It is with great pleasure that we present you an application to operate a charter school in District 12 under the Charter School Act Colo. Rev. State. Section 22-30.5-106. We have analyzed the Charter School law and believe we are in compliance with all the requirements necessary for you to act on our application.


We understand that upon receipt of this application it is the Board's responsibility to hold community meetings in the school district to assist you in your decision concerning the charter school. The law states, "The local board of education shall rule on the application for a charter school in a public hearing, upon reasonable public notice, within sixty days after receiving the application." The law also states that the District Accountability Committee will review the charter school application prior to the local school board making its final decision on the application.


We have established a time line in our application consistent with the Charter School law. It is our intent to give the community sufficient input to the Academy so that they can fully understand its structure and purpose.


Between now and January 31, 1995 we will be scheduling community discussions to inform and interest parents of elementary students in the District about the Academy. These meetings will be conducted by our board and will be separate from any meetings the School Board of District 12 would schedule. We might want to use the elementary buildings for these meetings. If so, we will work with the principals of each school to schedule dates that will not conflict with other school activities.


Throughout the 60 days we will be collecting our letters of support and letters of intent. In a spirit of cooperation with the district, we chose not to market the Academy until after the bond election was completed.


The application you are receiving tonight represents the start of a process which hopefully will result in the functioning of a charter school in District 12. We have reviewed several applications and modeled ours after the applications already approved and operating in the state. We desire and seek your cooperation.

INTRODUCTION

The Board of Directors of the Cheyenne Mountain Charter Academy is pleased to submit this charter school application to the Board of Directors of the Cheyenne Mountain School District. The Charter School Act provides a mechanism for introducing choice, diversity, and parental involvement into public education, and we are pleased to be a part of this worthwhile initiative.


This application is divided into two parts. The first part consists of information required by the Charter School Act and the second part is the additional information we wish to include, while the appendices supplement and expand upon the information.


Throughout this application the following terms will have the meanings set forth below:



Academy = Cheyenne Mountain Charter Academy


District = School District No. 12 in the County of El Paso and State of Colorado


School Board = Board of Directors of the District


Contract = The contract between the Academy and District


Charter = The charter school agreement between the District and the Academy.

 

The charter school agreement will consist of this application, as it may be hereafter amended, and the Contract.


State Board = Colorado State Board of Education


Charter School Act = Colo. Rev. Stat. Secs. 22-30.5-101 et seq.



The initial Board of Directors of the Academy is set forth in Appendix A. Any questions about this application may be directed to Deborah Cole who may be reached at 4465 Gloucester Court, Colorado Springs, Colorado 80906, 540-0388.

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Section (a)

Mission Statement

Pursuant to Colo. Rev. Stat. Section 22-30.5-106(1)(a) the Board of Directors submit the following mission statement, which is consistent with the principles of the general assembly's declared purposes in the Charter School Act.


The mission of Cheyenne Mountain Charter Academy is to help guide students in development of their character and academic potential through academically rigorous, content-rich educational programs.

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Section (b)

Goals, Objectives and Pupil Performance Standards

Pursuant to Colo. Rev. Stat. Section 22-30.5-106(1)(b) the Academy's Board of Directors has adopted the following goals, objectives and pupil performance standards to be achieved by the Academy.


I. Goals


A. Attendance


The importance of regular attendance cannot be overstated, and the Academy will strive for consistently high attendance rates. The Academy will identify and address non-illness related situations that could prevent or hinder regular attendance.


B. Stable Enrollment


In order to benefit the individual child as much as possible, the Academy will make every effort to maintain a stable enrollment during the term of the Charter.


C. Discipline and Safe Learning Environment


Parents and students will sign a contract promising to honor the code of behavior drawn up for Cheyenne Mountain Charter Academy. This code of behavior, in addition to stipulating standards of conduct, will specify disciplinary measures to be taken in the event of misbehavior. Discipline and classroom disruptions will be handled within the classroom. Students and instructors will respect each other and their surroundings. A safe school environment including classroom, hallways, common areas, and playground will be paramount. Corporal punishment will not be used.


D. Communal Involvement


The Academy intends to provide an educational system that serves the needs of the community and the parents and provides parents an unprecedented opportunity for hands-on involvement In the structure and operation of their children's school.


E. Class Size


In order to maximize teacher attention to each child, class size will be limited. It is the intent of the Board of Directors of the Academy to hire teacher's aides to assist the teachers in the development of the students' academic potential.



II. Objectives


A. Attendance


The Academy will achieve an attendance record meeting or exceeding that of the average elementary school within the District. To assist in meeting this goal, the Academy will facilitate voluntary car pooling among students' parents.


B. Stable Enrollment


The Academy will strive for a voluntary enrollment rate of 100% of the eligible student population in years two through five of the Charter.


C. Discipline


A Discipline code will be established.


D. Community Involvement


Parental support is highly encouraged. The Academy has set a goal of parental and community involvement equal to 10% or more of the total teaching hours budgeted each year.


E. Class Size


Class size will be limited to approximately 21 in K-2 and approximately 24 in grades 3-8. Maximum enrollment allowed in any class will be 26.


III. Pupil Performance Standards


The Cheyenne Mountain Charter Academy exists to fulfill the students' academic needs. So that the District can measure the success of the Academy as compared to other public elementary schools, in the Fall of 1995 the Academy's students will be required to take one or more standardized tests (probably the Stanford test) currently used by the District. The Academy will then tabulate the median test scores in each subject area, cross-referenced by race/ethnic guidelines and gender. This will establish the baseline for the Academy's program. This process will be repeated each Spring. The Academy has established a goal of increasing the median scores in all subject areas. The Academy's goal is to achieve an average median attainment level of 80% in all subjects for all grade levels.


The learning disabled would be exempted from the standards, and standards relevant to individual situations would be adopted in their place. Such exemptions would become part of the information exchange with the District and be included in all reports.

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Section (c)

Evidence of Support

Pursuant to Colo. Rev. State. Section 22-30.5-106(1)(c) the Cheyenne Mountain Charter Academy's Board of Directors has obtained the following evidence that an adequate number of parents, teachers, pupils, or any combination thereof support the formation of the Cheyenne Mountain Charter Academy:


I. Letters of Support


Appendix B is the letter of support that will be circulated to determine the district's support for the school. It is anticipated that the organizers of the Academy will receive a large number of letters of support. Jefferson Academy received 45 letters to be included in their application. It is the goal of the Academy to collect at least 100 before January 20, 1995.


II. Letters of Intent


In addition to letters of support, non-binding letters of intent will be collected. Appendix C consists of the letters of Intent form. These letters of Intent represent the Intention of parents to enroll their students in the Academy for the school year I995/96. Although we have yet to begin the marketing program for the Academy, the Jefferson Academy serves as a good example of the popularity of the charter school.


On January 12, 1994 they had collected 67 letters of intent. Those letter of intent represented the intention of parents to fill 44% of the Jefferson Academy's opening day capacity. By the time the school year started, the initial enrollment of 192 student was entirely spoken for. After two months of operation this fall, the school had over 300 students on its waiting list.

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Section (d)

Statement of Need

Pursuant to Colo. Rev. Stat. Section 22-30.5-106(1)(d) the Academy's Board of Directors submits the following statement of the need for the Cheyenne Mountain Charter Academy in the District or in a geographic area close to the District:


As evidenced by the success of charter schools throughout the state, many parents would like to send their children to a school like the Cheyenne Mountain Charter Academy that provides a content-rich, "back-to-basics" learning environment. As Professor E.D. Hirsch, Jr. stated in an interview with the Rocky Mountain News, "Everybody who knows anything about skills acquisition knows that skills are domain-specific and knowledge-dependent."


Some in the educational community say that it is not important to teach children content. Rather, we should teach them "how to learn." But as Professor Hirsch states, 'The motion that understanding and processes and skills can be disconnected from knowledge is simply a false theory. It is an empirically incorrect theory, and all of the research on skills acquisition says so."


The Board of Directors of the Academy agrees with Professor Hirsch's assessment of the need for a content-rich learning experience in elementary school. As noted in the Core Knowledge Curriculum materials in Appendix D,

"'Learning how to learn' is an admirable aim but a misleading slogan. If learning is to proceed on any principle besides random chance, then there must be a carefully sequenced body of knowledge. Why? Because children learn new knowledge by building upon what they already know. It's important to begin building foundations of knowledge in the early grades because that's when children are most receptive, and because academic deficiencies in the first six grades can permanently impair the quality of later learning. As much research demonstrates, the most powerful tool for later learning is not an abstract set of procedures (such as 'problem solving') but a broad base of knowledge covering many domains."

 

In addition to Professor Hirsch's comments, the Cheyenne Mountain Charter Academy's Board of Directors believes that the following passage from James Madison Elementary School, by William J. Bennett, former Secretary of the United States Department of Education, is a cogent description of the need for the type of educational program the Cheyenne Mountain Charter Academy will provide:

"Each year 32 million children will be taught by more than 1.6 million teachers in 81,000 American elementary schools. What takes place in these classrooms will determine the future of American learning. Our system of education is like a pyramid. Each level . . . depends on the fulfillment of its aims and expectations on earlier student preparation and achievement. Failure at any one level will diminish possibilities for the next. And failure at the foundation -- failure by any significant number of elementary schools to teach well, failure by any significant number of elementary school students to learn what they should -- will diminish the whole.


