Sims Fayola International Academy-Denver
Charter Application
Submitted to:
Denver Public Schools Office of School Reform and Innovation
September 12, 2011
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Table of Contents
INTRODUCTION
School Proposal Overview & Enrollment Projections
Executive Summary
Mission and Vision
Growth
Need and Target Population
Education Plan
Instruction Delivery
Leadership and Governance
MISSION, VISION AND SCHOOL CULTURE
Mission Statement
Vision and Growth
Vision
Growth
Targeted Student Population
School Culture
Design Team and Leadership
Membership/Individuals on Design Team
School Leader and Leadership Team
Education Plan
Curriculum and Instructional Design
Curriculum
Instructional Delivery and Design
Pupil Performance Standard
SCHOOL CALENDAR AND DAILY SCHEDULE
Daily Rotations
Trimester System
Supplemental Programming
Special Populations and At-Risk Students
Free, Appropriate Public Education in the Least Restrictive Environment
English Language Learner Students
Student Recruitment and Enrollment
Plan for Student Recruitment and Marketing
Enrollment Policy and Timeline
Student Discipline
PERFORMANCE MANAGEMENT
Assessment Portfolio
Frequency of Data Analysis
Data Reporting
Student Performance Information Management System
LEADERSHIP AND STAFFING
Staff Structure
Year 1 Leadership Roles
Full Capacity Roles
Salary
Recruitment and Hiring
Evaluations
Professional Development
Governance and Management
Legal Status and Governing Documents
Governing Board
Governance Philosophy
Structure, Roles, Composition
Board Creation/Transition
Procedures
Board Expansion, Development, Succession
Advisory Bodies
Grievance Process
Parent and Community Involvement
Parent Involvement
School and Community Partnerships
Start-up and Operations
Start-up Plan
Transportation
Safety and Security
Safety Training
Insurance Coverage
Facility Needs
Waivers
Budget and Finance
Budget Form
Managing Budgeting, Accounting, Purchasing, Payroll and Audits
Financial Management and Internal Controls/Procedures
Delegation of Duties
Internal Controls and Financial Systems
Budget Process
Payments and Incoming Funds
Internal Accounting and Reporting Procedures
Independent Audit Report
Cash flow Management Plan
Budget Narrative
Professional Development
Staffing Considerations
Per Pupil Revenue
Anticipated Funding Sources
Budgetary Considerations
Ending Fund Balance
Contingency Budget
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INTRODUCTION
The Founding Board of Directors of Sims Fayola International Academy-Denver (SFIA-D) is pleased to present the Denver Public School Board of Education with this charter school application for a 3-year charter. This charter application is for an all-male middle/high school to be located in the Far Northeast (FNE) region. SFIA–D will provide a College Preparatory, International Studies program with daily character and leadership education to 250 young men in the 6th and 9th grades during its first year, using primarily a Project-Based Learning (PBL) approach. At capacity, with 6th – 12th grades, SFIA–D will provide 722 high quality seats to families of the FNE region.
It is no secret that Black and Latino males have been traditionally underserved and are struggling in US schools as they are currently structured. Two recent reports, one from the Council of the Great City Schools (CGCS) and one from the American Institutes for Research, reveal that the achievement gap is still large between students of color and their white peers. Students of color are markedly underrepresented in the top 25th percentile of students in the United States. The proportionally low number of African-American and Latino male students who achieve at high levels academically and are globally competent and competitive is the fundamental issue guiding our mission, vision, and practices. With graduation rates declining and drop-out rates, suspensions, and enrollment in special education programs increasing, the leadership of Sims Fayola recognizes the challenge and humbly accepts the responsibility of being part of the movement to improve the educational outcomes for this student population.
