Exhibit A Renewal Application.pdf (530 KB)

Adapted from CACSA Renewal Package

Charter School Renewal Application

Table of Contents: Timeline Part 1 of Renewal Application Part 2 of Renewal Application Authorizer’s Summative Report

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Process Timeline

Kick off and Communication

Throughout fall semester

Applications

●​By November 1 – Part 1 of application is due ●​ By November 15 – Part 2 of application is due (While the State’s deadline is December 1* – In order to provide sufficient review time and negotiations sessions, please submit complete applications by November 15)

Site Visits

Throughout November

Evaluations and Recommendations

Throughout December

Decision Making

February 1 – Present renewal materials to the board

Contract Negotiations

90 days after renewal decision

*Dates provided by law.

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Application: Part 1. Renewal Reflection CHARTER RENEWAL APPLICATION Part 1. Renewal Reflection School Name: Principal Name:

Chair, Governing Board:

Horizons K-8 School Jasmine Graves Black-Clemons, Head of School Kristin Hauger, Asst. Head of School Travis Lockhart, Parent Board Chair Michael Joseph, Vice Chair Joel Gratz, Treasurer Jordan Logan, Secretary Jessica Slatus Rob Horansky Jim Freund Caley Gallison Rachel Clionsky Fran Cohen Kate Bachtel

Section 1: Academic Performance Question 1: Describe and reflect on the school's mission and vision. Provide School’s Mission: Our Mission at Horizons K8 School is to guide K-8 students to become self-directed learners in a supportive, collaborative environment rooted in critical thinking, justice, and choice. Reflection on Achieving Mission: At Horizons K–8 School, our mission is to guide K–8 students to become self-directed learners within a supportive, collaborative community rooted in critical thinking, justice, and choice. Twice each year, all students participate in student-led conferences, where they reflect on their learning, celebrate accomplishments, and share areas for growth with their families and teachers. These conferences empower students to take ownership of their learning and develop authentic communication skills that deepen self-awareness and confidence. Each student in grades 1–8 also engages in a developmentally appropriate, choice-based passion project, which culminates in a presentation to the broader community. Over time, teachers intentionally release responsibility, helping students strengthen critical thinking, perseverance, and long-term project management skills. Across all grade bands, project-based learning is woven throughout the curriculum, providing meaningful opportunities for collaboration, inquiry, and creativity. Through these experiences, Horizons students learn

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not only what to think, but how to think, cultivating the curiosity and compassion essential for lifelong learning and social justice citizenship. Provide School’s Vision: Our vision is to develop a community of reflective learners who advocate for themselves, others, and a just world. Reflection on Achieving Vision: At Horizons K–8, our vision comes to life each day through student-led academics, restorative practices rooted in Compassionate Communication, and classroom routines that center around self-reflection and personal growth. As our community continues to evolve, we remain deeply committed to the core values that define us: our communication agreements, our practice of compassion, and our shared pursuit of a more just world through education. Looking ahead, we will continue to examine our systems, traditions, and norms through the lens of our Vision Statement, ensuring that every aspect of our school reflects the integrity, equity, and humanity that have always been at the heart of Horizons’ founding.

Question 2: Describe and reflect on the school’s authorizer-determined, school-specific measures (add additional rows as necessary). Partnership with Boulder Valley School District Horizons K–8 is deeply grateful for our ongoing partnership with the Boulder Valley School District (BVSD). This collaboration allows us to align our practices with district standards while maintaining the innovative and inclusive spirit that defines Horizons. Together, we work to ensure that every student receives a high-quality, equitable education. District Training Horizons K–8 actively participates in district training to remain aligned with BVSD policies not waived in our charter contract. Our leaders find District Leadership Team and principal-level meetings to be especially valuable spaces for learning and collaboration. These meetings provide insight and guidance that we adapt to fit our unique school context. Our SPED staff and counselors have participated in monthly district training, including CPI certification, while our literacy interventionists and teachers have engaged in mCLASS training to support literacy assessment and READ Act compliance. We have also partnered closely with BVSD Safety and Security to ensure that our safety procedures are fully aligned with district standards and reflect best practices for student well-being. Bond Program Horizons greatly appreciates the opportunity to participate in the 2025 BVSD Bond Program. As taxpayers, our families value seeing these community-supported funds directly benefit students at both district-managed and charter schools.

