
12101
Individuals with Disabilities Educational Act:
42 U.S.C. 1401 et seq.
English Language Proficiency Act: 22‐24‐101
et seq.
School operates in compliance with all institute
procedures outlined in the CSI Exceptional
Student Manual
School Programs Plans; SPED, GT, ELL, 504
Finance
School Funding Formula: 22‐54‐104 (3)
Funded pupil enrollment: 22‐54‐103 (10)
Tuition: 22‐20‐109 (5), 22‐32‐115 (1) and (2),
22‐54‐109
Fees: 22‐32‐110 (1) (o) and (p), 22‐32‐117
Allocation of funds to a capital reserve fund:
22‐54‐105 (2) (b)
Expenditures from a capital reserve fund: 22‐45‐103, 24‐10‐115, Article 13 of title 29
Allocation of funds for instructional
supplies and materials: 22‐54‐105 (I)
Allocation of funds for at‐risk students: 22‐54‐105
Colorado Department of Education Financial
Policies and Procedures
Excess tuition charges for out‐of‐district
special education students: 22‐20‐109 (5)
Participation in PERA: 22‐30.5‐512 and 22‐30.5‐111 (3).
Financial Transparency Act: 22‐44‐301 et seq.
CSI Guidebook 2016-2017 20
Legal Quick Reference Guide This is a working document that includes many of the state, federal, and CSI requirements for schools and is by no means
a comprehensive list of requirements. Schools should refer to the Colorado School Laws book they receive annually as
well as the CDE website for a complete listing of requirements.
Subject State Law Federal Law Reference
Online Programs CRS 22-33-104.6 AOC
Sports / Extracurricular CRS 22-32-116.5 AOC
Content Standards CRS 22-7-407,
CRS 22-30.5-505(k)(8)
Section 7.13B
Instructional Requirements CRS 22-1-104, 106, 108-110 Section 7.13C, AOC
English Language Learners 22-24-101 et seq. Section 7.15, AOC
No Child Left Behind Act (NCLB) Highly
Qualified Teachers
20 U.S.C. § 6319
NCLB § 1119;
20 U.S.C. § 7801(23)
AOC
ESEA Act P.L. 107-110 AOC
School Oversight by CSI/SBE CRS 22-30.5-505
CRS 22-30.5-507(2)(b)
CRS 22-30.5-503(6)
Section 3
Education Accountability/ Accreditation Act CRS 22-11-101 et seq. Section 7.2, AOC
Education Reform Act CRS 22-7-401 et seq. Section 7.2
School Accountability Reporting Act CRS 22-7-602 et seq. Section 7.2
Tuition CRS 22-20-109(5)
CRS 22-32-115 (1) and (2)
CRS 22-54-109
CRS 22-20-109(5)
AOC
Enrollment CRS 22-30.5-507(3) Sections 6.4, 8.5
READ Act CCR 22-7-1201 AOC
School Readiness SB08-212 AOC
State Board Accreditation 1 CCR 301-1
Public Review of New School 1 CCR 302-1 Rule 12.00a Section 1
Institute Authority CRS 22-30.5-503(b)(III)
CRS 22-30.5-504(1)
CRS 22-30.5-508(1)
Section 1
Renewal Process CRS 22-30.5-511 Section 12.1
Non-Renewal / Revocation CRS 22-11-210(1)(d)
CRS 22-11-406(3)
Section 12.1C
Remedial Courses of Action CRS 22-30.5-511(3) and (4)
CRS 22-30.5-701
CRS 22-30.5-110(3)
Section 3.5
Section 12.1C
Charter School Act CRS 22-30.5 et seq. Section 1, AOC
Charter School Institute CRS 22-30.5-501 et seq. Section 1
Fingerprinting / Background Checks CRS 22-1-121 Section 9.1c, AOC
Students with Disabilities CRS 22-20-101 et seq.
CRS 22-30.5-503(3)
CRS 22-20-106
CRS 22-20-201
CRS 22-30.5-513 4(II)(b) & 9(a)
20 U.S.C. § 1401 et seq.
29 U.S.C. § 794
20 U.S.C. § 12101 et seq.
20 U.S.C. § 1415
Section 7.16C, AOC
Section 8.1F
Facilities Issues / Certificate of Occupancy CRS 22-30.5-507(10)
CRS 22-32-124
Section 11.1, AOC
School Fees CRS 22-32-110(1)(o) and (p)
CRS 22-32-117
AOC
CSI Guidebook 2016-2017 21
Capital Reserve Allocation/Expenditure CRS 22-54-105
CRS 22-45-104
Article 13, Title 29
AOC
Section 8.1D, AOC
Quarterly Reporting CRS 22-45-102(I)(b) Section 8.9B, AOC
PERA Participation CRS 33-30.5-512
CRS 22-30.5-111(3)
AOC
CSI Fee CRS 22-30.5-513(4)(a)(I.5) Section 10.1
Financial Transparency Act CRS 22-44-301 et seq. Section 3.2A, AOC
School Budget CRS 22-44-102
CRS 22-54-105
Section 5.2, AOC
Per Pupil Funding CRS 22-30.5-513
CRS 22-54-103 & 104
CRS 22-54-15
Section 8.1
Section 8.2, AOC
Assistance Fund CRS 22-30.5-513(4)(a)(I.5)(B) Section 8.1C
TABOR Reserve Article X, Section 20 Colorado
Constitution
Section 8.6
Colorado Code of Ethics CRS 24-18-101 et seq. AOC
Non-Profit Corporation Act CRS 7-121-101 et seq. IRC, Section 501(c)(3) AOC
Open Meeting Law CRS 24-6-401 et seq. Section 4.3a, AOC
Open Records Act CRS 24-72-201 et seq. Section 3.2B, AOC
Family Educational Rights and Privacy Act
(FERPA)
20 U.S.C. §1232(g) Section 3.2B, AOC
Safe School Plan CRS 22-32-109.1(2) AOC
Grounds and Procedures for Suspension,
Expulsion, Denial of Admission
CRS 22-33-105 & 106 AOC
Services for Expelled Students CRS 22-33-203 AOC
Child Protection Act CRS 19-3-301 et seq. AOC
Waivers 1 CCR 301-35 Section 5.9
Instructional Time CRS 22-32-109 Section 7.11
CSI Guidebook 2016-2017 22
Charter School Waivers Charter schools may receive waivers from specified areas of statute or policy once a charter contract has been
established. This flexibility is intended to provide charters with the autonomy to fully implement the
educational plan outlined in the school’s contract with the authorizing district (i.e. CSI).
Types of Waivers
Automatic waivers: automatic waivers are those that are automatically granted to all charter schools
upon the establishment of a charter contract, renewal or extension, for the term of the contract pending
CSI approval. Please see the CDE Waiver webpage for a list of current automatic waivers.
Non-automatic waivers: non automatic waivers must be reviewed and approved by the CSI Board and
the State Board of Education. As of December 2015, rationale and replacement plans for each non-
automatic waiver must be included in the school – CSI contract. CSI schools are required to submit the
following materials to CSI to initiative a non-automatic waiver request:
A rationale and replacement plan for each waiver being requested
These materials will be reviewed by CSI and CDE staff then submitted to the CSI Board to review.
Once approved by the CSI Board, CSI will initiate a contract amendment. Once the amendment has
been signed by both parties, it will be submitted to CDE for the State Board's consideration.
Duration of Waivers
Waivers are approved for the duration of the contract term with CSI. Schools must resubmit requests to
renew non-automatic waivers to CSI as part of the contract renewal process.
Rationale and Replacement Plans
CSI schools must submit a rationale and replacement plan for each requested non-automatic waiver.
Each waiver from state statute or rule must contain a rationale as to why the waiver is being requested
and a replacement plan indicating how the school will continue to meet the intent of the law. Please see
the CDE Waiver webpage for a sample rationale and replacement plan. Please note that CSI will
monitor implementation of replacement plans in alignment with the intent of statutory requirements and
requires evidence of implementation to be included in any requests to renew non-automatic waivers
(typically done at contract renewal).
More information about waivers can be found here: http://www.cde.state.co.us/cdechart/waivers
CSI Guidebook 2016-2017 23
Governing Documents Modification Opportunities for schools to grow and change do not always conveniently align with the contract renewal
timeline. As a result, the Institute has developed a form that provides Institute charter schools with guidance and
a format to propose and notify the Institute of changes to the School’s governing documents. Applicable
modifications include any material change to a school’s governing documents, including but not limited to the
charter contract, bylaws, and application.
Changes Requiring Notification to the Institute (but not advanced approval from the Institute)
Some changes to governing documents do not require advanced approval from Institute but do require that you
notify the Institute. For any changes listed below, please email the updated document(s) to Trish Krajniak,
Director of Policy and Legal Initiatives at [email protected] unless otherwise noted. You do not need
to complete the online Governing Document Modification form.
Corporate status (Articles of Incorporation)
Bylaws (notify the Institute within 10 days of board approval)
Board-approved budget (as updates are made, send to Ginger [email protected])
Employee Handbook (as updates are made)
Changes Requiring Advanced Approval from the Institute In some cases, the proposed changes may be significant, requiring your school to engage in additional processes
required by CSI policy. This may include, but is not limited to, the CSI Replication, Expansion, or
Location Modification processes. The Institute may request additional information to determine the significance
of your request. If a modification is required for the proposed change, the school’s current performance in areas
of pupil performance, financial health and compliance, as outlined in the CSI Annual Review of Schools, will
be considered part of the decision-making process to approve a material contract modification. Schools may
not implement proposed changes until the amended contract is approved by the CSI Board and school’s local
board. Schools are required to complete the online Governing Document Modification form. All schools will
receive written notification of decisions and required action within 30 days of submission.
Changes to the below items would require advanced approval from the Institute:
Mission, vision
Grievance policy
Enrollment policy and procedures
Education Service Provider (change in existing provider or existing provider's services, agreement, etc.)
Non-Academic Programs (material change to existing programs or addition of non-academic programs
such as Transportation, Food Service, etc. not included in the application)
Grade level and enrollment (outside of any Institute-approved expansions)
Educational program (special education plan, material change to existing programs or addition of
programs such as Online Learning not included in the application)
Interim assessments (change of assessment or administration)
Calendar days, hours (reduction of 10% or more, 4 day week)
Location modification (additional facility or change of facility)
Insurance coverage (reduction of coverage)
Contract modification due to clerical errors (typos, incorrect date, etc.)
CSI Guidebook 2016-2017 24
CSI Board Policies In addition to fulfilling local, state, and federal requirements, schools should also ensure they are familiar with and
adhering to CSI’s Board Policies. A comprehensive listing and text of CSI’s Board Policies can be accessed on the CSI
website: http://www.boarddocs.com/co/csi/Board.nsf/Public
The following is a listing of CSI Board Policies as of May 2015:
□ Accountability Plan
□ Accreditation Contract
□ Annual Independent Audit and Automatic
Data Exchange
□ Application Renewals
□ Assessments Coverage
□ Assistance Fund Administration
□ Beverages Rules
□ Board Operating Procedures
□ Budget
□ Capitalization - Accounting for Capital
Assets
□ Capital Construction Assistance Fund
□ Charter School Renewal Guidelines
□ Child Nutrition Services
□ Children's Wellness
□ Colorado Open Records Act
□ Conflict Resolution
□ Core Authorization Functions
□ CSI Accreditation
□ CSI as an LEA for Federal Charter School
Grant Applications
□ CSI Council of Schools Formation and
Bylaws
□ CSI Rules Updates - Timelines
□ Delegation of Authority
□ Emergency Loan Assistance Fund
□ Immunization
□ Individual Career and Academic Plans
□ Information
□ Internet Safety
□ Mission and Vision Statement
□ Mission Statement on Safety Priority
□ New Board Member
Checklist/Responsibilities
□ Parental Involvement in Education
□ Performance Management
□ Religion and Religious Expression
□ Rules for the Administration of CSI
Assistance Fund
□ Rules for the Administration of the Charter
School Institute
□ Safe Schools Plans
□ School Assistance Fund
□ School Closure
□ School Codes
□ School Compliance Procedures
□ School Expansion
□ School Location Change
□ School Safety - Bullying Prevention
□ School Safety - Crisis Management: Safety,
Readiness and Incident Management
□ School Safety - Disaster Plans, Relations
with Other Agencies, Safety Drills, School
Security, Secret Societies, Sharing of
Student Records
□ School Safety - Gun Free Schools Act
□ School Safety - Nondiscrimination
□ School Safety - Teaching about Drugs,
Alcohol and Tobacco
□ School Safety - Weapons in School
□ Student Code of Conduct
□ Student Conduct and Discipline Code
□ Student Fees for CSI Schools
□ Student Records and Release of Information
on Students
□ Students with Food Allergies
CSI Guidebook 2016-2017 25
School Enrollment Policy
CSI does not have an enrollment policy required to be used by all CSI schools. CSI reviews enrollment policies for each
CSI school as part of the new school application process, as stated in Rule 4 of the Rules for the Administration of the
State Charter School Institute.
All CSI school’s enrollment policies must be in compliance with the statute below:
22-30.5-104 (3) A charter school shall be subject to all federal and state laws and constitutional
provisions prohibiting discrimination on the basis of disability, race, creed, color, gender, national
origin, religion, ancestry, or need for special education services. A charter school shall be subject to any
court-ordered desegregation plan in effect for the school district. Enrollment must be open to any child
who resides within the school district; except that no charter school shall be required to make alterations
in the structure of the facility used by the charter school or to make alterations to the arrangement or
function of rooms within the facility, except as may be required by state or federal law. Enrollment
decisions shall be made in a nondiscriminatory manner specified by the charter school applicant in the
charter school application.
Enrollment Guidance for Students with Disabilities
As addressed in the Charter School Contract 6.5, each school may establish its own enrollment timeline and
procedures. For all students, the Institute’s schools reserve the right to review each student’s educational
records and ensure the student is eligible for enrollment pursuant to state and federal law. A school may deny
enrollment to a student with disabilities seeking admission in a charter school in the same manner and for the
same reasons the school may deny admission to a student without disabilities, including that the student’s
admission would require alterations in the structure of the facility used by the institute charter school or
alterations to the arrangement or function of rooms within the facility, beyond those required by state or federal
law.
To ensure that the needs of students with disabilities are met, CSI schools are encouraged to customize their
enrollment process based on the guidelines provided and adhere to the following procedures, found in CSI’s
Exceptional Students Manual:
1. Following the application deadline and upon completing the lottery (if appropriate), the School shall
require that the student provide the most recent IEP (including eligibility IEP) or Section 504 Plan, if
any.
2. A screening review team consisting of the School Principal or designee, the School Special Education
teacher or coordinator, and the Institute Special Education Director or designee shall review the IEP and
determine whether a free appropriate public education (“FAPE”) is available for the student. If the
screening team finds the application requests a significant change of placement or raises other concerns
about the student’s ability to access FAPE, the School shall convene a complete IEP team to make the
final determination.
NOTE: A student’s application is a request for a significant change of placement when:
• a student with disabilities who has been served in a center-based program (or who otherwise has
intensive IEP service needs) applies for admission into an Institute charter school that does not
currently offer those services; or
CSI Guidebook 2016-2017 26
• a student currently enrolled in a “brick and mortar school” applies for enrollment in an ONLINE
program or a student enrolled in an ONLINE program applies for enrollment in a “brick and
mortar school”
3. If the screening review team refers the student’s application to an IEP team, the School shall convene an
IEP Team meeting that shall include the Institute Director of Special Education or designee. In addition,
the IEP team must include the following people: not less than one regular education teacher; not less
than one special education teacher, or where appropriate, not less than one special education provider;
and, an individual who can interpret the instructional implications of evaluation results, and a language
interpreter, when necessary. The student’s parents and legal guardian must be afforded the opportunity
to participate, as must the student when appropriate.
NOTE: If the student’s application requests a significant change of placement, the Special
Education Director of the student’s administrative unit of residence (school district or BOCES)
must be invited to the IEP meeting. Also, most Institute contracts require the School to invite
representatives from the student's prior school to participate in the IEP Team meeting at the
charter school.
4. The IEP team must review all available information, including the student’s application, records, current
data, data from the IEP, information provided by the parents, and/or data from the assessment team, to
determine whether the student can receive FAPE if granted enrollment, as requested by the student’s
application.
NOTE: If the application requests a significant change of placement, the IEP team must first
consider the need for reevaluation by reviewing the listed information and determining whether
additional information is necessary to determine the student’s eligibility for special education,
the student’s educational needs, and any necessary additions or modifications to the special
education and related services. If the team (including a request by the parent), determines that
additional evaluative information is necessary, the Institute shall reevaluate the student in
accordance with the IDEA and ECEA rules.
