Boulder Prep Charter Renewal Application 2026 - Final.pdf (2,798 KB)

5075 Chaparral Court Boulder, CO 80301 303-545-6186 www.BoulderPrep.org

School Name: Principal Name: Chair, Governing Board:

CHARTER RENEWAL APPLICATION Part 1. Renewal Reflection Boulder Preparatory High School Lili Adeli Dr. Daniel Moore Section 1: Academic Performance

Question 1: Describe and reflect on the school's mission and vision. Provide School’s Mission: Boulder Preparatory High School is a Free-No-Fee college preparatory community that encourages the pursuit of education and self-awareness as an intervention for youth, particularly those who may be "off-track." We strive to graduate young people ready and eager to meet the challenges of college and adulthood with an appreciation of their responsibilities to the greater community. By offering a safe, holistic, and innovative educational experience, students will graduate as college or workforce ready as possible.

Reflection on Achieving Mission: Boulder Prep serves students who have been pushed out, written off, and marginalized. As an alternative high school, we serve non-traditional 9-12 graders. Based on Colorado Statue, 90% of our students are classified as high-risk for delinquency, having dropped out, truancy, drug/alcohol use, abuse, suspensions, expulsion, teen parenting, mental health disorders, behavioral issues, and/or significant trauma. Nearly a quarter of our students qualify for Special Education or 504 support services. 30% are low-income, 50% are students of color, and 27% are LGBTQ. We exist because every student deserves a place where they are seen, supported, and given opportunities to thrive. For nearly 30 years, we have stayed true to our mission - serving thousands of students and 518 graduates who may have otherwise dropped out or had even worse outcomes including incarceration or loss of life. Boulder Prep is well known in the community for providing a smaller, more supportive learning environment. Students are referred by school counselors, deans, and administrators at their home high schools. Community professionals including social workers, therapists, probation officerSome families find us directly through word of mouth. After nearly 30 years of 1

impact, we are seeing generational enrollment where former students are choosing Boulder Prep for their children. Enrollment is year-round, and we’ll always make room for those in need. This spring, one of our rising seniors donned a short-sleeve t-shirt, revealing the patchwork of keloid scars all the way up his arms. Self-Harm is not uncommon among Boulder Prep students. Their pain is deep and complex. This can show up as complete withdrawal or frightening rage. There are students who spend their first months at Boulder Prep curled up under a desk in an office. Their mere presence in the building is a win. Our staff work one-on-one with each student and family to develop personalized support plans that build emotional resilience and academic confidence. Slowly, with the love of our therapy dog and deeply empathic staff, those fearful students peek their heads out little by little to discover that Boulder Prep is a safe space where they are seen, valued, and accepted. What happens at Boulder Prep is more than a transformation - it is a metamorphosis. Learning cannot happen without safety, and safety comes from a welcoming community with patient, consistent, and compassionate staff. Whether a student is transitioning from drug rehab or recovering from an attempted suicide, Boulder Prep gives them stability, purpose, and hope. With new classes starting every four-weeks, there are nine entry points for new students to join or struggling students to jump back in. What truly transforms learning for our students is having relevant and engaging classes in a school environment that is safe and accepting. We’ll never know the exact number, but there is no doubt that lives have been saved by Boulder Prep. Boulder Prep’s year-round, intensive learning model sets us apart from other schools. Focused, thematic classes like Sleep Science, Travel Geography, Dystopian Literature, Indigenous Studies, and Math for Life are taught over four weeks. Students take three classes during each four-week “Quad” followed by at least one week off. This rapid 4-on and 1-off learning and rest cycle keeps students and staff energised, preventing burnout and summer learning loss. To combat excessive screen time, classes are low-tech, interactive, conversational, and fast-paced with new activities every 20-30 minutes. Academic classes are Monday to Thursday leaving Fridays for Career Exploration and Life Skills Programming. Students get to choose from a menu of experiential career pathways including Culinary Arts, Cosmetology, Animal Care, Engineering, Music, and Environmental Science. On alternating Fridays, we offer Life Skills workshops focused on topics like: communication, self-regulation, life hacks, and team-building. Knowing that our students have multiple risk factors and layers of trauma, we promote a culture of healing through connection, caring, kindness, and play. Staff use restorative practices in the classroom and in the community to build positive relationships. Students whose brains are stuck in survival mode cannot be expected to learn. Boulder Prep is a safe and nurturing space that transforms the most reluctant learners into thriving young-adults. We know that just one adult believing in a student can re-build self-worth - imagine what 12 adults and 100 classmates cheering each other on can do for the spirit. That is the magic of Boulder Prep. A recent Boulder Prep transfer arrived with a 0.04 GPA and a class rank of 267 of 268, having passed only one class in all of 9th and 10th grade. This student is an emerging bilingual student of color from a predominantly white high school where he felt unseen and unsupported. Since attending Boulder Prep, he passed 29 of 32 classes and now believes that graduation is possible. Some might question whether Boulder Prep is too easy or just passing students without academic integrity. The reality is that student performance skyrockets when they are in small classes with personalized support and engaging curriculum. This student went from failing nearly everything to success by staying after school for homework lab, accessing extra support in class, and feeling safe enough to ask questions. To further validate the academic integrity of Boulder Prep, 40% of our 2025 graduates and 48% of 2024 graduates completed college credits during their senior year. Every year, 100% of our graduates are accepted to a college or university including schools like Penn State, University of St. Andrews, Cal Poly, Colorado State University, and the University of Colorado. A majority of these graduates would have never thought about going to college and are now on track to becoming first generation college graduates. Our 7 year graduation rate is 58%. This shows that we don’t 2