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Through this partnership, Horizons received over a $1 million in bond funding, which supported significant facility enhancements. These include the reconfiguration of the Horizons Learning Lab to create intentional spaces for small group interventions and sensory supports, along with numerous smaller projects to improve student learning environments, such as HVAC replacements, new carpeting, fresh paint, and other critical infrastructure upgrades. Serving SPED and EL Learners Horizons K–8 collaborates closely with BVSD to serve our students with disabilities at the resource level, ensuring high-quality, inclusive supports for all learners. We also partner with BVSD to provide English Language Development (ELD) services through a consulting model. In this model, general education can consult with an ELD teacher to plan and deliver lessons that integrate language development with grade-level content where appropriate. As we move into our charter renewal, we would like to explore transitioning away from the BVSD insurance model for ELD to a structure that mirrors our current SPED partnership. Having teachers on staff, hired and trained by Horizons, has proven highly effective in aligning instructional practices with our mission, vision, and inclusive culture. Open Enrollment We deeply value our partnership with BVSD in managing open enrollment, as this shared process maintains the integrity, fairness, and consistency of student admissions. Working collaboratively ensures that enrollment preferences are implemented with fidelity across all BVSD schools. District Safety and Security While Horizons is not currently part of the BVSD School Safety Advocate (SSA) Program, we have felt well supported by the district’s Safety and Security Team. Carrie Burger and her team have been consistently responsive to our questions and proactive in addressing safety concerns as they arise. We are grateful for their partnership and shared commitment to maintaining a safe and supportive environment for all students and staff.

Question 3: Is the school’s education program a success? Horizons K–8’s educational program is a clear and sustained success. For more than 30 years, Horizons has served as a model of excellence in progressive, student-centered education. The school is a nine time John Irwin School of Excellence Award recipient and was recognized by U.S. News & World Report as one of the best elementary and middle schools in 2025. Horizons consistently ranks in the top 20% of all schools in Colorado, demonstrating both academic strength and a deep commitment to nurturing the whole child. Our program’s success is rooted in experiential and social emotional learning, multi-age classrooms, strong

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family partnerships, and a focus on developing self-directed learners. Through project-based learning, student-led conferences, and a culture of reflection and belonging, Horizons ensures that every student is challenged, supported, and inspired to reach their fullest potential. Question 4: What changes, if any, do you propose making to your educational program or model? Horizons K–8’s educational program is intentionally faculty-led, grounded in the belief that those closest to students are best equipped to design, refine, and sustain meaningful learning experiences. As a teacher-led school, any evolution of our educational model emerges from collective reflection, collaboration, and shared decision-making among faculty and administrators through concordance. Our faculty has identified several areas for continued growth and innovation within the Horizons model. Through committee work faculty are working to improve in the following key focus areas: 1.​ Lines of Justice: how it is taught to students, reinforced in daily practice, and communicated to the broader school community. We will explore ways to integrate these principles consistently into curriculum, classroom management, school traditions, staff collaboration, and family engagement. In doing so, we aim to ensure that the Lines of Justice are not only a shared language but a lived experience, guiding our decisions, shaping our relationships, and deepening our collective responsibility to create a just and caring learning environment for all. 2.​ The purpose of this committee will explore how SDL projects evolve in rigor, depth, and complexity as students grow, ensuring that expectations build meaningfully from year to year. We aim to clarify the developmental progression of these projects, define key skills and milestones at each grade level, and identify scaffolds that support student independence, inquiry, and reflection. In addition, we will outline consistent structures and communication tools that help students and families clearly understand the purpose, expectations, and growth trajectory of self-directed learning at each stage. Through this work, we will strengthen SDL as a signature practice that reflects Horizons' values of agency, creativity, and lifelong learning. 3.​ Curriculum Alignment ensures that what is taught across grade levels, courses, and subject areas is: ●​ Consistent ○​ Aligns with state standards, district goals, and national benchmarks. ○​ Reduces gaps or unnecessary overlaps in instruction. ●​ Coherent ○​ Provides a logical progression of skills and knowledge from one grade level to the next. ○​ Ensures that instruction builds on prior learning and prepares students for future learning. ●​ Equitable ○​ Guarantees all students have access to the same high-quality curriculum, regardless of teacher ○​ Promotes fairness in academic expectations and assessments. ●​ Collaborative

