Superintendent’s Recommendations on Placements...•Greta Martinez, Assistant Superintendent •David Suppes, COO •Alyssa Whitehead-Bust, Chief Academic and Innovation Officer

CHIEF ACADEMIC & INNOVATION OFFICE

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Superintendent’s Recommendations on Placements October 8, 2015

Denver Plan 2020 Goals

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• School readiness

– By 2020, 80% of DPS third-graders will be at or above grade level in reading and writing.

• Ready for college & career

– By 2020, the four-year graduation rate for students who start with DPS in ninth grade will increase to 90%.

– By 2020, we will double the number of students per class who graduate college and career ready while raising the bar (adding Science and Social Studies in addition to English and Math).

• Support the whole child

– By 2015, a task force, including DPS staff, community partners and city agencies focused on providing services to DPS students, will recommend to the Board of Education a metric to measure this goal and track progress.

• Close the opportunity gap

– By 2020, the graduation rate for African American and Latino students will increase by 30%.

– The proficiency in reading and writing for third-grade African American and Latino students will increase by 25%.

Overarching Goal: Great schools in every neighborhood

By 2020, 80% of students from every region within DPS will attend a high performing school in their region, as measured by the district’s school performance framework.

Great Schools in Every Neighborhood

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“Every family deserves choice and access to high quality schools in their neighborhood. We commit to providing excellent schools throughout the district.” -- Denver Plan 2020, describing the core value of choice and access

Denver Plan 2020: Great Schools in Every Neighborhood

Great Schools in Every Neighborhood

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Citywide, in order to meet our Denver Plan 2020 goal of Great Schools in Every Neighborhood, over 30,000 seats need to move from Schools not meeting SPF expectations into a Green or Blue School.

Region

2013-14 # of Students in

Blue/Green Seats

2013-2014 # of Students in Red, Orange and Yellow Seats

Red Orange Yellow Total

FNE 7,868 2,392 1,175 5,178 8,746

NNE 11,350 2,051 1,120 4,187 7,358

NW 5,355 4,048 1,096 3,735 8,879

SE 17,283 0 0 0 0

SW 9,729 1,724 3,206 4,172 9,102

Total 51,585 10,215 6,579 17,272 35,084

What needs did DPS identify in Southwest Denver?

HENRY WORLD SCHOOL REPLACEMENT

“DPS will phase out Henry World School, starting in 2016-17, because the school has not supported students in achieving sufficient academic progress.” - 2015 Call for New Quality Schools: Supplement

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NEW MIDDLE SCHOOL AT LINCOLN

“2015 Choice data demonstrate higher demand for first-choice, high-quality options than are currently available in Southwest Denver. A new middle school will be considered for possible placement to share the campus at Lincoln High School.” - 2015 Call for New Quality Schools: Supplement

Who are the placement applicants?

Lincoln Placement Applicants

Academia Lincoln Model: Dual Language, STEAM

Compass Academy Model: 21st Century Competencies; Bi-literacy

DSST VII Model: College Prep; STEM

Henry Placement Applicants

Bear Valley International

Model: IB, Bi-literacy

Compass Academy Model: 21st Century Competencies; Bi-literacy

DSST VII Model: College Prep; STEM

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All of the placement applicants have met or exceeded the quality standards for new schools.

What is the policy and statutory context that informs placements?

Board Policy AF: Charter

Quality Authorizing

This policy establishes principles

and standards for DPS’s authorizing work, including

equity among all DPS schools. In this spirit,

the Call for New Quality Schools is

open to district-run and charter applicants.

Colorado Charter

Schools Act

State law requires districts to accept

applications for new charter schools

annually and identifies specific

content requirements and

process elements for the review of charter school applications.

State and National Best

Practices

DPS embraces best practices established by the Colorado State

Board of Education and the National

Association of Charter School

Authorizers. Quality standards include the

issuance of a document clearly identifying district

needs and priorities.

Board Policy AG: Facility Allocation

Policy

This policy establishes principles

to guide high-leverage use of

facilities to meet the priority needs of the district. When new school applicants

compete for placement, they

must first meet DPS’ quality standard.

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The Facility Allocation Policy (FAP)

In February 2015, the Denver Board of Education passed its Facility Allocation Policy (FAP – Policy AG), which establishes four criteria that inform facility use recommendations from the District.

1. Academic Growth and Achievement, upon which the policy places a “premium.”

2. Alignment to Priority Needs, as defined in the Call for New Quality Schools (CNQS)

3. Enrollment Demand (and, relatedly, Community Engagement, defined in a separate section of the Policy)

4. Supplemental Criteria

As stated in the policy, the district places a premium upon academic growth and achievement (Criteria 1). The policy further notes that “a perfect facility solution for all concerned stakeholders may not be possible, particularly in a resource-constrained environment.” Such is the case here.

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About Academic Growth and Achievement

“The District shall evaluate each school that requests a district-managed facility or financial support for facilities needs based on its track record for maintaining high levels of academic growth and student achievement, as measured by the School Performance Framework (SPF), or, in the case of new schools, the track record of operating other successful schools, demonstrated leadership capability and/or the quality of its application.” -- Facility Allocation Policy, 2015

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About Alignment to Priority Need

“The District shall evaluate each school that requests a district-managed facility or financial support for facilities needs based on its alignment with the needs and priorities identified in the District’s Strategic Regional Analysis (SRA) and requested in the annual Call for New Quality Schools (CNQS) process.” -- Facility Allocation Policy, 2015

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All criteria defined in the Call for New Quality Schools for the Lincoln and Henry needs are included in the evidence presented

with the Superintendent’s recommendations.

About Enrollment Demand

The Facility Allocation Policy centralizes two forms of evidence:

1. Extensive student wait lists or “intent to enroll” lists

2. Petitions and/or other forms of testimony

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About Community Engagement

The Facility Allocation Policy further directs the district to ensure “appropriate community engagement occurs in making school location decisions.”

The Board heard inputs from the Southwest Thought Partner Group at its September 15, 2015 meeting. The District further held three community events that also informed the recommendations being put forward:

1. Southwest Regional Community Meeting

2. Lincoln Placement Community Meeting

3. Henry Placement Community Meeting

All findings from community processes are available at http://face.dpsk12.org.

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http://face.dpsk12.org/

The Process Context: Facility Implementation Guidelines

Following passage of the FAP, Facility Implementation Guidelines were developed to articulate how the policy would be applied in practice. The guidelines were developed through a partnership between District staff and the Collaborative Council and were previewed with the Board in May 2015.

