Adopted Budget 2021-2022 - Aurora Public Schools - Board Docs
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Joint School District No. 28-J of the
Counties of Adams and Arapahoe, Colorado
Adopted Budget
2021–2022
Aurora Public Schools
Educational Services Center 1
15701 E. 1st Ave.
Aurora, CO 80011
303-344-8060
https://aurorak12.org/
Presented: June 15, 2021
Every Student Shapes a Successful Future
In partnership with our community, we accelerate learning for all students to develop the
knowledge, skills and character necessary to shape successful futures.Additional information is available on the district’s financial transparency website, https://aurorak12.org/about-aps/finances/. Specifically, the district’s Comprehensive Annual Financial Report, including the independent auditor’s report, for the prior three years may be useful when evaluating the information contained in the budget. Contact Information: Chief Financial Officer or Budget Director Division of Finance Aurora Public Schools 15701 E. 1st Ave., Suite 106 Aurora, CO 80011 303-365-5813
Table of Contents
2021–2022 BUDGET RESOLUTION .................................................................................................. I
Appropriation 2021-2022 ........................................................................................................... ii
Board Policy Limitations ............................................................................................................ ii
Budget Statements and Assurances ............................................................................................ ii
INTRODUCTION – ABOUT AURORA PUBLIC SCHOOLS .................................................................. 1
Governing Board of Education – Function and Composition .................................................... 1
Leadership Team and Organizational Chart ............................................................................... 3
District Organizational Structure 2021-22 School Year ............................................................. 4
District Accountability Advisory Committee ............................................................................. 4
Financial Policies ........................................................................................................................ 5
Budget Planning Overview ......................................................................................................... 5
Profile of the District .................................................................................................................. 6
Local Economy ........................................................................................................................... 7
Personnel Summary .................................................................................................................... 8
Student Ethnic Distribution ........................................................................................................ 9
BUDGET CALENDAR ..................................................................................................................... 10
STRATEGIC PLAN: MISSION, VISION AND GOALS ....................................................................... 12
Board Results and Limitations Policies .................................................................................... 12
Budget Priorities Aligned to the Board’s Policies .................................................................... 14
Our Core Beliefs ....................................................................................................................... 15
Goals ......................................................................................................................................... 15
Blueprint APS ........................................................................................................................... 16
Long Range Facilities Advisory Committee ............................................................................ 17
Major Initiatives ........................................................................................................................ 18
SUSTAINABILITY ........................................................................................................................... 20
Long-range enrollment projections ........................................................................................... 20
Long-term Financial Planning .................................................................................................. 20
Long Range Facilities Advisory Committee ............................................................................ 21
Citizens Bond Oversight Committee (CBOC).......................................................................... 21
History and Purpose .............................................................................................................. 21
What does the CBOC do? ..................................................................................................... 21
When does the committee finish its work? ........................................................................... 22
FINANCIAL PLAN .......................................................................................................................... 23
Budgetary Information .............................................................................................................. 23
Governmental Funds ................................................................................................................. 23
Fund Descriptions ..................................................................................................................... 24
Federal COVID-19 Education Funding .................................................................................... 25
Education Stabilization Fund ................................................................................................ 25
Elementary and Secondary School Emergency Relief Fund (ESSER) ................................ 25
Coronavirus Relief Fund ....................................................................................................... 26
Emergency Feeding – USDA................................................................................................ 26
Budget Summary and Per Pupil Expenditures .......................................................................... 27
General Fund............................................................................................................................. 29
Fund Balance Requirements ................................................................................................. 29Revenue Limitations ............................................................................................................. 29 Local Property Taxes ............................................................................................................ 31 Specific Ownership Tax ........................................................................................................ 31 District Estimates .................................................................................................................. 31 Budgetary Challenges Facing the District ............................................................................ 32 School Allocation Methodology ........................................................................................... 32 Budget Assumptions ............................................................................................................. 33 Consolidating Revenues, Expenditures, and Changes in Fund Balance ............................... 34 General .................................................................................................................................. 36 Special Programs – Carryover Fund ..................................................................................... 38 Risk ....................................................................................................................................... 40 Colorado Preschool Program ................................................................................................ 41 Special Revenue Funds ............................................................................................................. 42 Grants .................................................................................................................................... 43 Nutrition Services ................................................................................................................. 44 Pupil Activity ........................................................................................................................ 45 Athletics and Activities ......................................................................................................... 46 Medicaid ............................................................................................................................... 47 Pickens Post-Secondary ........................................................................................................ 49 Debt Service Fund – Bond Redemption ................................................................................... 51 Capital Project Funds ................................................................................................................ 52 Building................................................................................................................................. 53 Capital Reserve ..................................................................................................................... 54 Informational Only Fiduciary Funds: ....................................................................................... 56 Trust Fund: Health Trust Fund ............................................................................................. 56
2021–2022 Budget Resolution
APPROPRIATION LEVELS BUDGETED FOR THE
FISCAL YEAR BEGINNING JULY 1, 2021
AND ENDING JUNE 30, 2022
BE IT RESOLVED, by the Board of Education of Joint District No. 28-J of the Counties of
Adams and Arapahoe, Colorado, that the amounts shown in the following schedule be appropriated
to each fund as specified in the Adopted Budget for the ensuing fiscal year beginning July 1, 2021,
and ending June 30, 2022.