"Today, despite recent advances, the absolute level of American elementary school achievement is still too low. A series of careful national assessment suggests that our children have a still insufficient command of basic subjects; reading and writing, mathematics and science, history and foreign language, and music and art. International comparisons confirm these conclusions. In several important academic disciplines, American elementary school students lag well behind their foreign counterparts. According to pioneering research by Harvard's Jeanne Chall and other scholars of education, the problem becomes particularly acute around 4th grade, when the basic skills covered in earlier years must for the first time be applied to the study of more complex knowledge and ideas. This "4th grade slump," as Professor Chall has dubbed it, hits our disadvantaged students with greatest force. But no group of American children is entirely immune, and by the time they finish 8th grade, too many of our students are ill-prepared for the kind of high school education we want them to have.


"It's not their fault, of course. Children learn what adults choose to teach them. If we are dissatisfied with what our students know, then we must improve the quality of instruction in our schools. And before we can do that, we must once again commit ourselves to solid content as a first principle of the elementary curriculum.


The Case for Content


"That learning is necessarily incremental and cumulative does not mean that it must be painful or unwanted. Quite the opposite, in fact. Education has a powerful ally in human nature. Any parent can confirm that young children have a healthy appetite for facts and information, even about subjects that may not become fully meaningful to them until much later in their lives. Most families do their best to satisfy part of this appetite at home, and most want and expect their elementary schools to help out. But many parents, it seems, are now unhappy with the help they're getting. By a two-to-one margin in the 1987 Gallup education poll, Americans all across the country said that our elementary schools pay insufficient attention to instruction in basic knowledge.


"Opinions like these are not to be taken likely. Determining goals for elementary curricula is not an esoteric or scientific pursuit for experts only, and parents need not be sophisticated in the language and literature of school research to tell good education from bad. When it comes to their children, It is American parents who have the strongest, sharpest, and truest motives for concern. If they want our schools to teach their children more and better content -- fundamental skills, facts, and ideas -- they should be listened to.


"Too frequently these days they are instead ignored. Received educational wisdom often stands opposed to common sense; today, unfortunately, much of it also stands opposed to content. In the professional schools that train our teachers and develop our curricula, it is still possible -- more than a decade after the nation's disastrous educational experiments of the 1960's and 1970's -- to see content-rich elementary study decried as "rote" learning, to be told that children may be taught "higher-order thinking skills" without reference to specific knowledge, or to hear that the "mere facts" of traditional school subjects are unimportant to early instruction in more relevant general "understandings."


"These superstitions and prejudices still find their way into our children's elementary school classroom -- in English programs that spurn serious literature in favor of bland banal readers and skill-workbooks; in social studies teaching that neglects history and geography to concentrate on mundane details of everyday life; in mathematics instruction that, however dressed up with fancy new strategies and slogans, is nevertheless restricted to years of repetitive, rudimentary arithmetic; in science lessons without scientific method; in art and music, "experiences" which rarely extend beyond undisciplined appeals to feelings and emotions; and in foreign language education that hardly exists at all. It sometimes seems that such curricula are constructed on the assumption that it doesn't really matter what young children study so long as it is frivolous, unchallenging and easily accessible.


"The genius of modem American education has been its application of discoveries about the rhythms and patterns of childhood intellectual development to a system of mass and democratic schooling. These discoveries are real and they are valuable. Today we know more about the process of learning than we ever have before. While we teach, we try to encourage our children to be inventive, flexible, and creative. We try to mobilize their interests, to accommodate our instruction to their individual needs, and to develop in them the capacity for self-expression and independent study.


"Information about the process of teaching and learning can recall a lot about our educational goals -- what their limits might be and how we might best approach them. But it cannot determine those goals on its own; it has little to say about what our elementary school students should know. That much is up to us."
(emphasis added).

 

In addition to a curriculum that is academically rigorous and rich in content, the Board of Directors of the Cheyenne Mountain Charter Academy believe that academics cannot be taught in a moral vacuum.


In the book, Why Johnny Can't Tell Right From Wrong, William Kilpatrick, a professor of Education at Boston College, states the following:

"The core problem facing our schools Is a moral one. All the other problems derive from it. Hence, all the various attempts at school reform are unlikely to succeed unless character education is put at the top of the agenda.


"If students don't learn self-discipline and respect for others, they will continue to exploit each other sexually no matter how many health clinics and condom distribution plans are created.


"If they don't learn habits of courage and justice curriculums designed to improve their self-esteem won't stop the epidemic of extortion, bullying, and violence; neither will courses designed to make them more sensitive to diversity.


"Even academic reform depends on putting character first Children need courage to tackle difficult assignments. They need self-discipline if they are going to devote their time to homework rather than television. They need the diligence and perseverance required to do this day after day. If they don't acquire intellectual virtues such as commitment to learning, objectivity, respect for the truth, and humility in the face of facts, then critical-thinking strategies will only amount to one more gimmick in the curriculum.


"If, on the other hand, the schools were to make the formation of good character a priority goal, many other things would fall into place. Hitherto unsolvable problems such as violence, vandalism, drug use, teen pregnancies, unruly classrooms, and academic deterioration would prove to be less intractable than presently imagined. Moreover, the moral reform of schools is not something that has to wait until other conditions are met. It doesn't depend on the rest of society reforming itself. Schools are, or can be, one of the main engines of social change. They can set the tone of society in ways no other institution on can match.


"How difficult will it be to make these reforms? Very difficult. Much ground has been lost.


"Some of the problems we now have are the result of stupid and naïve experiments in the curriculum: the adopting of programs that let children choose their own values, and that left them morally confused. Many of these children grew up unable to make commitments, and had children of their own who, in turn, became morally confused. These programs must be discarded, and new character education and sex education curriculums must be developed in their place. But the situation has deteriorated far past the point where curriculum changes alone will reverse the slide. Courses on ethics are desirable but, at this point, hardly sufficient


"The primary way to bring ethics and character back into schools is to create a positive moral environment in the schools. The ethos of a school, not its course offerings, is the decisive factor in forming character. The first thing we must change is the moral climate of the schools themselves. What we seem to have forgotten in all our concern with individual development is that schools are social institutions. Their first function is to socialize. Quite frankly, many of them have forgotten how to do that." (p.225-226)

 

"Most scholars who advocate a character education approach are agreed that, as a bare minimum, every list ought to contain the four cardinal virtues that have come down to us from the Greeks: prudence, justice, courage, and temperance. They are called cardinal because they are the axis (cardo) on which the moral life turns. They are, of course, sometimes known by other names. Prudence is 'wisdom' or 'practical wisdom,' courage is 'fortitude,' temperance is 'self-discipline' or 'self-control.'


"It is difficult to improve on what the classical writers said on the subject of the virtues, and a teacher who takes the time to read up on the subject will find that, presented in the right way, the classic conception of the virtues is capable of generating many rewarding discussions. Among other things, such discussions could examine the notion that the virtues form a unity: that in order to be a person of character, you must have all four working together. What good is it, for example, to believe in justice if you lack the courage to stand up for someone unjustly accused? And what good is courage if you lack justice and wisdom? (the Vikings were courageous in battle, but exceedingly cruel to their victims.) It is brave to administer first aid to a wounded man on a battlefield, but not very helpful unless you know what you're doing. Aristotle's notion that each virtue is a mean between two extremes should also come in for discussion. Courage, for example, is opposed not only to cowardice but also to foolhardiness. A man who lacks sufficient respect for the dangers involved is not a courageous man but a foolish man. In fact, Aristotle said that only the man who feels fear yet overcomes it for the sake of a good deed should be called courageous." ( pp 239-240)


"One of the best ways to teach the virtues is in conjunction with history and literature. In that way, students can see that they are more than abstract concepts. In Robert Bolt's play, A Man for All Seasons, we see a remarkable combination of all four virtues in one man, Sir Thomas More. The plot of High Noon revolves around a tension among justice, courage, and prudence. To Kill a Mockingbird shows one kind of courage, The Old Man and the Sea another. Measure for Measure and The Merchant of Venice teach us about justice. Moby Dick depicts a man who has lost all sense of prudence and proportion. In the character of Falstaff, we are treated to a comic depiction of intemperance; In the story of David and Bathsheba, we are shown a much harsher view of a man who yields to his desires.


"History and biography offer innumerable examples of virtue in action. A very short list for this century would include Jane Addams, Marie Curie, Winston Churchill, Douglas MacArthur, Anne Frank, Raoul Wallenberg, Rosa Parks, Ruby Bridges, Lech Walesa, and Benigno Acquino. It is true that great persons sometimes also have great faults. But for a student who has learned something of the virtues and of the difficulty of possessing them, such revelations, when they come, are less likely to be occasions of criticism. He can understand that people are not measured by occasional failing but by their whole lives.


"A study of the cardinal virtues in conjunction with history and literature can lead to worthwhile classroom discussions. Notice, however, that such discussions are a far cry from Values Clarification exercises based on nothing but a student's feelings or uninformed opinion. In one case, students carry out their discussions with a framework of moral wisdom. In the other, there is no framework, and morality becomes a matter of "what I say" versus "what you say." A knowledge of the virtues provides a standard by which opinions and feelings can be measured. A student who has begun to understand them can more accurately weigh moral arguments. He can begin to discriminate between values that change and values that don't. He can learn the difference between values that are subjective (a preference for frozen yogurt over ice cream) and values that are objective (the obligation under justice to share food with someone who is hungry, the obligation under temperance not to gorge yourself to the point of throwing up.)


