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CHPA EDUCATIONAL MASTER PLAN 2016-2021
Educational Master Plan
2016-2021
Building a Legacy of Success
CHPA EDUCATIONAL MASTER PLAN 2016-2021
TABLE OF CONTENTS
Topic Page
Board President’s Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Executive Director’s Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
CHAPTER ONE
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
History of CHPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
State Level – Mission of Colorado Public Schools . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 5-6
District 60 Vision, Mission, and Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
CHPA Vision, Mission, and Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 7
Process Used to Complete the Educational Master Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-8
Planning Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 8-9
Board of Directors Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
CHPA Strategic Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-12
Philosophy – Institutional Student Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . 12-14
Institutional Effectiveness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 14
CHAPTER TWO
Environmental Scan
a.) External Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-20
b.) Internal Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21-37
Educational Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38-39
CHAPTER THREE
Academic Program Integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41-42
CHAPTER FOUR
Enrollment Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-49
CHAPTER FIVE
Communication Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51-53
CHAPTER SIX
Facilities Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55-56
CHAPTER SEVEN
Technology Plan . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58-60
Building a Legacy of Success
CHPA EDUCATIONAL MASTER PLAN 2016-2021 APPENDICIES Appendix A – Board SWOT Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62-63 Appendix B – Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Appendix C - Staff SWOT Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65-68 Appendix D - New Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69-72 Appendix E - State Facilities Assessment 2010. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73-78 Building a Legacy of Success
CHPA EDUCATIONAL MASTER PLAN 2016-2021
Board President’s Message
It is certainly an exciting time to be a part of the Chavez/Huerta K-12 Preparatory Academy
Family.
Starting back in October of 2015, our Board of Directors began the process of evaluating the
direction of our educational institutions by engaging stakeholders from all levels of the
organization, as well as the community. The purpose of this exercise was to look at the
educational landscape and determine how best we will serve the families, and most importantly,
the students both now and into the future.
We are excited to now roll out our school-wide Educational Master Plan (EMP). This newly
approved plan by our Board of Directors sets an exciting direction for our institution; one that we
are confident will bring success to our K-12 students and families in the next 5 years and for
generations to come.
I would like to take an opportunity and thank all those who were involved with the development
of our EMP and gave their input and time. I would especially like to thank and recognize Pueblo
City Schools for their support and resources that they provide our institution for the success of
students.
Our future is bright and filled with opportunities, so together, let us seize those opportunities for
the benefit of our students and fulfillment of our mission.
Sincerely,
Steven L. Trujillo, MBA
Board President
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CHPA EDUCATIONAL MASTER PLAN 2016-2021
Executive Director’s Message
The Educational Master Plan (EMP) was prepared to cover the period between 2016 and 2021. The
EMP is utilized in decision-making in the Planning and Budgeting in resource allocation decisions
and to guide the institution in its program development, facilities and technology implementation.
In October 2015, the Board of Directors authorized a school-wide EMP. After a year’s work with
input from stakeholders, the Board approved the EMP covering five years of Board goals.
As a result, CHPA will embark on a process to implement the school’s EMP to align itself with
the newly developed Board approved plan. The process included seeking input from stakeholders
utilizing the governance structure; updating internal and external data; establishing planning
assumptions; reviewing and approving a new mission statement; updating facilities and
technology plans; utilizing the data to reflect a more dynamic use of the plan which also includes
communication and enrollment management as sections that make transparent how the school
intends to meet key aspects of the plan.
This new and dynamic change has the prospect of making CHPA’s Educational Master Plan a
relevant and utilized key document in fulfilling the revised mission of the school over the next
five years.
I am grateful to all those who participated in developing the plan and for the core group who
strategized in developing the process to move us forward in a timely manner. I trust this plan will
contribute in supporting our effort in establishing a student-centered, high-performance
organization.
Respectfully,
Richard Durán, Ed.D.