Original
Appropriation
Fund By Fund
General Fund: $ 630,694,662
General 602,729,578
Special Programs -
Risk 20,463,130
Colorado Preschool Program 7,501,954
Special Revenue Funds:
Grants 88,274,782
Nutrition Services 27,411,689
Pupil Activities 3,004,878
Athletic 5,749,822
Medicaid 12,233,095
Pickens Post-Secondary 12,638,171
Debt Service Fund:
Bond Redemption 189,907,626
Capital Projects Funds:
Building 123,851,801
Capital Reserve 15,089,358
TOTAL APPROPRIATIONS $ 1,108,855,884
Kyla Armstrong-Romero, Ph.D.
President
Board of Education
Adopted Date: June 15, 2021
Page iAppropriation 2021-2022
The budget is adopted in compliance with board policy, district policy and state statutes and
regulations. The Board of Education adopts the Budget and the Appropriation Resolution, as
defined in Colorado state statute. Section 22-44-103(1), C.R.S. The resolution sets the maximum
amount of funds that can be utilized in a given fiscal year. All available resources are appropriated
through this process and each accounting fund is included in each of the resolutions. A board of
education of a school district shall not expend any moneys in excess of the amount appropriated
by resolution for a particular fund. Section 22-44-115(1), C.R.S.
Board Policy Limitations
The budget was prepared to ensure adherence with Board Policy and is submitted to the board as
part of the board’s policy monitoring. The budget includes a governance budget. Board Policy 1.7.
The superintendent is limited by the following Board Policies: 3.4 Financing Planning and
Budgeting, 3.3 Financial Conditions and Activity, and 3.6 Asset Protection.
Budget Statements and Assurances
The budget was prepared in compliance with district policies, Section D: Fiscal Management,
incorporating all relevant legal references to state statute and regulations. The following statements
were prepared by an advisory committee to the State Board of Education, the Financial Policies
and Procedures Advisory Committee, that includes representatives of school districts, charter
schools, BOCES, and other organizations, such as the Office of the State Auditor (OSA) and the
Colorado Association of School Boards (CASB). The district assures that it is compliant with
relevant requirements in state statute as required by board policy.
The revenue projections were prepared using information provided by the Colorado Department
of Education, the Colorado General Assembly, relevant Colorado state executive Departments, the
county assessors, the federal government, and other sources using methods recommended in the
Financial Policies and Procedures Handbook. The budget expenditure estimates were prepared
based on program needs, enrollment projections, mandated requirements, employee contracts,
contracted services, and anticipated changes in economic conditions using methods described in
the Financial Policies and Procedures Handbook. Beginning fund balances and revenues equal
budgeted expenditures and reserves. This budget includes the audited revenues, expenditures, and
fund balances for the last two completed fiscal years. The 2021-2022 Adopted Budget was
prepared in compliance with the revenue, expenditures, tax limitation, and reserve requirements
of article X, section 20 of the State Constitution (TABOR).
Aurora Public Schools assures that it is compliant with the supplement, not supplant provisions
within section 1118(b) of, and referenced throughout, the Every Student Succeeds Act. The district
allocates State and local (i.e., non-Federal) funds to all district schools, regardless of Title I status
by distributing resources based on a combination of the characteristics of the students and school
staffing. The budget includes a narrative description of this methodology.
Page iiIntroduction – About Aurora Public Schools
Governing Board of Education – Function and Composition
The APS Board of Education is a group of citizens elected at successive biennial elections by
registered voters residing in the district. The board provides leadership and establishes policies for
the school district. The seven-member board is elected at-large. Board Directors serve staggered
four-year terms and receive no monetary compensation for their service to the district. Directors
of the board elect the officers following each election. Board officers include the president, vice
president, secretary, and treasurer.
Board meetings are generally held on the third Tuesdays of each month at 6 p.m. The board first
meets at 5:30 p.m. for dinner. Board meetings are generally designated as a regular meeting,
special meeting, or executive session. Board Executive Sessions take place at times and locations
as announced on the APS website, APS web calendar, and BOE web calendar.
In June 2009, the board adopted a policy governance model, which guides the board’s governance
process, board-superintendent relationship, executive limitations, and district goals. There are
many reasons why the board adopted this model, including being more strategic and increasing
community engagement.
“Policy Governance asks the Board to consider what its role is and how the Board can best
accomplish its job. Two areas where the Board hopes to have a major impact are strategic
leadership and community engagement. Policy Governance clearly defines the roles
between the Board and the Superintendent, which in turn should allow both the Board and
the Superintendent to be much more effective.” Dr. Kyla Armstrong-Romero, APS Board
of Education President.
The district’s website provides additional information regarding policy governance, including the
APS Board of Education Governance Policy Manual.
https://boe.aurorak12.org/policy-governance/.
Among its duties, the board is empowered to:
• Employ all personnel required to maintain the operations and carry out the education
programs of the district
• Determine and pay personnel compensatory wages
• Establish enrollment boundaries for each school’s geographic area
• Determine educational programs to be provided by the district
• Prescribe textbooks for any course of instruction or study in such programs
Page 1APS Board of Education Board members clockwise from top left: Board Director Vicki Reinhard, Board Director Stephanie Mason,
Board Director Nichelle Ortiz, Board Treasurer Marques Ivey, J.D., Board President Kyla Armstrong-Romero, Ph.D.,
Board Secretary Debra E. Gerkin, APS Superintendent Rico Munn, and Board Vice President Kevin Cox
Member Term Began Title
Kyla Armstrong-Romero, Ph.D. 2017 President
Kevin Cox 2017 Vice President
Debra Gerkin 2017 Secretary
Marques Ivey 2017 Treasurer
Stephanie Mason 2019 Director
Nichelle Ortiz 2019 Director
Vicki Reinhard 2019 Director
The job of the APS Board of Education is to accelerate learning for every APS student, every
day. We do our job by advocating for the success of all students through effective governance,
serving as good stewards of taxpayer dollars and being responsive to our stakeholders.