5. If the IEP team determines the student will not be able to receive FAPE, then the IEP team will deny the
student’s application for admission to the school and refer the student to the Institute Director of Special
Education or designee. The Institute Director of Special Education or designee will confer with the
student and family regarding placement opportunities available in Institute schools and assist the family
in making proper application(s). If the student's application for admission is denied, the student's current
placement shall remain as determined by the prior IEP.
6. If the student is admitted, the student shall be placed directly in a program that meets the requirements of
the student’s existing IEP or Section 504 Plan, unless and until the School convenes an IEP meeting or
504 meeting is held and the IEP or Section 504 Plan is changed.
CSI Guidebook 2016-2017 27
Student Registration and Legal Requirements Please see below for a compilation of legal references and CSI policies related to student registration,
particularly with regards to student fees. Please note this is not a comprehensive list.
Select Excerpts Citation
“Enrollment decisions shall be made in a nondiscriminatory manner specified
by the charter school applicant in the charter school application.”
CRS 22-30.5-104
Charter School –
requirements - authority
School cannot charge “any fees as a condition of enrollment in school or as a
condition of attendance in any course of study, instruction, or class”
CRS 22-32-117
Miscellaneous Fees
“All residents of the state, between the ages of six and twenty-one years, may
be educated gratuitously.” [“Gratuitously” has a legal definition that means
“given or received without cost or obligation” or “granted without
consideration or exchange for something of value”.]
Article IX, Sec. 2, of the
Constitution
Education
“The fee schedule shall state the procedure whereby indigent students or
students otherwise qualified for waiver of fees may apply for such waiver.”
1 CCR 301-4
Determination of Indigency
and Establishing Policy on
School Fees
Please see CSI’s Student Fees for CSI Schools Policy, which provides
guidelines for developing a fee policy in line with statutory requirements.
Student Fees for CSI Schools
(CSI Board Policy)
Frequently Asked Questions
Can my school charge an enrollment/registration fee?
No, a charter school cannot charge “any fees as a condition of enrollment in school or as a condition of
attendance in any course of study, instruction, or class; any fees for any course of study, instruction, or
class that satisfies the requirements of or transfers the skill, knowledge, or information necessary to meet
the requirements of any such course taken for credit, promotion, or graduation.” (CRS 22-32-117)
Can my school charge a fee for a non-academic activity?
Yes, a school can collect fees on a “a voluntary basis as a condition of participation or attendance at a
school-sponsored activity or program not within the academic portion of the educational program… the
board or school shall clearly state whether the fee is voluntary or mandatory and shall specify any
activity from which the student shall be excluded if the fee is not paid.” (CRS 22-32-117)
Can my school charge a textbook fee?
Yes, a school can charge a textbook deposit fee so long as the fee is refunded to the student upon return
of the textbook. “ When the use of textbooks is provided pursuant to section 22-32-110 (1) (o), whether
free or by rental, a board of education of a school district may require each nonindigent pupil to make a
reasonable loss or damage deposit to cover such textbooks. A board may also require each nonindigent
pupil to make a reasonable loss or damage deposit to cover nonacademic equipment. All such deposits
shall be refunded to the pupil when he or she has returned the textbooks or equipment in good condition
except for ordinary wear.” (CRS 22-32-117)
Can my school charge preschool or kindergarten tuition for students receiving special education
services?
No, in meeting its obligation to offer an individualized program and a Free Appropriate Public
Education (FAPE) for young children with disabilities in preschool/kindergarten, the CSI school shall
provide a special education preschool/kindergarten program at no cost to disabled students (i.e. if a
CSI Guidebook 2016-2017 28
school charges tuition preschool/kindergarten and special education services are being delivered in the
program, tuition cannot be charged). If the school offers half-day am/pm programs and the student has
the option to enroll in both sessions, the student can receive special education services during one
session, then tuition may be charged for the 2nd session* where services are not delivered. All eligible
preschool/kindergarten age children shall be allowed to apply to enroll in the school, and all support
services shall be made available to preschool/kindergarten teachers and students on the same basis as
they are available for teachers and students in other grades in the same building. Such services shall
include but not be limited to hearing tests, speech correction, special education, field trips and testing
services.
*If the IEP team determines that a Full-day program is required to meet the needs of the student, tuition
cannot be charged.
CSI Guidebook 2016-2017 29
School-Level Conflicts or Disputes Except in unusual or emergency situations, CSI staff will follow the compliance communication flowchart in
dealing with complaints and concerns about our schools. CSI will always refer a complaint back to the school
for resolution. In general, only when the compliance communication flowchart is exhausted will CSI engage the
legal compliance ladder procedures.
Issue presented to
CSI regarding:
CSI refers issue to
School
Administration
CSI makes courtesy
call to School
Administration
CSI contacts School
Board
School Teacher
School Administration
School Board
Issue Resolved?
End of CSI
Involvement
CSI Issues Notice of
Concern/Engages in
Ladder of Compliance
Yes No
Issue Resolved?
Yes
No
CSI Guidebook 2016-2017 30
Assessments CSI Contact: Kenny Smith, Assessment Coordinator
http://www.csi.state.co.us/school_resources/assessments
General Testing Timeline
Below is the general testing timeline for the state-required assessments. Specific dates will be published on the
CDE and CSI websites when identified for the upcoming school year. Please note that not all assessments take
place in the spring and that some assessments are administered multiple times a year and may be administered
in an online environment. For a quick reference on the federal and state statutes that require these assessments,
click here.
ASSESSMENT GRADE/ SUBJECT TESTING WINDOW
PARCC – English Language Arts &
Math (online or paper-based) Grades 3-9 April 10 – April 28, 2017
End of Year Assessment After 90% of the school year
Colorado Summative Assessment
(CMAS)- Science & Social Studies
(online or paper-based)
Grades 5, 8 and 11 Science
April 10 – April 28, 2017 Grades 4, 7 and 11Social Studies
WIDA ACCESS Placement Test
(W-APT)
Grades K-12 (students identified as having a
language other than English spoken at
home)
Within 30 days of enrollment, within
2 weeks for students enrolling after
October 1st
READ Act Assessment All K-3 students using an approved interim
assessment
Within 30 days of enrollment,
winter, spring
Access for ELLs ®
Grades K – 12 Reading, Writing, Speaking
& Listening January- February
PSAT Grade 10 April 2017
SAT Grade 11 April (initial)
May (make up)
School Readiness Assessment Kindergarten Within first 60 days of enrollment
CSI Guidebook 2016-2017 31
State-Required Assessments
CSI’s Role
CSI’s role is to oversee all state-required assessments is to:
Communicate information related to upcoming assessments to SAC/STC
Train SAC in test security and administration
Train STC is technology readiness for online assessments
Inform SAC of test logistics (inventory, pack, ship)
Inventory/sort/deliver ‘district’ materials to schools and vendors
School’s Role
Each CSI school is responsible for the following activities:
Identify a SAC/STC as needed for each state-required assessment on the School Contact Identified Form
Have SAC train proctors in test security and administration
Have STC ensure technology readiness for online assessments
Have SAC oversee administration and logistics at school level
Serve as liaison between school staff and DAC/DTC
Assessments required for charter schools by state law and the charter contract with CSI are:
WIDA ACCESS Placement Test (W-APT)
W-APT is an English language proficiency "screener" test given to students new to your school that may be
identified as English language learners. This placement test assists educators with programmatic placement
and learning plan decisions.
WIDA ACCESS for ELLs
WIDA ACCESS for ELLs is an English language proficiency assessment given annually to Kindergarten
through 12th graders who have been identified as English language learners (ELLs) to assess proficiency
and growth.
Colorado Measures of Academic Success (CMAS)
Science and Social Studies:
The CMAS: Science and Social Studies is an assessment of grades 5, 8, and 11 and 4, 7, and 11
for science and social studies, respectively. This assessment is administered in an online
environment. The assessment window will be in April-May.
English Language Arts & Math (PARCC):
PARCC is an online assessment of grades 3-9 for English Language Arts and through Algebra II
or Integrated Math 3 (and through 9th
grade) for Mathematics.
Colorado Alternate Assessment (CoAlt) (if applicable)
CoAlt provides an alternate assessment for students with significant cognitive disabilities who,
because of the nature or intensity of their disability, are unable to take the standard version of
ACCESS, CMAS, or ACT. Only about 1% of students should take the CoAlt. Individualized
CSI Guidebook 2016-2017 32
Education Plan (IEP) teams define how students will participate in the state assessment process
and whether a student qualifies to take the CoAlt.
PSAT
The PSAT assesses student progress toward mastery of state standards and their progress towards college
readiness. The test must be administered to all 10th
grade students.
SAT
The SAT will assess high school students' general educational development and their ability to complete
college-level work. The test must be administered to all 11th
grade students.
READ Act Assessment
The Colorado Reading To Ensure Academic Development Act (Colorado READ Act) focuses on students
identified as having a significant reading deficiency, delineating requirements for parent communication, and
providing funding to support intervention. Schools are required to administer a state-approved interim
assessment (and diagnostic assessment, if necessary) to K-3 students to comply with the READ Act three
times per year.
School Readiness Assessment
The School Readiness Assessment works to monitor each child’s progress across multiple domains to help
teachers and parents provided needed support to ensure the child’s success in school. Schools are required to
administer a state-approved school readiness assessment to students in publicly funded kindergarten
programs.
More information on these assessments can be found on the CDE Assessment webpage. CSI-specific
assessment materials can be found on the CSI Assessment webpage.
Assessment Roles
School Assessment Coordinator (SAC)
Each school site is required to designate a school staff member to be in charge of each required assessment.
This person must attend required CSI trainings, train all school staff on administration requirements, ensure
proper test administration and test security, receive and return all test materials, and report any irregularities
to the CSI District Assessment Coordinator in the appropriate manner. The SAC will be the liaison between
school staff and the District Assessment Coordinator. (The School Assessment Coordinator for W-APT,
ACCESS, CMAS, and PARCC will receive a FileZilla account. This account is used to share student-level
information and secure test materials between the DAC and SAC.)
School Technology Coordinator (STC)
Each school site is required to designate a School Technology Coordinator (STC). The STC obtains
information from CSI’s District Technology Coordinator (DTC), distributed from CDE/Pearson, and
disseminates information to appropriate staff. This role will assist the SAC with ensuring preparation for a
CSI Guidebook 2016-2017 33
successful administration of the CMAS online assessments. The STC should be a member of the school
staff, work with the SAC in preparing the school environment, including technological aspects of the test,
receive information from CSI, Pearson, and CDE, disseminate the information to others in the school, meet
all requirements for uploading test information, ensure the building’s technology infrastructure is capable of
supporting online testing, and coordinate the process of ensuring accurate and timely setup for the
proxy/cache. Because the technology requirements of CMAS and PARCC are extremely similar, only one
SAC should be identified to serve for both of these assessments.
District Assessment Coordinator (DAC) – Kenny Smith, Assessment Coordinator
CSI’s DAC is responsible for overseeing each of the state-required assessments, including the trainings of
SACs in administration, security, and logistics related to each assessment. The DAC is the school’s point of
contact for assessment-related questions.
District Technology Coordinator (DTC) –Kenny Smith
CSI’s DTC serves as a resource for school technology coordinators as they prepare their online testing
environments. The DTC disseminates information from CSI, CDE, and Pearson to the STCs. The DTC is
the school’s point of contact for technical questions.
Chain of Communications
ACCESS, CMAS and PARCC assessments
The Colorado Department of Education has identified the following chain of communication to be used for
the ACCESS, CMAS and PARCC assessments. School staff should direct administrative and technical
questions to their SAC or STC, respectively. The SAC/STC can respond to the staff member or (if unable
to answer) direct the question to the DAC/DTC. The DAC/DTC can respond to the SAC/STC (who then
responds to the school staff member) or direct the question to CDE or the appropriate test vendor.
At no time should the SAC/STC or school staff contact CDE with questions.
PSAT, SAT, School Readiness, and READ Act Assessments
For the PSAT, SAT, School Readiness, and READ Act assessments, schools will work and communicate
directly with the test vendor; CSI will have limited involvement with the administration of these
assessments.
Test Vendor SAC/STC/School
Contact School Staff
CSI Guidebook 2016-2017 34
Technology Readiness Schools should adhere to the technology requirements found on the PARCC website:
http://www.parcconline.org/technology. These requirements will ensure your technology environment is ready
for the CMAS assessments, both ELA/PARCC and Science & Social Studies.
Schools should adhere to any technical requirements related to school-selected interim assessments, including
READ Act and School Readiness Act assessments as applicable.
Annual Assessment Tasks:
□ Ensure that a school staff member is identified to oversee each of the state-required assessments. Ensure
that any changes in contacts are made using the School Contact Update Form.
□ Create an assessment calendar to share with staff and parents so they can plan the year accordingly.
□ Purchase the state-approved assessments for READ Act (both an interim assessment and diagnostic
assessment) and the School Readiness Assessment to meet the number of testers/proctors at your school.
□ Purchase devices meeting the minimum requirements for CMAS and PARCC to meet the number of
testers/testing locations at your school.
Accessing Assessment Data Schools can access state assessment results in one of two ways, depending on the state assessment.
CEDAR: Each school leader as well as up to one additional school staff member will have to the Colorado
Education Data Analysis & Reporting System (CEDAR). CEDAR provides access to student level assessment
data files as well as a variety of preconfigured and customized reports. To request an account for the school
leader and/or second contact, please contact Kenny Smith.
FileZilla: FileZilla is an open source FTP client that CSI uses for securely sending and receiving information
with its schools. When state assessment data is shared with CSI in a means other than via CEDAR, CSI will
upload student data files into FileZilla for school leaders to access.
CSI’s Accountability System CSI Contact: Janet Dinnen, Director of Data and Accountability Systems
http://www.csi.state.co.us/school_resources/accountability
CSI’s Role
The Institute is responsible for implementing a system of accrediting its schools that emphasizes attainment
along four statewide performance indicators including Academic Achievement, Academic Growth, Growth
Gaps, and for high school programs, Postsecondary and Workforce Readiness.
The Institute evaluation system builds upon the Colorado School Performance Framework (SPF) to include
indicators and measures that are specific to charter school viability and sustainability. These academic,
financial, and operational measures can be found in the CSI Performance Frameworks.
CSI Guidebook 2016-2017 35
Using these performance frameworks as a foundation, the Institute conducts annual and periodic review of
portfolio schools, providing access to this evaluation information through the tools that comprise the CSI
Annual Review of Schools (CARS). These evaluations are the foundation for decision making related charter
renewal and development.
School’s Role
Institute schools are responsible for meeting state and CSI performance standards. Through the Institute
evaluation system, schools have the opportunity to provide CSI with additional performance data that
demonstrates the effectiveness of the program. This may include such things as interim assessment data and
outcomes related to mission-specific measures.
The identified performance level of each school will drive the CSI and CDE accountability requirements and
timelines throughout the academic year. Higher performing schools will have fewer requirements and lower
performing schools will encounter increased oversight through established progress monitoring strategies and
state requirements.
Details about these evaluation and accreditation processes can be found on the CSI website at:
http://www.csi.state.co.us/school_resources/accountability/
CSI’s Annual Review of Schools (CARS) CSI has developed a variety of evaluation tools (known as the CSI Annual Review of Schools, or CARS) as a
means for providing schools with in-depth analysis and explanation of academic, financial, and organizational
performance outcomes throughout their charter term. These range from detailed annual performance reports to
user-friendly calculators that forecast accreditation ratings and produce recommended targets at the district,
school and individual classroom level.
CSI Performance Frameworks
The CSI School Performance Frameworks have been developed in conjunction with the National Association of
Charter School Authorizers (NACSA) to evaluate school performance in the areas of Academics, Finance and
Organization. Serving as a guide to schools, these documents detail the measures and metrics by which CSI
holds schools accountable. These measures, which are coupled with the application of sensitive weighting and
aligned with the state’s School Performance Frameworks, result in a school accreditation rating.
The Academic Framework is overseen by the Assessment and Evaluation team, led by Ryan Marks.
The Financial Framework is overseen by the Finance Team, led by Ginger Lusty.
The Organizational Framework is overseen by the Director of Legal and Policy Initiatives as well as the
Student Services and Data & Accountability Systems teams.
The Annual Performance Report (APR)
CSI Guidebook 2016-2017 36
An Annual Performance Report (APR) is developed for each CSI school, with a preliminary draft sent out in
fall and a final version sent out in winter. The APR summarizes the school’s cumulative performance data and
compliance information in alignment with the Performance Frameworks and any Mission-Specific Measures
from the school. The APR provides schools with in-depth analysis and explanation surrounding performance to
help schools identify truly significant trends. These qualitative and quantitative analyses will provide guidance
and direction for the school throughout its life span.