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○​ Brings together teachers, specialists, and administrators to review and revise curriculum. ○​ Encourages shared decision-making and professional dialogue. ●​ Focused on Student Success ○​ Helps improve student achievement by aligning curriculum, instruction, and assessment. ○​ Supports intervention and enrichment through a clearly defined scope and sequence. 4. Portfolios & Assessments: Clarify and strengthen the role of portfolios and assessments in supporting student growth, reflection, and demonstration of learning at Horizons K-8. Faculty will explore how assessment practices, including formative, summative, and student self-assessment, can be aligned with our values of student agency, whole-child development, and academic rigor. Together, we aim to define the purpose and scope of student portfolios, ensuring they serve as meaningful tools for reflection, goal setting, and authentic demonstration of learning over time. By developing shared practices and expectations, we seek to enhance consistency, equity, and clarity in how portfolios and assessments are used across the school. Through this collaborative process, Horizons K–8 remains steadfast in its mission to guide students to become self-directed learners in a supportive, justice-oriented, and critically thoughtful environment. Each change we make reflects the strength of our faculty-led model: responsive, reflective, and rooted in the shared belief that learning thrives when teachers lead with purpose and voice.

Question 5: Is the school effectively serving all students, including students with disabilities and English learners? Yes. Horizons K–8 effectively serves all students, including students with disabilities and English learners, through an inclusive, student-centered educational model that meets a wide range of learning needs. Horizons is deeply committed to ensuring that every student is supported academically, socially, and emotionally. While the school’s demographic composition, 81.7% of students identifying as white, is less racially and ethnically diverse than the district overall, Horizons continues to advance its work in diversity, equity, and belonging, ensuring that all students feel seen, valued, and supported. The school’s inclusive approach is reflected in the diversity of learning profiles it serves: 21% of students have an IEP or 504 plan, and 20% are identified as gifted, with many being twice-exceptional. Students receive individualized supports and enrichment through collaborative partnerships between general education, special education, and intervention staff. Academic outcomes affirm the success of this model: 64% of minority students in grades 3–4 met expectations on CMAS, while 81% of minority students in grades 5–8 met or exceeded expectations. These results demonstrate both growth and achievement across student groups and reflect Horizons’ commitment to equitable access, personalized learning, and high expectations for every learner.

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Section 2: Board Governance Question 1: Is the school operating and governed effectively? Currently our governance structures are being reviewed for efficiency, alignment and sustainability. Question 2: Reflect on the board’s compliance with ethics and open meetings laws/Sunshine laws. Due to constant rotation of parent board directors, our board is in regular need of Board training. We comply with Sunshine laws. Question 3: Reflect on board training for new members. Due to constant rotation of parent board directors, our board is in regular need of Board training. 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? Horizons K–8 is actively advancing equity and access and fully meeting its obligations as a public school through inclusive admissions practices, diverse and supportive programs, equitable services, and strong academic outcomes. The school is committed to serving all students by removing barriers to participation, ensuring access to high-quality instruction, and fostering a culture of belonging. Horizons’ inclusive model, serving students with IEPs, 504 plans, gifted identification, and twice-exceptional profiles, demonstrates its dedication to meeting the needs of a wide range of learners while maintaining excellence in academic performance and whole-child development. Question 5: Describe how the board monitors the school’s academic, operational, and financial performance. The Horizons K–8 Board maintains rigorous oversight of the school’s academic, operational, and financial performance through a system of regular reporting, data review, and shared governance practices designed to ensure accountability and transparency. Academic Performance:​ The Board reviews academic data throughout the year, including CMAS results and progress toward Unified Improvement Plan (UIP) goals. The Head of School presents regular updates on the academic environment, allowing the Board to monitor trends, identify areas for improvement, and ensure alignment with the school’s mission of serving all learners. Horizons administration and faculty review student achievement and growth using nationally normed assessments data (NWEA MAPS, mClass) three times yearly for all students in literacy and math. Operational Performance:​ Operational oversight is maintained through standing committees and administrative reports that address staffing, facilities, safety, enrollment, and compliance with district and state regulations. The Board collaborates closely with the Head of School and Council to ensure policies and practices reflect the school’s

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commitment to equity, inclusion, and continuous improvement. Financial Performance:​ Financial health is monitored through a transparent and collaborative process. The Finance Review Committee meets monthly, led by the Head of School and Director of Finance to review monthly financial statements, budget forecasts, and fund balances. The Board approves the annual budget, monitors adherence to Horizons’ financial policies monthly, and reviews quarterly and year-end financial summaries. In addition, the Board oversees the management of the school’s Council Budget and monitors annual fundraising goals to ensure fiscal sustainability and responsible stewardship of public funds and parent donations. Horizons Faculty and Council are updated regularly on Council and Fund 11 budget planning. Through this consistent and collaborative approach, the Board ensures that Horizons K–8 remains academically strong, operationally sound, and financially sustainable, in full alignment with its mission and charter commitments.