give up on students even if it takes until they turn 21. Success for us is defined by graduating youth who otherwise might not have. Our graduates have gone on to college domestic and abroad, into trade programs, the workforce, and family life. Our go-to electrician for nearly a decade was a Boulder Prep alumni. One of our grads works next door at Lockheed Martin as a lead computer programmer. We have graduates practicing law, working as nurses, running their own business, making music, serving in the military, teaching children, and much more. Provide School’s Vision: The vision of Boulder Preparatory High School is to have a diverse educational community as reflected by our students, staff, and programs. We are committed to continuous improvement and educational innovation serving between 100-150 students annually in a modernized, environmentally sustainable facility. Our goal is to continue offering exemplary programs with classes that promote critical thinking and deeper learning while also preparing our students with 21st century life skills to succeed in whatever post-secondary path they choose. Our faculty will receive competitive compensation and ongoing professional development in exchange for achieving excellence in fulfilling their classroom and community responsibilities. The administration will continue to promote the strengths of the staff using a collaborative decision-making process that holds all members accountable. Reflection on Achieving Vision: For diversity, 50% of our student body are students of color, 30% are low income, and 25% qualify for a 504 or IEP. A third of our staff identify as people of color and half of the staff have been at Boulder Prep for nine or more years. Staff retention is important, and while we cannot pay what the district does, we try to offer other benefits and a positive work environment to minimize turnover. The school uses a consultative decision-making process where the Headmaster actively seeks input from staff, students, families, and Board members. Staff meets weekly for 2.5 hours to discuss students, operations, improvement efforts, and new initiatives. Everyone is encouraged to share ideas, raise concerns, discuss opportunities, decide on activities, and shape policies. Environmental sustainability is an important value at Boulder Prep that we try to model for the students. This began years ago with a 22KW solar array for renewable power and sun tunnels to bring in natural light. More recently, we added astro-turf for a zero-water lawn, two electric school buses, and 8 electric charging stations since so many staff and students also drive electric. In December 2025, we completed a hybrid electrification project for our HVAC systems and another 20KW solar array was added in February 2026. Question 2: Describe and reflect on the school’s authorizer-determined, school-specific measures Authorizer-Determined School Specific Measure 1: While we don’t have a specific Authorizer Determined School measure, on our most recent Unified Improvement Plan for the state, we set a goal that By the end of the 25/26 school year, our target will be a 55% graduation rate and 60% completion rate. Reflection on Achieving specific measures: Boulder Prep has consistently received favorable performance ratings by the state for an AEC (alternative education campus) which are based on student achievement, growth, and completion rates which include 5,6,7 year graduates and GED completers. While we have been able to achieve AEC Performance status for state accountability, our low graduation rate has resulted in a Federal designation of Comprehensive Support and Improvement. Over the years, we have implemented various programs and supports to improve our graduation rate and overall student success. Unfortunately, our many efforts are still coming up short on getting all of our students to graduate. The federal expectation for graduations is based on 4-year graduation rates which have been consistently low for our students - averaging at 38% over the last four years. Strategic improvement activities over the last five years have focused on instructional strategies, teacher development, and adopting best practices from 3

high achieving schools. The next major initiative that we need to address is chronic absenteeism which is strongly correlated to low course completion and delayed graduation. For the 26/27 school year, we will develop a comprehensive attendance intervention system to address chronic absenteeism, so students attend more and take advantage of the high quality academics and programming that we have to offer. The plan is to continue improving so ALL seniors graduate prepared to be successful in whatever post-secondary pursuits they choose. Our Annual Accountability Report shows historical data on student achievement, growth, graduation, attendance, dropout, and credit completion. Authorizer-Determined School Specific Measure 2: N/A Reflection on Achieving: Question 3: Is the school’s education program a success? Yes! We can confidently say that Boulder Prep has helped students grow academically, socially, and emotionally over the last 29 years. Please see the links below for the last four years of annual reports. 24-25 Annual Report 23-24 Annual Report 22-23 Annual Report 21-22 Annual Report Question 4: What changes, if any, do you propose making to your educational program or model? Boulder Prep’s model is well established, and we do not plan to make any significant changes to how we operate. As part of our annual accountability review and improvement planning process, our team has identified that low graduation rates are a priority performance challenge and that one root cause is student absenteeism. Getting students to attend school is one of the greatest levers that we can focus on to improve performance. Efforts in this area are highly valued and expected to have strong positive outcomes with regard to course completion and graduation rates. Student data is showing a significant correlation between course performance and attendance. Our leadership team has already started working on attendance strategies and strongly supports more systematic work in this area. They have committed to investing time and energy on this initiative and are eager to develop a comprehensive Attendance Intervention System. The team brings years of experience to this work around student engagement, and they have a well-developed network of partners that can be leveraged for additional support. Question 4: Is the school effectively serving all students, including students with disabilities and English learners? Boulder Prep was founded to serve marginalized youth as demonstrated by our student demographics. Over the last four years, an average of 40% of our students are identified for services based on disabilities, and at least another 20% have added needs but never staffed in for services. In our efforts to collaborate with other schools, St. Vrain has referred more students of color and English Language Learners. This number has been historically low, not because we don’t serve them, but because there are not many ELLs in the district. One prime example of our willingness to work with any student is the story of sibling refugees from Eritrea. The older sister was 20 years old and the brother was 19 when they arrived in Boulder. No other school would take them since they were too old and didn’t speak much English. Knowing that the siblings would age out, we decided that taking classes at Boulder Prep would at least support their growth and help them prepare for the GED. They had no other options. Our team worked one-on-one with them to build their language proficiency and access general education classes. What we discovered is that this sibling duo is incredibly gifted academically and just needed a safe supportive space to thrive. The older sibling got 4

her GED a few months after her 21st birthday. She has already completed two semesters at Front Range with top grades and is on track for a pre-med transfer to CU. Her dream is to be a brain surgeon. The younger sibling has an exceptional aptitude for math and is concurrently taking classes at Front Range toward an associates in Engineering.