Sources used will include, but are not limited to:
School Performance Framework Reports
Interim Assessment Results
Comparison School Analyses
Longitudinal Analyses
CSSI Reviews and Reports
School-Provided Components
Annual Financial Audits
Legal and Institutional Procedures and Policies
As evaluation ratings and tools may often be criticized for sterility and reductionism, it is the goal of the
Institute to utilize the APR as a means for providing schools with in-depth explanation and analysis
surrounding performance. For example, statistical analyses are conducted on multiple years of assessment
data, as well as interim data where provided (if possible, linking the two through alignment studies). This
could help schools identify truly significant trends, as opposed to those that may be the result of sample size,
mediating/moderating variables, or those that have a small effect size. For schools with limited resources,
this may help prioritize the allocation of attention and resources throughout the improvement planning
process.
The report is organized in a way that presents overarching indicators, followed by the subsequent measures
and metrics that comprise that indicator. Additionally, in order to summarize each section, the Institute will
include a brief narrative providing feedback on the school’s progress within the indicators and/or measures.
Schools have the opportunity to provide a brief narrative for each section as well. Any additional claims
within the school narrative must be substantiated with supplemental evidence that can be verified by the
Institute.
A majority of the metrics within the report will be collected by the Institute on a yearly basis and presented
to each school before October 1st of each year. Schools must then return the report with supplemental
evidence and narrative before November 1st of each year. These dates are subject to modifications,
dependent upon changes to the timelines established by the Colorado Department of Education (CDE)
around release of assessment data and preliminary School Performance Framework Reports (SPF).
The Performance Dashboard
The Dashboard is a tool provided to CSI schools that serves as a way for the Institute to integrate selected
information from the Performance Frameworks into a unified display. It aims to serve as a snapshot of overall
CSI Guidebook 2016-2017 37
school performance from year-to-year, producing a single rating that draws upon the output of the Performance
Calculator.
As mentioned above, the performance level of each school will impact the school accountability requirements
throughout the school year. In an effort to increase transparency, the table below details some of the annual
incentives or interventions that occur based upon the school plan type.
CSI Guidebook 2016-2017 38
CSI Guidebook 2016-2017 39
Unified Improvement Plan CSI Contact: Kenny Smith, Assessment Coordinator
http://www.csi.state.co.us/school_resources/accountability/UIP
Colorado schools and districts can improve student learning and system effectiveness by engaging in a cycle of
continuous improvement to manage their performance. To support this purpose, the Education Accountability
Act of 2009 requires each Colorado district and school to create an annual improvement plan. The Colorado
Department of Education has developed a unified improvement planning template and processes to support
schools and districts in their performance management efforts. The UIP template has been designed to meet
state, federal, and program accountability requirements. For more information on Unified Improvement
Planning, please visit CDE's UIP page.
CSI’s UIP Support & Timelines
CSI, through its Annual Performance
Report (APR), provides each of its schools
with the data analysis and target setting,
both of which are required for the Unified
Improvement Plan. Schools are able to pull
tables, graphs, and narrative from the APR
for inclusion in the Unified Improvement
Plan. By providing schools with a thorough
analysis of student performance and
realistic targets for improvement, schools
are then able to focus their attention of
identifying root causes and action steps for
the UIP.
UIP Submission Timeline
Timelines for submitting the UIP to CSI are based on each school’s plan type. In general, timelines for UIP
submission are made available in August and follow the CDE UIP submission timeline closely. Priority
Improvement and Turnaround schools are required to submit a draft UIP to CSI in the winter in advance of
submitting the final UIP in the spring. This draft is reviewed by both CSI and CDE staff, and the school is
notified of any changes that need to be made for the final UIP. All schools are required to submit a final UIP to
CSI in spring. CSI will review the UIP before submitting it to CDE to be posted on SchoolView.org.
New Schools
By default, new schools receive the Performance rating for their first year. New schools are strongly
encouraged to make use of interim assessments and other internal data to guide the development of their first
year UIP. CDE provides supplemental guidance in completing the UIP for new schools.
Priority Improvement & Turnaround Schools
Schools receiving a Priority Improvement or Turnaround rating have additional requirements:
CSI Guidebook 2016-2017 40
1. PI and T schools are required to notify their students’ parents if the school is assigned a Priority
Improvement or Turnaround plan within 30 days of the school receiving its preliminary plan type and
set a public hearing for parents to review the plan. (If your school submits a request to reconsider your
school's plan type but the plan type remains Priority Improvement or Turnaround, parents must be
notified within 30 days of receiving the final determination.) The notice must include the following
information:
The school’s plan type
The performance results that led to that plan assignment
The timeline for developing and adopting the required plan
The date, time, and location of a public hearing for parents to review the plan and ask questions
prior to the adoption of the school plan. During these public hearing, the school board must
review the school's progress in implementing its plan during the preceding year and in
improving its performance.
2. PI and T schools are required to have an external, 3rd party support in the development of the Unified
Improvement Plan. This external support can take the form of attending two or more UIP trainings or
involving an educational peer outside of the CSI school portfolio. (Please note that CDE hosts free UIP
trainings annually in the fall.) PI and T schools are required to submit the 3rd Party UIP Development
Form to CSI documenting the 3rd party support they received.
3. PI and T schools are required to submit any interim assessment data to CSI for analysis.
CDE’s Priority Improvement and Turnaround Support webpage provides a variety of resources, including a
turnaround network, pathways for PI and T schools.
UIP Resources
CDE’s Unified Improvement Planning page offers a wealth of resources for developing the UIP from in-
person trainings and downloadable resources.
CSI provides its Annual Performance Report (APR) for schools that have been in the CSI portfolio for at
least one year. Schools are able to use the narrative, charts, and graphs from the APR in the UIP.
CSI conducts analyses of any nationally normed and approved interim assessment data at the school’s
request. (New schools are encouraged to use this opportunity to receive data that can be used in internal
strategic planning as UIP efforts.)
SASIDs/EDIDs CSI Contact: Liz Schmit, Office Administrator
http://www.csi.state.co.us/school_resources/SASID_EDIS
School’s Role (SASIDs)
At the time of enrollment, each school is responsible for searching for their own students in RITS to see if the
students have existing SASIDs. If the students don’t have existing SASIDs, the school requests them from CSI
using the method outlined below. If the students do have existing SASIDs, the school can then request any
necessary updates using the methods outlined below.
CSI’s Role (SASIDs)
CSI Guidebook 2016-2017 41
CSI is the go-between for the schools and CDE. CSI submits SASID requests to CDE for every school in its
portfolio. If there are any issues with SASIDs, the school contacts CSI, who then contacts CDE on their behalf.
All questions from CDE regarding SASIDs go through CSI first.
School’s Role (EDIDs)
At the time of hire, each school is responsible for searching for the educator in EDIS to see if the educator has
an existing EDID. If the educator doesn’t have an existing EDID, the school requests them from CSI using the
method below, similar to attaining a SASID. If the educator does have an existing EDID, the school can then
request any necessary updates using the methods outlined below.
CSI’s Role (EDIDs)
Similar to the attainment process of SASIDs, CSI is the agent between schools and CDE. CSI submits EDID
requests to CDE for every school in its portfolio. If there are any issues with EDIDs, the school contacts CSI,
who then contacts CDE on their behalf. All questions from CDE regarding EDIDs go through CSI first.
Definitions
State Assigned Student Identifier Number (SASIDs)
Tracking student scores over time and across district lines requires all students in public school in
Colorado to have a SASID. The six elements obtained to uniquely identify a student in the Record
Integration Tracking System (RITS) are the following: last name, first name, middle name, birth date,
gender, and grade.
Educator Identification Number (EDIDs)
The purpose of the Educator ID is to be able to use a unique number that preserves the privacy of
educator records while allowing statutorily required data analyses. The six elements obtained to
uniquely identify a student in the Educator Identification System (EDIS) are as follows: social security
number, last name, first name, middle name, birth date, and gender.
Educator Identifier System (EDIS)
The Educator Identification System assigns each educator in the state of Colorado a unique
identification number that will follow the educator throughout their service in Colorado public
education. EDIS is accessed through a secure, public internet connection and requires a user ID and
password to enter. This web portal is where SASIDs are viewed, updated, and/or obtained.
https://edx.cde.state.co.us/rits-edis/
Record Integration Tracking System (RITS)
RITS is accessed via a secure, public internet connection and requires a unique user ID and password to
enter. This web portal is where SASIDs are viewed, updated and/or obtained.
https://edx.cde.state.co.us/rits/
CDE Single Sign-On
From CDE: When you log in using the CDE Single Sign-On (SSO) process, you will be able to access
all of the CDE applications you are approved for that have been integrated into the CDE Identity
CSI Guidebook 2016-2017 42
Management system. Districts and administrative units have the ability to create and administer users
and access privileges to CDE’s applications through CDE Identity Management.
SASID and EDID Attainment Process
For the 2014-2015 school year, only users who do not have a CDE Single Sign-On account or whose CDE
Single Sign-On account does not have RITS/EDIS permissions must request access to RITS.
If you do not have a CDE Single Sign-On account or if your account does not have RITS permissions:
1. Download the RITS and EDIS View-Only Respondent Form on the CSI website and fill it out
(http://www.csi.state.co.us/school_resources/SASID_EDIS). It must be signed by your Head of School
to authorize access.
2. Return the form to CSI via email ([email protected]) or fax (303-866-2530).
3. Upon receipt of your signed respondent form, CSI will create a new CDE Single Sign-On username and
password for you. You will receive an email with your new login information. If you already have a
CDE Single Sign-On account, it will be granted permission to view RITS/EDIS.
The RITS login page: https://edx.cde.state.co.us/rits/
The EDIS login page: https://edx.cde.state.co.us/rits-edis/
The SASID and EDIS Process
1. Download the SASID or EDID template from the CSI website. CSI does not anticipate any changes
being made to the template introduced in the 2013-14 school year. Should CDE make any changes, CSI
will notify the schools.
2. Send all SASID or EDID requests to CSI using FileZilla. If you don’t have access to FileZilla, please
contact Liz Schmit ([email protected]). Files sent via FileZilla do not need to be password
protected.
3. Before making a new SASID or EDID request, the school must check each student in RITS or EDIS for
existing SASIDs, including kindergarteners or students who are believed to be new to the Colorado
education system or EDIDs.
a. If a student or educator has a hyphen in their last name and isn’t showing up in the search results,
try searching for them without the hyphen or by each part of the name separately (example:
student John NMN Rogers-Smith, search by John Rogers-Smith, John Rogers Smith, John
Rogers, and John Smith), and then verify with the remaining information (DOB, gender, and/or
grade) that it’s the student you’re looking for.
b. If a student or educator isn’t showing up in the search results, try searching for them without
their middle name or with only their middle initial. Note: You must include their full middle
name (or NMN if applicable) on the request submitted to CSI.
4. SASID and EDID Requests:
a. For NEW SASID/EDID requests: After submitting your file to CSI, CSI will run the file through
the CDE Data Pipeline system and send a spreadsheet back to you. SASIDs/EDIDs that were
assigned will appear on the spreadsheet. If a student or educator has a blank in the SASID/EDID
column, then they are in review. It is your responsibility to access RITS or EDIS a few days after
CSI Guidebook 2016-2017 43
receiving the spreadsheet to look up the SASIDs/EDIDs of the students or educators who are in
review.
b. For UPDATING SASID/EDID requests: If you have students or educators who have existing
SASIDs/EDIDs but need their information updated to reflect enrollment at your school, submit
them to CSI using the same template format as new requests.
Notes on accurately filling out the SASID template:
The filename must be as follows: YOURSCHOOL_SASID_Request_xx-xx-xxxx.xlsx Example:
Caprock_SASID_Request_07-08-2016.xlsx. No spaces are allowed in the filename, and acronyms for
the school name are allowed. If you send more than one file on any given day, include the version
number after the date. Example: Caprock_SASID_Request_07-08-2016_2.xlsx
Do not remove or edit the header in the first row.
If a student has no middle name, write NMN in the middle name column.
For the LASID field, enter the student’s SASID. If a student does not have a SASID, enter a 10-digit
number. Please note that each LASID in the template must be unique within that template. You can re-
use LASIDs on separate templates.
The only field that can be left blank is the SASID field. All other fields must have information in them.
If you are submitting inactive students, they must be in a separate file from your active students.
If you’re having difficulty keeping the leading zero(es), view this resource: How to add/retain a leading
zero in Microsoft Excel
External Resources
CDE Data Elements & Definitions
How to add/retain a leading zero in Microsoft Excel
CSI Guidebook 2016-2017 44
Data Submissions CSI Contact: Marianne Reale, Submissions Coordinator
http://www.csi.state.co.us/school_resources/submissions
CSI’s Role
CSI acts as the liaison between the school and CDE for all required reporting. The Data Submissions
Department at CSI oversees the coordination of the below submissions for CSI schools to CDE through Data
Pipeline. CSI implements timelines, assists with troubleshooting errors, provides data summary reports to
schools to review and verify, and ultimately ensures CSI and CSI schools meet CDE’s timeline.
School’s Role
Schools are responsible for reviewing and ensuring data submitted for the below reports are correct and
timelines established by CSI are met.
Definitions
Data Pipeline
Data Pipeline is a streamlined approach to efficiently move required education information from schools/
districts to the Colorado Department of Education. Data Pipeline reduces data redundancy, captures closer
to real-time data, streamlines the data collection process and allows districts to exchange information on
transferred students.
Interchange Files
These are the files used to generate the reports (snapshots) listed below. There are three student interchange
files and two staff interchange files which supply data for some reports listed bleow.
Snapshot Files
These are the files produced from the interchange files submitted to Data Pipeline. Snapshot data represents
points in time for data submission.
Data Collection Submissions
Student October (October Count)
The Student October Pupil Enrollment collection contains student enrollment information as of the pupil
enrollment count date. This information is used to determine the school demographics, number of
students in instructional programs, free and reduced lunch counts, and distribution of school finances
across the state. This mandatory CDE report starts in September and ends in mid-November. The
collection includes variables such as demographic information (SASID, name, gender, DOB, grade,
primary language etc.,), English language proficiency, Title I designation, FRL, homeless status, gifted
and talented designation, and much more. This report begins with the registration of student information
as they enroll and ends in November.
CSI Guidebook 2016-2017 45
Human Resources (HR)
This required CDE report collects information on all staff employed by each school as of December 1st.
One of the primary purposes of this collection is to ensure that necessary staff is Highly Qualified (HQ).
General demographic information, including name, DOB, gender, district of residence, as well as
education level, salary, job and/or teaching position, and grades taught are a few examples of variables
collected. This report begins in November and ends in February.
March Report Card
This mandatory CDE collection contains variables pertaining to each school’s campus in a “yes” or “no”
format, such as preschool, K-6 recess, health class, particular class offerings (drama, music, physical
activity etc.), extracurricular, athletics, professional development days, and more. The report typically
occurs in March.
School Discipline and Attendance (SDA)
The SDA report is a mandatory CDE required collection which typically starts in May and ends in June.
This report tracks aggregate discipline outcomes at each school. A template will be provided which each
school will complete and return to CSI. The SDA collects information related to incidents of drug and
alcohol violations, robberies, felonies, dangerous weapons, etc. and then also requires an aggregation of
this data by ethnicity, race, and gender. Attendance rates, truancy rates, and total number of truant
students are also collected in this submission. Schools are required to submit an attendance
methodology form. This information is used for AEC frameworks and is posted on the CDE website.
Student End of Year (EOY)
The student end of year snapshot collects student enrollment information throughout the school
year. This includes student demographic information, codes identifying the way students enroll and
withdrawal from a district, and services students received. This information is used to calculate dropout,
graduation, and completion rates. In addition to this, the student end of year snapshot collects high
school student's post-secondary and AP course information. The collection opens in early spring ends in
September.
Teacher Student Data Link (TSDL)
The Teacher Student Data Link (TSDL) Snapshot combines the course instructor and course enrollment
TSDL interchange files in each course instructed during the reported school year. The link shows the
instructional relationship between educators and the students that are in their classrooms.
Civil Rights Data Collection (CRDC)
The CRDC is a mandatory federal report collected every other year. The CRDC data collection varies
from year to year depending on the variables the collection is requesting. The CRDC report will be
collected in the 2016-2017 year based on 2014-2015 data. This report is not managed through the Data
Submissions Department at CSI. For questions relating to the CRDC, please contact CSI’s Office
Administrator.
CSI Guidebook 2016-2017 46
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 1st 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 1st of
each year so that appropriate licensure and endorsement of staff can be verified.
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, and to examine issues related to disproportionality and in policy
development decisions.
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.
Free and Reduced Lunch Status CSI Contact: Julie Eddy, Data Manager
http://www.csi.state.co.us/school_resources/submissions/FRL_eligibility
All schools are required to have documentation that supports the free and reduced lunch eligibility for students.