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.) Horizons K–8 ensures full compliance with federal law, state law, and its charter contract through a comprehensive framework of governance, oversight, and accountability embedded in every aspect of school operations. Governance and Oversight:​ The Horizons Board of Directors and Head of School work collaboratively to maintain alignment with all Boulder Valley School District (BVSD) policies, state statutes, and federal regulations. The Board and Faculty review compliance updates, engage in annual policy reviews, and ensure that all school procedures uphold the terms outlined in the charter contract. Legal and Regulatory Compliance:​ Horizons adheres to all applicable federal and state laws, including those governing special education (IDEA), Section 504, Title IX, FERPA, and civil rights protections. The school maintains accurate documentation, follows all procedural safeguards, and ensures timely implementation of services and accommodations for students with disabilities. Compliance with mandated reporting, employee training, and safety protocols, including drills, emergency preparedness, and background checks, is monitored and documented consistently. Financial and Operational Compliance:​ Horizons meets all financial reporting requirements established by BVSD and the State of Colorado, including budget submissions, audits, and public transparency obligations. The school’s Finance Review Committee and Director of Finance, along with our Board Treasurer, ensure compliance with the Colorado Public School Finance Act, procurement regulations, and fiscal policies defined in the charter agreement. Charter Accountability:​ The school fulfills its charter obligations by maintaining academic excellence, ensuring equitable access, and implementing its instructional model rooted in social-emotional, experiential, inclusive, and student-centered

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learning. Annual Unified Improvement Plans (UIPs), student performance reports, and faculty approved strategic goals are aligned to the charter’s performance metrics and reviewed collaboratively . Through consistent monitoring, documentation, and transparent communication, Horizons K–8 ensures that all practices reflect the highest standards of compliance, integrity, and public accountability.

Section 4: Financial Performance Question 1: Provide an analysis of the school’s financial strengths, challenges, and opportunities for growth. Financial Strengths:​ Horizons K–8 maintains a position of financial stability built on conservative budgeting, strong community support through donations and strategic partnerships, and responsible fiscal stewardship. The school consistently balances its annual budget, manages a $1.3 million Council budget, and demonstrates a clear commitment to long-term sustainability. Transparent financial practices, regular oversight by the Finance Review Committee, and collaboration between the Head of School, Director of Finance, Board Treasurer, and Board ensure accountability and alignment with the school’s mission. Annual fundraising efforts, exceeding $200,000, and the continued generosity of the parent community supplement per-pupil revenue, enabling Horizons to sustain small class sizes, provide high-quality experiential learning, and support robust arts and outdoor education programs. Financial Challenges:​ Like many charter schools, Horizons faces financial constraints due to limited per-pupil funding and rising costs associated with staffing, operations, and facilities maintenance. The school begins each fiscal year in a structural deficit, requiring careful financial management to balance expenditures and revenue by year’s end. Increases in healthcare premiums, utilities, and competitive compensation for faculty in a high-cost-of-living area continue to put pressure on the operating budget. Additionally, as the school seeks to expand programming and deepen equity initiatives, sustainable funding sources will be critical to supporting these goals without compromising current services. Opportunities for Growth:​ Horizons is well-positioned to build upon its strong fiscal foundation by expanding fundraising, grant acquisition, and endowment growth strategies. Strengthening partnerships with local businesses, alumni, and philanthropic organizations presents opportunities to diversify revenue streams. Continued investment in financial planning, including long-term facilities maintenance and capital reserves, will further ensure the school’s resilience. By leveraging its reputation as a nine-time John Irwin School of Excellence Award recipient and one of the top 20% schools in Colorado, Horizons can continue to attract new families, enhance community giving, and reinforce its standing as a model of excellence and financial responsibility within the charter school landscape.

Question 2: Is the school financially solvent/viable?

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Horizons K–8 is financially solvent and fully viable. The school maintains a balanced annual budget, strong reserves, and a $1.3 million Council budget that supports long-term financial sustainability. Regular oversight by the Finance Review Committee, the Head of School, and the Board ensures transparent and responsible fiscal management. Horizons consistently meets its financial obligations, maintains positive fund balances, and has a proven track record of closing each fiscal year in good standing. In addition, the school supplements per-pupil funding with over $200,000 in annual fundraising and strong community support, allowing it to sustain small class sizes, experiential learning programs, and high-quality instruction. Overall, Horizons’ combination of disciplined financial practices, strategic planning, and diversified revenue sources ensures its continued solvency and operational stability well into the future.