Executive Director
Building a Legacy of Success P a g e 2 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 INTRODUCTION The Educational Master Plan (EMP) at Chávez/Huerta K-12 Preparatory Academy (CHPA) is utilized to coordinate and integrate formal planning initiatives of the school. In application, the EMP serves to illustrate the integration of practices and operations. At the operational level the school utilizes goals and objectives to support the greater mission of the institution. In effect, all the operations at the department and unit level are linked to the goals and mission statement of CHPA. The EMP serves as the umbrella for all related planning documents. A principal role of the EMP is to document a strategic planning process that allows the school to assess and prioritize its planning needs for the future. A comprehensive and forward thinking EMP requires synthesis of the institution’s mission and vision with sound information about the student population being served, enrollment projections, economic trends, and the new and emerging demands of the state and community. This EMP is organized into chapters. Chapter 1 provides an overview of the history of the school, the various missions impacting school decisions and plans, Board Goals along with other salient information. Chapter 2 includes a presentation and analysis of the external and internal environmental data, respectively, used to guide and reaffirm the planning priorities. Chapter 3 reflects the architecture of that provide guidance on the development of a curriculum that is aligned from K through 12 and that meets and exceeds state student academic achievement standards. Chapter 4 provides for the Enrollment Management Plan that supports how we intend to grow. Chapter 5 discusses the value of communication and related activities to engage the entire school community. Chapter 6 reflects the related facilities plan to accommodate academic programming needs as well as growth while Chapter 7 addresses the related technology plan that supports the objectives of CHPA. CHPA takes seriously its role in responding to the primary and secondary needs of its service area, namely, Pueblo County. The faculty, staff and administration realize that future programs cannot be based merely on past successes. Rather, strategies must be developed to meet present and future needs and demands. Additionally, the EMP links to Board Goals and strategic objectives which link to the budget. Analysis of the school’s changing internal and external environment, assessment of community and student needs, and measurement of effectiveness in meeting those needs from the basis of institutional planning. Simply put, the school asks itself where it is now and where it wants to be. The answers to these questions sets the course and identifies the means to measure when it has reached its destination. CHPA exists in an ever-changing environment in which the planning process must be accommodated. With every annual funding cycle and legislative session, state and federal priorities can change. The local community is dynamic and technology changes at a rapid pace. Thus, the underlying assumption is that the planning process will be modified and adjusted to reflect changing needs. Building a Legacy of Success P a g e 3 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 HISTORY OF CHPA In November 2000, Pueblo City Schools approved the charter application for César Chávez Academy (CCA). The public charter school was founded by a group of committed educators and community members in Pueblo, Colorado and opened as an alternative choice for public education when it began enrolling students for the 2001 school year. CCA occupied the vacant Hyde Park School built in 1948 on Pueblo’s westside and began changing the face of education by implementing educational programs designed to meet the needs of its students and families. In 2002, the music program expanded to include mariachi music and “Mariachi Águila” was formed. By 2003 enrollment grew and the facility was expanded to include a new gymnasium and science classrooms to accommodate growth of faculty, staff and students. In December 2003, Pueblo City Schools also approved the charter application for the affiliated Dolores Huerta Preparatory High (DHPH) as an Early College Program (ECP) that first opened for the 2004-2005 school year. The DHPH ECP allowed students the opportunity to earn a high school diploma and an Associate’s degree by the time they graduate from high school. By 2004, CCA had enrolled 555 students in grades K-8, and DHPH enrolled 179 students in grades 9th and 10th in its first year. By 2006, enrollment at both schools was increasing rapidly and on November 10, 2006 DHPH broke ground on the new high school facility and construction began. On September 4, 2007 an historic ribbon cutting ceremony for Pueblo’s newest high school building was conducted and Dolores Huerta herself was present to celebrate the occasion. DHPH firmly established itself as a premier school with its academic and athletic programs. The schools continued to experience growth and in May 2008 Mariachi Águila released its music CD, “Por Primera Vez”. Later in July, Mariachi Áquila placed third in the international Mariachi Spectacular in Albuquerque, New Mexico. The next few years presented challenges for the schools due to rapid growth of the Pueblo campus and the CCA educational model expanding to Colorado Springs and Denver. As the result of a financial and organizational review of the César Chávez School Network by the Colorado Department of Education, the schools in Colorado Springs and Denver became independent schools. In 2010, CCA and DHPH were restructured to meet the challenges of reduced funding and began consolidation of the two contracts with Pueblo City Schools into one charter organization. In June of 2012, Pueblo City Schools approved the new consolidated charter application and both schools became one entity under the Chávez / Huerta K-12 Preparatory Academy charter. While the organization has experienced a great deal of growth and change, the mission and vison are still focused on the children of Pueblo and their success. The academic, athletic and performing arts programs continue to meet the needs of Pueblo’s students and families. Building a Legacy of Success P a g e 4 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021
MISSION OF COLORADO PUBLIC SCHOOLS
The Colorado State Department of Education (CDE) is responsible for the implementation of
Colorado Revised Statutes pertaining to laws approved by the Legislature and the Governor and
as impacted by Federal policy that affect all public schools in Colorado. CDE is governed by a
seven member elected Board of Directors and operated by a Commissioner with staff support.