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DPS Leadership

Collaborative Council (2014-2015)

DPS Staff

• Tom Boasberg, Superintendent

• Susana Cordova, Chief Schools Officer

• Ivan Duran, Assistant Superintendent

• Veronica Figoli, Chief of FACE

• Alex J. Martinez, General Counsel

• Greta Martinez, Assistant Superintendent

• David Suppes, COO • Alyssa Whitehead-

Bust, Chief Academic and Innovation Officer

Clark Callahan Chris Gibbons Gregg Gonzales Bill Kurtz Kimberlee Sia

John Albright, Chief of Staff’s Office Jennifer Holladay, Portfolio Management Liz Mendez, Operations Amber Giauque-Callender, Family and Community Engagement

The Process Context: How It Works

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Context: the Call for New Quality Schools yielded a significant applicant pool to fulfill need.

*In some cases, a Thought Partner Group may be convened earlier to help shape priority needs to be reflected in the Call for New Quality Schools.

District identifies available facility for school program – existing, approved or new – to fulfill a priority need,

with significant interest from school applicant community

Placement Review Team (PRT) considers alignment of new and

existing applicant programs with priority need and FAP criteria

Superintendent recommendation to

Board

Board Decision

Begin Community Process*

School Quality Reviews

Thought Partner Group (TPG) reviews proposals, considers alignment with priority need and Facility

Allocation Policy (FAP) criteria

PRT recommendations to Senior Leadership Team/Superintendent

TPG rec to Superintendent and

Board

The Process Context: How a Decision Gets Made

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Call for New Quality Schools identifies and defines priority need.

Application materials are made available through the Call process for new, existing and already approved providers.

Placement Review Team (PRT) convenes to review placement-relevant application materials against FAP criteria and site-specific criteria identified in Call, as applicable.

PRT develops/shares opinion with Superintendent & Senior Leadership Team (SLT).

Senior leadership team evaluates PRT opinion.

Superintendent makes recommendation to Board, based on consult from PRT, SLT and any convened community groups.

Public comment to Board regarding placement candidates.

Board decides through a public vote.

DPS’ Dual Role as Operator and Authorizer

• DPS takes seriously its commitment to engage in a fair, equitable, transparent, and rigorous review process, including providing a “firewall” between its operator and authorizer functions to screen out any actual or potential conflicts of interest.

• All school applicants are subject to the same requirements, expectations, and opportunities to present their best case as part of the comprehensive and objective quality review process and placement process.

• During this Call cycle, the district provided universal and specific supports to

new school and placement applicants, upon request, agonistic of governance type. This included the following supports:

- Academia Lincoln (application consultation) - Compass Academy (ELA program consultation) - Bear Valley (application development and engagement supports) - Universal supports: new school applicants (budget workshop) & all

new school and placement applicants (logistical process supports)

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Essential Questions Of the available placement applicants: 1. Which school should be placed at Lincoln High School, and why?

Based on the evidence, DSST VII Middle School (grades 6-8 only) should be placed at Lincoln High School, although incubated for a year at the College Heights University campus with its College View school.

2. Which school should serve as a replacement provider for Henry World School, and why? Based on the evidence, Bear Valley International School should serve as the replacement provider for Henry World School.

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Context for Lincoln Placement

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Why did the District seek a new middle school on a shared campus with Lincoln High School?

66%

54%

48% 46%

42% 38% 37%

27%

47%

61%

50%

42% 41% 38%

35%

30%

0%

10%

20%

30%

40%

50%

60%

70%

KIPP DSST CollegeView

Henry Strive Federal West Gen West Lead StriveWestwood

Kepner

% of 2014-15 incoming 6th graders proficient or advanced in Math during their 5th grade year in 2013-14

% of incoming 6th graders 2014-15 6th graders proficient or advanced in Writing during their 5th grade year in 2013-14

% of 2014-15 incomin 6th graders proficient or advanced in Reading during their 5th grade year in 2013-14

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*

* Note that most KIPP 6th graders were at KIPP For 5th grade

Based on their 5th grade proficiency rates, Southwest middle schools have a lot of ground to cover to ensure students are high-school ready.

Through their Choice behaviors, Southwest families are demanding greater access to high-quality options.

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Why did DPS seek a new middle school to serve on a shared campus with Lincoln High School?

Why did DPS seek a new middle school to serve on a shared campus with Lincoln High School?

West Zone

44% of sixth graders enrolled in an underperforming* middle school in fall 2015.

Southwest Zone

47% of sixth graders enrolled in an underperforming middle school in fall 2015.

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Students across the Southwest need more access to high-quality schools.

* “Underperforming” includes schools that are designated as yellow, orange and red schools on the SPF. See Appendix B.

Today’s recommended actions build on the Board’s demonstrated commitment to improvement efforts in the Southwest.

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School Action # of Seats SPF Impact

Grant Beacon Replication at Kepner Replacement provider for Kepner (opening 2016) Projected: 450* TBD

STRIVE at Kepner Replacement provider for Kepner (opening 2016) Projected: 360* TBD

DSST: College View New School (opened 2012) DSST MS: 444** DSST HS: current 150 ** DSST HS: projected 515*

Valverde Elementary Y0 Turnaround Cohort (re-starting 2016) Actual: 298** TBD

Goldrick Elementary Y0 Turnaround Cohort (re-starting 2016) Actual: 575** TBD

Schmitt Elementary Y0 Turnaround Cohort (re-starting 2016) Actual: 403** TBD

Rocky Mountain Prep 2 Elementary New School (opened 2015) Actual: 125** Intended: 552*

TBD

STRIVE Ruby Hill Elementary New School (opened 2014) Actual: 248** Intended: 504*

TBD

West Leadership Replacement provider for West High School (opened 2012) Middle School: 385** High School: 295**

West Generations Replacement provider for West High School (opened 2012) Middle School: 378** High School: 383**

KIPP Collegiate HS New School (opened 2009) Actual: 380**

STRIVE SMART HS New School (opened 2012) Actual: 583**

*Intended enrollment in Board-approved application

**projected enrollment as of 1/7/15: http://planning.dpsk12.org/wp-content/uploads/2015/01/2015-16-Final-Projections.pdf

http://planning.dpsk12.org/wp-content/uploads/2015/01/2015-16-Final-Projections.pdf









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Abraham Lincoln High School 9th grade enrollment has declined as more schools have opened in the region since 2010. Total SW 9th graders enrollment is up.