Our community needs us to do our job.
Page 2Leadership Team and Organizational Chart
The APS Leadership Team represents key instructional and support roles in the organization.
“My job is to accelerate learning for every APS student, every day. I do my job
by advocating relentlessly for and supporting the people, practices and policies
that drive student success. My community needs me to do my job.”
– Superintendent Rico Munn
Member Title Division/Department
Rico Munn Superintendent of Schools Division of the Superintendent
Mark Seglem Chief of Staff Division of the Superintendent
Andre Wright Chief Academic Officer Division of Equity in Learning
Damon Smith Chief Personnel Officer Division of Human Resources
Patti Moon Chief Communication Officer Communication Department
Brandon Eyre Legal Counsel APS Legal Counsel
Anthony Sturges Chief Operating Officer Division of Support Services
Jeff Konishi Chief Technology Officer Division of Technology
Brett Johnson Chief Financial Officer Division of Finance
Christie Imholt District Policy Advisor Division of the Superintendent
Executive Director of
Jeff Park Division of the Superintendent
Autonomous Schools
Page 3District Organizational Structure 2021-22 School Year
Aurora Community
Board of Education
Legal Counsel Superintendent Chief Communication
Officer
Executive Director of Executive Director of
Autonomous Schools Autonomous Schools
Chief Academic
Chief of Staff
Officer
Chief Chief Chief Chief
Executive Directors of Personnel Operating Financial Technology
Officer Officer Officer Officer
Curriculum and School Student
Instruction Performance Success
District Accountability Advisory Committee
The District Accountability Advisory Committee (DAAC) supports teachers, parents, community
members and school site accountability committees by having those responsible for the
achievement standards and district goals explain how their actions will provide all students with
the highest quality education. DAAC provides support and recommendations to principals, School
Accountability Advisory Committees (SAAC) and the board.
The District Accountability Advisory Committee, comprised of parents, staff and community
members, reviews the district’s budget annually at its public budget hearings in November, April
and May.
DAAC has specific powers and duties as outlined in state statute.
• Recommends spending priorities to the board prior to adoption of the budget
• Advises and submits board recommendations regarding the contents of the district’s
Unified Improvement Plan (UIP) and compiles and submits the schools’ UIPs
• Reviews charter school applications prior to board consideration
• Provides input and recommendations to principals on the development and use of student
academic growth assessment tools as it relates to teacher evaluations
• Considers input and recommendations from SAACs to facilitate principal evaluations
• Provides input to board on school conduct and disciple codes
Page 4• To increase the level of parent engagement in the school district and in the individual
schools, especially in engaging parents of minority students, English language learners,
students with disabilities and those who qualify for free and reduced lunch.
The board and DAAC cooperatively determine the areas and issues, in addition to budget, that the
DAAC will study and provide recommendations to the board.
Financial Policies
The district’s system of internal controls is designed to provide reasonable, but not absolute,
assurance that assets are adequately safeguarded, transactions are accurately recorded and
expenditures are properly authorized. Those controls also assure the reliability of financial records
for preparing financial statements and maintaining the accountability for assets. The concept of
reasonable assurance recognizes that the cost of a control should not exceed the benefits likely to
be derived from that control. The evaluation of costs and benefits requires estimates and judgments
by management. All internal control evaluations occur within this framework.
The district’s accounting and budgeting systems are integrated, which facilitates budgetary control.
Also, the systems include integrity checks and balances which help assure only valid transactions
become permanent records. The district’s existing systems of budgetary and accounting controls
are designed to provide reasonable assurance that error or irregularities of a material nature are
prevented or are detected within a reasonable period. We believe that the district’s internal
accounting controls adequately safeguard assets and provide reasonable assurance of proper
recording of financial transactions. The district’s internal control structure is subject to periodic
review by management and independent external auditors.
Budget Planning Overview
The purpose of a budget is to provide a plan of financial operation embodying an estimate of
proposed expenditures for the fiscal year and a given purpose and the proposed means of financing
that plan. To achieve this basic purpose, a comprehensive budget system is integrated with the
financial accounting system.
Detailed budget planning allows APS to reflect educational values and needs. The structure and
format provided by a well-designed budget promotes rational decision-making regarding the
importance of various district services. In this way, our administrators and board of education are
assisted in educational planning as well as in the prioritization and planning of all district
operations through the allocation of resources. Further, the plan provides a means of
communicating with the community by stating the objectives of each program and allocating the
funds necessary to achieve them.
School and support sites focus on their essential programs and services in aligning resources for
the upcoming budget. Division chiefs and other budget managers have flexibility in defining
essential programs and the responsibility for managing their budgets effectively, while supporting
the district’s mission statement and core beliefs as stated in the APS 2020 plan. These defined
essential programs and services provide the framework for aligning resources that are allocated on
an annual basis.