The Board has determined both the Mission and Vision of CDE.
MISSION
The mission of the Colorado State Board of Education is to provide all of Colorado’s children
equal access to quality, thorough, uniform, well-rounded educational opportunities is a safe and
civil learning environment.
VISION
All children in Colorado will become educated and productive citizens.
Likewise CDE has also developed a mission and vision statement with attendant goals that
operationalizes and reflects the Board’s desires. They are:
MISSION
The mission of the Colorado Department of Education is to ensure that all students are prepared
for success in society, work, and life by providing excellent leadership, service, and support to
schools, districts, and communities across the state.
VISION
All students in Colorado will become educated and productive citizens capable of succeeding in
society, the workforce, and life.
GOALS
1. Start strong: Every student starts strong with a solid foundation in grades preschool -
3rd grade.
Increase the school readiness of our youngest learners by increasing the percentage of four-
year-olds served by the Colorado Preschool Program meeting age expectations in literacy and
math by 3% in 2016 and by 5% in 2018.
2. Read at or above grade level by the end of third grade: Every student reads at or above
level by the end of third grade.
Ensure every student attains proficiency in reading by third grade by increasing proficiency on
the state assessment to 80% in 2016, with the goal of 85% proficient by 2018.
Building a Legacy of Success P a g e 5 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021
3. Meet or exceed standards: Every student meets or exceeds standards.
Ensure that all students are proficient or advanced in state summative assessments by
increasing the percentage of students scoring at proficient or above in reading, writing,
mathematics and science by one percent overall from 2014 to 2016 and five percent by 2018.
4. Graduate ready: Every student graduates ready for college and careers.
Ensure every student graduates college and career ready by increasing the graduation rate to
86.6 % in 2016, with the goal of 90% by 2018.
MISSION OF PUEBLO CITY SCHOOLS (DISTRICT 60)
In turn Pueblo City Schools (District 60) as our authorizer has developed their own mission
statement and objectives that guide their system in meeting CDE expectations. They are:
MISSION
Our mission in Pueblo City Schools –a unique educational community strengthened by its
diversity, culture and traditions-is to guarantee a “world-class education that prepares graduates to
succeed in a global society”. This will be accomplished in a safe, secure environment through
innovative state-of-the-art technologies, superior curricula, and highly skilled educators driven by
active partnerships with students, families and communities.
OBJECTIVES
1. All students successfully complete a comprehensive, individualized education plan to prepare
them to enter the 21st century academic pursuits or the global workforce.
2. All of our students meet or exceed international standards and measures of achievement.
3. We will recruit and retain a highly qualified competitive workforce sustained by “cutting
edge” professional development for internationally competitive schools.
4. The district provides a system of support for students to be civil, responsible, healthy, and
involved members of the global community.
5. All schools are conducive to superior teaching and learning capable of responding to diverse
needs of 21st century learners.
6. We will secure and utilize 100% of human, financial, and physical resources required to create
and sustain world-class public schools and this strategic plan.
