Exhibit H State Statutory Waivers.pdf (192 KB)

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Exhibit H

Contact Information School Name: Horizons K-8 School School Address (mailing): 4545 Sioux Dr. Boulder, CO 80303 Charter School Waiver Contact Name: Kristin Hauger Charter School Waiver Contact Phone Number: 720-561-3600 Charter School Waiver Contact Email: kristin.hauger@bvsd.org Authorizer Waiver Contact Name: Bianca Gallegos Authorizer Waiver Contact Phone Number: 720-561-6062 Authorizer Waiver Contact Email: bianca.gallegos@bvsd.org Automatic Waivers State Statute Citation C.R.S. § 22-32-109(1)(f) C.R.S. § 22-32-109(1)(t) C.R.S. § 22-32-110(1)(h) C.R.S. § 22-32-110(1)(i) C.R.S. § 22-32-110(1)(j)

Description Local board duties concerning selection of staff and pay Determine educational program and prescribe textbooks Local board powers-Terminate employment of personnel Local board duties-Reimburse employees for expenses Local board powers-Procure life, health, or accident insurance Local board powers-Policies relating the in-service training and C.R.S. § 22-32-110(1)(k)(l) official conduct Local board powers-Employ teachers’ aides and other C.R.S. § 22-32-110(1)(ee) non-certificated personnel C.R.S. § 22-32-126 Employment and authority of principals Compulsory school attendance-Attendance policies and excused C.R.S. § 22-33-104(4) absences C.R.S. § 22-63-301 Teacher Employment Act- Grounds for dismissal C.R.S. § 22-63-302 Teacher Employment Act-Procedures for dismissal of teachers Teacher Employment Act-Teachers subject to adopted salary C.R.S. § 22-63-401 schedule C.R.S. § 22-63-402 Teacher Employment Act-Certificate required to pay teachers C.R.S. § 22-63-403 Teacher Employment Act-Describes payment of salaries C.R.S. § 22-1-112 School Year-National Holidays

Non-Automatic Waivers: Statute Description and Rationale and Replacement Plan C.R.S. § 22-9-106: Local Board Duties Concerning Performance Evaluations C.R.S. § 22-2-112(1)(q)(I) Commissioner-Duties Rationale: The School and its Principal or designee must have the ability to perform the evaluation of all personnel. Should any other designated administrator not have an Administrative License certificate, this should not preclude him or her from administering the

evaluations under the direction of the Principal. Additionally, the School will not be required to report its teacher evaluation ratings as a part of the commissioner’s report as required by C.R.S. § 22-2-112(1)(q)(I), but will still report on in-field/out-of-field. Replacement Plan: Instead, the School uses its own evaluation system. The School’s evaluation system will continue to meet the intent of the law as outlined in statute. Staff will be trained in this evaluation system and the methods used for the School’s evaluation system includes quality standards that are clear and relevant to the administrators’ and teachers’ roles and responsibilities, have the goal of improving student academic growth, and meet the intent of the quality standards established in C.R.S. §§ 22-9-101 et seq. The School will not be required to report its teacher evaluation data through the TSDL collection; however teacher performance data will be reviewed by the School and used to inform hiring practices and professional development. Core course level participation will continue to be reported pursuant to C.R.S. § 22-11-503.5 as this is a nonwaivable statute. Duration of Waivers: The waiver will extend for the duration of the contract. Financial Impact: Charter School anticipates that the requested waivers will have no financial impact on the authorizer or the school. How the Impact of the Waivers Will be Evaluated: The impact of this waiver will be measured by the same performance criteria and assessments that apply to the school, as set forth in the charter contract. Expected Outcome: This waiver will enable Charter School to implement its program and evaluate its staff in accordance with its educational program.