Page 5As required in state statute, each school accountability committee (SAAC) recommends to the
principal its school priorities for spending school monies. The principal considers the SAAC’s
recommendations regarding spending state, federal, local, or private grants and any other
discretionary moneys and takes them into account in formulating budget requests for presentation
to the board. The SAAC sends a copy of its recommended spending priorities to the district
accountability committee and to the board.
The District Accountability Advisory Committee (DAAC) also has state statutory duties. DAAC
reviews the preliminary budget and recommends spending priorities to the board prior to budget
adoption.
After the budget is adopted and operations begin in the new budget year, periodic reporting of
financial transactions is required by state law. Quarterly financial reports are prepared for each
fund and presented to the board. While minor deviations from budgets at the line-item level are
allowed, absolute control of expenditures is maintained at the division level to ensure all budget
areas stay within their total appropriations. Budget to actual comparison reports are available to
all program directors and department heads.
Profile of the District
Joint School District No. 28-J of the Counties of Adams and Arapahoe, Colorado, (Aurora Public
Schools or APS), is a political subdivision of the state of Colorado with an independent governing
Board of Education. The original school district was established in 1885 and was created in its
current configuration in 1962. APS is one of the largest and most diverse school districts in
Colorado and serves families with longstanding connections to the area as well as new families
who come from more than 130 countries. The APS community is rich in culture, assets and
opportunity.
The district is located in Aurora, Colorado, a city on the eastern border of Denver, Colorado, and
covers nearly 121 square miles. APS provides a full range of educational programs to 40,280
students, as authorized by Colorado state statutes. The district is an independent school district that
is a public corporation duly organized and existing under the constitution and laws of the state of
Colorado.
The district operates four preschool childhood development centers, 27 elementary schools, seven
combination elementary and middle schools, six middle schools, six high schools and one
combination grades 6-12 school. The district also offers programs through ASCENT, APS
Avenues Program, Futures Academy, Options Homeschool Support Program, and 12 charter
schools. In school year 2019-20, 2,248 teachers were employed by the district.
In addition to regular education, student offerings include special education, vocational education
at the technical college, gifted & talented, English language acquisition and International
Baccalaureate programs.
The transportation department travels over 1 million miles annually, transporting over 9,000
general education students and over 850 special needs students to and from school each day. The
Page 6district operates 53 general education routes and 52 special needs routes to delivery daily
transportation. In total, 142 buses and 24 multi-function school activity buses (MFSAB’s) are
available to cover routes and support over 2,750 field and activity trips.
Local Economy
The district is located almost entirely within the city of Aurora and other portions are located in
unincorporated Adams and Arapahoe counties. With over 381,000 residents, Aurora is the 54th
largest city in the nation and the third largest in the state of Colorado. The city of Aurora covers
160 square miles. Approximately 12,320 businesses, employing 190,859 people; however,
182,035 employees are located in the city. City demographics indicate that 38.6 percent are college
graduates. Median household income is $63,128, and the median age is 35.2. Most of Aurora’s
new residential development continues to take place in southeast and northeast Aurora along the
E-470 tollway, shown on the map on the next page, providing a major north-south thoroughfare in
the center of the district. Approximately 55 percent of the area within the district boundaries is not
developed. The Painted Prairie, Green Valley Ranch East and Horizon Uptown are examples of
mixed-use developments currently operating or planned along the E-470 corridor.
The map on the next page shows the geographic locations of residential developments, Buckley
Air Force base and E-470 located within the borders of Aurora Public Schools.
Page 7Map provided by APS planning department
The Anschutz Medical Campus and Fitzsimons Innovation Community consists of one square mile
undergoing a significant transformation in the heart of Aurora and the school district. The site,
with almost 25,000 employees, is home to the University of Colorado Anschutz Medical Campus,
UCHealth University of Colorado Hospital, Children’s Hospital Colorado, U.S. Department of
Veterans Affairs Rocky Mountain Regional VA Medical Center and several other centers for
health care, biomedical research and workforce development. The Anschutz/Fitzsimons site
currently generates about $7 billion in economic impact and is expected to employ approximately
45,000 people when fully developed. The site includes residential, hotel and retail spaces.
Buckley Air Force Base significantly contributes to the economic development in the city and
attracts core aerospace-related industries. The base is home to the 460th Space Wing and provides
global infrared surveillance, tracking, and missile warning for weather and homeland defense and
provides combatant commanders with expeditionary warrior airmen. Buckley is home to more
than 83 other tenants representing every branch of service and components – Active Duty, National
Guard and Reserve as well as the Aerospace Data Facility – Colorado. The base has an annual
economic impact of nearly $1 billion to the region. Raytheon is the city’s second largest private
employer with more than 2,430 employees (Northrop Grumman has 750 and Lockheed Martin has
600). Lockheed Martin and The Boeing Company all have major operations in the city of Aurora.