Section 2: Board Governance Question 1: Is the school operating and governed effectively? Board governance is efficient and effective. ●​ The Board operates under Robert’s rules. Governance is sensitive to community needs, school culture, and student and staff goals, dreams, and desires. Fiscal management is spearheaded by experts and approved by the whole board. ●​ The Board has informed members, and all Board Officers efficiently manage their responsibilities. ●​ Board members regularly review the Mission and Vision of the school to ensure it is effectively driving governance decisions. ●​ Boulder Prep’s Board is not a Board of Directors, rather, the founders opted for a board of Trustees. Boulder Prep’s board of Trustees is made up of the School’s Headmaster and six community members with specific, strategic expertise. Our Board expertise includes: Education, Finance, Business Management, Human Resources, and Accounting. Future board recruitment will aim at maintaining this diverse expertise. ●​ Transfer of Board governance is efficient. When board members step-down, new members are effectively recruited, including the recent transition of the Board Chair stepping down and a new Chair being unanimously voted in. ●​ The Boulder Prep Board of Trustees does not get involved in day-to-day operations of the school but rather supports the Headmaster through regular consultation. The school is operating effectively. ●​ Boulder Prep has a 95% or greater annual staff retention rate. The teachers are committed and engaged in their work. ●​ Course offerings and special programming are strategic and streamlined, developed through staff-expertise, and driven by student interest. Question 2: Reflect on the board’s compliance with ethics and open meetings laws/Sunshine laws. ●​ Boulder Prep complies with Colorado’s Sunshine Laws for Boards by making all records available on the school’s website, and meetings open to the public. ●​ The Board follows the school’s bylaws which includes policies for conflicts of interest. The Board adheres to these laws for both virtual and in-person board sessions. ●​ Board meetings are scheduled in 6-month increments, with dates and times made public on the Boulder Prep website. Meetings are open to the public and the link is available on the website. Detailed meeting minutes are kept for all board meetings and posted to the Boulder Prep website within 30 days of approval. ●​ The Board adheres to Robert’s Rules of Order, sending out agendas in advance of meetings, and following protocol during sessions. All action items require a quorum and are addressed during open session. Question 3: Reflect on board training for new members. Boulder Prep provides Board members’ training throughout the lifecycle of being a board member: ●​ Membership Exploration. Before becoming a Board member, all candidates visit the school to learn more about programs, Board procedures, and expectations. 5

●​ Onboarding. New Board members familiarize themselves with Open Meetings Laws and requirements related to public notice, fiduciary responsibility, transparency, and meeting procedures. Board Member training also includes educating themselves on Boulder Prep’s mission, values, and culture. ●​ Ongoing Training. Board members are expected to re-review the by-laws annually, and the mission of the school is included in every Board meeting. Additionally, the Board previously took training from the Colorado League of Charter Schools, which focused on ethical conduct, financial oversight, and accountability. The Board is looking to undergo this training again in 2026. Board members are encouraged to self-train on topics which are relevant to Boulder Prep, including local and state fundraising initiatives, budgeting and accounting, educational policy, and current social issues, among other topics. ●​ Offboarding. As Board members exit the Board, they pass along knowledge and lessons learned to fellow Board and committee members to ensure continuity and knowledge transfer. Question 4: Is the charter school advancing equity and access and fulfilling its obligations as a public school, including through its admissions, programs, services, and outcomes? Our school promotes equity from admission through graduation. Boulder Prep is well known in the community for taking some of the most challenging students. We recognize that equity means meeting each student where they are at and providing them with the individualized support they need to thrive. This can look like anything from home visits, special snacks, partial schedules, daily check-ins, ice packs to self-regulate, taking students for doctors appointments, sending home food boxes, getting them work shoes, independent studies for credit recovery, daily email updates to parents, and pretty much whatever it takes. The Boulder Prep team goes above and beyond for EACH and EVERY student. With rolling admissions, students can enroll at almost any time during the school year, giving those who have fallen behind or faced challenges in traditional schools a fresh start. We welcome students who are coming from a treatment program, court-involved, over-age/under-credit, or returning after time away from school, including those who have experienced trauma, bullying, homelessness, anxiety, or disciplinary struggles. Students have access to free essential services, including breakfast, lunch, school supplies, therapy, and field trips. Our small 8:1 student-to-staff ratio allows for personalized support and a team-based approach to meeting academic and personal needs. We also partner with the other BVSD staff and community organizations to provide additional resources, mental health support, and academic/classroom opportunities. Our goal is to help every student pursue their path up to and beyond graduation. Many of our graduates have gone on to four-year universities, both domestic and international, while others explore community college, vocational training, or career pathways. Through our partnership with Front Range Community College, students can participate in dual enrollment classes during their Junior and Senior years. We are also heavily invested in Grad+ programs, helping our students begin their postsecondary journey while in high school. In addition, we partner closely with the School to Work Alliance Program (SWAP) which supports students with 504s and IEPs with college and career planning, job interviewing, and other life skills necessary for a successful transition to adulthood. Because of our supportive environment, we often see powerful student transformations and underdog triumph stories. Witnessing students overcome life obstacles and achieve their goals is the motivator that drives our work daily to serve all students equitably and with integrity. Question 5: Describe how the board monitors the school’s academic, operational, and financial performance. The board meets every 4-6 weeks. The standard agenda includes: ●​ An anecdote ●​ Public Comment ●​ Chair’s Report 6