Eligibility status can be determined in one of two ways.
Meal Benefit Applications
Meal Benefit Applications [Free and Reduced Lunch (FRL) Applications]: For schools participating in federal
Child Nutrition (CN) Program(s), FRL applications determine if a student is eligible for free or reduced price
school meals. Students who qualify will receive subsidized meals through the CN Program in the form of federal
and state reimbursements to the school. In addition to subsidized meals for students, CSI schools may also
receive additional funding based on the number of students in the school qualifying for free or reduced price
meals (at-risk adjustment).
Procedures for Schools under a School Food Authority (SFA)
1. Schools will work with their SFA to determine the process.
2. Schools will need to request FRL data from their SFA in preparation for all applicable state data
submissions.
3. Schools will either import these data into their student information system or work with the SFA to
have data shared with CSI.
CSI Guidebook 2016-2017 47
Economic Data Surveys
Economic Data Survey (EDS) Forms: An alternative form used by schools not participating in federal CN
Program(s) made available through CSI to collect socioeconomic data on their students’ households for reporting
purposes. The forms are distributed to schools, coupled with training, in July of each year. These forms cannot
be mandatory.
Procedures for Schools without a federal Child Nutrition Program
1. Schools obtain EDS forms and packet information from CDE in July of every year (via CDE’s
Office of Nutrition website).
2. School completes online training for processing EDS forms.
3. School processes EDS forms and track eligibility.
4. School imports EDS form eligibility determination information into student information system for
all applicable state data submissions.
5. School continues to update FRL information throughout the year and maintain documentation for 4
years plus current year.
Schools are responsible for updating their student information system to include free and reduced lunch
eligibility regularly throughout the year, and particularly before required state reporting deadlines.
Data Security CSI Contact: Julie Eddy, Data Manager
www.csi.state.co.us/school_resources/information_technology/data_security
Securely Sharing Data
Please do not send personally identifiable information (PII) via email. This includes name, SSN, address,
birthdate, and gender. Email is not a secure channel and a person’s privacy and data security could be
compromised. Therefore, email cannot be used to transfer files containing personally identifiable information of
educators or students. For schools relaying information via email, please use SASID instead of the student’s
name.
FileZilla Secure File Share
FileZilla is an open source FTP client that CSI uses for securely sending and receiving information with its
schools. CSI asks that all sensitive information (including files with student level information) be shared with
CSI staff through FileZilla. CSI staff designates the school contacts needing access to one or more secure
folders within FileZilla. School staff must download the free FileZilla software and then use their account
information to log on to send and receive information securely.
FERPA
The Family Educational Rights and Privacy Act (FERPA), a federal law administered by the Department (20
U.S.C. § 1232g; 34 CFR Part 99), affords parents and students certain rights with respect to education records,
such as the right to consent to the disclosure of personally identifiable information (PII) from the education
records. FERPA requires schools to provide:
-annual notification to parents and eligible students of their rights under FERPA
-public notice to parents and eligible students of any policy that discloses directory information
CSI Guidebook 2016-2017 48
For more details regarding FERPA, please visit CDE's Data Privacy and Security page:
www.cde.state.co.us/dataprivacyandsecurity/guidance
Guidance on Data Collection for Student Registration This resource offers schools guidance on what information needs to be obtained from registered students and
input into a student information system. While the requirements included below are based on federal, state, and
local requirements, this is no by means a comprehensive list of information that should be gathered from
enrolled students.
Student Information: All fields included on the three Student Interchange files (Student
Demographics, Student School Association, Advanced Course Completion) must be recorded by
schools. Access the file layout and definitions here:
http://www.cde.state.co.us/datapipeline/inter_student
Health Records: Students with health care needs as aligned by their health care plan must be
documented. In addition, Colorado Revised Statute Title 25, Article 4, Part 9, Colorado’s school
immunization law, requires that students attending Colorado schools provide documentation of
immunization status. ALL schools (and home schoolers), preschools, before/after school programs, day
cares, and camps must comply with the immunization laws. See CSI’s School Health page for more
information.
Home Language Survey: All students new to your school must complete a Home Language Survey as
the first step in determining English Language Proficiency. A list of the required questions and more
information about the identification process is detailed in The EL Guidebook, which can be found here:
http://www.cde.state.co.us/cde_english
Economic Data Survey / Free or Reduced Price Meal Eligibility Form: For schools not participating
in the federal Child Nutrition Programs, the Economic Data Survey can be completed to determine free
and reduced lunch eligibility. For schools participating in the federal Child Nutrition Programs, the Free
and Reduced Meal Benefit form can be completed to determine free and reduced lunch eligibility. The
Economic Data Survey forms and materials can be accessed here:
http://www.csi.state.co.us/school_resources/economic_data_surveys
Residency Information Form for The McKinney-Vento Act: This form can be used to assist in the
identification of homeless students at the school. In order to receive additional supports under the
McKinney-Vento Act, an interview must be conducted between the school’s homeless representative
and the family to confirm eligibility and an executed version of this form must be submitted to CSI via
FileZilla. More information about programming for homeless students can be accessed here:
http://www.csi.state.co.us/school_resources/federal_programs/homeless
CSI Guidebook 2016-2017 49
Guidance on Data Collection for Staff Hiring This resource offers schools guidance on what information needs to be obtained from hired staff for use in state
required HR submissions. While the requirements included below are based on federal, state, and local
requirements, this is no by means a comprehensive list of information that should be gathered from hired staff.
Staff Information: All fields included on the two Staff Interchange files (Staff Assignment, Staff
Profile) must be recorded by schools. Schools should consider obtaining all required fields through
hiring paperwork. Access the file layout and definitions here:
http://www.cde.state.co.us/datapipeline/inter_staff
Background Checks & Fingerprints: The CSI charter contract requires schools to obtain and retain
copies of fingerprint and background checks for all employees. Please see the Quality Assurance
section of this guidebook and the CDE Fingerprint Submission Requirements page for more
information: http://www.cde.state.co.us/cdeprof/fingerprints.
The school should develop and implement a pre-hiring policy that:
Requires fingerprinting and an employee background check for each prospective hire
Delineates clear guidelines for employment eligibility based on background check results
o This includes a check for a criminal record. No teacher or administrator with a criminal
record that would ordinarily preclude them from obtaining a teacher license or from
public school employment will be employed at the school, regardless of waivers that may
have been granted to the school.
Includes procedures for retaining the background check in the personnel files held at the school
or by the CMO/EMO
Teachers and Paraprofessionals Qualifications:
The 2016-2017 school year will be a transition from the NCLB “highly qualified” requirement to
Section 1112 of the ESSA which requires that the local educational agency (LEA) ensure that all
teachers and paraprofessionals working in a program supported with Title I funds meet applicable State
certification and licensure requirements. As Colorado makes this transition, CDE and CSI encourage
Institute Schools to continue to prioritize the hiring of teachers and paraprofessionals who hold a
Colorado license OR have demonstrated subject matter competency in their teaching subject area during
the 2016-17 school year.
Charter schools may apply to the Colorado State Board of Education for a waiver from licensing
requirements. If waived from licensing, general education teachers do not need to meet the licensing
requirement. However, teachers must still hold a Bachelor’s degree (or higher) and demonstrate subject
matter competency for their assignment(s). Special education teachers in charter schools are not
included in the licensing waiver. Even if the charter school has a licensing waiver, the special education
teacher must hold a current teaching license (with the appropriate special education endorsement) and
meet subject matter competency requirements.
CSI Guidebook 2016-2017 50
Please see the Subject Matter Competency section of this guidebook or CDE’s Highly Qualified page
for more information.
State Programs
Colorado Preschool Program (CPP) CSI Contact: Kimberly Caplan, Nick Stachokus, School Programs
http://www.cde.state.co.us/cpp
The Colorado Preschool Program (CPP) provides funding for eligible at-risk children to attend half-or full-day
preschool, and full-day kindergarten. CSI receives a predetermined number of slots annually that is divided up
across participating schools. CPP is managed by CSI’s preschool advisory councils, which is comprised of staff
at CSI schools participating in the program.
A full list of eligibility factors can be found here. In addition to eligibility for free or reduced priced lunch,
children are determined eligible for CPP based on other risk factors present in their lives.
New and transfer CSI schools will have the opportunity in February 2017 to apply for portions of the CSI slot
allocation for CPP.
READ Act CSI Contact: Kenny Smith, Assessment Coordinator
http://www.cde.state.co.us/coloradoliteracy/readact/index
The Colorado Reading To Ensure Academic Development Act (Colorado READ Act) was passed by the
Colorado Legislature during the 2012 legislative session. The READ Act repealed the Colorado Basic Literacy
Act (CBLA) as of July 1, 2013, keeping many of the elements of CBLA such as a focus on K-3 literacy,
assessment, and individual plans for students reading below grade level. The READ Act differs from CBLA by
focusing on students identified as having a significant reading deficiency, delineating requirements for parent
communication, and providing funding to support intervention.
Required Testing
All students in grades K-3 must be given a state approved interim assessment within 30 days of enrollment as
well as during the winter and spring, adhering to the testing windows of the assessment vendor. Students whose
interim assessment scores do not meet state benchmarks must be assessed using a state approved diagnostic
assessment. State approved interim and diagnostic assessments can be found on the CDE READ Act page.
Please note, DRA2 has been phased out of the state approved assessments at the end of the 2015-2016 school
year. Each CSI school has the flexibility to select a state approved interim and diagnostic assessment to meet its
unique needs. Each school is also responsible for working directly with the vendor to receive the appropriate
training necessary to administer the READ Act assessments. CSI is responsible for passing along any
information pertaining to the READ Act, including data submission requirements. Please see the CSI
Assessment webpage for more information about READ Act testing requirements.
Parent Involvement
CSI Guidebook 2016-2017 51
If a student is identified with a significant reading deficiency based on the interim and diagnostic assessments,
teachers must attempt to meet with parents and jointly create the child’s READ plan. If after three documented
attempts, the teacher is unable to meet with the student’s parents, teachers may create the READ plan and share
the information with parents. Information shared must include a copy of the READ plan, an explanation of the
scientifically- or evidenced-based reading program being used, any other services the student will receive, and
any additional support the parent could provide.
READ Plans
The READ Act requires the creation and implementation of an individual intervention plan (called a READ
plan) for students identified with a significant reading deficiency. READ plans must contain specific
components in order to ensure the effectiveness of the intervention strategies. Each READ plan must include,
at a minimum:
the student's specific, diagnosed reading skill deficiencies;
the goals and benchmarks for growth;
how progress will be monitored and evaluated;
the type of additional instructional services and interventions the student will receive;
the scientifically-based or evidence-based reading instructional programming the teacher will use to
provide reading instruction, addressing the areas of phonemic awareness, phonics, vocabulary
development, including oral skills, reading fluency, and reading comprehension;
the strategies the student's parent is encouraged to use in assisting the student to achieve reading
competency; and,
any additional services the teacher deems available and appropriate to accelerate the student's reading
skill development.
CSI allows schools the flexibility to create and manage READ plans using whatever system they choose so long
as plans are readily accessible for CSI to review at any point in the school year.
Reporting Requirements
Beginning with the 2013-2014 school year, CSI must submit annually data related to the READ Act
assessments. This submission is completed in the spring to the READ Act Data Collection. Please see the
Submissions section for more information.
Future Requirements
Advancement: Beginning in the 2016-2017 school year, if a student is completing third grade and the
school personnel or parent decides he/she will advance even though the student has a significant reading
deficiency, the decision is subject to the approval of the superintendent (or designee). If the
superintendent (or designee) does not approve the advancement decision, the student will not advance.
After the decision is made, a subsequent letter to the parent must state the basis for the decision.
Districts must include the statement in the student’s permanent academic record and remove it when
he/she achieves reading competency. Superintendents have the ability to decide whether or not a student
should advance at any grade level regardless of the reason.
CSI Guidebook 2016-2017 52
Accountability: Districts and schools will be held accountable for student progress in the Performance
Frameworks and be expected to address requirements in their Unified Improvement Plans (UIPs).
Beginning with the school and district performance frameworks based on 2013-2014 assessment data,
(released in the fall of 2014), CDE will include the reading scores of third and fourth grade students who
were previously identified with a significant reading deficiency.
School Readiness Act CSI Contact: Kenny Smith, Assessment Coordinator
http://www.csi.state.co.us/school_resources/assessments/school_readiness_assessment
Senate Bill 08-212, Colorado’s Achievement Plan for Kids (CAP4K), passed in 2008 with the goal of aligning
Colorado’s preschool through postsecondary education system. The purpose of school readiness assessment is
to inform the development of an individual school readiness plan in order to provide a responsive learning
environment for each child. Information gathered from school readiness assessments is to be used for supportive
and instructional purposes and cannot be used to deny a student admission or progression to kindergarten or
first grade.
Required Testing
In approving school readiness assessments, CAP4K directs the State Board of Education to consider
assessments that are research‐based, recognized nationwide as reliable instruments for measuring school
readiness; and suitable for determining the instruction and interventions students need to improve their
readiness to succeed in school.
As districts implement school readiness assessments for the 2015-2016 school year, CDE has determined
options to increase local flexibility for the implementation of the school readiness assessments. These
flexibilities include:
Use the full school readiness assessment system according to the publisher’s guidelines.
Use a reduced item version of the school readiness assessment system assessing only the domains
required in legislation (specific domains by assessment system will be identified by CDE).
Use the full school readiness assessment system for all children only for the first checkpoint of the year.
Use the full school readiness assessment for all children for first checkpoint of the year and only
continuing use with children who do not meet expectations, for the purpose progress monitoring.
For districts that use the Teaching Strategies system, use the GOLD survey for the first checkpoint, then
use full version for additional checkpoint(s).
Individual School Readiness Plans
CAP4K indicates that local education providers are required to ensure all children in publicly‐funded preschool
or kindergarten receive an individual school readiness plan. The legislation does not specify the contents of
school readiness plans except that the plans be informed by the school readiness assessment. The department
recommends that school readiness plans be considered as living documents, documenting the progress children
are making across the developmental and academic domains. To assist districts with developing these plans, the
department will be making available sample school readiness plan templates that districts may adapt and use as
CSI Guidebook 2016-2017 53
desired. Please see CDE’s guidance on School Readiness Plans, as school have flexibility in determining the
plan to satisfy requirements: http://www.cde.state.co.us/schoolreadiness/srguidancedocument2012.
Graduation CSI Contact: Kimberly Caplan, Nick Stachokus, School Programs
http://www.csi.state.co.us/school_resources/state_programs/graduation
Graduation Guidelines
In accordance with State statute (section 22-2-106), the State Board of Education adopted Colorado Graduation
Guidelines for the graduating class of 2021. Local school boards are required to establish high school
graduation requirements that meet or exceed the Colorado Graduation Guidelines during the 2015-2016 school
year.
Local school boards select from the approved Menu of College and Career-Ready Demonstrations to create a
list of options their students must use to show what they know or can do in order to graduate from high school,
beginning with the graduating class of 2021. Schools may offer some or all of the state menu options, may raise
a cut score on an included assessment and may add graduation requirements in other content areas. Graduation
Guidelines begin with the implementation of: Individual Career and Academic Plans (ICAP), Colorado
Academic Standards for all content areas, including a course in Civics, and 21st century skills.
Students must demonstrate college or career readiness in English and math based on at least one measure.
. A listing of the school’s local board of education responsibilities can be found on CDE’s Developing
Colorado’s High School Graduation Guidelines webpage and listed below:
Local Board of Education Responsibilities Helpful Resources
Must align with the postsecondary and workforce readiness definition
adopted in 2009
Must state the minimum academic competencies needed for students to
demonstrate postsecondary and workforce readiness and the types of
measurements used
Must allow students multiple, equally rigorous and valued ways to
demonstrate competency of the knowledge and skills necessary for
postsecondary education and meaningful careers
May permit students longer or shorter time to earn their diploma
Beginning no later than the 6th grade, districts must provide information to
students and their families about the requirements for high school
graduation and successful entry into college and careers
CDE's High School
Graduation
Guidelines
CDE's
Postsecondary
Readiness
Should recognize and acknowledge the importance of education in world
languages, comprehensive health, physical education, music, dance,
performing arts, visual arts, and career and technical education in
strengthening student learning in other subjects and in supporting students'
ability to succeed in the 21st century
Must include student demonstrations of 21st century skills in addition to
the attainment of the minimum academic competencies
Must align with the Colorado Academic Standards, Colorado English
CDE's Colorado
Academic
Standards
CSI Guidebook 2016-2017 54
Language Proficiency Standards and the Colorado Career and Technical
education standards
Must include successful completion of the ICAP CSI's ICAP FAQs
CDE's ICAP
Information
Individual Career & Academic Plan (ICAP) The intent of the ICAP policy is to ultimately decrease dropout rates and increase graduation rates by assisting
students in developing and maintaining a personalized postsecondary plan that ensures readiness for
postsecondary and workforce success. An ICAP should be designed to assist a student and his or her parent or
legal guardian in exploring the postsecondary career and educational opportunities available to the student,
aligning course work and curriculum, applying to postsecondary education institutions, securing financial aid
and ultimately entering the workforce.