Building a Legacy of Success P a g e 6 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 CHÁVEZ / HUERTA K-12 PREPARATORY ACADEMY VISION, MISSION AND VALUES Chávez / Huerta K-12 Preparatory Academy (CHPA) is a locally- controlled K-12 public charter school authorized by Pueblo City Schools (D60) and part of the Colorado State public school system. As such, and in keeping with the policies of the State Legislature, Colorado Department of Education and Pueblo City Schools, the school exists to serve the community of Pueblo County. As a charter school it adheres to three basic tenants: Charter public schools are tuition free. Charter public schools do not discriminate. There is no test-in requirements to enroll in charter public schools. VISION Chávez / Huerta K-12 Preparatory Academy is the best school of choice to develop college-ready students who will become scholars, leaders of great character, and productive citizens of the world. MISSION To provide students a challenging, high quality, diverse K-12 learning environment that develops lifelong learners. VALUES Acceptance of all People Celebrating Community Respect for Life and the Environment Non-Violence Innovation A Preference to Help the Most Needy Knowledge Sacrifice Service to Others Determination PROCESS USED TO CREATE CHPA’S EDUCATIONAL MASTER PLAN (EMP) On October 4, 2015 the Board of Directors held a retreat to begin the process plan for the future of CHPA and the development of the EMP. Several faculty and staff members also participated and contributed to the discussion. A SWOT (Strengths. Weaknesses, Opportunities and Treats) analysis was conducted to obtain perceptions of the then condition of the organization. (Appendix A). A timeline (Appendix B) for the development of the EMP was also presented to the Board as well as an outline of the content of the EMP which consisted of seven chapters Building a Legacy of Success P a g e 7 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021
addressing key elements of a comprehensive approach to meeting the mission of the school and
ultimately student success.
In November of 2015, the Executive Director convened faculty and staff to also conduct a SWOT
analysis of the organization (Appendix C). The results of the two analyses were combined to
identify common themes in each area of the analysis and produced five possible goals for the
organization which would be a key element of the EMP. The subsequent draft goals were
presented to the Board for discussion in December knowing that final approval of the goals would
come at a later date.
In January 2016, a second key component of the EMP began-the review of the MISSION of the
organization. The Board conducted a study session regarding the mission with possible revisions.
Subsequently, in February faculty and staff also participated in a review of the mission and
submitted their thoughts on the mission of CHPA. At the March meeting of the Board a new
mission was approved as well as four goals that will guide CHPA for the next five years
(APPENDIX D).
In April, a draft of the EMP was presented to the Board for discussion. During April and May
components of the draft were sent to constituent groups for review and comment. In June, the
final draft of the Educational Master Plan for 2016-2021 was presented to the Board for final
approval.
PLANNING ASSUMPTIONS
Several assumptions are anticipated that will affect the future of CHPA as delineated below:
Graduation or completion rates will continue to be primary concerns at the state and local
level as well as meeting the state standards for academic achievement.
CHPA will continue to take into account demographic trends and analysis, especially as
related to serving the diverse population of Pueblo County with projections of slow population
growth but an increased Latino percentage.
Preparing to meet accreditation standards especially operational systems needed will continue
to cause change as we move towards a continuous quality improvement (CQI) environment.
Flexibility in addressing legislative and funding priorities will be needed to sustain a
financially stable organization. Increased efforts in enrollment management will be key.
Facilities maintenance and infrastructure improvement will necessitate attendant long term
planning and related financing.
Emerging instructional techniques and technologies which expand access and enhance the
educational experience will necessitate professional development of faculty and staff to be
able to apply these to the classroom experience as well as enhanced support and co-curricular
programming.
Developing partnerships and pursuing additional funding will be needed to maximize student
success. Parental involvement will need to be enhanced as well.
Building a Legacy of Success P a g e 8 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021
As operational systems, academic programming, facility and technology improve, additional
pressure for needed staff will occur. Competition for and retention of qualified faculty
especially in math, science and special student support serve areas and staff will cause a
review of competitive
salary schedules.
BOARD OF DIRECTORS GOALS
At their Board meeting in March 2016 the Board of Directors adopted four goals needing to be
accomplished over the next five years. These include:
1. Achieve national accreditation by 2021
Scope and rationale: This goal emphasizes the need for the school to meet the standards set by
a nationally recognized accrediting agency in order to effectively address the school’s mission.
2. Improve academic student success to exceed state standards
Scope and rationale: The state of Colorado has set a system of evaluation and expectations to
assure the public that all schools are held accountable in meeting expected academic standards
of learning for all children attending publicly funded schools.