Personnel Summary
General Fund Personnel Summary
2019-20 2020-21 2021-22
Directors/Administrators 121.6 124.0 121.0
Licensed 2,285.7 2,442.3 2530.4
Classified/Professional Technical 1,527.0 1562.2 1688.9
Grand Total 3,934.3 4,129.2 4,340.3
Other Funds Personnel Summary
2019-20 2020-21 2021-22
Special Programs 20.51 18.72 9.90
Risk Related Activity 3.00 3.00 3.00
Colorado Preschool Program 105.45 106.80 110.45
Grants 127.81 125.53 134.89
Nutrition Services 184.37 193.69 196.06
Medicaid Enhanced School Health 50.55 36.50 26.50
Pickens Post-Secondary 21.55 26.64 53.78
Building 21.15 16.15 9.00
Grand Total 534.39 527.02 543.58
Page 8Student Ethnic Distribution
Aurora Public Schools
October 2016 to October 2020
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2016-17 2017-18 2018-19 2019-20 2020-21
Hispanic Black White Asian Native American Native Hawaiian Two +
Ethnic Distribution Comparisons
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
State of Colorado Metro Area City of Aurora APS (2019-20)
Hispanic 21.7% 23.2% 29.2% 55.3%
Black 3.9% 5.4% 16.4% 17.5%
White 67.8% 63.7% 42.7% 15.4%
Asian 3.1% 4.2% 6.2% 4.7%
Native American 0.6% 0.4% 0.5% 0.7%
Native Hawaiian 0.1% 0.1% 0.4% 0.9%
Two + 2.6% 2.8% 4.2% 5.5%
Other 0.2% 0.2% 0.4% 0.0%
* State of Colorado, Metro Area and City of Aurora data from the US Census; American Community Survey
2018 - 1 Year Estimates: Table B03002. Metro Area is the Denver-Aurora-Lakewood Metro Area.
Page 9Budget Calendar
Community-engaged budgeting is a multi-step, iterative process of identifying district goals and
aligning resources; creating the budget calendar; and finalizing budget projections, available
resources, allocations, program budgets and the presentation.
2020-2021 Fall/winter budget development activities
• Prepare preliminary forecasts, including five-year plan, with estimates of revenue,
expenditures and fund balances.
• Determine projections and allocation amounts, including assumptions for student count,
assessed valuations, spending rates, staffing, inflation rate, and other economic conditions.
• Communication begins with the board, district administration, various leadership
committees, and district employees about the preliminary projections.
• Superintendent seeks leadership input on priorities for instructional, support services,
staffing, facilities, division goals, and any changes in assumptions used for preliminary
budget projections.
• Budget allocations are prepared and distributed to principals and division heads; on-site
and group training sessions are offered with the budget team assisting schools and
divisions.
• Final enrollment projections are determined.
• Local sites and departments engage in aligning resources at the local level with input from
local accountability committees, budget development committees, etc.
November 2020
• District Accountability Advisory Committee receives year-end update and preliminary
budget calendar and proposals
January 2021
• State legislature convenes for consideration of state budget, including School Finance Act
April 2021
• As required by state law, the District Accountability Advisory Committee reviews the
proposed budget as presented and may submit comments or recommendations on the
proposed spending priorities to the board of education.
May 2021
• Other revenue and expenditure projections are finalized and adjustments are made.
June 2021
• State Legislature adjourns and state funding levels are finalized.
• Proposed budgets are compiled and presented to the board. The proposed budget is made
available to the public and public notice is provided to the newspaper.
• 30th: Last legal date for final adoption of the budget and appropriation resolution
Page 10July 2021
• 1st: Fiscal year begins
• District’s Financial Transparency website updated with the 2021-22 adopted budget and
the statutory uniform budget summary sheet
July 2021 to January 2022. As allowed by state statute, after adoption of the budget, the board
of education may review and change the budget, with respect to both revenues and expenditures,
at any time prior to January 31.
August 2021
• 25th: County assessor certifies to school district the total assessed valuation and the actual
value of the taxable property in the district.
October 2021
• Perform pupil membership count on official count day.
November 2021
• 10th: Certifies pupil membership count to CDE
• 20th: Final certification after completing duplicate count process and other adjustments.
• Board of Education receives the Comprehensive Annual Financial Report for the fiscal
year ended June 30, 2021. The budgeted beginning fund balances for 2021-22 are adjusted
to the audited financial statements.
December 2021
• 10th: Final date county assessor can notify CDE and school districts of changes in assessed
valuation.
• 15th: Board certifies to the board of county commissioners of Adams and Arapahoe
counties levies; copies to CDE, the county assessors and treasurers.
January 2022
• State legislature convenes for consideration of a supplemental appropriation or rescission,
if any, to the 2021-22 School Finance Act
Committees Involved in Present and Future Budget Processes
• Superintendent’s Leadership Team
• Long-range Facilities Advisory Committee
• District Accountability Advisory Committee
• School Local Accountability Advisory Committees
Page 11Strategic Plan: Mission, Vision and Goals
APS 2020: Shaping the Future. This strategic plan represents the diverse voices of our community.
We will use this plan to guide everything we do to achieve:
Our VISION: Every student shapes a successful future.
Our MISSION describes our purpose: In partnership with our community, we accelerate learning
for all students to develop the knowledge, skills and character necessary to shape successful
futures.
Board Results and Limitations Policies
The Board of Education adopted its Results and Limitations policies on February 16, 2021.
*The following targets were developed based on lagging 2019 data and trends prior to that time,
but in light of the COVID-19 Pandemic may need to be reset based on new baseline data when
available.
Draft Results*
Result 1: Early Literacy. The percentage of 3rd grade students in APS-operated schools who
demonstrate grade level literacy skills based on CMAS English/Language Arts assessment will
increase from 21.80% in 20191 to 33.8% in 2026.