"Knowledge of the virtues also gives students a gauge for choosing their models. Many young people confuse fame with heroism. They can begin to ask not only what the difference is between a hero and a celebrity but also what the difference is between someone who has physical courage (a sports hero) and someone who has both physical and moral courage (an Aleksandr Solzhenitsyn, a Martin Luther King, Jr.) They will then be in a better position to decide which qualities of famous people are worth emulating, and which are not. I am not suggesting that discussion be aimed at picking apart a student's favorite hero. Such a discussion of qualities doesn't require a naming of names. However, in the case of some famous people whose personal lives and indiscretions have become a matter of public record, that may be unavoidable. Students will bring them up anyway.

For example, since the case of Earvin 'Magic' Johnson has been thrust onto the public scene, it provides an opportunity for making some discussions. Johnson is certainly courageous in both the physical and moral sense. It takes physical courage to play professional basketball; it takes physical courage to face the pain of disease. It took moral courage to make his announcement when he did instead of waiting. Johnson does not, however, seem to have made much effort to practice the virtue of temperance. A Los Angeles Times reporter who knows Johnson well was quoted in Newsweek as suggesting that Johnson slept with more than a thousand women. How about prudence? Certainly his sexual activities were not prudent. But beyond that lies the question of the wisdom of his anti-AIDS campaign tactics. Johnson originally took a stand in favor of safe sex, not abstinence. Is that prudent advice, or does it by legitimizing teen sex, simply increase sexual activity and lead to more, not fewer, cases of AIDS? A similar question could be asked about Johnson's more recent advocacy of both safe sex and abstinence. Is that a clear message or merely a confusing one? (A further question, of course, is why we should look to basketball players for wisdom? Does the fact that we do so suggest that something is out of order in our priorities?) The virtue of justice? Johnson seems to be a just man In many respects. He has not been stingy with either his time or his money in helping the less fortunate. On the other hand, the women he put at risk might question whether Johnson acted justly in relation to them.


"The purpose of such a discussion would not be to make classroom capital out of a tragic situation, or to either condemn or exonerate Magic Johnson. The virtues are not clubs to hit other people over the head with but strengths that we should try to acquire in our own lives. But just as Magic Johnson's sickness has been made an opportunity for AIDS awareness, it could also serve as an opportunity for increased virtue awareness -- the final analysis, a much better weapon against AIDS.


The United States has an AIDS problem and a drug problem and a violence problem. None of this will go away until schools once again make it their job to teach character both directly, through the curriculum, and indirectly, by creating a moral environment in the school. Schools courageous enough to reinstate and reinforce the concept and practice of the virtues will accomplish more toward building a healthy society than an army of doctors, counselors, and social workers." (pp 242-244.)

 

METHODOLOGY


As important as the question of what to teach is the matter of how to teach. Methodology is particularly important in the lower grades, where effective transmission of the basic skills and techniques involved in reading, wring, and the arithmetic operations is the foundation for all further intellectual development. The Core Knowledge Series has demonstrated that subject matter is most effectively communicated when it is sequential, incremental, and allows for practice and repetition. We have embarked on a search for supplementary educational materials that share these characteristics and can demonstrate a track record of success.

Reading


We have been convinced that phonics is the most effective method of teaching reading. Marva Collins is the founder of Westside Preparatory, a celebrated inner-city school in Chicago which has shown great academic success. She writes, "Our three- and four-year olds learn to read at a first and even second grade level by April of each academic year with heaping doses of phonics. We believe workbooks are fine, but nothing replaces a good old 'chalktalk and blackboard demonstration.' I have seen children over and over again with eyes that hold wonder like a cup upon being able to read that first word...that first sentence...that first paragraph...and finally, an entire selection. In Alpha-Phonics, by Samuel L, Blumenfeld, we believe we have found a program that simply, clearly, and with great understanding of the phonetic structure of English, teaches reading by phonics.


Mathematics


Similarly, we have decided to adopt the Saxon math program, which has shown such impressive results at the high school level in District 12. In response to those who question the effectiveness of the Saxon approach for younger children, we quote from The 1992-93 Saxon Mathematics Program Evaluation Report on the pilot program at four Oklahoma City elementary schools. The report states, "Respondents were asked how they thought their colleagues, parents, and teachers perceived the Saxon Math program. They reported that the perceptions of their colleagues, parents, and students were overwhelmingly positive toward the Saxon Math program....When compared with the Scott-Foresman program, most respondents using the Saxon Math Program indicated that their students learned more actively, studied a greater variety of topics, were more challenged but less intimidated by Math, enjoyed and followed the lessons more easily, were more obedient, had a greater attention span, and retained more information.'


Spelling and Composition


Although virtually all elementary curricula include spelling and many include composition, the teaching of these two elements of language arts is generally recognized as weak. More often than not, the memorized weekly lists of spelling words fail to translate into proper spelling usage, while the attempts to teach good writing seem haphazard at best. It is thus with particular satisfaction that we have discovered spelling and writing programs produced by Scientific Research Associates that promise far better results. Both programs depend upon a delivery system called Direct Instruction. Direct Instruction consists of scripted lessons for the teacher to follow that provoke constant interaction with the students, both oral and written. According to SRA, "DI begins by breaking down into component subskills and teaching the subskills until students fully understand them. Then the subskllls are brought together and connected with the larger strategy. This fully integrated program gets results."


The SRA spelling program introduces further innovations of methodology. It teaches spelling by dividing English words into three different categories, according to their characteristics. These categories are phonemic, morphographic, and whole word. Whole word memorization is reserved for words that fall into no other category, while phonemic application is used when possible. The innovative contribution of this program is morphographic analysis, which breaks words into prefixes, suffixes, and roots, identifies these as meaningful units, and then groups words into families of morphographic meaning. T his method has the additional virtue of expanding vocabulary and introducing the student to the fascinating study of word etymologies.


The Reasoning and Writing program starts with the premise that clear thinking and clear writing develop together. "Level A develops higher-order thinking skills through stories that are read to the children. Predictable story structures and memorable characters teach students to recognize story problems, anticipate characters' reactions, predict outcomes, and recognize story grammars....Level B continues to work with story grammars while expanding thinking skills needed for reading comprehension. Students use facts and clues to anticipate outcomes, learn to draw logical conclusions, and become more adept at classification. They also learn to write complete sentences and short paragraphs and begin writing simple stories.


'Level C emphasizes clear communication. Students are taught to write well-organized passages that include all necessary details and exclude irrelevant information. They learn to differentiate between fact and inference. Grammar and mechanics are taught as tools for clear communication." By Level F, students are learning 'how to evaluate evidence from various perspectives and use evidence to form opinions as they write critiques. Students use a variety of reference sources to develop arguments, examine patterns and eliminate alternatives."


Drawing


Drawing with Children describes the Monart art instruction method which has demonstrated dramatic results since inception in 1979. Mona Brookes, its originator, explains the method and comments on its far-reaching impact.


"The method involves training children to perceive visual data with an alphabet of five elements of shape, demonstrating how the general shape of an object is composed of those elements, and giving them the freedom to create their own compositions and detail interpretations. The language is geared toward creating a noncompetitive and nonjudgmental environment in which the child learns that there is no wrong way to draw and that everybody can be successful. We never guessed the ramifications and impact that this would have on the field of education....


"By 1981 I found myself giving in-service training workshops throughout California to help teachers draw with their students as a part of their regular curriculum. Teachers who never thought they could draw found out they could and felt comfortable to teach others after the training. They began reporting that the structured lessons did not stifle children and in fact improved their creativity. They found that the drawing sessions were helping the children in subjects other than art. Similar reports began to surface. Children who couldn't learn the alphabet suddenly remembered all their letters after the elements of shape exercises. Reading levels jumped after teachers introduced visual perception warm-ups and relaxation techniques. Math abilities rose after they explored solutions to drawing challenges. Willingness to try other feared subjects increased after they experienced tangible success in drawing, and social skills and self-esteem soared.


Mona Brookes sums up our own conclusions about the Monart method. "Prior to developing this method to teach drawing, I had never considered the importance of art in education. As a product of the public school system and an art student, I believed that art classes were extracurricular and unrelated to the basic skills. I now believe that 'the arts' are necessary to the development of a fully rounded education."


The Charter School Act provides the first true venue to explore public schools of choice. With the charge to be innovative and the flexibility to untie the hands of charter school organizers, the General Assembly sought to give parents the best of both worlds -- public schools and the opportunity to become intimately involved in the educational process. It is our belief that we will develop a waiting list for numerous parents who desire the type of content-rich, systematic educational program that Cheyenne Mountain Charter Academy will offer.

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Section (e)

Description of Educational Program, Pupil Performance Standards, and Curriculum

Pursuant to Colo. Rev. State Section 22-30.5-106(1)(e) the Academy's Board of Directors submits the following description of its educational program, pupil performance standards and curriculum, which meets or exceeds any content standards adopted by the District and which is designed to enable each pupil to achieve such standards:


I. Educational Program and Curriculum


The Academy's educational program and approach the curriculum embraces the "Core Knowledge Sequence" developed by the Core Knowledge Foundation. Appendix E Is a copy of Vincent Carroll's extensive interview of E.D. Hlrsch, Jr., founder of the Core Knowledge Foundation, that appeared in the December 26, 1993 Rocky Mountain News, and Appendix D is a description of the Core Knowledge Sequence the Academy plans to implement in grades one through six. The series will be complemented by Alpha-Phonics, the Saxon math series, the SRA spelling and writing series, and the Monart drawing program. A kindergarten curriculum using the core knowledge concept is being developed and should be in place prior to the beginning of school.