2009-10 2012-13 2013-14 2014-15 2015-16 (est)

Lincoln 645 509 483 492 411

Summit - 51 36 65 53

Respect(serves 10-12 grades

- 14 2 -- --

KIPP Denver Collegiate

129 (opened) 98 118 117 119

Kunsmiller - 77 70 84 92

Excel - - 51 58 64

STRIVE SMART - 167 167 167 187

DSST College View

_ - - - 145

TOTAL 9th graders in Southwest

schools

774 916 927 983 1,071

9th Grade Enrollment in Southwest Denver

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Why does DPS believe that a new middle school can be accommodated at the Lincoln High School facility?

The Lincoln facility was designed for up to 2,100 students. Today, 1,485 students are served on the campus. As new schools have opened in the region, families have opted to send their students to them, resulting in decreased enrollment at Lincoln.

1,900 1,930 1,903 1,764

1,620 1,573 1,485 1,370 1,268

1,105

0

500

1,000

1,500

2,000

2,500

Lincoln + Respect Enrollment

Lincoln Campus Capacity: 1850 – 2100

1270 1168

1005

100 100

100

150 300 450

0

200

400

600

800

1000

1200

1400

1600

1800

2000

2016-17 2017-18 2018-19

New MiddleSchool *RespectAcademyLincoln High

Lincoln Campus Capacity: 1850 – 2100

The forecasted enrollment for Lincoln High + Respect Academy + new Middle School is still below the building’s capacity.

Respect Respect

Respect

New MS New MS

Why does DPS believe that a new middle school can be accommodated at the Lincoln High School facility?

New MS

* New MS would grow one grade at a time, reaching full 6-8 capacity in 18-19.

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100% of ALHS students will graduate college and career ready, without the need for remediation and prepared to successfully pursue post-secondary opportunities and become productive world citizens.

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In this new era, what is DPS’s vision for Lincoln High School?

Characterized by: • Joyful, rigorous and personalized

learning environment

• Serves needs of English Language Learners

• Increased staff capacity for high quality ELA instruction

• Teacher Leader Coordinators to support additional coaching

• A set of course options in the arts - studio art, music, drama

• Personalized student plans

• Concurrent enrollment

• Work-based internships

• College preparatory experiences

• Partnership with College Track

• CU Succeeds partnership

• Model JROTC program

• Career and Technical Education

• Robotics

• Web Design

• Computer Programming

• Computer Aided Drafting

• Graphic Design

About Lincoln: College and Career

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Recommendation for Lincoln Placement

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Essential Questions

Of the available placement applicants:

1. Which school should be placed at Lincoln High School, and why? Based on the evidence, DSST VII Middle School (grades 6-8 only) should be placed at Lincoln High School, although incubated for a year at the College Heights University campus, with its College View school.


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Rank Order by Criteria Area

Academic Growth and Achievement

Alignment to Priority Needs

Enrollment Demand

#1: DSST Lincoln #1 Compass Academy #1: DSST Lincoln

#2: Compass Academy #2: DSST Lincoln #2: Compass Academy

#3: Academia Lincoln #3: Academia Lincoln #3: Academia Lincoln

Summary Evidence: 1. Highest performing set of secondary schools in the district. 2. Aligns to many aspects of priority need. 3. Possesses wait list of 144 students in area.

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DSST VII should be placed at Lincoln High School, although incubated for a year at the College Heights University campus with its existing College View school.

Proposed conditions on placement to ensure full alignment of DSST’s program to the priority needs for Lincoln are included in Appendix A.

As outlined in the Facility Allocation Policy, while considering all criteria in making a final placement recommendation, the district places a premium upon academic growth and achievement (Criteria 1).

1. Allow greater planning time for the shared campus arrangement with Lincoln High School, which will include addressing concerns raised by students.

2. Convene a committee of Lincoln parent/guardians, students, staff and community members to help develop an improvement plan for Lincoln High School.

3. Afford DSST the opportunity to develop its new school with culture continuity and modeling alongside DSST: College View

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Why incubate the new school for one year at the College Heights University campus?

DSST Lincoln College Prep & STEM

Grades 6-8 450 Seats at Full Enrollment

ACADEMIC GROWTH AND ACHIEVEMENT The applicant provided data related to its College View (“Blue” on SPF), Cole (“Green” on SPF) and Green Valley Ranch (“Blue” on SPF) schools as well as disaggregated student data for these campuses, for which performance is rated as “meets” or “exceeds” in 19 areas and “approaching” in 8 areas. ACCESS MGPs are 65, 62 and 50.5, respectively. For ACCESS 1s and 2s, ACCESS growth is 75 for DSST students (n=16)

compared to 57.5 for similar ELL’s in all other 6-12 schools (n=508).

For applicants previously approved for a different region on no region at all: Identify changes needed in the core areas of Culture, Leadership, Education Program, Teaching and Governance/Finance, in order to meet the needs of the newly identified student population

The applicant has a track record of successfully replicating core areas of its program at campuses throughout Denver while also differentiating program elements to meet the needs of the community and different student populations. Specific to placement in SW Denver, the applicant proposed changes to its core model including: 1) Native language instruction and supports, 2) Curriculum and content alignment to honor students’ culture, 3) Hiring bi-lingual educators, 4) Building strong community ties through volunteer opportunities, the Science and Tech Parent Group, the School Accountability Committee, and bilingual communications, and 5) Building opportunities for students to develop their identities. The application lacks specific details about how the proposed alterations to the core model will be implemented in alignment with the school’s commitment to and vision for serving all students well. Specifically, it is unclear how the school’s proposed student schedule, staffing model, and program design will align to meet all elements of a native language supports and instruction model.

ALIGNMENT TO PRIORITY NEED

Service to Center programs The applicant’s current partnership with DPS includes developing specialization

in multi-intensive programs with its first multi-Intensive program opening in Fall

2016. The applicant notes that “another MI program is aligned to our goals and

specialty.” This applicant has prior experience with Autism programs and has

opened a PLEX at the Byers campus this year. The application notes that

students in center programs have access to the defining characteristics of the

DSST program.

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ALIGNMENT TO PRIORITY NEED (Cont.)

Equitable enrollment of English Language Learners

The application notes that “at the time of enrollment” the school will “take into consideration the incoming language level of the student and place them appropriately in the variety and intensity of supports to meet their needs.” It is unclear in the application whether ELLs may enroll at “any time.” The application describes a partnership approach with DPS in identifying ELLs at area elementary schools for recruitment and enrollment.

Meet the academic and cultural needs of English Language Learners

The applicant states a commitment to serving the needs of ELLs according to

DPS’ public rubric and guidelines. The application lacks specific details about

how the proposed alterations to the core model will be implemented.