●​ Headmaster Report ●​ Board Communication ●​ Finance Report ●​ Study Items ●​ Action Items Academic and operational progress is reviewed as part of the Headmaster report. A finance packet provides details on revenues/expenditures for all of the schools accounts including the 501C3 and Charitable Trust Investment Account. Study items will vary throughout the year to address short-term issues that arise and long-term planning around school improvement goals. The Headmaster compiles the following data and reviews progress with the board. 1.​ Academic Monitoring a.​ Student course completion rates b.​ Graduation Rates c.​ Drop-out Rates 2.​ Operational Monitoring a.​ Facilities management i.​ Review building needs, requirements, repairs, and enhancements 3.​ Personnel management a.​ Review FTE and turnover b.​ Review and approve of salary schedule, annual raises, stipends, and benefits package c.​ Support for ongoing Professional Development/Training 4.​ Financial Monitoring a.​ Monthly financial report inclusive of statement of activity and fund balances b.​ Approving an annual FY budget and a mid-year revised budget. c.​ Approval of an updated investment policy (December 2025)

Section 3: Legal and Contractual Compliance Question 1: How has the school ensured compliance with federal law, state law, and the school’s charter contract? (Please describe any Notices of Concern and the school’s response, as applicable.) Boulder Prep takes legal compliance very seriously and relies on district leadership to help advise when legal matters arise. Federal Compliance: ●​ Our Special Education team monitors timelines to ensure that all IEP evals and reviews are completed in a timely manner in addition to 504 annual updates. ●​ Our leadership team has completed training for Title IX and follows the BVSD flowchart to investigate and address issues that may arise. ●​ As a school that was founded to serve marginalized students, we have consistently upheld non-discrimination laws by accepting students and hiring staff of all backgrounds. ●​ We are in alignment with the District's priority of making sure that discipline is not disproportional or subjectively handled. State Compliance: ●​ Annually we submit accountability data to the district/state to demonstrate our progress with student achievement and growth. ●​ Background checks are completed for all new staff members and volunteers. ●​ Financial transparency is met by posting required documents on the schools website. There have been no notices or concerns from any staff, stakeholders, nor public parties.

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Section 4: Financial Performance Question 1: Provide an analysis of the school’s financial strengths, challenges, and opportunities for growth. Financial Strengths: ●​ There is budget management and regular board oversight, maintaining a surplus in the school’s general fund of $700K+, utilizing grants to ensure continued programming. ●​ Annual audits with no audit findings. Our Tax Form 990 is filed timely and accurately. ●​ There is a separate Investment committee that reviews holdings and account changes based on the approved Investment Policy. 501c3 to secure private funds to support the educational mission ●​ Steady revenue source from sustainable PPR (per pupil revenue). ●​ Share of mill levy and bond funds as an additional source of funding. ●​ Positive relationship with the school district around facilities and maintenance allowing Boulder Prep to focus funding towards programs. ●​ Through strategic financial management while expanding programming, the school has been able to increase our general fund surplus by 200% over the last five years. ●​ Strong forecasting models to ensure salary increases and programming changes are sustainable. Challenges ●​ Although Boulder Prep has made significant strides in improving staff compensation, this continues to be an area of opportunity for improvement to be more competitive with the school district. ●​ Temporary funds from grants and renewal restrictions make it difficult to rely on these external funds. This can lead to cuts in programs and staff that are grant funded. ●​ Changes to state and district funding practices including BVSD reduction in Mill Sharing. ●​ Reliable funding for bus routes to support attendance and equitable access to transportation to and from school. ●​ Enrollment fluctuations that could impact our annual per pupil revenues. ●​ Constant increases in benefits costs - especially health insurance Opportunities for growth: ●​ Continue to source funding through grants and donations as Boulder Prep has done for many years. ●​ Continue to grow our Charitable trust to provide additional funding for programs as needed. ●​ Develop a school-based business that would generate revenue and provide work-based learning opportunities for students. Question 2: Is the school financially solvent/viable? Boulder Prep has consistently operated within the approved annual budget. Accounting is done on an accrual basis to ensure expenses are recognized in the month in which they occur. The school has a small amount of liabilities in the 501c3 that include only scholarships awarded to students. The school has set up several additional funding sources through the 501c3 such as paypal donations, Kroger Community Rewards, Corporate Matching, and monthly recurring donations. Question 3: Has the school met the financial goals described in its charter? The financial committee and the Board ensures the financial goals are met by maintaining its long‑term fiscal health while still supporting the school’s sustainability and academic initiatives. Boulder Prep prioritizes adequate funding for academic programs and staff, ensuring that the students are supported through various programming, educational goals are being met, and the staff are paid competitively. All financial decisions support both operational stability and educational excellence.