Result 2: Postsecondary Workforce Readiness. The percentage of APS students graduating in
four years will increase from 76% in 2019 under the current Colorado graduation requirements to
80% to 2026 based on the new Colorado graduation requirements, which requires a demonstration
of college and career readiness.2
Result 3: Equity. The percentage of 6th grade Latinx/Black students who are not on grade level
in English/Language Arts and Math, as measured by CMAS, will decrease from 85.2 percent in
20193 to 79 percent by 2026. Result 4: Equity. The percentage of 9th grade Latinx/Black students
who are not on grade level, as measured by PSAT, will decrease from 80.6 percent in 20194 to
74.6 percent by 2026.
Draft Limitations
Limitation 1: The Superintendent may not allow implementation or adoption of any programming
that does not prioritize diversity, equity, and inclusion.
Limitation 2: The Superintendent may not allow the elimination of art, music, and/or physical
education from student schedules.
Limitation 3: The Superintendent may not propose major decisions to the board without first
engaging students, parents, community, and staff.
Page 12Limitation 4: The Superintendent may neither cause nor allow district circumstances for current
or prospective students, their parents/guardians, or community members that are unsafe,
undignified, disrespectful, or unnecessarily intrusive or restrictive.
Limitation 5: The superintendent may neither cause nor allow District circumstances for staff
(including employees, independent contractors and volunteers) that are unfair, undignified,
disrespectful, disorganized or unclear.
Limitation 6: The superintendent may neither cause nor allow District circumstances that are
financially imprudent, inconsistent with generally accepted financial management practices,
conducted without appropriate financial planning, that jeopardize the assets of the District, or that
represent a material deviation of actual expenditures from Board priorities established in District
Result policies.
1
Due to the cancellation of 2020 state CMAS assessments, baseline data from 2020 is not
available. As a result, the most recent data, from 2019 serves as the current baseline.
2
As of January 2021, Colorado is scheduled to implement a new set of graduation requirements
with the Class of 2022. These new requirements raise the expectations for graduation, requiring
that all students demonstrate college and/or career readiness in English and Math through a menu
of options.
3
Due to the cancellation of 2020 state CMAS assessments, baseline data from 2020 is not
available. As a result, the most recent data, from 2019 serves as the current baseline.
4
Due to the cancellation of 2020 state PSAT assessments, baseline data from 2020 is not available.
Page 13Budget Priorities Aligned to the Board’s Policies
Equity in Learning provides the following to describe some of the budgeted expenditures that are
aligned toward the Board Results and Limitations Policies.
Result 1: Early Literacy
Curriculum and Instruction:
1. READ Funds received from the state, along with district On-time Intervention funds, are
used to hire a full-time, certified reading interventionist at each school site.
2. Hire consultant (likely PEBC) to support development of K-3 reading lab classrooms used
to support observation and development.
Professional Learning:
1. Contract with Keys to Literacy (the organization that developed CDE’s reading
coursework) to ‘train the trainer’ for ongoing APS K-3 reading coursework.
2. Division of Equity in Learning budget is used to hire a READ Act Teacher on Special
Assignment (TOSA) to coordinate the professional development and training of
elementary reading interventionists and secondary reading interventionists; manage the
state’s requirements for K-3 reading teachers coursework; serve as liaison between district
and state to ensure understanding of regulations and compliance; serve as liaison between
DoEL, Human Resources, and Accountability and Research to ensure compliance with
state reporting; oversee process for developing lab classrooms to showcase best practices
in K-3 reading instruction.
Learning Resources
1. Purchase of e-Books to support independent and academic reading.
2. Allocated money for purchase of reading resources (i.e. eBooks, audio books, Pre-3rd
grade).
Assessment Literacy and Instruction
1. Elementary literacy Instructional Coordinators support schools with planning and
implementation of reading requirements and early literacy foundational skills.
2. Purchase K-3 iReady reading assessment.
Exceptional Student Services
Early childhood special education teachers and elementary special education teachers address early
literacy through the implementation of services in each student’s Individualized Education
Program (IEP) to ensure that each student is able to access and make progress in the general
education curriculum. ESS provides special education teachers with supplemental resources
aligned to the science of reading and supported by CDE on the K-3 READ approved list.
Result 2: Postsecondary Workforce Readiness
Exceptional Student Services
In the year a student with a disability will turn 15 years of age, special education providers develop
a transition IEP that serves to ensure the student has the skills and knowledge for postsecondary
workforce readiness. Transition services in accordance with the IEP are provided through the age
of 21 as applicable at each high school and at Crossroads Transition Center.
Page 14Result 3: Equity
1. Purchase iReady reading and math assessment to support progress monitoring toward end-
of-year grade level standards mastery.
Result 4: Equity
1. Purchase iReady reading assessment to support progress monitoring toward end-of-year
grade level standards mastery.
Our Core Beliefs
APS 2020: Shaping the Future is based on our community’s core beliefs about education—these
are our foundation. We, as a community, believe:
• Every student has unique abilities that we must recognize and engage.
• A district with students at its center provides an adaptable and responsible foundation for
learning.
• Student and staff safety is essential to our vision and mission.
• Students, families, staff and community members share the responsibility for student
achievement.
• Student achievement and growth are driven by a highly-effective and respected staff
working as a team.
• Students take an active and ongoing responsibility for their learning.
• Families are our partners in education.
• Community partnerships provide vital resources and opportunities for students and
families.
• All students must have equitable access to learning opportunities, technology and
environments that support them in reaching their full potential.
• Diversity is a strength in our community.