Non-Automatic Waivers: Statute Description and Rationale and Replacement Plan C.R.S. §22-32-109(1)(n)(I) Board of Education – Specific Duties – School Calendar C.R.S. §22-32-109(1)(n)(II)(A) Board of Education - Specific Duties - Teacher Pupil Contact Hours C.R.S. §22-32-109(1)(n)(II)(B) Board of Education - Specific Duties – Adoption of District Calendar Rationale: The school days for the school year and the School’s total hours of instructional time will meet or exceed the requirements of state law. The School will prescribe the actual details of its own school calendar and daily schedule to best meet the needs of its students. Replacement Plan: the School will have a calendar that may differ from the rest of the schools within the District. The School will also be responsible for determining the occurrence of parent-teacher conferences, staff in-service hours, and school closings deemed necessary for the health, safety, or welfare of the students. The final calendar and the School’s daily schedule will be approved by the School’s Board of Directors. To the extent possible, the School will endeavor to develop a calendar that aligns with the District calendar. Duration of Waivers: The waiver will extend for the duration of the contract. Financial Impact: Charter School anticipates that the requested waivers will have no financial impact on the authorizer or the school.

How the Impact of the Waivers Will be Evaluated: The impact of this waiver will be measured by the same performance criteria and assessments that apply to the school, as set forth in the charter contract. Expected Outcome: As a result of this waiver, Charter School will be able to operate in accordance with its own schedule, designed to meet the needs of its community and educational program.

Non-Automatic Waivers: Statute Description and Rationale and Replacement Plan C.R.S. § 22-63-201 Employment - License Required - Exception Rationale: Charter School should be granted the authority to hire staff, including teachers and principals, that will support the School’s goals and objectives. Replacement Plan: The School will seek to attract administrators and teachers from a wide variety of backgrounds, including, but not limited to teachers from out-of-state, teachers with a lapsed Colorado certificate, persons with several years of successful teaching experience in a setting not requiring a license, as well as persons with business or professional experience. Charter School will strive to hire teachers in core content areas, meaning english, science, math, and social studies at the middle or high school level, who have one of the following: endorsement on a Colorado teaching license; hold at least a BA or higher in the relevant subject area; completion of 36 semester credit hours in the subject matter in which s/he teaches; or a passing score on a State Board approved content exam in the relevant subject area. The School will, as appropriate, hire certified teachers and principals. However, in some instances it may be advantageous for the School to be able to hire qualified teachers and/or administrators without a certificate and who possess unique background and/or skills that fill the need of the School. All employees of the school will meet applicable fingerprinting and background check requirements. Special Education Teachers will hold the requisite state license and endorsement. The School will report the number of in-field/out-of-field teacher designations, years of experience of teachers, and effectiveness ratings (unless waived) or any other requirements promulgated by CDE. Duration of Waivers: The waiver will extend for the duration of the contract. Financial Impact: Charter School anticipates that the requested waivers will have no financial impact on the authorizer or the school. How the Impact of the Waivers Will be Evaluated: The impact of this waiver will be measured by the same performance criteria and assessments that apply to the school, as set forth in the charter contract. Expected Outcome: As a result of this waiver, Charter School will be able to operate in accordance with its own program and hire staff that best fit the school’s design.

Non-Automatic Waivers: Statute Description and Rationale and Replacement Plan

C.R.S. § 22-63-202 Teacher Employment, Contracts in Writing-Duration-Damage Provision C.R.S. § 22-63-203 Probationary Teachers-Renewal and Non-renewal of Employment Contract C.R.S. § 22-63-203.5 Probationary Teachers-Non-probationary portability C.R.S. § 22-63-205 Exchange of Teachers - Exchange Educator Interim Authorization C.R.S. § 22-63-206 Transfer of Teachers Rationale: The School should be granted the authority to develop its own employment agreements and terms and conditions of employment. The School will be operating differently from other schools with a unique curriculum for which having the proper teaching staff is essential. Not every teacher who is successful in the regular public school will be successful at the School. Charter School requests the authority under the Charter School Agreement to select its own teachers. Replacement Plan: All teachers of the School will be employed on an at-will basis. As a result of these waivers, the School will be able to employ professional staff possessing unique skills and/or background, filling all staffing needs. The School expects that as a result of this waiver it will be able to manage its own personnel affairs.