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CHARTER RENEWAL APPLICATION Part 2. Required Body of Evidence Submissions Checklist Academic Performance ☐ Summative Report that includes: The renewal application shall contain a complete report on the progress of the school in achieving the goals, objectives, student performance standards, content standards, targets for the measures used to determine the levels of attainment of the accreditation performance indicators and other terms of the charter contract, and the results achieved by the charter school students on state assessments. The renewal application shall also include a financial statement that discloses the costs of administration, instruction and other spending categories for the school; and any information or materials resulting from the School District's annual review of the charter school. The Board shall act by resolution on the renewal application no later than February 1 of the year in which the School District charter expires or by a mutually agreed upon date. When appropriate and to the extent permitted by law, the Board may require the charter school to incorporate specific programs, strategies, or supports to address concerns identified through the renewal process. ☐ School Performance Framework and/or District Framework ☐ School Calendar Boulder Prep operates on a year-round calendar that differs from the BVSD traditional school calendar. Students attend school for the same total of 1080 instructional hours, with the same amount of vacation time, but breaks are distributed more evenly throughout the year rather than concentrated in long summer or winter breaks. This schedule is intentionally designed to support rolling admissions and rolling graduation, allowing students to enroll and complete their coursework at any point during the year. This flexibility is especially beneficial for transfer students and students who need alternative entry points. The calendar is organized based on a 4-week quad schedule, where students take three classes for four weeks at a time. At the end of each quad, students have a one or three-week break before beginning their next set of courses. This structure allows students to earn credits efficiently while maintaining consistent opportunities for rest and transition. ☐ Master Staff Schedule (including class times, teachers, content, and location) The master staff schedule is developed and finalized every four weeks to intentionally align course offerings with current student needs. This allows the school to offer required graduation courses, reintroduce courses that have not been offered recently, and adjust programming based on enrollment trends, student interests, and credit demand. This flexible scheduling model ensures that students always have access to the courses they need to stay on track for graduation while also allowing the school to adapt quickly as new students enroll or student needs change. The schedule is accessible to all staff and is reviewed approximately every two weeks during staff meetings. This ongoing review allows teachers to propose new courses four to eight weeks in advance and make adjustments as needed. Each quad intentionally includes multiple course options that fulfill core credit areas. During each period, the schedule aims to offer at least one course in science, language arts, math, and social studies, along with a physical education or health option and a service learning or elective option. This ensures consistent access to required credits for all students. Classroom assignments may shift between quads depending on enrollment size and instructional needs. Staff receive advance notice of room assignments, and classrooms remain flexible rather than assigned permanently to individual teachers. We do not have enough classrooms for each of our teachers to have their own room. Teachers typically instruct one to two class periods per day and have at least one daily prep period. Each class is 100 minutes. Teachers/Staff with lighter teaching loads may hold additional administrative responsibilities, while those teaching two periods have fewer administrative duties. All staff members teach throughout the year including the Headmaster, Program Director, 9

Engagement Specialist, Graduation Coach, and SPED Case Manager. This helps admin staff stay connected with what is happening in the classroom and build relationships with students. ☐ Staff Roster (including roles, responsibilities, grades taught, etc.) All Boulder Prep teachers have both instructional and general community responsibilities. Teaching loads are balanced with administrative roles, meaning staff members with greater administrative responsibilities typically carry lighter teaching schedules, while those with heavier teaching loads have fewer administrative duties. Every teacher is guaranteed at least one daily preparation period of 100 minutes and teaches between one and two class periods per day. On Fridays, teachers collaborate to offer career exploration and life skills workshops. Teachers bring diverse skill sets to the school. While each teacher has a primary content area, most also support additional subject areas. For example, language arts teachers often support social studies courses, and math and science teachers regularly collaborate on curriculum development. This flexibility allows the school to staff courses efficiently and provide interdisciplinary learning opportunities. Some staff members hold specialized administrative roles that support student success. For example, the Engagement Specialist supports attendance and student outreach while assisting with registrar duties. The Program Director manages volunteers, practicum students, and community partnerships. The Graduation Coach supports students in credit tracking and individualized scheduling, and the SPED Director coordinates 504 and IEP plans and meetings. Classes are organized by skill level rather than grade level, resulting in mixed-age and mixed-skill rosters. Some courses are designed to support advanced learners or upperclassmen, while others provide targeted skill intervention. This flexible grouping allows instruction to be responsive to student needs and supports personalized learning pathways for all students. Through partnerships with CU and Metro State, we host an average of 20 practicum students each semester who help in classes and with projects around the school. ☐ Curriculum Overview The primary goal of Boulder Prep’s curriculum is to meet students where they are when they enter our school. Many students arrive having experienced academic gaps, inconsistent attendance, or disengagement from traditional schooling. Our first priority is to help students reconnect with learning by making school engaging, meaningful, and enjoyable, while maintaining high academic expectations and course integrity. Boulder Prep courses align with BVSD graduation requirements and Colorado Department of Education standards, ensuring students remain competitive for four-year colleges, community colleges, and vocational programs. Our curriculum emphasizes hands-on, project-based, and innovative learning while building the academic skills needed for postsecondary success. Students must pass with a 70% or higher to earn credit. Classes are typically worth 2.5 credits, however, to encourage mastery learning in core classes, students can earn 3 credits for a B or 3.5 credits for an A. Boulder Prep operates on a four-week quad system, where students take three classes at a time for four weeks before rotating into a new set of courses. Some classes, such as certain Language Arts or Math courses, may extend longer to allow for deeper content mastery. This flexible schedule allows students to enter at multiple points throughout the year, which is especially helpful for transfer students and those working toward graduation on individualized timelines. Each completed course earns 2.5 credits for a passing grade (additional credit details are outlined in the graduation requirements section). The course catalog for Boulder Prep has developed several hundred courses over the years. Courses are designed as thematic units, rather than traditional year-long classes. For example, students do not take a year-long Biology course but instead explore biology concepts across multiple science-themed classes. Examples of science offerings include: 10