Goals
Every APS student will have:
Goal 1: A plan for his or her future. Within 90 days of entering APS, every student will create
a plan that includes goals for academic achievement; graduation; extracurricular and volunteer
service learning; work experience; college and/or career. The student will continue to develop this
plan throughout his or her academic career.
Goal 2: A set of skills to implement his or her plan. APS students will develop the following
21st century skills:
• Critical Thinking (example: problem solving and global and cultural awareness)
• Collaboration (example: communication, interpersonal skills)
• Self-Direction (example: personal and civic responsibility, work ethic, financial literacy,
resiliency, adaptability)
Page 15• Information Literacy (example: find and use information and information technology)
• Invention (example: creativity and innovation)
Goal 3: Credentials that open doors. In addition to a high school diploma, APS students will
also have access to the following credentials:
• College credits
• Industry based certificates
• Workforce training certificates
• Internship/externship completion certificates
• Digital badges
• Advanced Placement credits
• International Baccalaureate Diploma
Blueprint APS
https://aurorak12.org/about-aps/blueprint-aps/
APS is developing a new comprehensive, long-term education and facilities plan called Blueprint
APS. The city of Aurora is experiencing tremendous change with a decline in enrollment over the
past several years that is particularly affecting schools in the western part of the district and
anticipated growth in housing developments on the eastern part of the district. In June 2018, APS
began engaging the community to get input on the future of APS and what they wanted for their
children. With direction from the community and the APS Board of Education, APS is entering its
implementation phase of that vision for Blueprint APS. This will include shifting neighborhood
schools to boundary schools, implementation of regions with specialties aligned to community
assets, and more district-run schools for families to choose, such as magnet schools. For APS, this
will mean changes to align with Blueprint APS and the changes the community is experiencing,
including repurposing of existing schools and building of new schools.
Blueprint APS is the district’s long-term plan to create more district-run college and career choice
options. The plan seeks to bring intentionality and equity to how APS directs its resources to serve
families. To accomplish this, APS will need to repurpose buildings throughout the district. Our
initial focus for repurposing recommendations was for regions 2, 3 and 6.
During its meeting on 1/19/2021, the Board approved the following Blueprint APS
recommendations:
Region 2
• Construct a new P-8 school in the Green Valley Ranch-Gaylord region (tentatively planned
to open for the 2023-24 school year)
• Construct a new educational facility (potential magnet) in the new Horizon development
(tentatively planned to open for the 2024-25 school year)
Region 3
• Replace Lyn Knoll Elementary School with a new boundary P-8 school (close Lyn Knoll
at the end of the 2020-21 school year) (plan to open new P-8 school in the 2023-24 school
year)
Page 16• Repurpose Sixth Avenue Elementary School for an alternative use (effective for the 2023-
24 school year)
• Repurpose South Middle School for an alternative use (transition begins in the 2021-22
school year and is complete after current South students transition to high school for the
2023-24 school year)
• Realign elementary and middle school attendance areas
Region 6
• Repurpose Century Elementary School for an alternative use (close Century at the end of
the 2020-21 school year) (repurposing begins 2021-22 school year)
• Realign elementary school attendance areas
To support this work, the Board approved the reallocation of the 2016 Bond Contingency Budget
(approximately $72.3 million).
It is important to note that there are two additional construction projects already in progress that
are part of the 2016 bond program:
• Partially replace and remodel East Middle School (in process)
• Remodel Virginia Court Elementary School (in process)
In addition, district leaders are also planning to convert two schools into magnet schools as part of
Blueprint APS implementation:
• Repurpose Peoria Elementary School, Educational Services Center 4 and Aurora Central
High School as a K-12 Magnet Campus in the Visual Design & Performing Arts region
(scheduled to open for the 2022-23 school year)
• Repurpose Wheeling Elementary School as a magnet school in the Entrepreneurship &
Invention region (effective for the 2022-23 school year)
APS shared these plans with parents/guardians and staff members from affected schools in these
regions.
Long Range Facilities Advisory Committee
https://construction.aurorak12.org/important-links/lrfac/
The Long Range Facilities Advisory Committee (LRFAC), which is made up of a diverse group
of community members, will be serving as a steering committee over Blueprint APS
implementation. The LRFAC will oversee the work of the seven Regional Design Teams (RDTs)
and make recommendations to the Board of Education about repurposing and use of buildings.
Below is the charge of the LRFAC:
• To monitor and advise Regional Design Teams as they evaluate regional strengths and
areas of focus and as they make recommendations for use or repurposing of facilities;
Page 17• To evaluate and coordinate the recommendations of the Regional Design Teams from a
District perspective;
• To analyze the feasibility of the Regional Design Teams’ recommendations or other
options as the Committee sees fit and to provide such analysis to the Board of Education
and/or the District Leadership Team for consideration;
• To hold the Regional Design Teams accountable to their scope of work within the Blueprint
APS process; and
• To make final recommendations to the Board of Education after consultation with the
District Leadership Team.
• Monthly meetings scheduled specifically for the Blueprint APS charge.
Major Initiatives
Building on previous strategic efforts, APS began a strategic planning process in fiscal year 2015.
To ensure that our plan reflects the beliefs and goals of our community, the district created a 14-
member Strategic Planning Team to develop APS 2020: Shaping the Future. The team consisted
of APS staff, Board members, parents, business leaders and community members. As part of the
process, we collected feedback through multilingual discussions with APS students, parents,
guardians, staff and community members and through online surveys. The APS Board of
Education approved the new strategic plan on January 20, 2015.