The report by the CGCS indicates that in the 8th grade, only 12% of African American males across the country perform at or above proficient in math, compared with 44% of white males. In FNE Denver, only 19% and 36% of African American and Latino males (grades 6 – 12) met/exceeded expectations in Mathematics and Reading respectively in 2010.[1]Socially, the urban male population has the highest crime rate and jails and juvenile centers are full of urban males between the ages of 16 and 21 (800,000 African American males as of 2010). The current state of affairs, if left unaddressed, not only threatens to devastate more lives of students but also to negatively impact the ability of Black and Latino males to care for their families. We believe our model/school structure will improve the outcomes for students in the FNE region.
Our academic program is appropriate because it directly addresses the issues of low rigor, low enrollment in advanced level courses, lack of global competitiveness and awareness, insufficient character education, ineffective instructional strategies for males and is appropriate for English Language Learners.
SFIA–D looks forward to working with Denver Public Schools to create a learning experience for young men that will increase college readiness, global competence, and global awareness.
Sincerely,
Ben Moultrie, Board PresidentDedrick Sims, Executive Director
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School Proposal Overview & Enrollment Projections
Name of proposed school: Sims Fayola International Academy—Denver
Primary contact person: Dedrick J. Sims
Mailing address: 13918 East Mississippi #480, Aurora, CO 80012
Phone: (day) 720-515-7342(evening) 720-515-7342
Email address:
Name of team or entity applying: Sims Fayola International Academy, Inc.
Names, roles, and current employment of all persons on applicant team:
Dedrick Sims: Executive Director, Sims Fayola International Academy-Denver
Ben Moultrie: Board President, Financial Advisor: Trilogy Financial Services
Alton Clark: Board Vice President, Associate Director: Metropolitan State College of Denver
Ken Greene: Board Treasurer, Deputy Manager of Aviation: Denver International Airport
Towanna Henderson: Board Member, Parent Liaison: Denver Public Schools
Tameka Brigham: Board Member, Professor: Metro State University
Brandon Sylvester: Board Member, Associate Director of Development: Community College of Aurora
Caroll Duran: Board Member, Assistant Principal
Does the applicant team currently operate any other schools? No
Does the school expect to contract with an education service provider (ESP)/education management organization (EMO) or other organization for school management/operation?
No
Model or Focus of Proposed School (ex: Arts, College Prep, Dual Language, etc.):
College-Prep/International Studies
Grade level(s) to be served: At opening: 6 & 9/ At full enrollment: 6th – 12th
Please indicate the Region and the priority need area you are applying to serve:Far Northeast Region
Is the team willing to share a facility with another school? Yes No
Name of proposed Principal Candidate:AamirAshiqali
Current employment: Former Principal of PFC Omar E. Torres Charter School (Chicago, IL: UNO Network)
Daytime Phone:847-401-7310Email:
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Executive Summary
Mission and Vision
The mission of Sims Fayola International Academy–Denver (SFIA–D) is to graduate globally competent, college-ready males who possess the knowledge, skills and habits of mind necessary to succeed and contribute in the 21st Century global environment. The vision of SFIA-D is to prepare urban males to become creative and innovative thinkers and responsible world citizens through international awareness, competence, and a global perspective of excellence.
Growth
At full capacity, SFIA-D will be a 6th – 12th grade open enrollment school that will serve 722 students in YR 4 (Year 4). Initially, we propose to open the 2012 – 2013 year with 250 students in the 6th and 9th grades.
By adding only 120 students in the 6th grade and 130 in the 9th grade per year for the first 3 years,we will strategically develop culture, curriculum and assessment systems. As research indicates, smaller schools are highly effective for urban students when it comes to academic achievement.[2] Our small school model will also facilitate the building of a strong curriculum and appropriate interventions for the English Language Learners (ELL) we will serve. Research also shows that students in smaller schools have better attendance, higher graduation rates and increased student engagement and achievement[3].