II. Pupil Performance Standards


Goals for the Academy's pupil performance standards are set forth in Section (b).


III. Content Standards


The Academy acknowledges that the Cheyenne Mountain School District is in the process of adopting content standards based upon Sections 22-53-401 et seq. CRS (HB-93-1313). It is understood that under the Charter School Act the Academy's educational program will meet or exceed any content standards adopted by the School District. The Academy upon receiving the District's content standards may want to develop its own standards and assessments which meet or exceed the District's standards.

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Section (f)

Plan for Pupil Performance Evaluation, Types of Assessments, Timeline, and Procedures for Corrective Action

Pursuant to Colo. Rev. Stat. Section 22-30.5-106(1)(f) the Cheyenne Mountain Charter Academy's Board of Directors submit the following description of the plan for evaluating pupil performance, the types of assessments that will be used to measure pupil progress towards achievement of the Academy's pupil performance standards, the timeline for achievement of such standards, and the procedures for taking corrective action in the event that pupil performance at the Cheyenne Mountain Charter Academy falls below such standards.


I. Pupil Performance Evaluation, Types of Assessments and Procedures for Corrective Action


A. Evaluation Plan


As noted in section (b), each spring, all of the Cheyenne Mountain Charter Academy's students will take a battery of standardized tests. The Academy has established a goal of increasing the median scores in all subject areas. The Cheyenne Mountain Charter Academy's goal is to achieve an average median attainment level of 80% in all subjects for all grade levels. The learning disabled would be exempted from the standards, and standards relevant to individual situations would be adopted in their place. Such exemptions would become part of the information exchange with the District and be included in all reports. Attainment may be demonstrated by oral examination, written examinations, writing samples, audio recordings, artistic renderings, or any combination of these examples.


Per the time line attached as Appendix K, annual evaluation reports will be submitted to the District as well as an initial baseline evaluation based on standardized test methods currently in use by the District. A comparative analysis of goals established and goals achieved will be presented in the evaluation as well. The District will assume all costs associated with testing and retain individual copies of test results as is the practice with other public schools in the District.


B. Corrective Action


Continually, the instructional staff will review attainment levels. If a student is having difficulty meeting attainment, a plan will be devised to provide that student with additional instructional time via aids, special education teachers, parental volunteers, labs, at-home or after-school work, or any combination of the above as determined by the teacher.



II. Time Line


A time line for performance evaluations is set forth in Appendix K.

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Section (g)

Evidence of Sound Economic Plan, Proposed Budget for Term of Charter, Provision for Annual Audit, and Displacement Plan

Pursuant to Colo. Rev. State. Section 22-30.5-106(1)(g) the Cheyenne Mountain Charter Academy's Board of Directors submit the following evidence that the plan for the charter school is economically sound for both the charter school and the school district, a proposed budget for the term of the charter, a description of the manner in which an annual audit of the financial and administrative operations of the charter school, including any services provided by the District, is to be conducted, and a plan for the displacement of pupils, teachers, and other employees who will not attend or be employed in the charter school.


I. Budget


The Academy's budget is set forth in Appendix L. The budget sets forth a cost-effective and efficient plan for educating the pupils of the Academy. The Academy's charter school proposal is economically sound both for itself and for the District.


II. Revenue


A. Per Pupil Funding


During the first year of this Charter, the District shall provide funding to the Academy in the amount set forth in the Budget attached as Appendix L. So long as the Academy is not in material breach of the Contract or this Charter, this funding will be made available to the Academy in monthly installments consistent with the fiscal year, commencing on July 1, 1995 and on July 1 of each year thereafter. However, for the first year of the Charter, the Academy and the District will negotiate which amounts will be considered "start-up" costs to be transferred to the Academy prior to the beginning of the school year. The term "enrolled" as used in this provision shall be deemed to mean enrolled within the requirements of the Public School Finance Act of 1988, C.R.S. Sec. 22-53-101 et seq. (or any successor act) and State Department of Education regulations.


The District will adjust the funding to reflect the actual student count as of October first of each fiscal year. In addition, to the extent the District experiences any reduction in state equalization support by a legislative rescission or other action, proportionate reductions will be made to the Academy by adjustment or set off in subsequent months.


On or before April 1 of each year of the Charter, the Academy and the District will begin negotiations concerning funding for the ensuing fiscal year in order that the amounts may be determined in conjunction with the Districts and the Academy's budget development and adoption process. In each fiscal year, the amount of funding provided to the Academy from the District shall not be less than 95 percent of the District's per pupil operating revenues, as defined by C.R.S. Sec. 22-53-103(6) multiplied by the number of pupils enrolled in the Academy. The PPOR for the school year 1994/1995 is $4150.00. The funding for the Academy will be based on the annual count of October first of each school year. If a student has special needs and the expense exceeds the 95% of the per pupil funding, the Academy will bill District 12 for the additional costs unless that student resides outside of District 12. Pursuant to the HB94-1066, the district that the student lives in will be billed the additional costs.


It is possible that the Academy may want to receive an advance from the district before the fiscal year of 1995/1996 begins. This money would be used to hire a principal, begin renovations on a site for the school and other expenses deemed necessary. It is anticipated this amount would be less that $100,000 and the Academy would pay the district back the loan with interest in monthly Installments during the 1995/1996 fiscal year.


The Board of Directors of the Academy acknowledges that the charter school must have a balanced budget. It is the intent to create a contingency percentage of the Academy's budget annually. However, it is not possible to anticipate every expense the Academy will occur during a fiscal year. If there is a fund balance from the previous year, the amount will carry forward to the current year's operating budget.


B. Enrollment


Enrollment will be determined by interest expressed by the community. Appendix L has a budget scenario for a school with an enrollments of 160 students. It is the intent of the Academy to grow over the five years of the charter to a full two round school K- 8.


The maximum enrollment of the school is listed below. Kindergarten will be a half day program for the students.

Grade	K	1	2	3	4	5	6	7	8
Enrollment	40	52	52	52	52	52	52	52	52

It is intended to begin the Academy as a K-6 school unless interest demands otherwise. If the Academy reaches the maximum enrollment, it would be anticipated that an assistant principal would be hired. Maximum student enrollment is 456.


It is anticipated that the enrollment of students will come from both students who reside in District 12 and those in El Paso County at large. The actual enrollment mix of students is anticipated to vary based upon the site the school acquires for the school location. The Academy prefers a location to be within the boundaries of School District 12. In the event the enrollment interest exceeds enrollment space, a fair and equitable system will be developed to determine which students are allowed to attend the Academy.


C. Federal Funds


All federal funds from programs for which the Academy or students of the Academy may be eligible shall be transferred to the Academy within 30 days of receipt by the District, whether or not the Academy has requested or has knowledge of such funds. Such funds shall be distributed to the Academy by student or by school site, whichever is greatest, or by the method of distribution determined by the fund itself.


D. Endowments


All private endowments, gifts, donations, etc. to the District will be shared with the Academy if the endowments are district-wide. The amount transferred to the Academy shall be based on the ratio that the number of students enrolled in the Academy bears to the District's total student population. If another basis is used for distribution (such as all elementary school children or per elementary school), the Academy will receive the applicable pro-rated amount based on the applicable method of distribution. Endowments specifically earmarked for a project or a single school would be exempt.


Services to the District available at low, reduced or no costs shall be made available to the Academy, and the District will disseminate information about such goods or services available to the District to the Academy.


III. Site


The Academy anticipates that there will not be a school district building made available for the students of the charter school. It is the intent of the Board of Directors to secure a location for the school which is within the boundaries of School District 12.


It is understood that the lease signed between the Academy and the lessor will be the sole obligation of the Academy. It is further understood that the Academy will be responsible in cooperation with the lessor to make sure the building complies with all building codes and federal mandates such as are American Disability Act (ADA).


IV. Salaries and Benefits


A. Payroll


The District will provide payroll functions for the Academy similar to those provided for other employees of the district, including the preparation of W-2's and other reports that are required by state or federal law to be given to employees or filed with such agencies.


The Academy shall be responsible for certifying all payroll information to the District in compliance with timelines that allow for the sequential processing of all employees' data and the preparation of payroll checks consistent with District requirements.


It is understood that part of the 5% of the per pupil operating revenue retained by the district is for routine services provided by the District in the handling of payroll, data processing, business services (to include the preparation of CDE forms 3 and 18, if necessary), accounts payable, and purchasing. In the event extraordinary services in these areas may be required of the District the parties agree to make an equitable adjustment to fairly allocate the additional costs involved. The Academy will use the normal procedures established by the district for its accounting, purchasing and business functions.


B. Benefits


Employees of the District who are selected by the Academy and hired by the Board to provide services at the Academy shall be eligible for health, dental, vision, unemployment, workers' compensation, and life insurance benefits consistent with the same eligibility requirements and benefits made available from time to time for other District employees .


The Academy will pay or reimburse the District through appropriate fund or account transfer, the cost of providing these benefits to each employee serving the Academy based upon the pro rata cost attributable to comparable employees of the District. In the event the Academy requires payment by or reimbursement from any employees for any benefit provided, the risk of uncollectibility shall be borne by the Academy.