ICAP Implementation Plan
As stated in the Rules Governing Standards for Individual Career and Academic Plans (1 CCR 301-81), each
CSI school is required to create its own ICAP implementation plan that aligns to the state’s requirements. The
implementation plan should include:
Beginning no later than a student’s ninth grade year, the ICAP shall include goals for the student based
on academic and career interests and shall identify required academic courses, career courses, electives
and Contextual and Service Learning opportunities aligned to the district’s programs of instruction
related to postsecondary and workforce readiness;
Policies and procedures in place that meet or exceed the requirements of 22-32-109(1)(nn) and also meet
or exceed the standards set forth in 22-2-136(1), C.R.S including a clear designation of the roles and
responsibilities of the student, parents and district staff;
Schools will assist each student who is enrolled in the school and has an ICAP to use the plan effectively
to direct the student’s course selections and performance expectations in at least grades nine through
twelve; to assist the student in meeting his or her academic and career goals as described in ICAP; and
to enable the student to demonstrate PWR prior to or upon high school graduation at a level that allows
the student to progress toward his or her postsecondary education goals, without requiring remedial
education services or courses.
ICAP
Every 9th
through 12th
grader should have an ICAP. 9TH
graders are required to do so. CDE’s ICAP Resources
webpage provides a list of ICAP Grade Level Milestones and an ICAP Items Matrix to guide schools in
ensuring that ICAPs are meeting all state requirements.
English Language Development School Plans CSI Contact: Kimberly Caplan, Nick Stachokus, School Programs
http://www.csi.state.co.us/school_resources/federal_programs/english_language_learners
CSI Guidebook 2016-2017 55
To ensure compliance with all local, state, and federal requirements to serve English Learners, CSI expects
every school to maintain an English Language Development (ELD) Plan. CSI provided training during the
spring of 2015 to assist schools in developing their ELD Plans. All trainings and information have been posted
to the ELL page of the CSI website.
ELD Plan Components:
1. Introduction
2. Identification of the Primary Language other than English (PHLOTE)
3. Assessment of EL Students
4. Instructional Program and Education Approaches for EL Students
5. Staffing and Professional Development
6. Reassessment, Reclassification, and Exiting
7. Equal Access to Other Charter School Programs
8. Parent and Community Involvement
9. Program Evaluation, Review, and Improvement
Resources posted to CSI Website:
The following resources can be downloaded from the CSI EL webpage
ELD Plan Self-Assessment
ELD Plan Template
ELD Plan Training materials
Additional information can be found in the Colorado Department of Education Guidebook on
Designing, Delivering, and Evaluating Services for English Learners (ELs).
Teacher Induction CSI Contact: Kimberly Caplan, Nick Stachokus, School Programs
Specialistshttp://www.csi.state.co.us/school_resources/state_programs/teacher_induction
Teacher Induction is a program that documents training for new teachers. Upon completion of an induction
program a teacher with an Initial Teacher License can apply for a Professional Teacher License.
Induction Goals:
1. To design and maintain an induction program that focuses on the Colorado standards by which
all school professionals will be measured.
2. Develop and maintain a process to facilitate regular planned interaction between accomplished
teachers and new teachers for the purpose of providing opportunities for goal setting,
modeling/observation, conferencing feedback, and social support.
3. Establish a program which will promote retention and enhance the opportunity for provisional
teachers to achieve success by providing the necessary support and guidance in a systematic and
structured process.
4. Create a supportive environment where school professionals feel comfortable in taking risks and
in asking for information and/or assistance from colleagues.
CSI Guidebook 2016-2017 56
5. Provide the opportunity for accomplished teachers to assume a leadership role in the community
and with CSI by sharing their expertise, supporting their profession, and participating in the
continuing development of the Induction Program.
CSI General Induction Program Information:
CSI Induction Program is 1 year.
Completion and submittal of the following is required and forms are posted on CSI Website:
1. Program Activities Checklist
2. Performance-Based Standards
3. Program Reflection
Induction Participants:
Newly licensed teachers to get their professional license
Out-of-state but fully licensed teachers who wish to use the program to familiarize themselves with the
school/Colorado teaching
Fully-licensed teachers who have taken a sabbatical and are returning to the classroom.
Mentor Qualifications:
Completion of minimum of three years licensed teaching and/or support services experience (5 years
preferred)
Minimum of two years at the CSI school conducting the induction program if appropriate.
Willingness to serve as a mentor
Experienced professional who models standards with demonstrated excellence in practice
Knowledge of both classic and current trends in pedagogy
Competent in interpersonal and public relation skills
Mentor Requirements:
Training:
Teaching experience
Graduate education and/or in-service programs from CSI and Colorado League of Charter Schools
Previous mentorship experience
Hours:
30 hours minimum in formal meetings and training sessions with inductee throughout the school year
Available for small visits and consultations in the school building and via cell phone throughout the
school year
Conduct at least one documented observation and evaluation prior to the inductees’ formal observation
by administration
Federal Programs
CSI Contact: Kimberly Caplan, Nick Stachokus, School Programs Specialists
http://www.csi.state.co.us/school_resources/federal_programs
CSI Guidebook 2016-2017 57
Federal Programs Overview
The Colorado Charter School Institute (CSI) operates as the Local Educational Agency (LEA) and Fiscal Agent
for federal formula funds. These include the following programs:
Title Name
Title I, Part A Improving the Academic Achievement of the Disadvantaged
Title II, Part A Preparing, Training, and Recruiting High Quality Teachers and Principals
Title III, Part A English Language Acquisition, Language Enhancement, and Academic
Achievement Act
Title III, Part A Immigrant Set-Aside
Title IX, Part A McKinney-Vento Act, Homeless Education
Eligibility to receive funds as a CSI member school depend on various criteria based on Title program as
discussed more below. The complexity of federal programs makes it difficult to outline all nuances in an
overview document. For more information than that provided below, please consult the CSI website or contact
CSI’s Federal Programs or Finance staff.
Consolidated Grant Application
The Colorado Department of Education (CDE) uses the Consolidated Grant Application (hereinafter
“Application”) to approve proposed expenditures and activities for the federal programs listed above. Annually,
LEAs must submit a completed Application to CDE. The Application includes an online platform and budget.
After reviewing and submitting required modifications to CSI, CDE typically approves the Application by late
August/early September. More details about program requirements within the Application are discussed in the
program sections below. CSI provides webinar training for creating your budget for the consolidated
application in April or May.
Title I, Part A—Improving the Academic Achievement of the Disadvantaged
Title I, Part A provides financial assistance to LEAs with high percentages of low-income students to help
ensure that all children meet challenging state academic standards. The Colorado Department of Education
(CDE) allocates funds to LEAs based on specific formulas designed by The United States Department of
Education and the CDE. While the amount of funds allocated to each Colorado LEA is based on a formula, in
order to receive the funds, Colorado LEAs must annually submit an approvable Application to CDE. The
Application outlines all proposed activities and expenditures that an LEA plans to complete using Title IA
funds.
The CSI receives preliminary allocations from CDE in early June of each year. Once allocations are received,
CSI calculates each member schools’ portion based on the low-income count identified in the previous
academic year’s October count. CSI schools are eligible for Title I, Part A funds if their poverty rate, as
measured by Free and Reduced Lunch, is thirty five percent (35%) or higher. Eligible schools receive
notification of their allocation as soon as possible after the federal allocations are released which is typically in
May or June. The allocations are distributed through a budget format. CSI requires schools to complete the
budget and other narrative components. CSI then combines all budget activities into CDE’s online Application
CSI Guidebook 2016-2017 58
platform and corresponding budget and submits to CDE for approval by June 30. CDE reviews the submitted
activities, requests clarification or revisions and typically grants approval by late August/early September.
Once CDE issues Final Approval, schools may begin to spend funds in alignment with their submitted budget
and narrative.
If there are any questions regarding your school’s eligibility for Title I funds, please reach out to the School
Programs Specialists at CSI. For transfer schools, eligibility is determined by the FRL% from the previous
year’s October count. For new schools that believe their FRL% will be above 35%, we can set-aside funds for
your school, but we will not be able to release funds until your FRL% is confirmed by your year 1 October
Count.
Title I, Part A requires all schools receiving funds to operate either a School-wide Program or Targeted
Assistance Program. A school operating a School-wide program must ensure that all students, particularly
those who are low-achieving, demonstrate proficient and advanced level in the state achievement standards.
Therefore, schools operating may serve all students enrolled in the school. A school operating a Targeted
Assistance program may only provide services to those students identified as low-achieving or at risk of low
achievement. Examples of targeted assistance models include the pull-out class model or the in class
supplemental model (push in), among others. Regardless of the program type schools operate, it is important to
remember that although Title I, Part A funds are allocated based on a school’s low-income count, funds should
be targeted to support the lowest achieving students.
All schools receiving Title I, Part A funds must have a Title I plan. For the 2016-17 academic year, schools
may meet this requirement by using the Title I School-wide or Targeted Assistance addendum to the Unified
Improvement Plan (UIP).
Parent Involvement is a key concept to the Title I, Part A program. All schools receiving Title I, Part A funds
must have a Parent Involvement Plan. The plan must be written; agreed upon by parents; describe the parent
involvement activities that will occur during the school year and be distributed to all parents in a language that
parents can understand. The plan must also provide timely information about federal programs; involve parents
in planning, review, and improvement of the school parental involvement policy and the joint development of
the school-wide program plan; and include a description and explanation of the curriculum in use at the school,
the forms of academic assessment used to measure student progress, and the proficiency levels students are
expected to meet.
Schools must also have a Parent-School Compact developed jointly with parents. The Compact should outline
how parents, the entire school staff, and students will share the responsibility for improved student academic
achievement and the means by which the school and parents will build and develop a partnership to help
children achieve the state’s high standards.
Schools receiving Title I, Part A funds must comply with various other requirements. While the breadth of
these requirements is too great to enumerate in this overview document, the basics include: Title I Plan; Parent
Involvement Policy; Parent-School Compact; Supplement, Not Supplant; Time and Effort; Comparability;
CSI Guidebook 2016-2017 59
Teacher and Paraprofessional qualifications, among others. More in depth guidance is available on CSI’s
website and through CSI’s trainings throughout the academic year.
Title II, Part A—Teachers and Principals Training and Recruiting Fund
Due to the effects of federal sequestration and the flexibility to transfer federal funds, CSI’s limited Title II, Part
A funds were transferred into Title I, Part A for the 2016-17 academic year.
Title III, Part A— Supplemental Supports for English Learners
Title III is a supplemental grant under the ESSA that is designed to improve and enhance the education of English learners
(ELs) in becoming proficient in English, as well as meeting challenging state academic content and student academic
achievement standards. The Title III Immigrant-Set Aside grant resides within this program and provides opportunities for
LEAs to enhance the instructional opportunities for immigrant students and their families
CSI allocates Title III funds to schools with concentrated numbers of non-English proficient (NEP) and limited
English proficient (LEP) students. Allocations are based on the numbers of students reported in the previous
year’s October Count.
As a federal program, Title III funds must be used to support activities that are supplemental to what the state
and local board requires of the school. In addition, Title III funds must also supplement federal funds. By law,
Title III funds must be used to provide high-quality language instruction educational programs to increase
English proficiency of students. Title III funds must also be used to provide high quality professional
development to classroom teachers, principals, administrators and other school or community-based
organizational personnel. For the 2016-17 academic year, CSI agreed with CDE to use Title III funds for
professional development and family engagement purposes only. This agreement is in response to CDE’s
monitoring of CSI’s ELL/Title III program. CSI will communicate any changes to allowable uses to school
during Federal Programs trainings.
Several program requirements exist for schools receiving Title III funds. These include, but may not be limited
to: Parent Notification Letters; Continuing Program Placement Letter; Home Language Survey; Waiver Letter
(if applicable); ELL parent meetings; AMAO Parent Notification; LEP exit letter. More in depth guidance is
available on CSI’s website and through CSI’s training opportunities throughout the academic year.
Title IX, Part A -McKinney-Vento Act – Homeless Education
The McKinney-Vento Act is a federal law guaranteeing all children and youth the right to an equal education,
regardless of their living situation. Protection under McKinney-Vento Act extends to those who lack a fixed,
regular and adequate nighttime residence.
The cornerstones of the McKinney-Vento Act include the following for homeless youth: school stability; school
access; support for academic success; and child-centered and best interest-decision making. It is imperative that
schools identify a staff member who is the Homeless Point of Contact. This staff member is responsible for
completing and submitting CSI’s Homeless Form for each student experiencing homelessness in their school.
This brief application triggers the protections offered to homeless students and is necessary for federal reporting
purposes. Additionally, the school must ensure that the rights of students experiencing homelessness are posted
within their school.
CSI Guidebook 2016-2017 60
Annually, the CSI sets aside a limited amount of Title I, Part A funds to support services for homeless students.
Because of the lack of funding for this program, school Points of Contacts should seek out resources available
from other community organizations that serve the homeless population in their area.
CSI utilizes an application process for schools seeking to use Title I, Part A funds to serve needs of their
homeless students. Allowable expenditures may include: items of clothing (gym clothes, uniforms, etc.);
student fees; school supplies; immunizations; food; medical and dental services; counseling; outreach to
shelters; extended learning time; tutoring; parent involvement; AP and IB testing costs; fees for SAT/ACT
testing; GED testing; graduation gowns. When seeking funds from CSI for homeless students, consider the
following questions: (1) Is the expense already identified as a program component or need in the consolidated
plan? (2) Is it an educationally-related support service? (3) Are there other district or community funding
sources already set up to provide what is needed? (4) What is the cost in proportion to the overall program
budget or per pupil expenditure? (5) Is the expense critical to maintaining the student’s enrollment, attendance,
or success in school?
CSI will provide training on the identification and application process for homeless funding in the Fall.
Subject Matter Competency Requirements
The state of Colorado, in accordance with ESEA §1119, defines highly qualified teachers as those who have a
degree, are fully licensed1, and able to demonstrate subject matter competency in each core content area in
which they are assigned. As a condition of receiving Title I, Part A funds at the local educational agency (LEA)
level, CSI must ensure that all teachers and paraprofessionals employed in all CSI authorized charter schools
meet this definition. With the transition to ESSA, CSI is awaiting guidance from CDE on a replacement for HQ.
Until guidance is received (to be put in effect in 2017-2018 school year), all schools should continue using the
current HQ definitions and criteria.
Subject Matter Competency for Elementary (K-6) Teachers
Core content teachers (math, science, writing, reading, social studies)
Pass a recognized Elementary Education content assessment (PLACE or PRAXIS II). Some out
of state tests are approved.
Specials teachers (foreign language, art, drama, music)
Pass a recognized Elementary Education content assessment (PLACE or PRAXIS II). Some out
of state tests are approved.
CDE does allow for specials teachers to have 24 hours of coursework in teaching subject area or
pass the PLACE or Praxis II exam for the teaching subject area
PE, Technology, and business teachers need not demonstrate subject matter competency
1 CSI-authorized charter schools have been waived from the licensing requirement for ESEA HQ. However, teachers must still hold a
Bachelor’s degree (or higher) and demonstrate subject matter competency for their assignment(s). Special education teachers are not
included in the licensing waiver. Even if the charter school has a licensing waiver, the special education teacher must hold a current
teaching license (with the appropriate special education endorsement) and meet subject matter competency requirements.
CSI Guidebook 2016-2017 61
Secondary (6-12) (one of the following that matches the subject area assignment)
Bachelor’s degree or higher.
Subject area content assessment (PLACE, PRAXIS II or National Board Content Assessment).
Endorsement.
National Board Certification.
24 hours of coursework or PD (includes specific requirements).
Middle Schools and Subject Matter Competency
6th
Grade: If a 6th
grade teacher is teaching in a general elementary setting, the teacher must meet the
elementary requirements for subject matter competency. In contrast, if a 6th
grade teacher teaches in a
traditional middle school setting, where the teacher is a content specialist, then the teacher has the option
of meeting the elementary or secondary subject matter competency requirements.
7th
and 8th
Grade: If a 7th
and 8th
grade teacher is teaching in a setting similar to an elementary
classroom (i.e., teaching three or more core content classes to the same set of students), then the teacher
CSI Guidebook 2016-2017 62
may meet the elementary subject matter competency requirements. In contrast, if the 7th
and 8th
grade
teacher teaches in a traditional middle school setting where the teacher is a content specialist, then the
teacher must meet the secondary subject matter competency requirements.