Specifically, it is unclear how the school’s proposed student schedule, staffing

model, and program design will align to meet all elements of a native language

supports and instruction model.

School-Level Staffing Charts

While the staffing chart aligns to the described programming, it is unclear if the

staffing and scheduling plan will ensure that students who qualify will receive

30% of their daily instruction in math, social studies and science in Spanish

instruction.

Capacity to Open in Fall 2016

This provider has a track record of on-time and high quality replications across

the district. The application included a short list of core benchmarks they will

use to monitor progress towards an on-time opening.

Service to boundary or zone

The application affirms service to the zone.

Alignment to enrollment targets

The application budget lists full enrollment at 450 students, which aligns with

the range provided in the Call. The budget is solvent. 33



ENROLLMENT DEMAND This applicant has demonstrated the ability to meet and exceed enrollment targets in the Southwest school it currently operates. The applicant notes that in the last Choice process its other Southwest campus, College View, had 229 first choice preferences and 328 first and second choice preferences. The PRT confirmed a current wait list of 144 students for 6th grade at College View.

SUPPLEMENTAL CRITERIA The school has budgeted for Facility Use Agreement fees. The applicant intends to continue its practice of supporting development of needed technology infrastructure and maintenance. Review of the submitted budget demonstrated solvency, assuming enrollment targets are met.

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Compass Academy 21st Century & Bi-literacy

Grades 6-8

330-350 Seats at Full Enrollment

ACADEMIC GROWTH AND ACHIEVEMENT

New School Application Quality When approved in June 2014 for a 2015 opening, the new school application met the preponderance of evidence basis on quality and was approved with a standard condition related to the requirement that the school put forward a comprehensive plan for its intended 9-12 program in the year in which the school enrolls 7th graders. Leadership Capacity & Track Record Compass Academy’s Executive Director has previously led a high-quality charter school in DPS, although one with a substantively different student population. The middle school director has strong connections and tenure in the SW community. The Executive Director could speak fully to all aspects of the program design during the interview. Compass Academy’s model is based on partnerships with both City Year and Johns Hopkins’ Center for Social Organization of Schools, whose programs have proven track records in increasing student achievement among students at-risk and students in turnaround settings.


Service to Center programs The placement application affirms Compass’ intent to “serve all students” and its

willingness to work toward development of center program(s) in consultation with the

District, local exemplars, and national partners. The application did not speak to how a

center program would be integrated into the school’s educational program and overall

culture. The middle school director has prior experience with center programs.


The applicant affirms service to ELLs at “any time of enrollment” and describes specific

steps to support equitable recruitment and enrollment, including consistent outreach

practices in Spanish.


The applicant exceeds requirements for native language instruction and supports.

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Grades 6-8 330-350 Seats at Full Enrollment


School-Level Staffing Charts The provided staffing chart aligns to programming described.

Capacity to Open in Fall 2016 This school opened in August 2015. The application included a comprehensive list of benchmarks from its Year 0.

Service to boundary or zone The application affirms service to the zone.

Alignment to enrollment targets The applicant intends to serve 336 6th-8th graders, just below the lower

portion of the established range of 350-450. As noted in the application,

however, Compass’ 6th grade class stands at 127 students, which, if

carried forward, would meet the intended enrollment targets. The budget

demonstrates solvency.

ENROLLMENT DEMAND This applicant has demonstrated the ability to meet and exceed enrollment targets for its single school in the Southwest. As clarified in the interview, Compass Academy is currently above its intended first-year enrollment and has 29 6th grade students on its wait list. As noted in its placement application, at the time of its charter application Compass Academy provided 70 letters of community support. At the time of its charter application, Compass Academy possessed 237 intent to enroll forms. DPS records show 180 of these forms were intended for Year 1 grade level, more than 100% of intended Year 1 enrollment.

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Grades 6-8 330-350 Seats at Full Enrollment

SUPPLEMENTAL CRITERIA The school has budgeted for site-based fees for use of a district facility, as well as modest amounts for improvements, such as painting and other cosmetic upgrades. The applicant further notes the extensive fundraising experience within its Board of Directors. Review of the submitted budget demonstrated solvency, assuming enrollment targets are met.

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ACADEMIA LINCOLN Dual Language & STEAM


ACADEMIC GROWTH AND ACHIEVEMENT When approved in September 2015, the new school application met the preponderance of evidence basis on quality but was approved with four school-specific conditions, one related to “trigger points for corrective action” to help the school identify when its programming is not effectively meeting student needs and three related to special education. Leadership Capacity & Track Record The written placement application did not discuss leadership capacity for the intended leader who would be a first-time principal. When prompted about leadership capacity in the interview, the applicant noted service as a Learn to Lead at Lincoln High School. The applicant received substantial support from the DPS English Language Acquisition (ELA) team in designing core components of the program model. The intended leader had difficulty speaking to some core program elements in the interview independently and with clarity. The design for the school is drawn in large part from dual language and STEAM implementation at other schools, as well as from an established model in New Mexico which the DPS ELA department considers an exemplar.


Service to Center programs The placement application affirms willingness to serve center program(s),

specifically mentioning Affective Needs and Multi-Intensive program, using

an inclusion model.

Equitable Enrollment of English Language Learners

The placement application did not specifically address service to language

learners at “any time of enrollment.” Further, this model also depends on

successful enrollment of native English speakers who would learn Spanish as

a second language, and while the application presented data indicating that

these students are in the zone, during the interview the applicant could not

speak to specific ways in which those students would be recruited. 38

ACADEMIA LINCOLN Dual Language & STEAM




The applicant is proposing a two-way dual language model, which

would meet defined needs but concerns exist about school leader’s

depth of understanding of the proposed model and thus the ability

to implement with fidelity.


The provided staffing chart aligns to programming described.


The application included a detailed list of benchmarks for Year 0, although not all benchmarks were described.




The application lists full enrollment at 450 students, which aligns with the range provided in the Call. The budget is built with this level of enrollment and is solvent.

ENROLLMENT DEMAND

The application did not provide numerical evidence of enrollment demand for this particular school, but rather discussed the need for a new school as defined in the Call. When prompted in the interview for evidence, the applicant did not discuss intent to enrolls but rather discussed wait lists at other dual language schools in DPS and in other areas of the State. The application described a select set of meetings in the community in developing the plan.

SUPPLEMENTAL CRITERIA Per the application, “Academia Lincoln does not plan to contribute upfront funding,” but will work with university partners to seek grant opportunities. Review of the submitted budget demonstrated solvency, assuming enrollment targets are met.