Duration of Waivers: The waiver will extend for the duration of the contract. Financial Impact: Charter School anticipates that the requested waivers will have no financial impact on the authorizer or the school. How the Impact of the Waivers Will be Evaluated: The impact of this waiver will be measured by the same performance criteria and assessments that apply to the school, as set forth in the charter contract. Expected Outcome: The school expects that, as a result of this waiver, it will be able to manage its own personnel affairs. Non-Automatic Waivers: Statute Description and Rationale and Replacement Plan C.R.S. § 22-32-109(1)(b) Local Board Duties Concerning Competitive Bidding C.R.S. § 22-32-110(1)(y) Local Board Powers-Accepting Gifts, Donations, and Grants Rationale: In order to manage its own budget and finances, the school must be granted the authority to develop its own financial policies and practices. Replacement Plan: The School will be responsible for determining whether or not to accept gifts, donations and grants, in accordance with the charter contract, applicable district policies, and its own policies and best practices. Additionally, the School is in the best position to know what goods and services are needed and which vendors and providers may be available. The School is responsible for establishing procedures for competitive bidding, as required by applicable law, district policies, and the charter contract, and for selecting successful bidders on projects/contracts. Duration of Waivers: The waiver will extend for the duration of the contract. Financial Impact: Charter School anticipates that the requested waivers will have no financial impact on the authorizer or the school. How the Impact of the Waivers Will be Evaluated: The impact of this waiver will be measured by the same performance criteria and assessments that apply to the school, as set forth in the charter contract.

Expected Outcome: The school expects that, as a result of this waiver, it will be able to manage its own financial affairs. Non-Automatic Waivers: Statute Description and Rationale and Replacement Plan C.R.S. §22-7-1014(2)(a) Preschool individualized readiness plans--school readiness--assessments Rationale: The School is responsible for proper assessment of the readiness of incoming kindergarten students and to develop individualized plans for meeting the needs of those incoming students in a manner that is consistent with its overall principles, curriculum, and educational goals as established in its charter application and contract. Replacement Plan: Every kindergarten student at the School will be administered a school readiness assessment within the first 60 calendar days of the school year. The assessment instruments used will be research based, reliable and valid. Methods and assessments used are clear and relevant and have the goal of improving student academic growth and meet the intent of the quality standards established in CRS § 22 7-1014(2)(a). The data collected from these assessments will be used to develop an individualized readiness plan for each kindergarten student and will inform programming accordingly. This school readiness data will not be used to deny admission to first grade. The data collected will be made readily available to the District, and the School will report this data, as required by State law. The School will assess the following components: 1. Physical well-being and motor development a. Students participate in regular and appropriate instruction in physical education that meet or exceed State standards. b. Students participate regularly in music and/or arts instruction that meets or exceeds State standards. c. Students are assessed on motor skills and development throughout the year. d. Physical well-being and motor development is assessed through a combination of live online sessions and a thorough personal discussion with parents modeled after the Teaching Strategies Gold model. Live sessions allow teachers to observe and students to demonstrate fine motor skills, object manipulation, focus, and writing. These sessions, in combination with a lengthy, thorough discussion with parents about recent student experiences and other qualitative information, give Kindergarten teachers a clear view of student physical well-being and motor development. e. Teachers assess each component of school readiness utilizing observations, one-on-one interactions, samples of student work, and other relevant evidence of a student’s progress. This evidence is compiled and regularly reviewed by the teacher. f. Assessment information is gathered by observation protocols, which include being objective, listening, observation at regular intervals, observation at different times and situations, documenting what is observed, providing feedback, and incorporating data into interventions, based on appropriate developmental guidelines and State Standards in the area of physical well-being and motor development. g. Interventions are conducted to address any concerns or they are referred to the appropriate professional for remediation attempts, and are documented. 2. Social and emotional development a. Students are regularly assessed in social-emotional development.