APS is also continuing implementation and refinement of its reform framework--Communities
Organized to Reach Excellence (CORE), which began in 2015. The CORE Framework has drawn
upon national best practices and the unique context of the Aurora community to increase capacity
for change at both the school and district levels. Under CORE, APS focuses on nine capacity-
building areas: turnaround leadership, budget flexibility, talent management, charter authorization,
innovation status, physical space, philanthropic relationships, community engagement, and
turnaround management. The most visible components of APS’ CORE work also include key
strategies used to drive improvement: leveraging communities of practices, innovative systems,
and CORE Timeline and strategies for schools on Performance Watch.
The new strategic plan and CORE Reform Framework has provided a foundation for change and
momentum that APS has seen--including helping APS move off of the district accountability clock
for the 2017-18 school year. Our graduation rates have seen significant increases over the last five
years school years, making significant progress to close the gap with the state average and
eliminating the graduation gap between our students who are white, Hispanic, and African
American/Black. In 2018-19, eight schools moved off the accountability clock and seven schools
moved onto the state’s accountability clock, bringing the district’s total to twelve. APS continues
to focus on improving overall achievement for our students.
In addition to the APS 2020 Strategic Plan and CORE Reform Framework, APS is developing a
new comprehensive, long-term education and facilities plan called Blueprint APS. The city of
Aurora is experiencing tremendous change with a decline in enrollment over the past several years
that is particularly affecting schools in the western part of the district and anticipated growth in
housing developments on the eastern part of the district. In June 2018, APS began engaging the
community to get input on the future of APS and what they wanted for their children. With
Page 18direction from the community and the APS Board of Education, APS is entering its implementation
phase of that vision for Blueprint APS. This will include shifting neighborhood schools to
boundary schools, implementation of regions with specialties aligned to community assets, and
more district-run schools for families to choose, such as magnet schools. For APS, this will mean
changes to align with Blueprint APS and the changes the community is experiencing, including
repurposing of existing schools and building of new schools.
APS is also undertaking implementation of key activities to support the health and safety of our
students as a result of the passage of APS’ 2018 Mill Levy Override. The ballot measure included
funding to support that may include, but is not limited to: expanding staff and training dedicated
to student mental health; increasing pay to recruit and retain high quality teachers; expanding after-
school learning programs for K-5 elementary students; and adding and providing seat belts on
buses.
APS, like every other school district in the nation, does not have unlimited time or resources. This
reality demands that we be focused, creative, and above all else, strategic. Our students, families
and community deserve better schools and higher achievement. This belief fuels our work. It also
drives a deep sense of urgency to be ready, to be flexible and to maximize the talent needed to
improve outcomes across the district so that every student shapes a successful future.
Page 19Sustainability
The budget is primarily focused on the upcoming fiscal year. Additionally, the district considers
long-range enrollment and financial projections. Long-term planning involves significant
forward-looking assumptions with inherent risks.
Long-range enrollment projections
While APS will likely continue to see shifts in enrollment, as the district does every year, the
district is unclear whether or not the enrollment shifts will continue on the same trajectory it has
for the past few years. The impact that COVID-19 will have on enrollment, both directly and
because of its impact on the economy, may be unclear for the foreseeable future. APS will continue
to analyze data as it becomes available, though APS may not have insight until fall 2020.
For the past few years, the trajectory of enrollment has been an overall district decline in
enrollment as a result of enrollment declines in the western portion of the district, but enrollment
increases in the eastern portion of the district along the E-470 corridor with new developments.
Alternatively, APS could see these declines rapidly accelerate or reverse in the entire district
or in specific regions. Such shifts will impact the time and scope of Blueprint APS. During the
Great Recession in 2008, APS experienced some of its most significant enrollment growth, as
Aurora was a more affordable community for many.
If APS sees a rapid decline in enrollment overall or in some parts of the district, it may need
to accelerate its timeline and the scope of repurposing activities. Repurposing activities may
include, but not be limited to, reconfiguration of grade levels that a school building serves to
emphasize APS’ P-8 model, using repurposed buildings for magnet schools, community centers,
other choice offerings, or other district uses, consolidation of school buildings, and closing of
school buildings. If APS sees increases in enrollment overall or in some parts of the district,
it may need to slow or think differently about how it repurposes buildings to provide magnet
opportunities.
Long-term Financial Planning
The fund balance in the General Fund is a measure of the ability of the district’s finances to sustain
operations in the event of a financial downturn. Total fund balance includes fund balances that are
restricted (e.g., three percent TABOR emergency reserve), assigned for identified needs (e.g., the
Board’s cash fund emergency reserve) and unassigned fund balances to cover contingencies
caused by unpredictable revenues and potentially volatile expenditures.
Looking to the future, Colorado’s K-12 funding remains uncertain. Long-term estimates of state
funding for K-12 education will be predicated on sustained economic growth within the state that
is sufficient to cover inflation and student growth, while at the same time being able to meet other
resource demands such as Medicaid, social programs, prisons, roads and higher education.
As of June 30, 2020, total general obligation bonds outstanding are $424,396,099, total
unamortized premium is $35,227,307, and total accreted interest is $6,921,309. During 2019-20,
$72.0 million from the district’s bond program authorized in 2016 was expended to renovate
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