3. Upgrade facilities to meet 21st century technology needs with emphasis on renewing
modular plans
Scope and rationale: Safety and compliance is of paramount concern for students and staff as it
relates to facilities. Likewise, having classrooms that facilitate learning that contain the
infrastructure to support todays and future technologies is necessary to support student success.
A long-term plan is needed to replace aging modular classrooms.
4. Stabilize and enhance funding for CHPA
Scope and rationale: Having sufficient financial resources is paramount to having a sustainable
quality organization that can provide for the needs of students, meet state financial standards
and provide for innovation and growth of the organization as well as complying with state public
school and accrediting agency standards.
CHPA STRATEGIC OBJECTIVES
Board Goal 1: Achieve national accreditation by 2021
Objective 1.1 - Train faculty, staff and administrators on national accreditation agencies and
standards
1.1A Conduct a training session with a representative of Advanced Education on the agencies
standards and processes to attain accreditation status.
Building a Legacy of Success P a g e 9 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021
1.1B Create an accreditation committee comprised of faculty staff and administrators with the
charge of creating a plan and timeframe to achieve accreditation by 2021.
1.1C Establish a webpage where documents and reports of progress on achieving accreditation
can be seen.
Objective 1.2 - Conduct a self-assessment of CHPA in relation to accreditation standards
1.2A Organize the accreditation committee to conduct the self-assessment.
1.2B Distribute materials necessary to obtain feedback of the status of CHPA in meeting the
standards of accreditation.
1.2C Assemble and analyze all materials from the feedback to identify gaps in meeting
accreditation standards.
Objective 1.3 - Establish plan to address gaps identified as a result of the self-assessment
1.3A Based on the gap analysis, the accreditation committee will develop and recommend a plan
of action to ameliorate any gaps identified in meeting accreditation standards.
1.3B Identify resources needed to address the plan identified in 1.1A.
1.3C Develop a timeline to implement the plan to address gaps in meeting accreditation standards.
Objective 1.4 - Apply for accreditation
1.4A Upon satisfactory completion of addressing the gaps in meeting accreditation standards,
prepare and submit the official self-study for submittal for candidacy for accreditation.
1.4B Follow thru on the process of obtaining accreditation as stated by the accreditation agency.
Board Goal 2: Improve student Academic Success to Exceed State Standards
Objective 2.1 - Develop a Continuous Quality Improvement (CQI) process, also named by CDE
as the United Improvement Plan (UIP), utilizing data, analyzing the data, make
recommendations as a result of the analysis and evaluate the outcomes of the
recommendations. Repeat the cycle.
2.1A Identify the data measuring student academic achievement expected by state standards.
2.1B Train faculty and staff on understanding the data, analyzing the data, and making
recommendations of strategies to improve academic achievement as a result of the
analysis.
2.1C Develop implementation matrix of the recommended strategies.
2.1D Link identified strategies to resources needed to implement the recommended strategies.
2.1E Implement strategies per the matrix.
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2.1F Evaluate outcomes of the recommended strategies.
2.1G Measure overall improvement of student academic achievement against state standards.
2.1H Report to the Board progress of improving student academic achievement.
2.1I Repeat cycle as needed.
Board Goal 3: Upgrade facilities to meet 21st Century technology needs with emphasis on
renewing modular plans
Objective 3.1 - Conduct analysis of the current state of CHPA facilities and develop a
maintenance and modular replacement plan.
3.1A Secure expertise to evaluate the current state of facilities per safety standards, land survey,
life expectancy of modular buildings, technology infrastructure, classroom capacity and
instructional type (general instruction, labs, library, gym, etc.).
3.1B Create a facilities committee to review the report and identify priorities for maintenance
projects as well as make recommendations as to the replacement of modular buildings.
Provide input into the design and replacement of all modular with more enhanced facilities
that better meet the needs of future academic programming and technology infrastructure.
3.1C Link recommendations from the facilities committee to yearly budgets for maintenance and
a long-term finance plan for modular replacement. Develop a timeline for implementation.