V. PERA Contributions


The District will coordinate all necessary paperwork for membership, donations and contributions to PERA for the Academy. The Academy has budgeted 11.6% of its total payroll for the required PERA contribution. If this amount changes in subsequent years of the Charter, the Academy budget will be adjusted to reflect the change.


VI. Books, Software and Library


A. Books and Software


The Academy will receive full access to the District's resources which are normally available to any other public school In the District. The District will make available films, books, software, reference materials, audio visual and other equipment as is normally provided to other public schools.


B. Library Media Services


The District will make District library media materials available to the Academy in the same manner as for other schools of the District. Any equipment or materials that are dedicated solely to use by or at the Academy can be purchased by the Academy from the District at cost.


VII. Contract Purchasing


The Academy retains the right to purchase goods and services though the contracts in effect with the District and its vendors. The Academy also reserves the right to obtain competitive bids for goods and services when it is in the best interests of the Academy to do so, and to enter into purchasing contracts beyond those in place with the District. Unless purchased from or through the District contractual services and purchases of supplies, materials and equipment shall be procured through a system of competitive bidding, as required by District policy and state law.


VIII. Other Resources


The District will provide appropriate assistance to the Academy in the areas of finance, budget insurance, legal issues, administrative and instructional in-services and workshops to help ensure the most economical and sensible decision-making process in the utilization of the Academy's budget funds.


IX. Lunch Program


Depending upon the school site acquired, the Academy may want to use the food services program contracted with the Marriott Corporation. These lunches will be provided to the Academy's students at the same price charged to other elementary students in the District.


X. Other Fiscal Issues


Disbursements from the Academy's account will require the signature of the Principal. No other agency or individual may request disbursements to be paid out of the Academy's account. The Academy reserves the right to reallocate funds from one line item to another if purchasing practices or conservation result in an expenditure less than that budgeted.


XI. Annual Audit of Finance and Administration


The Academy agrees to maintain appropriate financial records in accordance with all applicable federal, state and local laws, rules and regulations, and make such records available to the District as requested from time to time. The Academy agrees to engage and participate in an independent, outside audit by a certified public accountant of its financial and administrative operations on an annual basis. It is anticipated that the audit will conform to the normal audit the school district does each fiscal year. The cost of the audit shall be borne by the school district and it is assumed the Academy will use the same certified public accountant the school district does. The results of the audit shall be provided to the District in written form within the statutory time line required of the District and shall be published

and posted as required by law. The District will provide the necessary accounting codes and forms to facilitate checks for payroll and all other disbursements. The Academy will maintain a comparison of actual expenditures to budgeted expenses.


XII. Displacement Plan


This provision of the Charter School Act is not applicable to the Academy, because no pupils, teachers, or other employees will be displaced by the Academy's operation.

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Section (h)

Governance and Operation

Pursuant to Colo. Rev. Stat. Section 22-30.5-106(1)(h) the Academy's Board of Directors submits the following description of the governance and operation of the Academy, including the nature and extent of parental, professional educator, and community involvement in the governance and operation of the Academy.


I. Board of Directors


A. Number of Directors; Manner of Selection; Vacancies; Attendance


The Academy will be governed by a five-member Board of Directors, which has complete responsibility for running the school. Four members will be parents of children in the Academy; the fifth member, however, may be a community member at large who does not have a student enrolled in the Academy. The Academy's Principal will attend all board meetings in an advisory role. The principal will not have a vote.


The original incorporators of the Academy will be the initial Board of Directors. The members of the initial Board of Directors for the Academy are set forth in Appendix A. Three of the initial directors will serve a three-year term through the 1997/1998 school year and two will serve a two-year term through May of 1997. In 1997/1998 and thereafter, all members will be elected by the parents who have students in the school. Elections for board members will be held each Spring at the May board meeting. The terms of the board members will be staggered. All board members' terms will be for two years. If a child of a board member graduates from the Academy during the term of the parent, the parent will be allowed to complete his or her term.


Each parent will have one vote for each board seat. The members of the Board will select the officers of the Board. The officers will be President, Vice-President, Secretary, Treasurer and Director. The term of office will be for one year and the Board will reorganize after the election each year.


In the event of dismissal or resignation from the Board or other vacancies on the Board, volunteers to serve the remainder of the term for that particular board member will be asked to apply, and a volunteer will be selected by a vote of the Board. The Board at its own choosing can determine whether or not to reorganize at the time of seating the new board member. Attendance at board meetings is mandatory. Missing three meetings in a row will result in immediate dismissal from the Board.


B. Operation of the Board


The Board will meet at least once a month to discuss the Academy's operations and hear reports and updates from each board member, consider and adopt policies, and consider requests and concerns from parents, students and teachers. A majority vote of those present at a board meeting will constitute action by the Board. The Board may not act unless a quorum of four directors is present


II. Board Committees


A. Number of Committees


The following committees will be standing committees of the Board: Teacher Review (2 members of the Board plus additional parent members); Discipline and Dress Code (1 board member plus additional parent members); and Building Accountability (2 board members plus additional parent members). The Board will appoint the members of the standing committees from staff and the parents of the Academy's students. The Board may also establish such other committees as it may from time to time deem necessary.


B. Teacher Review Committee


The Teacher Review Committee (TRC) will be responsible for reviewing the classroom performance of all classroom instructors (full and part-time). Once each semester members of the TRC will conduct a formal observation based on a set of established guidelines. The TRC will observe as many instructors as possible during that day. Full-time instructors will be observed a minimum of two times per year, and part- time instructors will be observed a minimum of one time per year. Each instructor will be observed by members of the TRC. Teacher aides will also receive a formal observation. Once a semester the TRC will report its findings to the Board of Directors and informally to each Instructor. The TRC will cooperate with the Principal for an annual formal evaluation of each teacher. This annual evaluation will become a part of each teacher's permanent file.


C. Discipline and Dress Code Committee


The Board of Directors can enact a dress code for the Academy during the fall of 1995. During the first year of school, the Discipline and Dress Code Committee (DDC) will determine what the proper dress code of the school will be, if any. The DDC will also monitor discipline concerns and report their findings to the Board.


D. Building Accountability Committee


The Building Accountability Committee (BAC) will develop and organize events to introduce the Academy families to each other. Once that first step is accomplished, the BAC will establish community building activities and goals, plan events to meet these goals, organize parent volunteers, and disseminate information about the events to parents, instructors and students.



The Building Accountability Committee meetings will be open to all the faculty and parents. During the first year of operation, the committee will adopt a set of by-laws by which it will function.


III. Miscellaneous Operational Issues


A. Operational Powers


The Academy shall be responsible for its own operations within the limitations of any funding provided by the District and other revenues derived by the Academy consistent with law, and shall have authority to independently exercise, also consistent with federal and state law, the following powers (including such other powers as provided for elsewhere in this Charter): Contract for goods and services; prepare a budget; select personnel and determine their compensation; procure insurance; lease facilities for school purposes; purchase, lease or rent furniture, equipment and supplies; and accept and expend gifts, donations or grants of any kind in accordance with such conditions prescribed by the donor as are consistent with law and not contrary to any of the terms of this Charter. The District shall be given written notice of all accepted gifts, donations and grants, and any conditions thereof on a monthly basis. In exercising these powers, the Academy shall comply with all applicable District policies unless a specific waiver is obtained. The Academy shall furnish to the District copies of all written policies or procedures it may develop with respect to any matter relating to its operations and educational program upon adoption of such policies by the Academy's Board of Directors.


B. Progress Reports


The Academy shall develop with the cooperation of the district, the types of reports the district would like from the Academy. These written reports will concern its operations, financial or otherwise, including, without limitation, progress made toward its educational goals and objectives, policy development issues, student attendance and student discipline information, and personnel matters. If it is the School Board's pleasure, a spokesperson from the Academy will be happy to update the Board at its monthly business meetings.


C. Dissolution


In the event the Academy should cease operations for whatever reason, including the nonrenewal or revocation of its Charter, it is agreed that the District shall supervise and have authority to conduct the winding up of the business and affairs of the Academy; provided, however, that in doing so, the District does not assume any liability incurred by the Academy beyond the funds allocated to it by the District under this Charter. The District's authority hereunder shall include, but shall not be limited to, the return and disposition of any assets acquired by purchase or donation by the Academy during the time of its existence.


D. Non religious, Nonsectarian Status


The Academy agrees that it shall operate, in all respects, as a nonsectarian, non religious, non-home-based public school. The Academy shall not be affiliated with any nonpublic or sectarian school or religious organization.


E. Commitment to Nondiscrimination


The Academy shall comply with all applicable federal, state, and local laws, rules and regulations, including, without limitation, the constitutional provisions prohibiting discrimination on the basis of disability, age, race, creed, color, gender, national origin, religion or ancestry.


F. Accountability


The Academy shall operate under the auspices of, and be accountable to, the District and subject to all District policies and regulations unless specifically waived.


G. Open Meetings Law


The Academy acknowledges and agrees that it is subject to the provisions of the Colorado Open Meetings Law, C.R.S. Secs. 24-6-401 et seq. and that it will comply with the provisions of such law in connection with all of its activities.


H. Free and Reduced Priced Meals


The Academy shall provide free and reduced priced meals to needy students in accordance with District policy and applicable federal and state law.