Instructional paraprofessionals must possess a high school diploma (or its equivalent) and demonstrate subject
matter competency by passing a Colorado-approved paraprofessional assessment (currently ACT-Work Keys or
ETS-ParaPro Assessment) OR earning an Associate’s (or higher) degree OR completing 48 credit hours of
study at an institute of higher education.
Procedures
Each school should establish a written pre-hiring policy that ensures the school hires only teachers who can
demonstrate subject matter competency status. Title I schools are also required to hire instructional
paraprofessionals that demonstrate subject matter competency. The policy should include retaining
documentation of subject matter competency in personnel folders at the school. For those schools who are not
hiring teaching staff licensed through the CDE Licensure unit, the licensure waiver must be current. For
additional information or to contact CDE, please refer to the Schools of Choice Unit website.
General Timeline
September: CSI schools submit Principal Attestation Form and Parent Right to Know to the CSI Office
Administrator
November - February: During the Human Resource Data Collection, CSI will request the plan to
demonstrate subject matter competency for teachers from schools (applicable only to targeted assistance
or non-title schools) For school wide schools, the HR collection verifies all required staff demonstrate
subject matter competency.
Summer (renewal of teacher agreements): Review to ensure the plan to demonstrate subject matter
competency has been executed as a contingency of reemployment. Verify new staff can demonstrate
subject matter competency or implement plan to demonstrate subject matter competency during first
CSI Guidebook 2016-2017 63
year of employment.
Finance CSI Contact: Ginger Lusty, Director of Finance
http://www.csi.state.co.us/school_resources/financial_services
CSI’s Role
The Finance team at CSI serves to:
• Be the contact between CSI schools and CDE, and, at CDE’s request, all reports, documents and general
communications must go through CSI to CDE
• Distribute per pupil revenue (PPR) and categorical funding
• Distribute state and federal grant revenue
• Collect financial reports
• Monitor and support financial health and financial compliance
• Complete required consolidated financial information
• Grant reporting
• Finance portion of the Data Pipeline
• Transportation (CDE 40)
School’s Role
The school’s role in finance is to:
• Comply with applicable provisions of the annual Financial Accreditation Report
(http://www.cde.state.co.us/cdefinance/Accreditation)
• Submit required financial reports (see reporting timeline)
• Submit requests for funds to receive grant reimbursements
• Comply with the Financial Transparency Act (C.R.S. 22-44-304)
• Ensure best practice financial policies and procedures are in place
• Maintain 3% TABOR reserve
• Regularly report financial information to the school’s board
• Adopted, Amended and Supplemental Budgets
• Year-to-date financial reports (at least quarterly)
• Annual audit
• Retain all financial records for 7 years (federal and state regulations)
CSI Guidebook 2016-2017 64
Summary of Non-Competitive Funding Sources
Financial Transparency Act (Article 44 of 22, C.R.S. Part 3) https://www.cde.state.co.us/cdefinance/sffinancialtransparency
All CSI schools are required to post* the following reports online within 60 days, in a downloadable format, for
free public access, until the end of the current budget year:
Description Source When Details Allowable Uses
July - Nov: estimated funded pupil count and estimated PPR
Dec: actual funded pupil count and estimated PPR + true-up
January: actual funded pupil count and actual PPR + true-up
Feb-June: actual funded pupil count and actual PPR**
Per Pupil Rebate State July (accrue into prior year)Any portion of the unspent 3% of PPR retained by the Institute is
redistributed after filling CSI's reserve and the Assistance Fund
July - Nov: estimated funded pupil count and estimated PPR
Dec: actual funded pupil count and estimated PPR + true-up
January: actual funded pupil count and actual PPR + true-up
Feb-June: actual funded pupil count and actual PPR**
Supplemental At-Risk Aid State Spring (usually March)
If the school's at-risk adjustment is negative, the school may
receive up to 50% of the total adjustment back, subject to annual
appropriation
At-Risk Per Pupil Additional
FundingState Spring
Based on the school's at-risk student count (students counted in
October that are eligible for free lunch and not eligible for free
lunch but identifed as ELL)
Support at-risk students
Fall - 90%
Spring - 10%
September - 60%
January - 40%
Fall - 90%
Spring - 10%
Fall - 90%
Spring - 10%
Based on Prior Year October Count using FRL Student Count for all
schools with an FRL% over 35%
April-May: Preliminary Allocations and Budget planning
Aug - Sept: Approval of Budgets
Nov - Dec: Post Award 1 Budget Revision and allocation update
Feb - March: Post Award 2 Budget Revision and Allocation finalized
RFFs due each month
Based on prior year October count (qualifying NEP, LEP, M1 & M2)
Aug - Sept: Approval of Budgets
Nov - Dec: Post Award 1 Budget Revision and allocation update
Feb - March: Post Award 2 Budget Revision and Allocation finalized
RFFs due each month
Individuals with Disabilities
Education Act (IDEA)Federal
RFF's processed monthly -
Funds distributed to
schools upon receipt from
CDE
RFFs due each month Special Education staff only
Oct (reimbursement for prior year)
June (advance for current year)
Capital Construction State MonthlySubmit Eligibility Questionnaire in November (online schools are
not eligible) and year-end expenditure report in July
Construction; demolition, remodeling; financing;
purchase of land or building; leasing of land or
building
READ Act State Fall Based on prior year K-3 students with a reading deficiency
a. Full day kinder b. Tutoring in reading c. Other
intervention services d. Summary literacy
program
*All information provided here is subject to change.
**PPR subject to change after January based on supplemental budget requests and rescissions.
By the 25th of each monthStateCPP/E-CARE Preschool and kindergarten general education
StateTransportation Reimbursement
(CDE-40)
Reimbursement is based on a per mile rate and a percentage of
excess costs not covered by the per mile reimbursement
Based on prior year October count (qualifying NEP, LEP, M1 & M2)
Based on prior year October count (qualifying NEP, LEP, M1 & M2)
By the 25th of each monthStatePer Pupil Revenue includes CPP funding if applicable
Exceptional Children's Education
Act (ECEA) - Special Education
Exceptional Children's Education
Act (ECEA) - Gifted and Talented
State
Based on prior year December count (GT students)State
Based on prior year December count (SPED students) Special Education
Gifted and Talented
Transportation expenses only
a. Administer and implement evidence-based
English language proficiency programs b.
Identify and assess English learners
Professional Development focused on EL
students and Family Literacy Programming for EL
Families
a. Offset the cost of annually reporting the
number of English learners who exit the English
language proficiency program b. Provide
effective professional development activities
related to teaching English learners for all
educators who may work with English learners c.
Expand programs to assist English learners in
achieving greater content proficiency
Supplemental Services to support at-risk
students
RFF's processed monthly -
Funds distributed to
schools upon receipt from
CDE
FederalTitle I
State
StateEnglish Language Proficiency Act
(ELPA)
RFF's processed monthly -
Funds distributed to
schools upon receipt from
CDE
FederalTitle III
English Language Proficiency Act
PD (ELPA)
CSI Guidebook 2016-2017 65
a. Annual Budgets (pursuant to C.R.S. 22-44-110) in the District format, as well as the Uniform Budget
format.
b. Financial Audit
c. Quarterly Financial Statements (pursuant to 22-45-102 CRS)
d. Salary Schedules or Policies
e. Accounts Payable Check Registers
f. Credit, Debit and Purchase Card Statements
g. Investment Performance Reports or Statements
* Websites must comply with the prescribed template.
Budget Development
CSI Guidebook 2016-2017 66
Adopted budgets must including (1) the CDE Uniform Budget Summary Format, (2) A detailed format pursuant
to (C.R.S. 22-44-105), (3) board approved appropriation resolutions for adoption and use of beginning fund
balance (if applicable). Also required is a Notice of Budget (C.R.S. 22-44-109) published within 10 days of
submission of the proposed budget to the local board of education. The board may adopt an Amended Budget
any time before January 31st of each year. The board may adopt a Supplemental Budget any time after January
31st of each year, before expenditures in excess of the last-adopted budget are incurred, and before June 30
th of
each year. Supplemental Budgets are permitted only if money for a specific purpose subsequently becomes
available to meet a “contingency,” which is defined as: “an act of God or the public enemy, or some event
which could not have been reasonably foreseen at the time of the adoption of the budget of a school district.” A
copy of each board adopted budget, including the signed board adoption resolution must be provided to CSI.
Request for Funds
NCLB request for funds must be submitted by the 23rd
or the next business day (if the 4th 23rd
falls on a
weekend or holiday) of each month. All other request for funds are due on the 9th
or the next business day (if the
9th
falls on a weekend or holiday) of each month.
A complete request includes*:
1. Request for Funds form
2. Request for Funds Summary
3. Budget to Actual Report, when applicable
4. Back up Documentation, including proof of payment
*See the latest Request for Funds webinar on CSI’s website for more information.
CSI Guidebook 2016-2017 67
Appling for Competitive Grants
CSI Assistance Fund CSI Contact: Ginger Lusty, Director of Finance
http://www.csi.state.co.us/school_resources/financial_services/assistance_fund
The Assistance Fund was created by the General Assembly to assist CSI Schools with capital construction and
reasonable emergency financing in the form of interest free loans or grants. CSI schools may apply for funds in
one of the following categories:
a. Matching Moneys for the BEST Program
b. Financing Repayment of Moneys under CECFA or Other Loan
c. Other Capital Construction Costs
d. Reasonable Emergency
Applications for non-emergency loans will be accepted in February of each year. Applications for emergency
loans may be submitted at any time.
Online Resources
Financial Transparency Act
All schools must comply with the Financial Transparency Act. CSI monitors compliance at least quarterly.
www.cde.state.co.us/cdefinance/sfFinancialTransparency.htm
Per pupil revenue payment information for all years
Find current-year and historical per pupil revenue information.
www.cde.state.co.us/cdefinance/sfdetails.htm
Alternate At-Risk Funding Calculation
CSI Guidebook 2016-2017 68
All CSI schools are subject to the Alternative At-Risk Funding Calculation. This calculation adjusts a school’s
per pupil revenue according to the school’s relative at-risk population (students eligible for free lunch).
www.cde.state.co.us/cdefinance/charteratrisk.htm
Financial Policies and Procedures Handbook
The Financial Policies and Procedures Handbook adopted by the State Board of Education shall be used by
every school district in this state in the development of the budget for the district, in the keeping of financial
records of the district, and in the periodic presentation of financial information to the Board of Education of the
district. C.R.S. 22-44-204(3)
www.cde.state.co.us/cdefinance/sfFPP.htm
Chart of Accounts
All Colorado charter schools and school districts must use the Chart of Accounts to account for financial
activity.
www.cde.state.co.us/cdefinance/sfCOA.htm
Financial Accreditation
Completed forms are due to CSI by October 15 each year.
www.cde.state.co.us/cdefinance/Accreditation.htm
Mountain States Employers Council
All CSI schools have access to a group membership with MSEC.
https://www.msec.org
Special Education CSI Contact: Matt Hudson, Director of Special Education
http://www.csi.state.co.us/school_resources/exceptional_students
In the charter school contract with the Charter School Institute, each school agrees to comply with the
Institute’s Board policies and regulations and the requirements of federal and state law concerning exceptional
children including but not limited to, the requirements of the Individuals with Disabilities Act (20 U.S.C. §
1401 et seq.), Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. § 794), the Exceptional Children’s
Educational Act (C.R.S. § 22-20-101, et seq.“ECEA”), Title III(A): Title III(A) of the No Child Left Behind
Act of 2001 (ELA) and the Americans with Disabilities Act (42 U.S.C. § 12101 et seq.).
The Institute operates as the administrative unit (AU) with authority for delivering services to exceptional
students and legal compliance for students with disabilities and other exceptional students in its individual
charter schools. Schools agree to take direction from and work collaboratively with the Institute with regard to
the provision of these services, evaluations and concerns, and to provide for the attendance of any necessary
school employees at appropriate meetings i.e. IEP, 504, . Because the Institute remains responsible for
compliance, the Institute’s position shall control if a school and the Institute disagree as to the correct
interpretation or application of a statute or regulation concerning the education of exceptional students. CSI
uses the Onsite Monitoring Process (OMP) to assist in providing oversight and compliance for each of the
CSI Guidebook 2016-2017 69
department areas and any findings result in a Notice of Noncompliance (Corrective Action, Concern, Breach)
depending on the severity of the issue. Overall, the results are incorporated in the school’s accreditation rating.
Special Education
To ensure compliance with all local, state, and federal requirements to serve Special Education students, CSI
schools are required to maintain a Special Education Plan. To assist schools in developing this plan, CSI
provides a comprehensive plan (manual) to deliver services to exceptional students. Additionally, CSI has
developed a template that aligns with state and federal requirements for special education. The program plan
template can be accessed on the CSI website:
http://www.csi.state.co.us/school_resources/exceptional_students/special_education/special_education_policies_procedur
es_resources/
Section 1: School Responsibilities and Funding Requirements
Section 2: Child Find
Section 3: Special Education Referral, Evaluation,
Eligibility Determination and Reevaluation Process
Section 4: Free Appropriate Public Education
Section 5: Individualized Education Programs (IEP)
Section 6: Confidentiality of Information, Procedural Safeguards and
Dispute Resolution Processes for Parents and Children
Section 7: Student Discipline Procedures
More information on special education requirements can be found on the CSI website:
http://www.csi.state.co.us/school_resources/exceptional_students/special_education/special_education_policies_procedur
es_resources/ CSI schools will follow all state/federal rules including CSI policies and procedures. Schools
should consult with these resources and guidebooks on the CSI website to ensure that they have a clear
understanding of their responsibilities under the law. The CSI Director of Special Education is also available for
consultation.
Charter School Responsibilities
Admit and serve all special education students by following the CSI Enrollment Determination
guidelines and admission process specified in their charter contract
Purchase (i.e. contract) and use highly qualified and licensed special education teachers and related
service providers
Provide all services indicated on students’ IEPs
Complete all paperwork, submissions, student plans and other relevant forms according to CSI
established timelines
Use a problem solving model, such as Response to Intervention (RTI) or Multi-tiered Systems of Support
(MTSS), to provide interventions to students in the general population and to identify students in need
of special education services
In case of a dispute about whether the school can adequately serve a student, hold an IEP meeting to
determine the appropriate educational setting
CSI Guidebook 2016-2017 70
CSI Responsibilities
Serve as the AU responsible for ensuring charter schools’ compliance with applicable state and federal
laws. This includes monitoring compliance and when needed, implementing the Onsite Monitoring
Process (OMP).
Facilitate Annual Special Education Audit with the Colorado Department of Education.
Submit required Special Education End of Year, Discipline, and December Count reports to CDE.
Collaborate with school to check special education teacher qualifications.
Admission Process/Procedures
As addressed in the charter school contract, each school may establish its own enrollment timeline and
procedures. A school may deny enrollment to a student with disabilities seeking admission in a charter school
in the same manner and for the same reasons the school may deny admission to a student without disabilities,
including that the student’s admission would require alterations in the structure of the facility used by the
institute charter school or alterations to the arrangement or function of rooms within the facility, beyond those
required by state or federal law. All superintendents and special education directors of the districts of residence
of special education students must be notified of their attendance at a CSI charter school.
Staffing (Teachers)
Charter schools are responsible for hiring their own highly qualified and licensed special education teachers
with appropriate endorsements. Although charter schools may obtain state and district waivers for the licensure
of regular education personnel, this is not the case for special education teachers (contact CDE’s Educator
Licensing unit at [email protected] for questions about appropriate licensure and endorsements
for special education teachers). School-based staff members are required to follow all relevant procedures such
as conducting IEP meetings, maintaining up-to-date IEP paperwork, and ensuring service delivery that follows
those mandated in student IEPs. The CSI Director of Special Education is available to school staff for technical
assistance and consultation. In addition, the CSI Exceptional Student Department provides required professional
development for charter school special education teachers as appropriate or when mandated by federal/state rule
changes.
Staffing (Related Service Providers)
CSI is responsible for providing oversight of the schools’ obligation for staffing highly qualified and
appropriately certified related service providers, such as nurses, psychologists, speech/language pathologists,
occupational and physical therapists. These positions are staffed based on needs identified in student IEPs. Each
CSI school must check teacher licensing and credentials and complete and send any required HR information
validating the credentials to CSI. All special education and related service providers must be hired upon the start
of the 1st day of school or by August 1
st, whichever comes first. By April 1
st of each year, the CSI schools must
inform CSI if there are plans to change the system in which special education staff are hired. For any other
supports needed, contact the school’s special education teacher and the CSI Director of Special Education.
CSI Guidebook 2016-2017 71
Funding
CSI charter schools hire and pay their own special education teachers to serve their students. CSI manages all
State and Federal grant applications for funding, and allocates budgets and disperses funds directly to schools.