Objective 3.2 - Obtain Board approval of a long-term finance plan to replace modular buildings
3.2A Present a plan of action to the Board of Directors a timeline and finance plan to replace
modular buildings to better accommodate future academic programming and technology
infrastructure needs.
3.2B Upon approval by the Board, begin implementation of the plan.
Board Goal 4: Stabilize and Enhance funding for CHPA
Objective 4.1 - Develop a plan for base funding for the next five years in relation to anticipated
academic programming, facility and technology needs as well as increases for
improved salaries and benefits for faculty and staff.
4.1A Based on planning priorities project anticipated costs for 2016-17 develop a projected
budget to cover costs for the aforementioned areas.
4.1B Based on planning priorities project anticipated costs for 2017-18 develop a projected
budget to cover costs for the aforementioned areas.
4.1C Based on planning priorities project anticipated costs for 2018-19 develop a projected
budget to cover costs for the aforementioned areas.
Building a Legacy of Success P a g e 11 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021
4.1D Based on planning priorities project anticipated costs for 2019-20 develop a projected
budget to cover costs for the aforementioned areas.
4.1E Based on planning priorities project anticipated costs for 2020-21 develop a projected
budget to cover costs for the aforementioned areas.
Objective 4.2 - Develop an enrollment management plan to grow enrollment to meet anticipated
general fund costs for the next five years (2016-2021) that meet addressed
recommended priorities.
Objective 4.3 - Identify additional resources to meet anticipated costs for the next five years such
as federal, state and local grants.
Objective 4.4 - Identify areas of cost containment via improved efficiencies of operation and
structural reorganization.
Objective 4.5 - Establish an Alumni Association to assist with fundraising.
Objective 4.6 - Enhance fundraising of athletic teams and student clubs, as well as update rental
fees and develop additional fundraising events, etc.
PHILOSPHY OF CHPA
CHPA was started with the hope and belief that every child has the capacity to attain high levels
of academic achievement while being excited about learning and the prospects for their future.
Academic achievement has been identified as the number one priority. This priority has been
characterized by small class sizes, a well trained staff, a challenging curriculum and unique
extracurricular opportunities as the foundation of student success. In addition these the core
belief, CHPA’s philosophy can be further characterized by its stated values. These include:
Acceptance of all People
An essential ingredient for success in organizing diverse forces to achieve social change, create
community, and actualize democracy is the acceptance of all people; an absolutely indispensable
necessity to the well-being of this country.
Celebrating Community
Sharing the joyous and respectful expression of cultural diversity through the reinforcement of the
values of equity and responsibility to and for one another.
Respect for Life and the Environment
Respect that holds as sacred the land, the people, and all other forms of life.
Non-Violence
Invoking non-violence as the most powerful tool for achieving social / economic justice and
equity; action that requires boldness and courage versus meekness and passivity.
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Innovation
A creative capacity to find pragmatic strategies and tactics to resolve problems and situations that
often seem insurmountable to others.
A Preference to Help the Most Needy
A concerted effort to support programs that reach the neediest, the most disposed, the most
forgotten people in society no matter how difficult the challenge that choice may bring.
Knowledge
The pursuit of self-directed learning and the development of critical thinking and constructive
problem solving skills; overcoming ignorance through education.
Sacrifice
Sacrifice that is spiritual; that is courageous and steadfast in its willingness to endure great
hardship for others.
Service to Others
Service that is predicated on empowering others; engendering self-help; self-determination; and
self-sufficiency versus charity.
Determination
Determination that is characterized by an attitude that with faith, steadfast commitment, patience,
and optimism, human beings can prevail against all odds.
INSTITUTIONAL LEARNING OUTCOMES
CHPA provides a learning environment that emphasizes learning the fundamentals and that
students take responsibility of their own learning. This means that students are expected to learn
the art of independent study and to develop sound intellectual habits such as clarity, precision, and
accuracy of thought; fair-minded; and conclusions drawn from facts and principles rather than
prejudice, distortion, or half-truths.
To this end, CHPA has established the following Institutional Learning Outcomes (ISLO) / core
competencies:
1. ISLO #1: Understands and applies one or more discipline’s basic content, principles,
methodologies, and perspectives.