IV. Waivers From District and State Policies


A. Procedures


The Academy shall operate in compliance with all District policies and regulations and all applicable federal, state and local laws, rules, and regulations, unless specifically waived. Waivers from specific District policies or regulations and state law may be requested by the Academy by submitting such a request, in writing, to the District's Superintendent. The request shall include the reasons why the Academy is in need of or desires the waiver. The Superintendent shall have ten (10) school days to review the request and, thereafter, will present the matter before the School Board at its next regular meeting. Waivers of District polices and regulations may be granted only to the extent permitted by state law. In the event the District policy or regulations from which the Academy is requesting a waiver is required by state law, the District agrees to jointly request such a waiver from the State Board.


B. Actions Pending Review of Applications


Pending review of this application, the Academy will work with the District to identify the District and State policies for which the Academy will request waivers. Action on such waiver requests will be taken in connection with the approval of the Academy's Charter.

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Section (i)

Employee Relationships

Pursuant to Colo. Rev. State. Section 22-30.5-106(1)(i) the Academy's Board of Directors submits the following explanation of the relationship that will exist between the Academy and its employees, including evidence that the terms and conditions of employment have been addressed with affected employees.


I. Employment Policies


A. Hiring of Personnel


All persons who perform services for the Academy shall be considered "at-will" employees or volunteers of the District itself. The District agrees that the Academy shall select its personnel directly without prior authorization from the District, subject to compliance with all federal and state rules and regulations, including, without limitation, requirements concerning the recruitment of applicants and the use of background and criminal checks, unless a specific waiver is obtained from the State Board or other proper authority. The Academy's Board of Directors will hire or terminate all personnel.


The Academy's Board of Directors will evaluate all employees on an annual basis. Teachers will be evaluated in conjunction with the TRC committee. The Board will conduct the formal evaluation of the Principal once a year. This formal evaluation will include such things as salary, performance reviews, areas for improvement and goals for the following year.


The Academy shall adopt its own written polices (in compliance with federal and state law) concerning the recruitment, promotion, discipline and termination of personnel; methods for evaluating performance; and a plan for resolving employee-related problems, including complaint and grievance procedures; provided, however, the Academy shall not have the authority, by virtue of such policies or procedures or other action of the Board of Directors, to change the "at-will" nature of the employment relationship.


B. Payroll


Employees shall be paid through the payroll department of the District using its procedures for recording employee work hours, overtime, absences, leaves, vacation and other adjustments, as contained in applicable District policies and regulations.


C. Benefits


Employees shall be entitled to receive the benefits described in the Budget. Unless otherwise agreed in writing, all benefit programs will be handled and administered by the District for the Academy consistent with the procedures utilized by the Districts business services department.


D. PERA Membership


All Academy employees shall be members of the Public Employee's Retirement Association and subject to its requirements. The Academy shall be responsible for the cost of the District's employer's respective share of any required contributions.


E. Equal Opportunity Employer


The Academy affirms that it shall not discriminate against any employee on the basis of race, creed, color, gender, national origin, religion, ancestry, age or disability in its recruitment, selection, training, utilization, termination or other employment-related activities.


F. Employee Welfare and Safety


The Academy shall comply with all District policies, and applicable federal and state laws, concerning employee welfare, safety and health issues, including, without limitation, the requirement of federal law for a drug free workplace.


G. Employee Records


The Academy shall comply with all District policies and regulations, and applicable federal and state laws, concerning the maintenance and disclosure of employee records, including, without limitation, the requirements of the Colorado Open Records Law, CRS. Sec. 24-72-204 et seq.


H. Employee Conflicts of Interest


All Academy employees shall comply with the District's policy and regulations, and applicable state law, concerning employee actual and potential conflicts of interest.


II. Job Descriptions


A. Principal


The Principal will be responsible for all day-to-day decision making, financial transactions, purchase orders, documentation, testing, and information requests from the District. The Principal will be responsible for personnel scheduling, benefits acquisition, arranging for substitute teachers and aids, transportation arrangements, and other administrative functions as required by thee Academy's educational program. The Principal will delegate administrative work as appropriate.


This position requires at least a four-year degree in any discipline and two or more years administrative experience. Experience with entrepreneurial education systems, developing curriculum, the core knowledge concept, and the Charter School Act is desirable.


B. Teachers -- Grades K through 8


Teachers for grades K through 8 will be responsible for implementing the curriculum, coordinating with classroom aides, maintaining current attainment level information, assigning additional studies to students not meeting or exceeding attainment, keeping accurate and concise records, establishing personal classroom procedures, ordering teaching materials, and adjusting students upwards or downwards in various subjects. Teachers will also be responsible for ordering supplementary education materials, requesting parent volunteers and reporting all education-related activities to the Principal.


All teachers will be required to work a 40 hour work week. Occasionally, after hours work may be required. Teachers will also be required to assist with extra-curricular programs on a rotating basis.


All teachers must have at least a four-year degree in any discipline and a strong desire to work with an innovative educational program. They must also possess the ability to work with others.


C. Special Education Teacher


The special education teacher or teachers will work with children one-on-one or in small groups for all the grade levels. The Academy will cooperate with the BOCES to which District 12 belongs. The special education teachers will be hired by the Academy in cooperation with the school district and BOCES. The Academy will cooperation with the Assistant Superintendent of the District in staffing the special education program to meet the needs of each special education student


If the special education teacher is employed full-time by the Academy, he or she will be required to work a 40 hour work week. Occasionally, after hour work may be required.


The special education teacher will be a BOCES employee.


E. Classroom Aides - Grades K through 8


Classroom aides will help the teachers in the following areas: implementing curriculum, maintaining current attainment level information, reporting attainment levels below minimum or early attainment to the teacher, keeping accurate and concise records, following established classroom procedures, requesting teaching materials for the teacher, requesting supplementary education materials for the teacher, requesting parent volunteers and reporting all education-related activities to the teacher. All classroom aide will be paid on an hourly basis. Classroom aides will also be required to assist with extracurricular programs.


All classroom aides must have a strong desire to work with an innovative educational program, and they must possess the ability to work with others.


E. Physical Education Teacher


The physical education (PE) teacher will develop the PE curriculum, implement the PE curriculum, establish PE test methods and procedures and report the same to the Principal. The PE teacher will establish needed materials and equipment for physical education and the playground areas, request materials and equipment for PE and the playground area, establish safety guidelines for outdoor play and use of the playground equipment, establish rules for use of the activity fields, monitor the condition and report irregularities of the playing fields, establish a schedule for indoor activities during inclement weather months, request parent volunteers as needed, organize parent volunteers to apply for grants for PE equipment and monitor for improper usage or care of equipment The PE teacher will report all PE-related tests, concerns, needs, etc. directly to the Principal.


The PE teacher must have a four-year or better degree in physical education, or a related degree, experience with First Aid and CPR, and a strong desire to work with an innovative educational program. The PE teacher must be physically able to perform all job functions safely and correctly.


F. School Secretary


The school secretary will report directly to the Principal, and will be responsible for answering the phone, calling parents in case of an ill child, filing, typing, and light receptionist-type duties. The school secretary may be required to type or copy as a support function to the teaching staff as well. The school secretary may also work in the classroom, supervise playground activity, or otherwise support the Academy's day-to-day operations. The school secretary may also be asked to run errands, phone parent volunteers, etc. The school secretary will be required to work a 40 hour work week. Occasionally, after hours work may be required.


The school secretary must be computer literate, have general filing and office experience, be able to handle money, be knowledgeable of standard office procedures including, but not limited to, letter writing, purchase orders, shipping, payroll, and have prior experience working with children. The school secretary must also have the ability to work unsupervised, a strong desire to work with an innovative educational program and the ability to work with others.


C Custodian


The Academy will employ two custodians. One custodian will work during the day and one will work in the evening.



II. Terms and Conditions of Employment


A. Definitions


Full-time employee:

Any employee working 35 hours or more per week on a permanent basis.


Full-time status:

Achieved when an employee has worked 35 hours or more per week for 30 calendar days in any position(s).


Hourly employee:

Any employee whose pay rate is based on an hourly rate.


Salaried employee:

Any employee whose pay rate is based on an annual rate.


Paid vacation days:

As established by the school schedule. Only salaried employees will be entitled to paid vacation days.


Non-paid vacation days:

Holidays and other days as established by the school schedule. Hourly employees are not paid for non-paid vacation days.


Personal days:

Each full-time salaried employee shall receive two paid personal days off per school year.


Sick days:

Each full-time salaried employee shall receive five paid sick days per school year.



B. Merit Pay


It is the intent of the Academy to develop a merit pay system that will motivate the

employees and compensate them for their achievements. During the first several years the Academy functions, a committee which involves both the staff and the parents of children attending the Academy will develop a merit pay system. That pay system will require Board approval. It is the intent of the Academy that up to 10 percent of the staff compensation will be available for merit pay.

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Section (J)

Legal Liability and Insurance Coverage

Pursuant to Colo. Rev. Stat. Section 22-30.5-106(1)(j) the Academy's Board of Directors submits the following agreement with the District regarding their respective legal liability and applicable insurance coverage:


I. Insurance and Liability:


A. Insurance


To the extent permitted by its policies then currently in force, the District will arrange for Comprehensive General Liability, Building and Contents, Errors & Omissions ( School Leaders), Blanket Occupational Accident, and Excess Workers Compensation Insurance coverage to extend to the Academy's site, Board of Directors and employees, and school activities. The Academy shall pay the District an amount to be agreed upon which is the pro rata share equal to the cost of providing this insurance to all the other buildings on a per pupil operating revenue cost.