●​ Sleep Science ●​ Zoology ●​ Neuroscience ●​ Genetics ●​ Natural Disasters ●​ Applied Mechanics ●​ 3D Printing Language Arts courses are also broken into 4-week topic-based classes, such as: ●​ Gothic Literature ●​ Science Fiction ●​ Memoir ●​ Developmental Writing ●​ Professional Writing Social Studies follows a similar thematic approach. Examples of courses include: ●​ Genocides ●​ Vietnam War ●​ Travel Geography ●​ Paleoanthropology ●​ Bioethics Math includes traditional courses such as Algebra, Geometry, and Algebra II, as well as required math capstones focused on real-world applications, including: ●​ Probability ●​ Math for Life ●​ Financial Literacy ●​ Data Science ●​ ACT WorkKeys Applied Math Health and Physical Education Health courses focus on communication, healthy relationships, DBT and CBT skill-building, and holistic wellness. Physical Education emphasizes practical, hands-on activities such as biking, hiking, boxing, sailing, karate, and other skill-based movement experiences. Career Pathways and Experiential Learning (Life Skills) Boulder Prep takes a holistic approach to learning and offers robust Career and Technical Education (CTE) exploration pathways on Fridays. These experiences provide students with real-world exposure through guest experts, field trips, and hands-on learning. Past pathway offerings have included: ●​ Automotive ●​ Fashion Design ●​ Veterinary and Animal Sciences ●​ Construction ●​ Criminal Justice ●​ Culinary ●​ Cybersecurity ●​ Music Production Service Learning Service learning is a core component of the Boulder Prep curriculum. Students fulfill service learning requirements through volunteer work, paid employment, and structured service courses. These courses place students in real-world settings such as nursing homes, elementary classrooms, the school’s kitchen, and community organizations, allowing students to contribute meaningfully while building responsibility and career skills. Concurrent Enrollment

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Boulder Prep partners with Front Range Community College to offer Concurrent Enrollment courses for students seeking increased academic rigor and early college preparation. Rather than offering traditional AP or IB courses, we provide students with the opportunity to take real college classes and earn both high school and college credit simultaneously. Each year, qualified juniors and seniors enroll in college-level courses taught on campus, allowing students to experience the expectations of higher education while still receiving support from Boulder Prep staff. These courses appear on both the student’s high school transcript and their official college transcript, giving students a strong academic advantage and a smooth transition into postsecondary education. ☐ English Learner Self-Reflection Over the past several years, students identified as English Language Learners (ELLs) have made up fewer than 2% of our school population; however, this number has been gradually increasing. In response, all teachers have been trained and continue to receive ongoing professional development focused on best instructional practices to support diverse learners. Much of this training emphasizes strategies such as scaffolding and differentiation to ensure that instruction meets the needs of all students, including those with significant skill gaps. Additionally, our classes commonly provide universal accommodations. This means that many supports are available to all students, regardless of whether they have a formal IEP or 504 plan. These structures help ensure that students who are learning English as an additional language have equitable access to their education. Our professional development programming also includes dedicated segments on multicultural education. Over the past few years, this has been a major area of emphasis, with a focus on equipping teachers to meet students from diverse cultural backgrounds where they are. As our school’s demographics continue to evolve and become more diverse, we remain committed to fostering inclusive, culturally responsive teaching practices. ☐ SPED Self-Reflection Our school has one full-time Special Education (SPED) Case Manager who oversees the management, implementation, and compliance of all Individualized Education Programs (IEPs) and 504 Plans. The district assigns a school psychologist who works with our SPED Manager approximately two days per week to support with annual reviews, re-evaluations, new evaluations, and some direct services. Our special education process is highly collaborative. During weekly staff meetings, the SPED Case Manager provides updates on upcoming IEP and 504 meetings. Teachers are asked to contribute observations about how accommodations are being implemented in the classroom, as well as information about each student’s strengths, progress toward goals, and areas where goals may still be in progress. This information is reviewed by the SPED Case Manager and used to complete reviews and re-evaluations. Staff members receive regular training on accommodations and best practices for supporting students with diverse learning needs. These trainings occur during weekly staff meetings as well as during annual professional development sessions. Sometimes these trainings are led by our SPED Case Manager, and other times they are facilitated by district personnel or other experts in the field. The number of students receiving special education services fluctuates each year, but typically around 30–40% of our students have either a 504 Plan or an IEP. At the start of each term, teachers review the accommodations listed for students on their rosters to ensure they understand how to support them effectively. If teachers need assistance implementing accommodations, they can consult directly with the SPED Case Manager for guidance and support. Our school operates at a resource service level, which allows us to serve a wide range of students whose IEPs are written at the resource level. Oftentimes, we are asked to take students with higher needs because the students continue to struggle in other settings. In these cases, we consult with the student, family, sending school and the district SPED team 12

to determine whether Boulder Prep is an appropriate placement. This has resulted in many ICAN students transferring to Boulder Prep. ☐ Staff PD Plan In general, staff meet weekly for 2.5-3 hours every Tuesday after school. These meetings focus on current school topics, new students, ongoing student needs, upcoming events, and collaborative lesson planning for Life Skills programming and future courses. Weekly meetings also include embedded professional development, with staff members occasionally leading short 30-40 minute micro–PD sessions ranging from differentiated learning, incorporating movement, or emerging AI applications. At times, representatives from BVSD or outside partners are invited to present on relevant topics. More formal professional development occurs during extended sessions: three full days in the summer and three full days in the winter. These sessions typically feature guest speakers addressing key areas such as trauma-informed practices, supporting neurodivergent students, classroom management, burnout prevention, and staff wellness. Staff also lead micro–PD sessions during these days to share any passions or areas of expertise with the staff. Each year, we try to have a theme for our professional development. Last year, the school invested a majority of its professional development funds in a partnership with Peak to Peak High School. Their team provided focused training on instructional best practices, including pedagogy, classroom management, lesson design, assessment strategies, and student engagement. This partnership was highly successful and responded directly to staff interest in strengthening instructional practice. This year, the school implemented a more personalized and innovative professional development model. Staff participated in a “choose-your-own-adventure” PD structure, identifying one classroom-based goal and one community-based goal. Each staff member completed at least 10 hours of learning or research for each goal. Staff then shared their learning through short presentations during winter and summer professional development sessions. This model allows educators to pursue areas of personal interest while contributing their learning back to the team. Funding is made available to staff for conferences or trainings that align with the overall mission of Boulder Prep. ☐ Teacher/Leader Evaluation Template (including criteria, rubrics, schedules, and confirmation of completion) At the end of each school year, the staff members complete self-evaluations which are then reviewed in a one-on-one meeting with the Headmaster. This meeting is used to review performance, recognize strengths, identify pain points, set goals, and develop support plans. The Headmaster completes the same self-evaluation and reviews it with the Board annually. Due to the nature and size of Boulder Prep, admin completes spot observations throughout the year. All of the teachers have established high performance ratings, so observations are more informal or as needed if there are new lessons/activities or troublesome students that the teacher wants feedback on. ☐ Staff Handbook ☐ Classroom Observation Protocol and Schedule Because of the school’s small size and compact building layout, classroom observations are easy to conduct throughout the year. The Headmaster completes spot observations for staff members at least twice per year. Since all staff members have demonstrated exceptional teaching skills, formal observations are done on an as needed basis. There are only six physical classrooms on campus. In addition, many classes are held in shared spaces such as the Commons or Makerspace, which are centrally located and highly visible, allowing for consistent informal observation. The teachers are encouraged to do at least one peer observation each year to learn from each other and see great teaching practices in action. Instruction is also visible during our all-school daily assembly (Stories), where each staff member rotates leading short 20 minute presentations two to three times per month. These presentations provide another opportunity for instructional observation and feedback. 13