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SPF by DSST School

2010 2011 2012 2013 2014

Byers MS

Cole MS

College View MS

Green Valley HS

Green Valley MS

Stapleton HS

Stapleton MS

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What additional evidence supports placement of DSST at Lincoln? As outlined in the Facility Allocation Policy, while considering all criteria in making a final placement recommendation, the district places a premium upon academic growth and achievement (Criteria 1). DSST has produced the highest performing group of secondary schools in DPS as measured by overall SPF performance.

ELL TCAP Growth by DSST School

2012 2013 2014

Byers MS

Cole MS

College View MS

Green Valley HS

Green Valley MS

Stapleton HS

Stapleton MS

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What additional evidence supports placement of DSST at Lincoln?

DSST has produced solid results for ELLs on TCAP growth since DPS began tracking this measure in 2012 on the SPF.

ELL TCAP Growth by DSST School

2012 2013 2014

Cole MS

College View MS

Green Valley HS

Green Valley MS

Stapleton HS

Stapleton MS

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DSST has produced solid results for ELLs on ACCESS MPG/CELA Growth as measured on the SPF.

ACCESS 1s and 2s, eligible for SPF growth calculations

N= MGP (14-15 School Year)

% On-Track (14-15 School Year)

DSST 16 75 50%

District-Wide Grades 6-12

508 57.5 36%

As presented to the DPS Board on September 15, 2015, the Southwest Thought Partner Group identified significant strengths in the program DSST proposed for Lincoln.

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Pro Con

Clear SW demand via waitlists

Security was evident with a structured process

Every student is a part of an advisory class

30 minutes of recess during the day to socialize with peers

Leaders get evaluations yearly and have specific goals and rewards

PD opportunities for teachers

Recognized STEM program

Teachers have a performance improvement plan for students

Tutoring for students one day a week

Teachers available after school for students (email/phone)

Welcoming staff and interact with parents personally

Good student incentives

The program is well known by the community

Good systems for teachers to track student’s grades

Each student is part of a committee

Program may not be for every

child

Concerned DSST MS students

wouldn’t feed into Lincoln for

HS

No bilingual emphasis

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50%

44%

56%

13%

50%

44%

50%

25%

67%

56% 56%

44%

0%

10%

20%

30%

40%

50%

60%

70%

Students will learn and growacademically at this school.

This school matches theneeds of the neighborhood

and community

My friends and neighborswould want to send their

children to this school

I support this school sharingthe Lincoln campus.

Percentage of Respondents Agreeing with Key Statements by Applicant

Academia Lincoln Compass DSST

Although community members at the Lincoln Placement Meeting were concerned about a shared campus at the high school, DSST garnered the most support among respondents.

N = 9

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At the Regional Community Meeting, respondent feedback was more varied. Respondents were asked to rate the strength of key program elements for each applicant.

50% 52%

43% 47%

15%

75%

55% 56%

61%

47% 50%

45%

54%

35%

45%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Culture Leadership Teaching Education Program Governance

Percentage of Respondents Identifying Key Area as Strength

N = 30 Academia Lincoln Compass DSST

Context and Recommendation for Henry Placement

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Essential Questions

Of the available placement applicants: 1. Which school should be placed at Lincoln High School, and why?

Based on the evidence, DSST VII Middle School (grades 6-8 only) should be placed at Lincoln High School, although incubated for a year at the College Heights University campus, with its College View school.


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Why did DPS seek a replacement provider for Henry World School?

As noted in the Call for New Quality Schools, Henry World School has not provided the level of service that area students deserve.

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Rank Order by Criteria Area

Academic Growth and Achievement

Alignment to Priority Needs

Enrollment Demand

#1: DSST Henry #1: Bear Valley #1 Bear Valley

#2: Bear Valley #2: Compass Academy #2 DSST Henry

#3: Compass Academy #3: DSST Henry #3: Compass Academy

Summary Evidence: Although DSST has a substantive track record, DSST applied for facility placement of its approved campus VII which is being recommended for placement at Lincoln. Bear Valley: 1. Demonstrates strong school design and leadership capacity. 2. Aligns fully to the priority needs as defined in the Call document. 3. Presents strong evidence of demand for program, including a substantial number of petition

signatures.

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Bear Valley International should serve as the replacement provider for Henry World School

As outlined in the Facility Allocation Policy, while considering all criteria in making a final placement recommendation, the district places a premium upon academic growth and achievement (Criteria 1).

Bear Valley International School

IB & Bi-literacy Grades 6-8 450 Seats at Full Enrollment

ACADEMIC GROWTH AND ACHIEVEMENT New School Application Quality When approved in September 2015, the new school application met the preponderance of evidence basis on quality and was approved with one school-specific condition related to a 6th-grade G&T screening that is being required for the first time this school year. Leadership Capacity & Track Record The intended leader has served as a DPS assistant principal and would be a first-time principal. The written placement application explains the intended leader’s experience including her areas of targeted leadership impact as an AP at Skinner as the school moved to “Green” from “Orange” on the SPF. The intended leader could speak fully to all aspects of the program design and implementation during interview. The written application included a detailed set of performance goals for the school, including adequate growth targets.

For applicants seeking service at Henry: Turnaround

The application provides a research-based set of turnaround principles, including community engagement partnerships that underscore the design and are coupled with a SchoolWorks review of the existing Henry programming and findings from stakeholder interviews. The application highlights turnaround professional development from Public Impact, in which the intended leader is currently participating. In the interview, the applicant spoke directly to emerging partnership opportunities with the Henry Legacy program to promote consistency across the campus, especially in terms of culture elements.


Service to Center programs The placement application affirms willingness to serve center program(s)

with an emphasis on serving students in the least restrictive environment

possible. The application further notes the intended leader’s prior

experience with affective needs and multi-intensive programs. 50





The application affirms service to ELLs at “any time of enrollment” and describes specific steps to support equitable recruitment and enrollment, including consistent use of materials in both Spanish and Vietnamese.


The applicant affirms a commitment to serving ELLs with native language supports and provides evidence of an implementation plan that meets the requirements for native language supports.



The application included a comprehensive plan of benchmarks for Year 0.


Alignment to Enrollment Targets The application lists full enrollment at 450 students, which aligns with the

range provided in the Call. The budget is built with this level of enrollment

and is solvent.

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ENROLLMENT DEMAND The application provided evidence that: 54 community members and partners submitted letters of support; 188 community members hand signed a petition to “urge our leaders to act to support the district-sponsored application for a redesign of Henry World Middle School;” 248 community members signed an official online petition through change.org to “support the plan for Bear Valley International School, a district-run International Baccalaureate School MYP school as the replacement provider for the current Henry World Middle School in Southwest Denver.” The application notes that the intended principal and Community Design Team Members engaged in over 155 individual meetings, community meetings, and planning team meetings to gather input and feedback on the school plan. The applicant did not collect intent to enroll forms, noting in the interview the difficulty of doing so over summer months.