Schools’ responsibilities that CSI will provide oversight include, but are not limited to:
Legal defense for due process suits and other legal issues
Vision/Hearing screenings
All Special Education staff and related service providers
Maintaining required data on student plans
Teacher professional development
Technical assistance requests and consultation from the CSI Department of Exceptional Students
including the Exceptional Student Coordinator
Building Problems Solving team – Multi-tiered System (MTSS) or Response to Intervention Supports
(RTI)
Transition Services
Family Liaisons
Assistive Technology
ES Coordinator Roles (PILOT)
ES Coordinators act as the Special Education Director designee and through the PILOT, are hired by the
Institute schools. The ES Coordinator role can be expanded by individual schools, and minimally consists of the
following:
Consultation
Consultation is one of the ES Coordinators’ primary roles. Consultation provided to schools includes
state and federal laws, policies, procedures, compliance, programming, resources, etc.
Oversight
ES Coordinators provide oversight of schools using tools such as the Onsite Monitoring Process (OMP).
ES Coordinators will implement an annual audit such i.e. OMP at each school, report out to the CSI
Special Education Director who will assist in the development of an Action Plan or issuance of a Notice
of Concern, and provide follow-up support specific to schools’ identified needs.
Collaboration
ES Coordinators assist in building capacity in schools by creating opportunities for collaboration with
local districts and other agencies.
Mediation
ES Coordinators will assist schools with mediation requests, serve as Director designee at necessary
meetings, and refer resources as needed.
Professional Development
CSI Guidebook 2016-2017 72
ES Coordinators will provide technical assistance and refer schools to professional development in the
areas of Special Education, 504, School Health and Gifted & Talented programs.
Submissions
ES Coordinators will assist in all State, Federal, Local reporting and submissions including December
Count, End of Year, Discipline, TCAP, CO-Alt, etc.
Section 504
Section 504: The terms “504” and “Section 504” refer to Section 504 of the Rehabilitation Act of 1973. This act
protects people with disabilities against discrimination. Students eligible for services under Section 504 have a
mental or physical impairment that substantially limits major life activities. These students may not meet the
criteria for eligibility for Special Education services under the Individuals with Disabilities Education
Improvement Act (IDEA 2004). However, if their impairments or conditions substantially limit their ability to
learn in school or to engage in other major life activities, they are disabled within the definition of Section 504.
Common impairments that may require a school to consider Section 504 eligibility for a student may include
diabetes, ADHD, or other physical disabilities. Students eligible to receive services or accommodations under
Section 504 must have a Section 504 plan that documents the student’s impairment, significant limitations on a
major life activity, and the accommodations and individuals responsible for delivering services. CSI is the
agency that oversees school compliance with Section 504. For additional information regarding Section 504
please review the CSI Comprehensive Manual for 504.
Section 504 Coordinator: Each school is required to have a Section 504 Coordinator, who is the building
principal or designee. A principal may designate any staff member, except a special education teacher who is
fully funded using special education dollars, to serve as the school Section 504 Coordinator.
Charter School Responsibilities
Admit and serve all eligible 504 students in following the admission process specified in their charter
contract
Screen, identify and serve the needs of students eligible for 504 plans and provide all accommodations
and/or services indicated on students’ 504 plan, using Alpine Achievement to maintain all records
Assign a 504 Coordinator and complete all relevant forms and paperwork in a timely manner to identify
students in need of 504 services
In case of a dispute about whether the school can adequately serve a student, hold an 504 meeting to
determine the appropriate educational setting
CSI Responsibilities
Serve as the AU responsible for ensuring charter school compliance with applicable 504 laws including
oversight of schools providing all supports as outlined in students’ 504 plans
Check compliance with 504 (i.e. OMP process)
Procedures
Procedures & Documentation: The Section 504 School Coordinator is responsible for convening
Section 504 meetings, monitoring the implementation of Section 504 plans, scheduling annual reviews
CSI Guidebook 2016-2017 73
of Section 504 plans, and reporting required information to the district.
Reporting: Charter schools must provide all required 504 forms for documentation: For example, if the
CSI school is using ALPINE, the following is required:
o After new Section 504 plan is created: Complete of all Section 504 forms in Alpine Achievement
(including consent for evaluation, notice of meeting, and the Section 504 plan).
o Upon annual review meetings: Updated Section 504 in Alpine Achievement including notice of
review meeting and updated plans.
Training: The Section 504 Coordinator may be required to attend scheduled trainings. All information
on required trainings will be sent to schools. It is the school’s responsibility to disseminate this
information to their 504 designee.
Nursing Services/School Health
The Charter School Institute provides a comprehensive School Health Resource manual that can be found on
the CSI website that relates to the CDE Essential School Health services Guidelines, the Colorado Nurse
Practice Act (refer to Chapter XIII Rules and Regulations Regarding The Delegation of Nursing Tasks), and the
Colorado Department of Human Services-Child Care Licensing requirement (refer to 7.702.55 C. Health
Consultant). Schools are required to have a school nurse to provide school nursing services, such as routine care
and emergency response. A school nurse must be a Registered Nurse and be highly qualified under NCLB,
which means they need a CDE school nurse license. A school nurse may delegate specific nursing tasks to
unlicensed school site staff, provided the appropriate delegation protocol is followed. Refer to Chapter XIII of
the Colorado Nurse Practice ActRules and Regulations.
Charter School Responsibilities
Admit and serve school health-related needs of students
Follow all Health Policies and Procedures required by state/federal law including CSI Comprehensive
Manual
Purchase (i.e. contract) and use highly qualified and licensed nurses and delegates
Conduct vision/hearing screening assessments
Manage health section indicated on students’ Plans, i.e. IEP, 504
o Complete all paperwork, submissions, student plans and other relevant forms according to CSI
established timelines
Maintain training and professional development for all school staff and nurse delegates
CSI Responsibilities
Serve as the AU responsible for ensuring charter school compliance with applicable health laws
including the oversight of school health services
Collaborate with school to check for nurse qualifications.
Procedures
Each CSI charter school is responsible for employing a school nurse to meet the needs of their students. A CSI
school nurse is highly qualified and has received appropriate education and training to implement all school
health and nursing services at the school. CSI charter schools are required to follow CSI nursing guidelines and
CSI Guidebook 2016-2017 74
procedures. The most commonly used CSI school health forms may be accessed in the CSI School Health
Manual and the school is allowed to develop additional forms to meet compliance.
Examples of forms:
Health summary form: Required as part of registration. Please see CSI Resource manual for sample
forms for guidance. All CSI schools must include health summary information.
Medication release form: All medications administered during the school day must have the required
medication release form completed and signed by the parent/guardian and primary health care provider
before the medication can be administered. All school personnel administering medication must follow
the CSI medication administration policy.
Immunization letters: The requirements for immunizations, as well as all forms and parent letters must
be developed and distributed by CSI schools. If a child’s immunization record is incomplete, then a
“Notice of Exclusion” form must be signed by parents so that the child can enroll in school. CSI
participates in the statewide immunization program where schools can access the state immunization
data bank.
Vision & Hearing Screening: All Colorado public schools are mandated by the Colorado Department of
Education (CDE) to provide hearing and vision screening on an annual basis. The School Nurse and/or
designee, along with a Vision and Hearing Screening Team, will be responsible for scheduling this
service. C.R.S. 22-1-116 mandates that vision screening is to be done each year for:
All students in ECE, Kindergarten, 1st, 2nd, 3rd, 5th, 7th, and 9th or comparable grade
levels.
All children new to the school system.
All children referred by school personnel or parents.
All students in special education programs at the age at which they would be in grades
ECE, Kindergarten, 1st, 2nd, 3rd, 5th, 7th, and 9th and at initial and triennial.
Purchasing nursing services: Nursing services are purchased independently by each CSI school.
Highly Qualified for Special Education
All CSI schools are required to submit to CSI a list of all special education staff, as well as all required HR
information needed to complete State reports and submission. Any changes in staff must be sent to CSI as it
occurs.
Special Education Teachers and Special Service Providers
Must hold a current License and/or Endorsement in their area (IDEA & ECEA) and meet HQ requirements
Special Education Teachers: Special Education Generalist:
http://www.cde.state.co.us/cdeprof/download/pdf/addendwksheets/generalistreqmts.pdf
For added endorsement (Content) competency must be demonstrated by:
Documented evidence of 24 semester hours of college level coursework from a regionally accredited
college or university in each of the areas listed below (with 2.6 overall degree GPA)-which may include
a maximum of 6 semester hours of documented professional development or work experience
OR
CSI Guidebook 2016-2017 75
A passing score on the Special Education Generalist PLACE exam #20
For those who already hold a Colorado teaching license, this endorsement may be added by test only through
March 30, 2017. The last opportunity to take the Place 20 Special Education Generalist exam for added
endorsement purposes is November 5, 2016. Applicants must have submitted an application for the added
endorsement by March 30, 2017. After this date, this endorsement may only be added through completion of the
requirements listed below:
SPED Generalist License may be earned through the completion of an approved program OR 24 credit hours as
determined by the Department AND passing of both Elementary Education and Special Education Generalist
Colorado-approved content exams.
Requirements for a Colorado Initial Special Services License & Specialists i.e. EC, Visual, Deaf/HH,
Audiologist, Counselor, Psychologist, Social Work, etc.
1. A bachelor’s or higher degree* from a regionally accredited college/university institution,
2. Successful completion of a state approved special services preparation program at a regionally
accredited institution of higher education, and
3. Additional requirements as follows (next page)
*Special Service Provider Requirements: http://www.cde.state.co.us/cdeprof/Licensure_ssp.asp
Requirements for Special Education Related Service providers
School Occupational Therapist
Bachelor's Degree, AOTA accredited occupational therapy program, internship or supervised field experience,
and National exam through NCBOT
School Orientation & Mobility Specialist
Bachelor's Degree, Approved preparation program for school orientation and mobility specialists, Practicum,
ACVREP exam, and ACVREP orientation and mobility certificate
School Physical Therapist
Bachelor's Degree, APTA accredited physical therapy program, Practicum Valid Colorado Physical Therapist
License issued by the Colorado Department of Regulatory Agencies and hold a valid Colorado Department of
Regulatory Agencies (DORA) license.
Early Childhood Special Education Specialist, Ages Birth to 8
PLACE Early Childhood Special Education assessment
Completion of an approved undergraduate program in early childhood education, or in early childhood special
education, and completion of an approved post-baccalaureate, early childhood special education specialist
program
Special Education Specialist: Visually Impaired, Ages Birth to 21
CSI Guidebook 2016-2017 76
Master’s degree or higher in an approved program for the preparation of special education specialists: visually
impaired from a regionally accredited institution of higher education
Special Education Specialist: Deaf/Hard of Hearing, Ages Birth to 21
Master’s degree or higher or its equivalent in an approved program for the preparation of special education
specialists: deaf/hard of hearing, from regionally accredited institution of higher education
School Audiologist
AuD or PhD in School Audiology, and Praxis II Audiology exam #10340
School Counselor
Master's Degree in School Counseling; State approved school counseling program (as defined by accreditation
by the Council for Accreditation of Counseling and Related Educational Programs), Practicum, and
PLACE School Counselor exam
School Nurse
Bachelor’s degree or higher in nursing from an accepted institution of higher education or a nursing education
program recognized by the US Secretary of Education as a specialized accrediting agency- health care
(nursing), such as, but not limited to the Commission on Collegiate Nursing Education (CCNE) or the
Accreditation Commission for Education in Nursing (ACEN)
Must hold a license to practice professional nursing in Colorado pursuant to the provisions of the Colorado
Nurse Practice Act or hold a license in another state and is practicing in Colorado pursuant to the nurse
licensing compact
Must have successfully completed field experiences and a supervised practicum as prescribed by the preparing
institution, including experiences with school-age children in a community health/public health or school setting
School Psychologist
State approved sixth-year specialist program (60-graduate semester hours) or doctoral program for school
psychologist, serving children birth 0-21, Internship, Praxis II School Psychologist Exam #10401 or NCSP
certification (*Prior to 9/13/08 test code #10400)
School Social Worker
MSW, including coursework in school and special education law; Practicum including one placement w/ school
aged children; and, ASWB Clinical, PLACE School Social Worker exam, or Colorado LCSW issued by the
Colorado Department of Regulatory Agencies
School Speech-Language Pathologist
Master's Degree in Communication Disorders or Speech-Language Pathology; Speech-language pathology
program accredited by the Council on Academic Accreditation (CAA) in audiology and speech-language
pathology of the American Speech-Language-Hearing Association (ASHA); Practicum; and ASHA certification
or Praxis II Speech-Language Pathology Exam #20330
Special Education Staff to Student Ratio Recommendations
CSI Guidebook 2016-2017 77
Please note that these guidelines are based on typical caseload representation by CSI Charter Schools and include
extraneous time spent conducting IEP meetings, writing Plans, participating in RtI, progress monitoring, etc. Thus, it is
important to not only align the FTE of staff with what is noted for hours on an IEP, but also note that in cases of smaller
schools that do not reach the minimum caseload size as presented in the table below, you will need to allot time for the
special education provider to participate in these extraneous duties.
Special Education Staff to Student Ratio Recommendations
Position Staff : Student Ratio Description
Mild-Moderate Needs
Teacher
1:20 Sped Ratio
(Secondary)*
1:200 Gen Ed. Ratio
1:15 (Elementary)*
*Compare ratio of moderate needs teachers to moderate needs students and
also compare ratio of gen. ed students sped teachers due to RTI for example,
students requiring <7.5 hours per week or spending >80% of their day in
general education.
*Look at amount of hours on IEP to align with recommended Ratios. Allow
time for paperwork, meetings, assessments, etc.
* Consideration of multiple roles and alignment with SPED funds i.e. 504,
GT, RtI, etc.
Speech Language
Pathologist
1:40-50 ASHA recommends 1:40, numbers can be adjusted upward to some degree if
an SLP-A is also employed (do not double caseload)
Compare to size of school and identified hours on IEP
School
Psychologist/Counselor
1.0 FTE 1 mental health FTE per elementary school, 1.2 at MS, 1.8 at HS
Consider- 1. size of schools 2. Type of behavioral health model, family
engagement/support (i.e. SW), identified needs on IEP
CDE Licensed School
Nurse
Contract as needed Contract as needed per school with judgment based on size/need and
delegation to Health Tech.
Health Tech .5-1.0 FTE Based on size/need of school and delegation by Nurse with a recommended
minimum .5 FTE per School
OT/PT 1:40 If have COTA or PTA these numbers can be adjusted upward to some degree
Early Childhood Special
Ed. Teacher
1:30 1 licensed ECSE teacher for 1AM and 1PM sections of preschool
On-Boarding Checklist
For all schools new to CSI, the following on-boarding checklist provides a comprehensive plan to assist school staff with
preparations to serve the special education needs of students.
New Charter School Exceptional Student Services On-Boarding Checklist
School special education staff must review the following materials:
□ Charter Institute Guidance
CSI Guidebook
□ Onsite Monitoring Process (OMP)
OMP Forms & Plan Checklists
□ SPED Policies and Procedures Manual
Special Education Comprehensive Manual: Username: sped.manual Password: csisped
School special education staff must develop:
□ Special Education Program Plan
http://www.csi.state.co.us/school_resources/exceptional_students/special_education/special_education_policies_proce
dures_resources/
CSI Guidebook 2016-2017 78
School special education staff should review the following materials:
□ Webinar Trainings and Resources
o Enrollment and Student Transfer Process:
o IEP Development
o Writing Standards Aligned IEPS
o IEP Amendment Process
o SPED Eligibility Determination
o SPED Legal Issues
o Transition IEPs
o MTSS
School nursing staff must review the following materials:
□ School Nurse & Health Polies/Procedures
CSI and CDE
o CDE Licensed Nurse and delegates hired/trained
o Immunization records for all students
o Health Care Plans
o Vision/hearing Screenings process
o Obtain nursing supplies/materials
o Emergency Procedures in place- First Aid Staff, Child Abuse reporting
School HR / business manager must review the following materials:
□ Personnel- HR
o Employ/Contract Service Providers- insure HQ
o Complete and submit the CSI Personnel Directory form
o Complete CSI HR Form and submit to ES department
o Obtain CDE Special Services License and evaluate for Highly Qualified status-Include Paras
o Complete Vacant Personnel Action Form for any vacancies
School special education staff and registrar must review the following materials:
□ ES Student Records
o Obtain Student files, including current IEP, Section 504, GT- ALP, and Health Plans.
o Transfer IEP Process- Notify District of Residence Form- send to school district of residence
□ Finance
o Create a Special Education, GT, Nurse/Health budget; include assumptions
□ Student Information System
o Alpine Achievement, Infinite Campus Provided SIS training and Assign User Names/Passwords to school
staff and CSI SPED staff
o Create a plan to collect, analyze, track student data: special education, 504, GT, School health
□ Education Plan
o Staff Materials and supplies including test kits for GT and Special education/504, progress monitoring tools
o Building Level problem solving procedures and team identified
o Program Coordinators identified: GT, SPED, 504 , School Nurse- Health/Safety
CSI Guidebook 2016-2017 79
Gifted Education CSI Contact: Kimberly Caplan, Nick Stachokus, School Programs Specialists
http://www.csi.state.co.us/school_resources/exceptional_students/gifted_and_talented
Gifted Education
Gifted Education is addressed in the Exceptional Children's Education Act (ECEA) in the Colorado Revised
Statutes. The Colorado State Board of Education promulgates the rules for the implementation of statutes. The
rules provide the administrative framework for schools and CSI for the provision of services to gifted students.