b. Students participate in character education classes throughout the year and receive direct instruction on developmentally appropriate behaviors in and out of the classroom. c. Student progress and any needs in these areas are assessed, as possible, through observation by the classroom teacher in close collaboration with parents and other professionals. d. Social and emotional development is assessed with a combination of live online sessions and lengthy personal discussions with parents. Live sessions allow students to demonstrate and teachers to observe kindergartners’ interactions with their peers, sharing (rights vs. needs), and solving social dilemmas. Discussions between parents and teachers assess basic needs and social cues, giving teachers a solid overall view of the students' social and emotional development. e. Teachers assess each component of school readiness utilizing observations, one-on-one interactions, samples of student work, and other relevant evidence of a student’s progress. This evidence is compiled and the data is regularly reviewed by the teacher to assess the student’s progress. f. Assessment information is gathered by observation protocols, which include being objective, listening, observation at regular intervals, observation at different times and situations, documenting what is observed, providing feedback, and incorporating data into interventions, by the teacher based on appropriate developmental guidelines and Colorado State Standards. g. Interventions are conducted to address any concerns or they are referred to the appropriate professional for remediation attempts, and are documented. 3. Language and comprehension development a. Students are regularly assessed to determine their language and comprehension development including through reading aloud, writing samples, demonstration of phonemic awareness and phonics. b. Using I-Ready, a research-based adaptive assessment tool will be used for measuring language and comprehension development. This assessment tool is administered to all students at the beginning of the year to establish a benchmark then in the middle and end of the year to track growth throughout the year. c. Teachers assess each component of school readiness utilizing observations, one-on-one interactions, samples of student work, and other relevant evidence of a student’s progress. This evidence is compiled and regularly reviewed by the teacher. d. Assessment information is gathered by observation protocols, which include being objective, listening, observation at regular intervals, observation at different times and situations, documenting what is observed, providing feedback, and incorporating data into interventions, by the teacher based on appropriate language and comprehension development guidelines and Colorado State Standards. e. RTI assessments are conducted to address any concerns or determine if a student needs to be referred to the appropriate professional for remediation attempts, and are documented. 4. Cognition and general knowledge a. Students receive regular instruction and formal and informal assessment in broad content areas, including math, history and science. Students participate regularly in activities and projects, which require a demonstration of their cognitive abilities and general knowledge. b. Students are assessed on cognition and general knowledge acquisition throughout the year through both formative and summative assessments, including standardized assessments.

c. Kindergartner's cognition and general knowledge is assessed by a combination of the completion of the I-Ready diagnostic assessment (administered beginning, middle, and end of the year), continuous offline and online assessments and checkpoints, and a comprehensive discussion with parents. The completion of I-Ready, which is a scientifically proven and research based assessment, gives teachers data on student problem solving, focus, and connections, including in both reading and math. In addition, teachers have extensive conferences with parents about I-Ready results, as well as student general knowledge, which gives teachers additional information about a student's cognitive development. d. I-Ready assessments leverage advanced technology to provide a deep, customized evaluation of every student and to track student growth and performance consistently and continuously over a student’s entire K–12 career. By dynamically adapting, based on student response patterns, I-Ready is an adaptive assessment that is able to derive large amounts of information from a limited number of test items. This allows the assessments to more accurately and more efficiently pinpoint students’ needs as compared to traditional fixed form tests. e. Based on the assessment results, I-Ready automatically provides individualized online and teacher-led instruction targeted to each student’s unique needs. In addition, easy-to-read reports provide teachers with a detailed action plan for individual and group instruction and the tools to deliver that instruction in any style learning environment. f. Assessment information is also gathered from formal curriculum assessments in various subjects and classroom teacher observations based on appropriate developmental guidelines and State Standards. g. Interventions are conducted to address any concerns or they are referred to the appropriate professional for remediation attempts, and are documented. Duration of Waivers: The waiver will extend for the duration of the contract. Financial Impact: Charter School anticipates that the requested waivers will have no financial impact on the authorizer or the school. How the Impact of the Waivers Will be Evaluated: The impact of this waiver will be measured by the same performance criteria and assessments that apply to the school, as set forth in the charter contract. Expected Outcome: With this waiver, the School will be able to align the school readiness assessment and individualized plans to the principles, curriculum, and educational goals specific to the School as defined in its charter school contract. This alignment will save teachers valuable time, and lead to a more streamlined experience for the students. It will also provide more usable data to teachers for educating each individual student in accordance with the school’s mission.