SUPPLEMENTAL CRITERIA The applicant notes that it is making strategic use of its student based budget (SBB) and start-up funding “to support and maintain the school’s 1:1 technology and a SMART Lab. Review of the submitted budget demonstrated solvency, assuming enrollment targets are met.

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DSST Henry College Prep & STEM


ACADEMIC GROWTH AND ACHIEVEMENT The applicant provided data related to its College View (“Blue” on SPF), Cole (“Green” on SPF) and Green Valley Ranch (“Blue” on SPF) schools as well as disaggregated student data for these campuses, for which performance is rated as “meets” or “exceeds” in 19 areas and “approaching” in 8 areas. ACCESS MGPs are 65, 62 and 50.5, respectively. For ACCESS 1s and 2s, ACCESS growth is 75 for DSST students (n=16) compared to 57.5 for similar ELL’s in all other 6-12 schools (n=508).

For applicants previously approved for a different region on no region at all: Identify changes needed in the core areas of Culture, Leadership, Education Program, Teaching and Governance/Finance, in order to meet the needs of the newly identified student population

The applicant has a track record of successfully replicating core areas of its program at campuses throughout Denver while also differentiating program elements to meet the needs of the community and different student populations. Specific to placement in SW Denver, the applicant proposed changes to its core model including: 1) Native language instruction and supports, 2) Curriculum and content alignment to honor students’ culture, 3) Hiring bi-lingual educators, 4) Building strong community ties through volunteer opportunities, the Science and Tech Parent Group, the School Accountability Committee, and bilingual communications, and 5) Building opportunities for students to develop their identities. The application lacks specific details about how the proposed alterations to the core model will be implemented. Specifically, it is unclear how the school’s proposed student schedule, staffing model, and program design will align to meet all elements of a native language supports and instruction model.


DSST has a successful track record of replicating its success in a variety of environments and communities, including as part of broad regional turnaround efforts, as with DSST GVR and DSST Cole.


Service to Center programs The applicant’s current partnership with DPS includes developing specialization in multi-

intensive programs with its first multi-Intensive program opening in Fall 2016. The

applicant notes that “another MI program is aligned to our goals and specialty.” This

applicant has prior experience with Autism programs and has opened a PLEX at the

Byers campus this year. The application notes that students in center programs have

access to the defining characteristics of the DSST program. 53





The application notes that “at the time of enrollment” the school will “take into consideration the incoming language level of the student and place them appropriately in the variety and intensity of supports to meet their needs.” It is unclear in the application whether ELLs may enroll at “any time.” The application describes a partnership approach with DPS in identifying ELLs at area elementary schools for recruitment and enrollment.


The applicant states a commitment to serving the needs of ELLs according to

DPS’ public rubric and guidelines. The application lacks specific details about

how the proposed alterations to the core model will be implemented.

Specifically, it is unclear how the school’s proposed student schedule, staffing

model, and program design will align to meet all elements of a native language

supports, as well as the native language instruction model also referenced in

the application.


Staffing chart aligns to the described programming for native language supports. DSST is committed to hiring two ELA-S teachers to deliver native language support, bilingual content area teachers and an ELA Administrator to support and coach these teachers. DSST also intends to hire additional bilingual support and office staff.


This provider has a track record of on-time and high quality replications across

the district. The application included a short list of core benchmarks they will

use to monitor progress towards an on-time opening.




The application budget lists full enrollment at 450 students, which aligns with

the range provided in the Call. The budget is solvent. 54



ENROLLMENT DEMAND This applicant has demonstrated the ability to meet and exceed enrollment targets in the Southwest school it currently operates. The applicant notes that in the last Choice process its other Southwest campus, College View, had 229 first choice preferences and 328 first and second choice preferences. The PRT confirmed a current wait list of 144 students for 6th grade at College View.

SUPPLEMENTAL CRITERIA The school has budgeted for Facility Use Agreement fees. The applicant intends to continue its practice of supporting development of needed technology infrastructure and maintenance. Review of the submitted budget demonstrated solvency, assuming enrollment targets are met.

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Grades 6-8


ACADEMIC GROWTH AND ACHIEVEMENT

New School Application Quality When approved in June 2014 for a 2015 opening, the new school application met the preponderance of evidence basis on quality and was approved with a standard condition related to the requirement that the school put forward a comprehensive plan for its intended 9-12 program in the year in which the school enrolls 7th graders. Leadership Capacity & Track Record Compass Academy’s Executive Director has previously led a high-quality charter school in DPS, although one with a substantively different student population. The middle school director has strong connections and tenure in the SW community. The Executive Director could speak fully to all aspects of the program design during the interview. Compass Academy’s model is based on partnerships with both City Year and Johns Hopkins’ Center for Social Organization of Schools, whose programs have proven track records in increasing student achievement among students at-risk and students in turnaround settings.


As noted previously, Compass Academy’s model is based on research-based partnerships with both City Year and Johns Hopkins, both of whom have proven track records in increasing student achievement among students at-risk and students in turnaround settings. The application noted that City Year and Johns Hopkins programs could be shared between Compass and the Henry Legacy program in order to create continuity of experience for students across the campus. In the interview, it was clarified that this cross-campus also could apply at Lincoln.


Service to Center programs The placement application affirms Compass’ intent to “serve all students” and its

willingness to work toward development of center program(s) in consultation with the

District, local exemplars, and national partners. The application did not speak to how a

center program would be integrated into the school’s educational program and overall

culture. The middle school director has prior experience with center programs. 56


Grades 6-8




The applicant affirms service to ELLs at “any time of enrollment” and describes specific steps to

support equitable recruitment and enrollment, including consistent outreach practices in

Spanish.


The applicant exceeds requirements for native language supports and instruction. See


Capacity to Open in Fall 2016 This school opened in August 2015. The application included a comprehensive list of benchmarks from its Year 0.


Alignment to enrollment targets The applicant intends to serve 336 6th-8th graders, just below the lower portion of the established range of 350-450. As noted in the application, however, Compass’ 6th grade class stands at 127 students, which, if carried forward, would meet the intended enrollment targets. The budget demonstrates solvency.