The Academy agrees that It will coordinate all risk management activities through the Districts risk management office. This will include the prompt reporting of any and all pending or threatened claims, filing of timely notices of claim, cooperating fully with the District in the defense of any claims and complying with the defense and reimbursement provisions of the Colorado Governmental Immunity Act and the District applicable insurance policies. The Academy shall neither compromise, settle, negotiate nor otherwise affect any disposition of potential claims asserted against it without the District' s prior written approval.


B. Faith and Credit


The Academy agrees that it will not extend the faith and credit of the District to any third person or entity. The Academy acknowledges and agrees that It has no authority to enter into a contract that would bind the District, and that the Academy's authority to contract is limited by the same provisions in law or District policy that apply to the District itself, unless specific exemptions have been obtained. The Academy also is limited in its authority to contract by the amount of funds obtained from the District, as provided hereunder, or from other independent sources. The Academy's Board of Directors shall be delegated the authority to approve contracts to which the Academy is a part, subject to the requirements and limitations of the Colorado Constitution, state law, District policies, the provisions of the Contract, and this Charter.


C. Indemnification


To the extent not covered by insurance or otherwise barred by the Colorado Governmental Immunity Act, the Academy agrees to indemnify and hold the District and its agents and employees harmless from all liability, claims and demands on account of injury, loss or damage, including, without limitation, claims arising from bodily injury, personal injury, sickness, disease, death, property loss or damage or any other losses of any kind whatsoever which arise out of or are in any manner connected with the Academy's operations. The foregoing provision shall not be deemed a relinquishment or waiver of any kind of applicable limitations of liability provided by the Colorado Governmental Immunity Act.

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Section (k)

Transportation

Pursuant to Colo. Rev. Stat. Section 22-30.5-106(1)(k) the Academy's Board of Directors submits the following description of how the Academy plans to meet the transportation needs of its pupils.


Transportation to and from the Academy is not required by law. The Academy encourages parents of the Academy's students to carpool.

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Section (I)

Admissions Process

Pursuant to Colo. Rev. Stat. Section 22-30.5-106(1)(l), the Academy's Board of Directors submits the following description of the Academy's enrollment policy.


This policy is required to be consistent with the requirements of section 22-30.5-104(3) of the Charter School Act. The Academy's enrollment process will fully abide by that section of the law.


The charter school enrollment policy prohibits discriminations on the basis of disability, race, creed, color, gender, national origin, religion, ancestry or need for special education services.


The Academy sets forth the following non-discriminatory enrollment policy, as required by SB 215. This policy is required as it is anticipated that the enrollment interest will exceed the enrollment capacity of the school.


1. The first preference for enrollment is those students of District 12 whose parents helped form the Academy.


2. The second preference for enrollment is for students who reside in District 12. If it is the intent of the parents to enroll their child in the Academy, they must s~gn a Letter of Intent by April 30, to insure their child(ren) will be enrolled for the following school year.


3. The third preference Is for students who reside in a neighboring school district and sign a Letter of Intent by June 30 for the following school year. As required by HB941066, the non-resident students will not be required to pay tuition as long as the student is attending the Academy before October 1 of the school year.


4. The fourth preference is for students who reside in or out of the district and sign up to attend the Academy after June 30 but before the start of the school year. No preference will be given to these students based upon whether or not they live in the district. The preference will be solely on a first-come, first-serve basis.


5. If at any time (during the second through fourth step) the enrollment exceeds the capacity of the Academy, all subsequent applications for enrollment will be put on a waiting list. If and when space becomes available, the Academy will conduct a lottery to determine which student is allowed to enroll.


The lottery will be governed by only a few basic rules:


a) All students who are on the waiting list will be allowed to enter.


b) If a student is chosen In the lottery and there is a sibling or siblings who want to attend the Academy, those siblings Will be given preference so the family can all attend the same school.


c) The lottery will be conducted by July 31 of each year. Each student's lottery draw will determine the number that student has on the waiting list for the following school year.


It is understood that students allowed to enroll in the Academy will be able to re-enroll for the following school year as long as they are in good standing with the Academy. It is further understood that if a student is enrolled in the Academy and a sibling desires to attend the Academy, that child will be given preference so the family can all attend the same school the following school year.

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Section (m)

Waivers

Pursuant to Colo. Rev. Stat Section 22-30.5106(1)(m), the Academy's Board of Directors submit the following waivers they are requesting from the Board of Education of School District 12 and the state Board of Education.


Listed below are the policies of School District 12 from which the Academy seeks a waiver.


SECTION A: FOUNDATIONS & BASIC COMMITMENT


POLICY DESCRIPTION AND RATIONALE


AFC EVALUATION OF ADMINISTRATIVE STAFF

AFCA EVALUATION OF THE CERTIFICATED STAFF

AFD EVALUATION OF SUPPORT STAFF

AFE EVALUATION OF INSTRUCTIONAL PROGRAMS


The Academy will develop its own evaluation practices for its entire staff.



SECTION C: GENERAL SCHOOL ADMINISTRATION


POLICY DESCRIPTION AND RATIONALE


CA ADMINISTRATIVE POSITIONS

CC SCHOOL BUILDING ADMINISTRATION

CHA DEVELOPMENT OF ADMINISTRATIVE REGULATIONS


The Academy will establish criteria for recruitment of administrative staff.

All recruitment and hiring will comply with applicable law governing employee rights and equal protection provisions. In conjunction with its Administrator, the Academy Board will assign staff to positions where they can contribute most to the school's educational objectives.



SECTION D: FISCAL MANAGEMENT


POLICY DESCRIPTION AND RATIONALE


DA FISCAL MANAGEMENT RESPONSIBILITIES

DBC BUDGET DEADLINES AND SCHEDULES

DBF/DBG DISSEMINATION OF BUDGET RECOMMENDATIONS, BUDGET HEARINGS AND REVIEWS

DC GRANTS FROM PRIVATE SOURCES

DG DEPOSITORY OF FUNDS

DLC EXPENSE REIMBURSEMENTS

DN SCHOOL PROPERTY DISPOSAL


The contract between the Board of Education and the Academy sets forth the timeline for budget negotiations. The budget as agreed upon shall be managed solely by the Academy. The Board of Directors for the Academy will establish its own business practices. All equipment that the Academy purchases

will be purchased and sold with guidelines established by the Academy.



SECTION E: SUPPORT SERVICES


POLICY DESCRIPTION AND RATIONALE


EBC EMERGENCY PLANS


Since it has not yet been determined where the Academy will be located, the Principal will be required to develop emergency plans that meet state and local requirements.



SECTION G: PERSONNEL


POLICY DESCRIPTION AND RATIONALE


GA PERSONNEL POLICES GOALS

GA-R PERSONNEL PROCEDURES

GBA EQUAL. OPPORTUNITY EMPLOYMENT

GBE STAFF HEALTH AND SAFETY

GFEAA STAFF PROJECTION

GBK SMOKING ON SCHOOL PREMISES BY STAFF MEMBERS

GBL PERSONNEL RECORDS

GCB PROFESSIONAL STAFF CONTRACTS AND COMPENSATION PLANS

GCBA PROFESSIONAL STAFF SALARY SCHEDULES

GCBAA COURSE REIMBURSEMENT FOR PROFESSIONAL STAFF

GCBB PROFESSIONAL STAFF SUPPLEMENTARY PAY PLANS

GCBD LEAVES

GCBD-R STAFF DEVELOPMENT LEAVE

GCBDA ANNUAL LEAVE

GCBDB EMERGENCY LEAVE

GCDBC LEGAL LEAVE

GCACBE SABBATICAL LEAVE

GCACBF FAMILY 8~ MEDICAL LEAVE

GCACBG UNPAID LEAVE

GCBDG EMPLOYEE SICK LEAVE BANK

GCBDK EMPLOYEE SICK LEAVE BANK

GCBE PROFESSIONAL STAFF VACATIONS AND HOLIDAYS

GCCB TEMPORARY EMPLOYMENT

GCDA PROFESSIONAL STAFF CERTIFICATION RESPONSIBILITIES

GCDA-R PROFESSIONAL STAFF CERTIFICATION RESPONSIBILITIES

GCE PART-TIME AND SUBSTITUTE PROFESSIONAL STAFF EMPLOYMENT

GCE-R ELEMENTARY JOB-SHARING POSITIONS

GCE-R SUBSTITUTE TEACHERS

GCG PROCEDURE FOR ISSUING TENURE CONTRACTS

GCI STAFF ASSIGNMENTS AND TRANSFERS

GCIA REDUCTION IN FORCE

GCJ PROFESSIONAL STAFF TIME SCHEDULES

GCK INTERNSHIP, EXCHANGES, AND SPECIAL ASSIGNMENTS

GCN EVALUATION OF PROFESSIONAL STAFF

GCN-R EVALUATION OF CERTIFIED PERSONNEL

GCPB PROFESSIONAL STAFF TERMINATION OF EMPLOYMENT

GCPB RESIGNATIONS

GCPC RETIREMENT

GCPCA EARLY RETIREMENT PLAN

GCPD SUSPENSION AND DISMISSAL OF PROFESSIONAL STAFF MEMBERS

GCQA NONSCHOOL EMPLOYMENT BY PROFESSIONAL STAFF MEMBERS

GCQAB PRIVATE INSTRUCTION

GCQE EMPLOYEES RELATED BY BLOOD AND MARRIAGE

GCQF SUBSTANCE ABUSE POLICY

GD CLASSIFIED STAFF

GDB SUPPORT STAFF CONTRACTS AND COMPENSATION PLANS

GDBB SUPPORT STAFF SUPPLEMENTARY PAY PLANS

GDBC SUPPORT STAFF FRINGE BENEFITS

GDBD SUPPORT STAFF LEAVES AND ABSENCES

GDBE SUPPORT STAFF VACATIONS AND HOLIDAYS

GDBF CLASSIFIED EMPLOYEE EARLY RETIREMENT PLAN


Compensation and employment contracts will be established and approved by the Academy board. All staff employed by the school will be "at-will" employees with annual contracts. The Academy will determine its own school calendar and working day schedules. The school will determine its own staffing needs and recruitment and hiring procedures. The Academy will establish its own salary schedules, and benefits package, subject to the statutory requirement that employees of a charter school be members of the Public Employees Retirement Association.