Question 3: Has the school met the financial goals described in its charter? Horizons K–8 has consistently met and, in many areas, exceeded the financial goals outlined in its charter. The school demonstrates strong fiscal stewardship through balanced annual budgets, clean financial audits, and prudent reserve management aligned with district and charter requirements. Horizons maintains transparent and accountable financial practices through regular oversight by the Finance Review Committee, the Head of School, and the Board of Directors, ensuring that all expenditures and investments reflect the school’s mission and long-term sustainability goals.

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Application: Part 2. Required Body of Evidence Submissions Checklist Template

Charter Renewal Application — Part 2. Required Body of Evidence Submissions Checklist (please link each requirement into the list below and ensure that the viewing settings are set to “anyone with the link can view”. CHARTER RENEWAL APPLICATION Part 2. Required Body of Evidence Submissions Checklist Academic Performance ☐ School Performance Framework and/or District Performance Framework ☐ School Calendar ☐ Master Staff Schedule (including class times, teachers, content, and location) ☐ Staff Roster (including roles/responsibilities/grades taught, etc.) ☐ Curriculum Overview ☐ English Learner Self-Reflection ☐ SPED Self-Reflection ☐ Staff Professional Development Plan 24-25 23-24 ☐ Teacher/Leader Evaluation Template (including criteria, rubrics, schedules, and confirmation of completion) 5 Ds Rubric 24-25 Schedule and Rubric ​ School Leader Evaluation ☐ Staff Handbook ☐ Classroom Observation Protocol and Schedule ☐ Assessment Plan (including Interim Assessments) ☐ Graduation Requirements ☐ UIP Plan

Board Governance ☐ Board Meeting Schedule in the Bylaws, Monthly, on the 2nd Thursday of the month. ☐ Board Roster

Travis Lockhart, Parent Board Chair Michael Joseph, Vice Chair Joel Gratz, Treasurer Jordan Logan, Secretary Jessica Slatus

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Rob Horansky Jim Freund Caley Gallison Rachel Clionsky Fran Cohen Kate Bachtel Adam Brink ☐ Strategic Plan ☐ Board Handbook (including Bylaws and Conflict of Interest Policy) ☐ Board Self-Evaluation/Needs Assessment ☐ New Waiver Requests ☐ Organizational Chart (for 2025-26) ☐ Complaint/Grievance Policy

Legal and Contractual Compliance ☐ Title IX Plan/Policy (including name responsible for compliance with Title IX) Jasmine Graves Black-Clemons ☐ Student Discipline Policy, see student and family handbook below ☐ Student discipline data by subgroup for previous four years ☐ Parent/Student Handbooks (including Student Admissions, Lottery, Waiting List, Recruitment, and Enrollment Policies; lottery and enrollment forms) ☐ Student Enrollment by Subgroups (last 4 years) 2025-2026 2024-2025 2023-2024 ☐ Re-enrollment Rates (last 4 years) 2025-2026 2024-2025 2023-2024 ☐ Student Enrollment Projections 2025-2026 2024-2025 2023-2024 ☐ Notices of Concern and School’s Response (if applicable)

☐ Waivers* ☐ Requests for Contract Modifications**

Financial Performance ☐ Long-term budget (5-years if available) ☐ Financial Policies and Procedures ☐ Annual Independent Audit ☐ Audit’s Management Letter ☐ Unaudited Financial Statements (Not Applicable)

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Application: Part 2: Required Body of Evidence Submissions

Excerpt of Part 2: Required Body of Evidence Submissions Checklist Template 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. 2024-2025 2023-2024 2022-2023 ☐ School Performance Framework and/or District Performance Framework ☐ School Calendar ☐ Master Staff Schedule (including class times, teachers, content, and location) ☐ Staff Roster (including roles/responsibilities/grades taught, etc.) ☐ Curriculum Overview ☐ English Learner Self-Reflection ☐ SPED Self-Reflection ☐ Staff Professional Development Plan 24-25 23-24 ☐ Teacher/Leader Evaluation Template

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(including criteria, rubrics, schedules, and confirmation of completion) 5 Ds Rubric 24-25 Schedule and Rubric ☐ Staff Handbook ☐ Classroom Observation Protocol and Schedule ☐ Assessment Plan (including Interim Assessments) ☐ Graduation Requirements ☐ UIP Plan

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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