Due to the close-knit nature of the school, teachers regularly check in with the Headmaster informally throughout the year for ongoing feedback and support. Additionally, the Program Director conducts formal monthly evaluations for teachers participating in credentialing or induction programs. During the 2025–26 school year, four teachers are completing induction requirements and receive targeted feedback focused on instructional strategies, lesson design, and course development. Observation tools and rubrics vary depending on the requirements of each credentialing program. Example of a formal observation can be found here Teachers are also encouraged to collaborate, co-teach, and lesson plan together. Dedicated collaboration time is built into weekly staff meetings. Staff work in pairs or groups of three to design and deliver the Friday Life Skills and Career Pathway workshops. This collaborative approach strengthens instructional practices, promotes shared learning among staff, and builds strong team cohesion. ☐ Assessment Plan (including Interim Assessments) Boulder Prep uses the Pre-ACT and ACT to measure student achievement and growth. Testing for seniors is done in October in preparation for submitting college applications. Our April round of testing is focused on 9th, 10th, and 11th graders, but 12th graders can test again if they want to improve their scores. Outside of this standardized testing plan, teachers include formative and summative assessments in their classes. ☐ Graduation Requirements Students must earn 250 total credits to graduate from Boulder Prep. This is higher than BVSD’s requirement because Boulder Prep includes additional required electives and intentionally addresses skill gaps that many students bring when they enroll. Because students enter at different times throughout the year, most courses run in four-week quads and are worth 2.5 credits. This allows students to begin earning credits immediately rather than waiting for a full semester, creating stability and faster progress toward graduation. Core Content Credit Structure Core content areas include Language Arts, Social Studies, and STEM (Math and Science combined). Graduation requirements are: ●​ Language Arts: 50 credits ●​ Social Studies: 40 credits ●​ STEM: 60 credits In core classes, students can earn additional credits based on performance: ●​ C = 2.5 credits ●​ B = 3.0 credits ●​ A = 3.5 credits This system encourages mastery, rewards students for going above and beyond, and allows students who may be behind in credits to accelerate their progress. Students with skill gaps still earn base credits while strengthening their skills, while students who push themselves academically may need fewer total core classes over time. Health, Wellness, and Electives Boulder Prep requires 10 PE credits and 10 Health credits, exceeding BVSD requirements. This reflects our strong emphasis on students’ physical, mental, and social-emotional well-being. Students can meet these requirements through a variety of course offerings and independent options. Two Prep-specific requirements include: ●​ Stories (Daily Morning Assembly)

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●​ Life Skills Fridays, which focus on career and technical education pathways such as culinary arts, automotive, construction, aerospace, criminal justice, veterinary sciences, and other hands-on experiences.​ Service Learning and Essential Skills All students must complete at least one service learning course on campus, which may include supporting the school kitchen, gardening, working with community organizations, elder care, or elementary students. Students must also complete volunteer service or maintain a job during high school to fulfill service learning expectations. Students also earn credits in Essential Skills, which allow them to enrich their high school experience beyond core requirements. This may include: ●​ Additional core coursework ●​ BVSD Grad Plus programs ●​ CLEP exams, ACT WorkKeys ●​ World language courses ●​ Other enrichment opportunities All non-core courses earn 2.5 credits per quad, regardless of grade earned. Senior Portfolio Requirement To graduate, students must complete a Senior Portfolio demonstrating postsecondary readiness. This includes evidence such as college or training applications, scholarship work, FAFSA completion, career exploration, concurrent enrollment, research projects, and personal reflections. Students accumulate points within the portfolio to showcase learning, planning, and growth. ☐ UIP Plan Board Governance ☐ Board Meeting Schedule The Boulder Prep Board meets every 4-6 weeks depending on when the school breaks are. ☐ Board Roster ☐ Strategic Plan Boulder Prep Strategic Vision 2026 – 2031: 1.​ Staff Satisfaction & Staff Development: The board recognizes it is crucial to resist stagnation amongst teaching and administrative staff and promote self-efficacy, innovation, collaboration and development for highly effective teaching. It is our vision to inspire the staff to identify high-impact professional learning opportunities that continue to develop their skillset. Further, the board will continue to develop specific policies and effective incentives that support staff professional learning. The board recognizes that promoting staff work-life-balance is also important to their effectiveness as practitioners. As a board, we will continue to develop opportunities and funding for meaningful staff member wellness. 2.​ Program Financial Development: While Boulder prep has historically been fiscally healthy, the funding landscape is changing. The Boulder Prep Board is committed to continuing a multi-strand funding strategy that weaves together grants, 501c3 advancement, and state funding in ways that make staff compensation more competitive, school operations sustainable, and the 5-year fiscal outlook healthy. Strong financials are also important to increase competitiveness of staff compensation to continue recruiting and retaining effective teachers. 3.​ Review and ensure responsible governance: The Board will work with school leadership to clarify staff roles and workload to ensure effective school operations. The BP board will develop a clear and effective Headmaster evaluation process and support 15