ENROLLMENT DEMAND This applicant has demonstrated the ability to meet and exceed enrollment targets for its single school in the Southwest. As clarified in the interview, Compass Academy is currently above its intended first-year enrollment and has 29 6th grade students on its wait list. As noted in its placement application, at the time of its charter application Compass Academy provided 70 letters of community support. At the time of its charter application, Compass Academy possessed 237 intent to enroll forms. DPS records show 180 of these forms were intended for Year 1 grade level, more than 100% of intended Year 1 enrollment.

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Grades 6-8


SUPPLEMENTAL CRITERIA The school has budgeted for site-based fees for use of a district facility, as well as modest amounts for improvements, such as painting and other cosmetic upgrades. The applicant further notes the extensive fundraising experience within its Board of Directors. Review of the submitted budget demonstrated solvency, assuming enrollment targets are met.

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As presented to the DPS Board on September 15, 2015, the Southwest Thought Partner Group identified significant strengths in Bear Valley’s program for Henry.

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What additional evidence supports Bear Valley’s placement at Henry?

Pro Con

Leader has strong community relationships

IB program for all students

Clear line of IB continuation/ correlation with elementary schools and

high school

Financial incentives to keep school IB; program fits with facility

One to one technology prepares students for workforce

Holistic curriculum with music, arts, athletics

Mandatory service learning hours

Hands on learning

IB reputation fits the space (i.e. science labs fit with IB)

Spanish Heritage program and the elementary program continuation

from elementary and then feeds into JFK

IB certification and additional training to teach

Relationships between principal and feeder schools evident

Supports multiple learning styles

IB certification could be expensive and difficult to find teachers Phase out/phase in during the program transition years could be difficult Separation of the two schools could cause tension amongst the schools (i.e. different uniforms in one building)

At the Southwest Regional Community Meeting, Bear Valley garnered the most support for its approach in four of five core program areas.

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73% 75%

68%

75%

79%

75%

55% 56%

61%

47% 50%

45%

54%

35%

45%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Culture Leadership Teaching Education Program Governance

% of Respondents Citing Key Program Areas as Strengths, by Applicant

N = 30 Bear Valley Compass DSST

At the Henry Placement Meeting, respondent feedback was more varied.

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86%

71% 71%

67%

83% 83% 83%

67% 67% 67% 67% 67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Students will learn and growacademically at this school.

This school matches theneeds of the neighborhood

and community

My friends and neighborswould want to send their

children to this school

I support this school as thenew school at Henry.

% of Respondents Agreeing with Key Statements by Applicant

N = 7 Bear Valley Compass DSST

Recommendations

Place DSST VII Middle School (grades 6-8 only) at Lincoln High School.

Place Bear Valley International School at Henry.

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In the context of these recommendations, staff reaffirms the temporary placement of Compass Academy at Kepner:

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“The Board of Education hereby directs staff to negotiate the temporary placement of Compass Academy, Where Learners and Leaders Grow, at the Kepner facility, for the 2015-2016 school year, in which it will offer 6th grade, the 2016-2017 school year, in which it will offer 6th and 7th grades, and, possibly, the 2017-2018 school year, in which it will offer grades 6-8, dependent on other long-term facility options …” - Board Resolution 3584 (December 15, 2014)

Alternate Scenario

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Place COMPASS ACADEMY at Lincoln.

Place BEAR VALLEY and DSST VII MIDDLE SCHOOL at Henry.

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Alternate Scenario

Alternate Scenario PROS

• Compass exceeds ELA requirements for placement at Lincoln and can be placed without conditions.

• Families selecting Compass as their first Choice live predominantly in the West Enrollment Zone.

• Compass presented a partnership plan, involving City Year and Johns Hopkins, which could potentially support improvements at Lincoln High School.

• Bear Valley International School, a high-quality applicant designed in partnership with the community and Compass, a high-quality new provider, both secure placements.

• Relieves potential capacity constraints at Kepner

• Kennedy High School retains a dedicated feeder with Bear Valley’s placement. (See Appendices D)

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Alternate Scenario

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CONS

• Places DSST much farther from highest need students in SW, which would result in DSST serving significantly fewer of our highest need students and not providing native language instruction.

• Students in the West zone will not have within-zone access to a DSST school, unless DSST College View is placed within the West Zone (even though it lies outside the zone geographically).

• While this scenario would only place a 6-8 program today, Compass and DSST are both 6-12 programs expected to seek placement for their high school programs in the future. Enrollment projections foreshadow that there might not be enough students in the Henry area to support two new middle schools. As a result, absent significant transportation from the west zone, there is a risk of under enrollment. This same concern of under enrollment would be true for Kennedy High School, DSST VII High School and/or Compass High School beginning in 2019, when/if the approved high school programs seek placement.

Appendices

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Appendix A: Potential Conditions on Placement for DSST

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Conditions on Placement for DSST

By November 20, 2015, affirm commitment to enroll and serve ELLs of all language and academic levels at any time.

By November 20, 2015, ensure that the Language Allocation Guidelines will deliver native language instruction using a table similar to that provided on the native language instruction rubric. If one or more content areas will be delivered partially in Spanish and partially in English, the Language Allocation Guidelines will reflect the percentage of instruction that will occur in each language, ensuring that an annual minimum of 30% of content instruction is being delivered through the native language for ACCESS 1-1.9 students, 20% for ACCESS 2-3.5 students. (Note: The amount of native language instruction provided may exceed these percentages but will never be less.)

By November 20, 2015, develop the set of criteria that will be used to make decisions regarding the level of native language support for ACCESS >3.4 students will receive in alignment with the Language Allocation Guidelines. The criteria will outline the benchmarks that will be used to determine:

When students are eligible to receive native language support When students are eligible to receive content instruction in all English

By May 15, 2016, identify curriculum and resources for native language support & instruction – SEE “Curriculum & Resources/Materials” section of the Rubric.

By May 15, 2016, outline the scope & sequence of native language instruction that includes SLD, Bridge, and Extension - SEE “Curriculum & Resources/Materials” section of the Rubric.

By November 20, 2015, align the language proficiency targets by grade level with the Language Allocation Guidelines and criteria for the level of native language instruction and/or support provided to students.

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By November 20, 2015, develop the set of criteria that will be used to make decisions regarding the level of native language instruction students will receive in alignment with the Language Allocation Guidelines. The criteria will outline the benchmarks that will be used to determine:

How students will be scheduled in native language instruction blocks (required for students ACCESS 1-3.5) Differentiation of the level of native language instruction based on student need When students are eligible to receive content instruction in English with native language supports When students are eligible to receive content instruction in all English

By November 20, 2015, define who will make decisions regarding student placement in alignment with language allocation guidelines, and how often students will be evaluated to make these decisions.