Need and Target Population
With 2009 graduation rates for African American and Latino males at 48.8% and 40.8%, respectively, and drop-out rates at 7.7% and 8.8%, respectively, within the Denver Public School System (DPS), the leadership of Sims Fayola recognizes the challenge and humbly accepts the responsibility to be a part of the solution for the male scholars of the DPS Far Northeast region. According to the Call for Quality Schools report and the Keys to Denver’s Educational Excellence report, Montbello is one of three high school zones that have the greatest need for high performing school options at all grade divisions. SFIA-D seeks to serve 722 male students in this region where only 20% of the middle school and 0% of high school students (this is one of the primary reasons we are starting with 9thgrade, and not just 6th grade) are performing well based on total School Performance Framework (SPF) ratings. For the male students in the region, in 2010, only 19% and 36% of African American and Latino males (grades 6 – 12) met/exceeded expectations in Mathematics and Reading respectively.[4]
Our unique single gender, international studies model offers a choice unlike any other currently found in the region. According to long term studies of children from around the world, students achieve more and learn better in single sex schools[5]. Additionally, our project-based learning instructional strategies has been shown to increase the likelihood of our middle – school students and English Language Learners to meet their academic goals and targets[6]. In “Meeting the Challenge ofContent Instruction” by Judie Haynes & Judith O’Loughlin (1999), one of the best ways identified to teach English as a Second Language (ESL)students is to “provide concrete examples.”Because of this results-driven and relevant approach, we expect a significant increase to the 70% and 57% capture rates of middle and high school levels, respectively, and a reduction in the persistent 35% achievement gap between the district’s White/Asian students and African American/Latino students in the Far Northeast Region. This will provide an opportunity for Latino families to participate in the DPS Choice Program within their zone of residence with confidence.[7]
Education Plan
SFIA-D’s academic philosophy is founded on two core beliefs: all students can achieve at high levels, and international competence and awareness are absolutely necessary for success in the 21st century. In alignment with our core beliefs and mission, SFIA-D will offer a 3-phased college preparatory/international studies curriculum delivered primarily using project-based instructional strategies.
We will have a special focus on reading, writing and mathematics in our lower grades in response to the historically low performance of 5th and 8th grade males, according to the Colorado Student Assessment Program (CSAP) within the last three years. Additionally, our 4-year requirement of Spanish will enable our ELL students to increase the development of their native language, which significantly enhances the development of a second language. Only after meeting specific academic quality indicators at the end of YR 3 (2014-15), will we seek to become an “IB World School” and offer the IB Diploma Programme in YR 5 (2017-18). See Attachment D1 for IB Diploma Readiness Criteria.
Instruction Delivery
Our active learning instructional programming is founded on research-based and classroom-tested approaches that have proven to be highly effective with male students, ELL, and students that are performing below grade level. Listed below are a few of our universally implemented, research-based approaches:
- Cooperative Learning/Small Group Instruction: Cooperative learning has been shown to raise the achievement of lower achieving learners as well as English Language Learners.[8] Minority male students thrive in social learning environments, and male students in general respond positively to the powerful dynamics of team organization[9]. For ELL students especially, cooperative learning promotes language acquisition by providing comprehensible input in developmentally appropriate ways and in a supportive and motivating environment[10].
- Project-Based Learning: Project-based learning is student-centered and student-driven, and helps students make connections between what they are learning in the classroom and their lives. The rigor involved in the PBL requires students to fine tune their critical thinking ability, gets their creative juices flowing, and use knowledge from a breadth of curriculum.ELL students thrive in a project-based learning environment because projects give them the opportunity to learn with others through peer-to-peer exchange, vocabularies development through conversation, to use their own strengths and cultural background to accelerate their language acquisition at the same time that they are learning about topics of interest.
- Service Learning Projects:It is a powerful approach to teaching that provides our young men with authentic learning experiences in which they learn academic content in a real-world context. Our emphasis on service learning aligns directly with our emphasis on leadership, civic responsibility, and character development. English Language Learners also benefit significantly in service learning project because of its research proven benefit of providing meaningful contexts to demonstrate understanding[11].