Schools need to be familiar with all state rules and guidelines and should refer directly to the CDE Office of
Gifted Education website Laws and Regulations page.
Beginning in the 2015-16 School Year, to ensure compliance with all local, state, and federal requirements to
serve Gifted students, CSI expects every school to maintain a Gifted Education Plan.
Gifted Education Plan Components
Section I: Communication
Section II: Definition (Institute Schools will use the State Definition)
Section III: Identification
Section IV: Programming
Section V: Evaluation & Accountability
Section VI: Personnel
Section VII: Budget
Section VIII: Record Keeping
Charter School Responsibilities
Follow all Gifted Policies and Procedures required by State/Federal law
Screen, identify and serve the related needs of Gifted students
Purchase (i.e. contract) and use qualified Gifted personnel
Assign a Gifted Ed Coordinator
Manage ALP Plans and maintain student data related to Gifted students
Complete all relevant forms and paperwork in a timely manner
Incorporate training and professional development for school staff on identifying and instructing Gifted
students
Develop annual targets for Gifted student performance
Evaluate Gifted Education Plan and Program annually
Complete annual compliance and monitoring activities as directed by CSI
CSI Responsibilities
Serve as the AU responsible for ensuring charter school compliance with applicable Gifted Education
laws including oversight of schools.
Provide schools support with requirements for ALPs
CSI Guidebook 2016-2017 80
Monitor ALP and Gifted program compliance
Share information with schools on trends and issues related to Gifted Education
Provide professional development and training for school Gifted coordinators
Procedures
CSI is responsible for completion of all State and Federal reports related to gifted education including grant
applications, budgeting and dispersing gifted funds. CSI Charter schools are responsible for providing qualified
staff to serve the needs of their gifted population including managing the Gifted Education Plan, screening,
identification, developing Advanced Learning Plans and evaluating the Gifted program. CSI schools will
maintain all related data and provide data to CSI to complete all required state reports. Gifted Student counts
must be verified during the October Count and EOY Data Submissions.
Compliance and Monitoring Cycle
Gifted Education Programming at CSI Schools is evaluated every four years by the Office of Gifted Education
through the Colorado Gifted Education Review (C-GER). The next C-GER review will be during the 2017-
2018 school year. CSI charter schools are required to participate in the process.
In order to provide CSI charter schools ongoing feedback for continuous improvement, CSI has implemented a
four-year compliance and monitoring cycle aligned to the Gifted Education Program Plan. Each of the eight
plan components are addressed during the four years. Additionally, CSI conducts an annual ALP audit in
February. More information about the review process can be found on the CSI Gifted and Talented webpage.
Funding
CSI is responsible for managing the ECEA grant and dispersing gifted funds (3150) and CSI schools must
follow all reporting, local budgeting and maintenance of funds allocated which must be shared with CSI to
complete any and all required state reports.
Universal Screening Grant The Colorado Department of Education and House Bill 14-1102 provide schools the opportunity to apply for
funds to offset the costs of conducting Universal Screening in a K-2 grade, and/or in conjunction with ICAP
planning at the middle school level. The tool used may be a standardized normed cognitive assessment or an
evidence-based classroom behavior observation. At the middle school for students who already have a gifted
determination, a norm-referenced achievement or creativity test may be administered to gifted students while
other students are administered a cognitive assessment. Universal screening means all students within a grade
level are assessed.
Typical Screening Tools
Standardized observation tool
Gifted Evaluation Scale (GES)
Scales for Identifying Gifted Students (SIGS)
Gifted Rating Scales (GRS)
Kingore Observation Inventory (KOI)
CSI Guidebook 2016-2017 81
Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS or
Renzulli/Hartman)
DISCOVER (Maker)
Cognitive abilities test
Cognitive Abilities Test Form 7 (CogAT)
Naglieri Nonverbal Ability Test 2nd
Edition (NNAT2)
Middle School students already identified
Torrance Test of Creative Thinking (TTCT)
ACT Aspire
PSAT
Norm-referenced achievement tests
Specific visual and performing arts performance assessments
Grant Timeline
June CSI announces/posts Universal Screening Grant Application
July 15 Deadline for Schools to submit application
July 31 CSI notifies Schools of their award
November Funds are released to Schools
June 30 Schools must expend all funds
July 31 Schools submit Final Grant Report
Fund Distribution
CSI will distribute funds to grant applicants, subject to available appropriations. If funds are sufficient to fully
award all grant applications, each school applicant will receive full funding. If fund are insufficient, then CSI
will distribute funds proportionately.
Concurrent Enrollment & ASCENT CSI Contact: Kimberly Caplan, Nick Stachokus, School Programs Specialists
http://www.csi.state.co.us/school_resources/state_programs/concurrent_enrollment
In May 2009, the Colorado State Legislature passed House Bill 09-1319 and Senate Bill 09-285, the Concurrent
Enrollment Programs Act. The act created the concurrent enrollment program, defined as, “the simultaneous
enrollment of a qualified student in a local education provider (LEP) and in one or more postsecondary courses,
including academic or career and technical education courses, which may include course work related to
apprenticeship programs or internship programs, at an institution of higher education.”
The collective intent of the Concurrent Enrollment Programs Act is to:
Broaden access to and improve the quality of concurrent enrollment programs
Improve coordination between institutions of secondary education and institutions of higher education
Ensure financial transparency and accountability
Beyond coordinating and clarifying the existing concurrent enrollment programs, the bill also creates the “5th
year” ASCENT program for students to continue participating in concurrent enrollment for one year following
their 12th grade year. Concurrent enrollment programs provide high school students with the opportunity to
CSI Guidebook 2016-2017 82
enroll in postsecondary courses and earn credit at no cost to them for tuition. Colorado data show that students
in concurrent enrollment programs are more likely to enroll in postsecondary education, have higher
postsecondary grade point averages and retention rates and a decreased need for remediation.
For the purposes of Concurrent Enrollment and ASCENT, Institute Charter Schools are considered the local
education provider (LEP).
The CDE Concurrent Enrollment website contains additional information and links to concurrent enrollment statute and
rule.
Funding
College tuition is separated into two parts in Colorado: the student share of tuition and the College Opportunity
Fund (COF) stipend. Schools use per pupil revenue (PPR) to pay the tuition for the postsecondary courses at the
resident community college rate directly to the Institute of Higher Education (IHE) on behalf of the student, or
if the School is located outside the boundaries of every community college service area, the School pays the
resident tuition rate of the nearest Colorado public institution of higher education [C.R.S 22-35-105(3)]. See the
Department of Higher Education policy outlining service areas of Colorado public IHEs, and Colorado
Community College System service area map by county. Students also apply for and authorize the COF stipend
to pay that portion of their tuition. All CE and ASCENT students are eligible for the COF stipend (at IHEs
which receive COF funding), but if they do not apply or for some reason do not receive it, the IHE may charge
students the stipend amount.
More information can be found on the summary of funding determinations for CE students, as well as the
Student October Count Resource Guide.
School’s Role in Concurrent Enrollment
Act as the local education provider (LEP)
Enter into a Cooperative Agreement with an Institute of Higher Learning (IHL)
Create and make publicly available a standard Concurrent Enrollment Application for use by a qualified
student
Develop an Academic Plan/ICAP for each student prior to concurrently enrolling
Tracking student attendance according to CDE guidance for Student October Count
Follow all statutory requirements for funding and utilize per pupil revenue (PPR) to pay the student
share of tuition for the postsecondary courses directly to the IHE on behalf of the student
Accurately record concurrent enrollment in the SIS and report to CSI and CDE through Student October
Count Submission and EOY Submission
CSI’s Role in Concurrent Enrollment
Assurance compliance with statutory requirements through Concurrent Enrollment Program Assurances
Provide support and training to Schools for Student October Count and EOY Data Submissions
ASCENT
ASCENT stands for Accelerating Students through Concurrent ENrollmenT. Students who have completed at
least 12 credit hours of postsecondary course prior to completion of his/her 12th grade year may be eligible for
CSI Guidebook 2016-2017 83
the ASCENT Program. They remain students in their School for one year following their 12th grade year, and
the School receives ASCENT specific per-pupil state funding that it uses to pay their college tuition at the
resident community college rate. Students receive their high-school diplomas at the end of their ASCENT year.
[C.R.S. § 22-35-108]
ASCENT Allocation Model
The Concurrent Enrollment Advisory Board developed a system to allocate ASCENT slots to LEPs fairly in the
case that the number of qualified students exceeds the number of funded slots. Institute Charter Schools are
considered the LEP for ASCENT allocations.
Currently participating LEPs will receive a minimum number of ASCENT slots equal to those utilized by
students during the current school year.
New LEPs will receive up to 10 slots for the first year or the number requested if less than 10
If additional spaces are available, half the remaining slots will be distributed via the LEP’s free and reduced
lunch (FRL) rate as a proration
The other half of remaining slots will be proportionally distributed based on LEP size, to LEPs that did not
receive spaces under the FRL distribution
Unused spaces may be returned to the general pool and reallocated to LEPs, based on appeal
ASCENT Timeline
Prior to
February 1
School identifies eligible students
February 1 School submits to CDE an estimate of the number of students who will seek to participate in the
ASCENT program the following school year (via CDE web-based form)
May 1 School submits an official affidavit to CDE with final ASCENT participation numbers and a list
of eligible students for the following school year (via CDE secure file transfer portal)
June 1 CDE notifies School of the number of ASCENT slots they will be funded for in the following
academic year
After
allocation
School Leader selects and informs eligible students for participation
October 1 School reports ASCENT participants through October Count Submission
The CDE ASCENT website contains additional information and resources for developing your School’s ASCENT
program.
School’s Role in ASCENT
Act as the local education provider (LEP)
Enter into a Cooperative Agreement with an Institute of Higher Learning (IHL)
Determine any additional School defined standards for eligibility/readiness (e.g. appropriate GPA,
meeting LEP graduation requirements, etc.) for students enrolled in program or intending to enroll
Create a system to prioritize students for ASCENT participation in the case that the number of qualified students
exceeds the number of funded slots
Create a policy for students to participate in graduation. Diploma may not be awarded, but a certificate of
CSI Guidebook 2016-2017 84
attendance or completion may be awarded at high school graduation
Develop a timeline and application process for students to sign up for ASCENT program, prior to
February 1st of the 12
th grade year.
Follow ASCENT Timeline to apply for funding slots
Track student attendance according to CDE guidance for Student October Count
Follow all statutory requirements for funding
Accurately record ASCENT enrollment in the SIS and report to CSI and CDE through Student October
Count Submission and EOY Submission
CSI’s Role in Concurrent Enrollment
Assurance compliance with statutory requirements through ASCENT Program Assurances
Provide support and training to Schools for Student October Count and EOY Data Submissions
CSI Guidebook 2016-2017 85
Career & Technical Education (CTE) Programs CSI Contact: Kimberly Caplan, Nick Stachokus, School Programs Specialists
http://www.csi.state.co.us/school_resources/state_programs/cte
Colorado Career and Technical Education (CTE) provides quality educational programs emphasizing core
academic content, postsecondary & workforce readiness (PWR) competencies, technical skills, and seamless
transition to further education or employment. CTE ensures a thriving Colorado economy by providing relevant
and rigorous education that is connected, responsive and real.
The Colorado Community College System (CCCS) is the State Educational Agency that oversees CTE
Programming. Colorado Charter School Institute (CSI) operates as the Local Educational Agency (LEA) on
behalf of all CSI Charter Schools. CTE Programs in Colorado are supported through the Carl D. Perkins Career
and Technical Education Improvement Act of 2006 (Perkins Act) and the Colorado Career and Technical Act,
Article 8, Title 23 of the Colorado Revised Statutes (CTA). CSI manages the consolidated application process
and acts as Fiscal Agent for Perkins and CTA funds.
Eligible Schools
Secondary Schools (grades 7-12) can submit applications for CTE Program Approval. Schools with approved
programs are eligible for funding.
Programs for 7th and 8th graders can receive CTA funds only.
Programs for 9th
– 12th
graders can receive both CTA and Perkins funds.
Program Approval Process
Schools must develop CTE Programs according to the statutory guidance in the CCCS CTE Administrator’s
Handbook. Key components are:
Advisory Committee
5 Year Long Term Plan for Career & Technical Education, including process for Evaluation and
Continuous Improvement
Allowable Courses and Academic Alignment with Postsecondary Programs through a Plan of Study
CTE Credentialed Instructors
Participation in a Colorado Career & Technical Student Organization (CTSO)
Appropriate Facilities, Safety, Student Rights & Other Compliance Factors
CSI submits applications for Program Approval on behalf of schools through an online system to CCCS.
CTE Programs must be approved by CCCS prior to May 31st to be eligible for funding in the subsequent school
year.
Timeline for New Programs
Prior December 1 Contact School Programs Coordinator and submit Letter of Intent
December 1 CTE New Program Application deadline
May 1 aprx. CSI provides initial allocation estimates to schools
May 15 Initial Draft of Strategy Based Budget
June 15 Final Draft of Strategy Based Budget
CSI Guidebook 2016-2017 86
June 30 CSI submits consolidated application to CCCS
Consolidated Grant Application
The Colorado Community College System (CCCS) uses a consolidated grant application to approve proposed
expenditures and activities for CTE programs. Annually, LEAs must submit a completed Application to CCCS.
The Application includes an online platform and strategy-based budget. CSI provides webinar training for
creating your budget for the consolidated application in May. After reviewing and submitting required
modifications to CSI, CCCS typically approves the Application by late August/early September.
Application Timeline for Schools with Approved Programs
January 15 Letter of Intent
May 1 aprx. CSI provides initial allocation estimates to schools
May 15 Initial Draft of Strategy Based Budget
June 15 Final Draft of Strategy Based Budget
June 30 CSI submits consolidated application to CCCS
Allocations & Fund Distribution
CSI allocates Perkins funds to school based on CTE student counts from the prior year. Allocations for
new programs will be based on projected student counts and adjusted based on actual CTE participation
as of October 1st. Perkins funding is distributed through a Request For Funds Process (see the Finance
Section of the Guidebook for more information).
CTA funds are paid out quarterly based on previous year financial reporting, including student FTE and
actual costs related to the approved CTE Program. Final costs and student FTE reported each fiscal year
is due August 1st.
Reporting Requirements
Schools are required to report the following program data annually:
June and January: Active Teacher Demographics (VE-130)
June: CTE Program Student Enrollment Demographics and Program Concentration and Completion
Information (VE-135)
March: Follow Up Information on Placement of Prior Year CTE Program Completers (VE-135 Follow
Up)
Schools submit data in a spreadsheet via the CSI secure transfer process (Filezilla). CSI compiles data from all
schools and submits through CCCS online reporting system.
Performance Metrics & Program Evaluation
The following Performance Metrics are used to evaluate CTE Program Performance:
Academic Attainment in Reading/Language Arts
Academic Attainment in Mathematics
Technical Skill Attainment
Secondary School Completion
Student Graduation Rates
CSI Guidebook 2016-2017 87
Secondary Placement
Non-Traditional Participation
Non-Traditional Completion
Details about Performance Metric calculation can be found on page 118 of the CTE Administrators’ Handbook.
Failure to meet 90% of any one CCCS State Targets for Performance mandates submission of a Local
Improvement Plan. Failure to make necessary improvement against Performance Indicators can result in various
levels of sanctions on funds.
Comprehensive Guidance on Career & Technical Education Programming can be found at the CCCS CTE
Website.
![Untitled-1 [chamberlainchs.ss6.sharpschool.com]chamberlainchs.ss6.sharpschool.com/UserFiles/Servers...Enhancing a Presentation with Pictures, Shapes, and WordArt PowerPoint Chapter](https://img.pdfslide.net/doc/110x75/5ed79c9a27e9e96258456a79/untitled-1-enhancing-a-presentation-with-pictures-shapes-and-wordart-powerpoint.jpg)