SECTION I: INSTRUCTION


POLICY DESCRIPTION AND RATIONALE


IC SCHOOL CALENDAR

IE ORGANIZATION OF INSTRUCTIONAL PROGRAM

IFA CURRICULUM DEVELOPMENT

IFA-R CURRICULUM DEVELOPMENT PROCEDURE

IIA TEXTBOOK/INSTRUCTIONAL MATERIALS SELECTION

IIA TEXTBOOK/INSTRUCTIONAL MATERIALS ANALYSIS AND SELECTION PROCEDURE

IFD PROGRAM ADOPTION

IFDD FOR ACTIVITIES TO BECOME CLASSES

IGA BASIC INSTRUCTIONAL PROGRAM

IGBC HOMEBOUND INSTRUCTION

IGCA SUMMER SCHOOL

IHB CLASS SIZE

IIAC MEDIA CENTER MATERIALS SELECTION AND ADOPTION

IICA FIELD TRIPS

IICA-R GUIDELINES FOR FIELD TRIPS

IKA ACADEMIC GRADING SYSTEM AND STUDENT PROGRESS REPORTS TO

PARENTS

IM EVALUATION OF INSTRUCTIONAL PROGRAMS


Pursuant to statutory authority, the Academy will design its own educational program and curriculum. Textbooks will be approved by the Academy board. Curriculum design implementation and review will be a continuous process. The Academy will work closely with the District on insuring the content standards of its curriculum meet or exceed those of the District. The Academy might want to develop alternative assessments to what the district uses. That will have to be determined once the Academy analyzes the assessments the District develops.


SECTION J: STUDENTS

POLICY DESCRIPTION AND RATIONALE


JC SCHOOL ATTENDANCE AREAS

JECB ADMISSION OF NONRESIDENT STUDENTS

JECC ASSIGNMENTS OF STUDENTS TO SCHOOLS

GA CORPORATE PUNISHMENT


The Academy has established its own enrollment policy consistent with the Charter School Act. Non Resident students will be allowed to enroll if enrollment space is available. The Academy will not use corporal punishment.

SECTION K: SCHOOL-COMMUNITY RELATIONS

POLICY DESCRIPTION AND RATIONALE


KHA STUDENT FUNDRAISING ACTIVITIES

KL PARENTAL CONCERN PROCEDURE

KLB COMPLAINTS ABOUT INSTRUCTIONAL MATERIALS


The Academy will establish ft own procedures concerning fundraising activities. The Academy's Board of Directors will handle all parental concerns and complaints about instructional materials.


The Academy understands that the development of policies and procedures is an on-going activity. It is also understood that the Academy will ask for waivers of board policy when it deems necessary.


Listed below are the waivers requested from the State Board of Education for the Cheyenne Mountain Charter Academy.


STATUTE DESCRIPTION AND RATIONALE


22-32-109(1)(B) ADOPTING POLICIES AND PRESCRIBING RULES AND REGULATIONS


The Academy will adopt its own policies for the administration of the school.


22-32-109(1)(F) EMPLOYING PERSONNEL AND FIXING COMPENSATION


The Academy will hire its own personnel and establish its own salary schedule. The Academy will comply with the provisions of C.R.S., 22-32-109.7, -109.8 and -109.9 regarding background checks of applicants.


22-32-109.1)(N) ESTABLISHING A SCHOOL CALENDAR FOR THE DISTRICT


The Academy will determine its own school calendar consistent with statutory requirements for minimum hours of school attendance.


22-32-109(1)(T) DETERMINATION OF EDUCATIONAL PROGRAM


The Academy will establish its own curriculum and educational program which will meet or exceed the content standards of School District 12.


22-32-109(1))(W) POLICIES AND REGULATIONS REGARDING STUDENT CONDUCT, WELFARE, ETC.


The Academy will establish its own policies regarding student conduct, safety, welfare, discipline and study. Such policies shall be consistent with state law.


22-32-110(1)(H) DISCHARGE OF PERSONNEL


The Academy will establish its own employment practices.


22-32-110(1)(I) DISBURSEMENT OF EXPENSES


The Academy will determine its own policy regarding expense reimbursement to employees.


22-32-110(1)(K) POLICIES AND REGULATIONS REGARDING EMPLOYEE TRAINING


The Academy will establish its own policies regarding employee welfare, in-service training, professional growth, official conduct, etc. Such policies shall be consistent with state law.


22-32-110(1)(Y) GIFTS, DONATIONS AND GRANTS


Pursuant to C.R.S. 22-30.5-112(4), the governing body of a charter school is authorized to accept gifts, donations or grants of any kind made to the charter school and to expend such funds.


22-32-110(1)(EE) EMPLOYMENT OF NONCERTIFICATED PERSONNEL

22-63-402

In limited situations, the Academy may employ qualified non-certificated personnel to fill special needs of the school. It is the intent of the Academy to consider certificated personnel first.


22-9-101 CERTIFICATED PERSONNEL EVALUATIONS

22-9-106 LOCAL BOARD OF EDUCATION-DUTIES


Pursuant to C.R.S. 22-30.5-104(7)(A), a charter school shall be responsible for its own personnel matters. The Academy will be utilizing a salary plan and evaluation system of its own design. The evaluation system will be developed and refined as the school becomes operational.


22-63-101 PRINCIPALS-EMPLOYMENT AND AUTHORITY

22-63-103

22-32-126

Pursuant to C.R.S., 22-30.5-104(7)(A), a charter school shall be responsible for its own personnel matters. The Academy will employ and Administration and will determine the qualifications and duties of the position.


22-63-101 TEACHER EMPLOYMENT, DISMISSAL AND TENURE ACT

22-63-103 EMPLOYMENT-CERTIFICATE REQUIRED

22-63-201

22-63-401

The Academy will employ a qualified professional staff. The school

may need to employ qualified non-certificated personnel to fill special

needs of the school.


22-63-111 DISMISSAL REASONS

22-63-116

22-63-117

22-63-202

22-63-203

22-63-301

22-63-302

All employees of the Academy will be "at-will" employees. The

Academy will establish its own standards and will therefore determine its

own causes for dismissal.


22-63-206 TRANSFER OF TEACHERS AND SALARY ADJUSTMENTS


Transfers with the Academy from grade to grade or from one position to another will be determined by the board of the Academy.


The Academy understands the State will continue to develop statutes concerning educational policy. From time to time the Academy will evaluate the statutes and determine if additional waivers are necessary.

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Appendix A

Board of Directors

The Board of Directors of the Cheyenne Mountain Charter Academy are as follows:

1. Deborah Cole
   446 Gloucester Court
   Colorado Springs, CO 80906
   540-0388
   
   
2. Liz Ash
   1519 W. Cheyenne Road
   Colorado Springs, CO 80906
   633-5318
   
   
3. Alan Bau
   517 Penrose Blvd.
   Colorado Springs, CO 80906
   633-4325
   
   
4. OPEN
   
   
5. OPEN
   

The remaining openings on the Board of Directors for the Academy will be filled by parents of children enrolled in the Academy prior to the 1995-1996 school year.

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Appendix B

Letter of Support

CHEYENNE MOUNTAIN CHARTER ACADEMY

LETTER OF SUPPORT


I support the idea of charter school for the following reason(s):


____I believe charter schools are a good way to introduce choice, innovation and diversity into public education.

____I believe an academically rigorous, structured and sequential curriculum will enhance my child's education.

____ I believe a discipline code contract signed at the beginning of the year by all students, parents and teachers will enhance the learning environment of the school.

____I believe the schools must strive to develop strong moral character in our children.

____I am attracted by the Idea of a school that is governed by parents.

____I am attracted by a school where meaningful parental contributions of time and talents are encouraged and solicited.

____I am attracted by a school that will maximize my child's achievement through annual standardized testing and in depth teacher conferences at the beginning of the year.

____I am attracted by a school that will make learning opportunities through class size restrictions and the use of teacher aides in each classroom.

____I believe that two extra weeks of instruction each year will enhance my child's education.


My child(ren)

____will attend District 12 schools.

____(will) attend District__schools.

____(will) attend (a) private school(s).

____are homeschooled.

____attend grade(s)_____________.


My child(ren) is (are) graduated,

____but I would have liked an alternative educational choice for them.

____I utilized a private school To meet my needs.


If I had the choice of placing my child(ren) In a public school governed by parents which stressed academic excellence, instructional efficiency, discipline, and character formation, I would:


_____enroll now   _____flnd out more


Comments:_________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________


Name _____________________________________

Address___________________________________

City_____________________ State______ Zlp__________

Phone____________________________________


Your Signature_____________________________________


Please send responses to Deborah Cole, 4465 Gloucester Court, Colorado Springs, CO 80906