Leadership and Governance
Through several well-respected leadership training programs,exposure to the nations highest performing schools, and work relevant experience in schools, the Executive Director and Principal bring solid and relevant leadership knowledge and experience to SFIA-D’s families.
See Attachment 9: Principal Candidate Results as a School Leader.
The Founding Board of Directors is comprised of a high capacity, committed, and diverse group of professionals from within the Far Northeast community and the city at large. Please see the “Governance” section for a table of relevant skills of each board member. Providing effective and stable governance throughout the charter term, the Board will ensure that SFIA-D delivers on its mission by holding school leadership directly accountable for results.
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MISSION, VISION AND SCHOOL CULTURE
Mission Statement
The mission of SFIA-D is to:
“Graduate globally competent, college-ready males who possess the knowledge, skills, and habits of mind necessary to succeed and contribute in the 21st Century global environment”
The mission is in direct alignment with the DPS mission:
“To provide all students the knowledge and skills necessary to become contributing citizens in our diverse society and to compete in the 21st Century global economy”
The mission is and will continue to be the guiding principle for decisions affecting the educational program, instructional methodology, and school culture.
Vision and Growth
Vision
The vision of Sims Fayola International Academy-Denver is to prepare urban males to become creative and innovative thinkers and responsible world citizens through international awareness, competence, and a global perspective of excellence. SFIA-D young men will be leaders in their communities and lead all schools in Denver in college acceptance and graduation rates for males. SFIA-D young men will be represented in various international careers where their educational foundation has prepared them to be leaders.
Growth
At full capacity, SFIA-D will be a 6th – 12th grade open enrollment school that will serve 722 students. Initially, we propose to open the 2012 – 2013 YR with 250 students in the 6th and 9th grades. By adding a small amount of students per year to the 6th and 9th grades, we will strategically develop culture, appropriate ELL interventions, curriculum, and assessment systems. Only after building a strong cultural foundation of academic achievement will we increase our organizational complexity and size.
Targeted Student Population
SFIA-D will serve the young men in Denver’s Far Northeast region. The demographics of the students of that region are:
Racial/Ethnic Composition / % African-American: 38%% Asian: 4%
% Caucasian: 29%
% Latino: 28%
% Native American: 0.6%
Socio-economic Status / % Qualifying for Free/Reduced Price Lunch: 88%
English Language Learners / % Qualifying for ELL Services: 34%
Special Education Students / % Receiving Special Education Services: 10%
According to 2009 – 2010 SPF Summary data, the elementary schools in the Far Northeast Region experienced less than 50% growth. Additionally, in the Far Northeast region, an average of 37% of 5th grade student met/exceeded expectations in Reading, and 36% of 5th grade students met/exceeded expectations in Mathematics on the CSAP in the surrounding elementary schools. More relevant data for the students of the Far Northeast region is the 39% and 37% of 5th grade boys that met/exceeded expectations in Mathematics and Reading, respectively. Therefore, we anticipate that the majority of incoming 6th and 9th grade students will perform below grade level in both subject areas. Further, based upon the current Special Education percentages of the region and the percentage of students who qualify for SPED services at nearby elementary schools, we anticipate that approximately 14% of the student population will require special education services.
School Culture
The culture of SFIA-D is paramount to the actualization of our mission to ensure that all our young men are college ready and globally competitive. The foundational blocks of the school culture include:
- The “Fayola Zone”: Heart of A Champion Character Education Program[12]
- Sims Fayola Core Values: Discipline, Hard Work, Character, Commitment and Vision.
Fayola Zone
The meaning of the name Fayola is “Good Fortune Walks With Honor.” Fayola Zone is a dedication to our core values of Discipline, Hard Work, Character, Commitment and Vision. The meaning of the name speaks directly to our character education program. It reinforces our message that with good character traits good fortune will follow. We will intentionally develop a culture supported by our core values in every aspectof day-to-day life at SFIA-D.