the current headmaster in evaluating staffing needs and roles. The Boulder Prep Board will review current policies to ensure they are meeting the operational and governance needs of the school. Further, they will revise and develop policies as necessary to ensure effective operations and governance. 4.​ Partnerships and Community Collaboration: We will continue building partnerships that support and enhance the Boulder Prep mission to provide unique learning and experiential opportunities for the students. ☐ Board Handbook (including Bylaws and Conflict of Interest Policy) ☐ Board Self-Evaluation/Needs Assessment ☐ New Waiver Requests None ☐ Organizational Chart ☐ Complaint/Grievance Policy Legal and Contractual Compliance ☐ Title IX Plan/Policy Boulder Prep follows the BVSD Title IX Plan/Policy. Lili Adeli, Boulder Prep’s Headmaster with the admin team are responsible for compliance. ☐ Student Discipline Policy Student conduct is based on the following four agreements: 1.​ Respect everyone’s educational opportunity 2.​ Respect the entire building 3.​ Respect each others belongings 4.​ Respect everyone’s right to make amends Any conduct or behavior that does not follow these agreements is addressed on an individual basis by the administration and in consultation with faculty and any other appropriate parties and/or agencies. Student discipline will also be addressed on an individual basis. Any necessary disciplinary action is taken in accordance with the student’s individual rights and in consideration of student’s academic best interest and the community’s best interest. Boulder Prep primarily uses restorative practices to address discipline issues. The following are some of the protocols/practices used: 1.​ Marijuana Offense Flowchart 2.​ Alcohol Restorative Checklist 3.​ Derogatory Language 1st Offense Packet 4.​ Bullying Restorative Packet and Mediation 5.​ Vaping Restorative Packet

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☐ Student discipline data by subgroup for previous four years The following table shows behavior incidents based on subgroup for the last four years. 22/23 23/24 24/25 25/26 White 12 10 10 14 Asian 0 0 1 1 Black 0 0 1 0 Hispanic/Latino 3 3 12 2 ☐ Parent/Student Handbooks (including Student Admissions, Lottery, Waiting List, Recruitment, and Enrollment Policies; lottery and enrollment forms) Enrollment Policy ☐ Student Enrollment by Subgroups (last 4 years)

# Served IEP/504 BIPOC LGBTQ Low Income High Risk

22/23 139 47% 48% 15% 23% 92%

23/24 138 44% 45% 18% 20% 92%

24/25 135 37% 46% 22% 34% 92%

25/26 122 25% 50% 27% 30% 90%

☐ Re-enrollment Rates (last 4 years) Percent of Eligible Students who continued @ Boulder Prep the Following Year 21/22 22/23 23/24 24/25 75% 76% 75% 80% ☐ Student Enrollment Projections We anticipate keeping a steady enrollment of 100 students +/- 10 students. ☐ Notices of Concern and School’s Response (if applicable) N/A ☐ Waivers* ☐ Requests for Contract Modifications** Boulder Prep serves a unique role within the BVSD community. We take on some of the most difficult cases and often see amazing transformations in students who would have likely ended up dropping out. These cases take a great deal of work from our team who provides individualized support academically, socially, and emotionally. A huge part of our success with disengaged kids is having low student to staff ratios and specialized staff members to do intensive case management. Our staffing numbers right now are not enough as everyone is managing one crisis after another on top of widening skills gaps. Academic Intervention classes need 1 teacher for a maximum of five students. We appreciate BVSD’s commitment and efforts to achieve equity. It’s clear that Boulder Prep students are coming with greater need, so the funding should be equitable to meet those needs. Knowing that more than 90% of Boulder Prep students are identified as high-risk, we are humbly requesting equitable funding to help our students achieve in the same way as their Boulder Valley counterparts. Our mill share has been cut by 5% on top of rising costs making it harder to 17

sustain our staffing ratio and diverse programming. Any of the following options would make a tremendous difference in our ability to meet the kids where they are at and achieve respective growth. Funding/Support Options 1.​ 100% Mill Share as an Alternative Education Campus to support equity. 2.​ $1000 per student equity payment- would be used to sustain low student to staff ratios and offset the rising costs for insurance and central services fees including SPED and IT. 3.​ 1.0 FTE for a PARA - would focus on supporting students with ASD/ADD/ADHD/Executive Functioning needs 4.​ 1.0 FTE for a School Security/Campus Monitor - would help monitor for issues and regulate behavior throughout the day to take that load off of teachers who are trying to focus on learning. 5.​ 1.0 FTE for an Academic Interventionist - would focus on intensive math and language arts remediation for students performing below grade level proficiency. Grant funding for this ended in FY23. Financial Performance ☐ Long-term budget (5-years if available) ☐ Financial Policies and Procedures ●​ Internal Controls & Spending Policy ●​ Boulder Prep Investment Policy ☐ Annual Independent Audit ☐ Audit’s Management Letter ☐ Unaudited Financial Statements

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Authorizer’s Summative Report Template (District Authorizer completes this report) Summative Report: Authorizer Staff Recommendations and Areas of Concern Template CHARTER RENEWAL SUMMATIVE REPORT: Authorizer Staff Recommendations and Areas of Concern School Name: Principal Name: Chair, Board of Directors: Authorizer Staff Renewal Recommendations:

Areas of Strength:

Areas of Concern Including State Watchlist Considerations:

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