By May 15, 2016 provide the standard based Spanish curriculum(s) that will be used to deliver native language instruction for each content area. • By May 15, 2016, for native language instruction, the curriculum must provide grade and subject

appropriate Spanish language core content materials, comparable to the English-language content materials used in mainstream English language classrooms. Comparability shall be determined with reference to the Common Core State Standards.

• By May 15, for native language support, select curriculum that provide grade and subject appropriate Spanish language core content materials, comparable to the English-language content materials used in mainstream English language classrooms, so that the comparable materials can be used as instructional supports for ELLs.

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By May 15, 2016, provide scope and sequence maps for each content area that will provide native language instruction.

• As content areas will be taught in English or Spanish depending on the grade level, create a long-term scope and sequence for each content area outlining how language and concepts will be built in each content area over the course of grades 6-8. For example, what will be taught in science in English in grade 6, in Spanish in grade 7 and again in English in grade 8? The scope and sequence for science will articulate how providing native language instruction will build concepts and language over time for students. These maps will also be developed for math and social studies.

• For each content area, provide scope and sequence maps that outline each unit showing when and how native language instruction will occur, the point of bridging and how content will be extended into English. The scope and sequence maps can also highlight where there is room for differentiation based on student need but should always align to the Language Allocation Guidelines.

By November 20, 2015, provide a Master Schedule for each grade level demonstrating when native language instruction in the content area will occur. The master schedule must be consistent with the Language Allocation Guidelines and the set of criteria that will be used to determine the level of native language instruction that the students will receive as part of their school day.

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By November 20, 2015, follow the developed Master Schedule for each grade level that shows when native language instruction in the content area will occur. The master schedule must be consistent with the Language Allocation Guidelines and the set of criteria that will be used to determine the level of native language instruction that the students will receive as part of their school day.

By November 20, 2015, develop and implement a staffing model that ensures & demonstrates how language allocation guidelines will be implemented with fidelity.

• By May 15, 2015, hire an ELA Administrator with expertise in working in a native language instruction model.

Hire an ELA Administrator with expertise in working in a native language instruction model.

• By May 15, 2015, submit the professional development plan to train teachers on the native language instruction model. The PD must be led by an individual with expertise in native language instruction, and completion of the PD by all teachers is required. The PD plan will include how and when teachers will learn about: o The Language Allocation Guidelines o How to plan language instruction so that what is learned in one language supports and

reinforces what is learned in the other language o Strategies for bridging and extending concepts and language into English o Understanding the scope and sequence maps created for each content area

• Developing assessments that match the language of instruction

Although beyond the appropriate scope of conditions, DPS encourages DSST to establish a process to afford its students the opportunity to receive the Seal of Bi-literacy on their high school diplomas.

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Appendix B: Where do Southwest 6th Grade Residents Attend School in 2015-16?

School Name 2015 6th Graders 2014 SPF

Kepner 130 Accredited On Probation

Compass Academy 115 #N/A

Strive – Westwood 111 Distinguished

West Leadership 109 Accredited On Watch

West Generations 93 Accredited On Probation

KIPP Sunshine Peak 87 Distinguished

Strive – Federal 71 Meets Expectations

Kunsmiller 68 Accredited On Watch

Grant Beacon 44 Meets Expectations

Henry World 44 Accredited On Priority Watch

DCIS 42 Meets Expectations

DSST College View 37 Distinguished

STRIVE - Lake 26 Accredited On Watch

GALS 25 Meets Expectations

West Zone Southwest Zone

School Name 2015 6th Graders 2014 SPF

Henry World 120 Accredited On Priority Watch

DSST College View 107 Distinguished

Kunsmiller 57 Accredited On Watch

Grant Ranch 39 Meets Expectations

Strive Federal 39 Meets Expectations

Summit Academy 11 Accredited On Probation

Strive Westwood 11 Distinguished

Denison Montessori 9 Meets Expectations

Grant Beacon 6 Meets Expectations

Merrill 4 Meets Expectations

Cesar Chavez 2 Accredited On Watch

Compass Academy 2 #N/A

Kepner 2 Accredited On Probation

SPF Rating 2015 6th Graders % of 6th Graders

Distinguished 122 29%

Meets Expectations 102 24%

Accredited On Watch 62 15%

Accredited On Priority Watch 120 28%

Accredited On Probation 15 4%

#N/A 2 <1%

SPF Rating 2015 6th Graders % of 6th Graders

Distinguished 255 23%

Meets Expectations 245 22%

Accredited On Watch 212 19%

Accredited On Priority Watch 49 4%

Accredited On Probation 239 21%

#N/A 115 10%

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Appendix C: Compass Scatterplot: 2015 Round 1 Top Choice

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Appendix C: DSST CV Scatterplot: 2015 Round 1 Top Choice

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Appendix D: Southwest 2020 Enrollment Projections

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2020 Combined SW Denver Zone Enrollment & Capacity Projections

2020 Enrollment 2020 Capacity if DSST is opened at Henry & Lincoln

West Zone students: 2,900 SW Zone students: 1,200 Total SW Denver students: 4,100 Choice out rate: 7% (this represents a significant decrease from today’s 30% choice out due to increased quality of schools) Total choice-out: 300 Choice in and recapture: 200 (?) TOTAL PROJECTED 2020 Enrollment: 3,800 – 4,000

West zone seats: 3,275 SW zone seats: 1,360 Total SW Denver seats: 4,635

A possible placement of multiple additional middle schools in SW Denver could produce excess supply that could result in one or more schools

needing to reduce enrollment or possibly having to close.

Appendix D: Southwest 2020 Enrollment Projections

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West MS Zone Capacity Projections 2020

2020 Enrollment 2020 Capacity

Total reside: 2,900

Compass: 330 DSST-Lincoln: 450 Kepner-Beacon: 450 KIPP: 375 Kunsmiller: 200 Strive-Kepner: 360 Strive-Westwood: 360 West Generations: 375 West Leadership: 375 Zone Seats: 3,275 seats

Appendix D: Placement of Multiple Schools Will Likely Create Significant Long-term Oversupply & Enrollment Risk to the Schools

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2020 SW Zone Enrollment & Capacity Projections

2020 Enrollment 2020 Capacity

Total reside: 1,200 DSST College View: 450 Bear Valley at Henry: 450 Kunsmiller: 100 Strive Federal: 360 Zone Seats: 1,360

Documents

Superintendent’s Recommendations on Placements...•Greta Martinez, Assistant Superintendent •David Suppes, COO •Alyssa Whitehead-Bust, Chief Academic and Innovation Officer