2. ISLO #2: Exhibits the ability to communicate clearly both orally and in writing.
3. ISLO #3: Applies creativity, critical thinking, and reasoning to obtain solutions to problems
and/or equations.
4. ISLO #4: Demonstrates the ability to find, organize, understand, critically examine and use
information from various sources using a variety of technologies.
Building a Legacy of Success P a g e 13 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021
5. ISLO #5: Demonstrates awareness of multiple perspectives; understands the complexities of
social and ethical issues.
6. ISLO #6: Demonstrates effective skills required for a career or to enter a college or
university.
These ISLOs are under continuous review.
INSTITUTIONAL EFFECTIVENESS
In order to track measures of student academic achievement, CHPA monitors data at three levels:
1. Entrance assessment of kindergarteners for school readiness and/or English language learners
(PHELPS-English and Spanish); reading for first graders as well as for English language
learners (ROOTS-English and Spanish); and, reading and mathematics for second through
10th grades (MAP-English only) in order to place students in appropriate classes suitable to
their level of knowledge or referral for Special Support programming (IEPs, 504s and RTIs)
Progress measures during the academic year utilizing NWEA and classroom based
assessment, and;
2. State required assessment utilizing CMAS, PARCC, Teaching Strategies Gold (1st grade
readiness) and DIBELS that measure student cumulative knowledge against expected
outcomes. PSAT and SAT exams are utilized to measure college academic preparedness.
These measures are reported to Pueblo City Schools (PCS) as a requirement of our Charter
with PCS, the Colorado Department of Education (CDE), the School Accountability
Committee, faculty and staff, and the Board of Directors. The results are posted on the CHPA
website as well as that of CDE.
The use of the data is the first step in the Continuous Quality Improvement (CQI) which
requires analysis and recommendations for improvement as documented in the Unified
Improvement Plan (UIP) which is linked to the budget so that resources are allocated to
accomplish the recommendations identified in the UIP.
Building a Legacy of Success P a g e 14 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021
CHAPTER TWO
Environmental Scan
A. External
B. Internal
Building a Legacy of Success P a g e 15 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021 EXTERNAL ENVIRONMENTAL SCAN Chávez / Huerta K-12 Preparatory Academy is located in the northwest side of the city of Pueblo within the County of Pueblo beside the Arkansas River is southeastern Colorado. Pueblo is 110 miles directly south of Denver, the State Capital. Pueblo has a population of 108,000 people and according to Kiplinger (2014) is the second cheapest city to live in the United States. Pueblo boasts about 300 days of sunshine annually with a mild climate. Tourism is a large part of the economy with such attractions as the Pueblo Reservoir (Lake Pueblo State Park), the Historic Arkansas Riverwalk that winds through the city center, the Union Avenue Historic District and is home to such events as the Chili & Frijoles Festival and the Colorado State Fair. According to the Pueblo Chamber of Commerce 2015 data, Pueblo’s ethnicity is: 50% - White 45% - Hispanic 2.5% - African American 2.5% - Other The age distribution is: 31% - 18 and under 53% - 20-64 16% - 65 and older The education levels are: 51% - High School / Some College 9% - Associate Degree 15% - Bachelor’s Degree 8% - Master’s Degree or Higher The median household income is $34,750 while the median home price is $115,000 with the median rent is $700 a month for a two bedroom apartment. With regard to income, specifically the following number of households fall into these categories. 20,673 - $29,000 and under 8,403 - $30,000-$49,999 12,552 - $50,000+ Building a Legacy of Success P a g e 16 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021
With regard to Pueblo’s top employers, included are:
EMPLOYEES EMPLOYERS
2000+ Parkview Medical Center
1000-1,999 St. Mary-Corwin Medical Center; Pueblo City Schools; Pueblo County;
EVRAZ Pueblo; Colorado Mental Health Department; Walmart
750-999 Rocky Mountain Steel; School District 70; City of Pueblo
The economic scorecard indicates that Pueblo has $1.6 B in annual retail sales with $195 M in
annual hotel and food sales and has 6,666 firms.
Blighted Area
In August 2014, citizens of the “City’s Lower Westside” complained to the City of illegal
dumping, crime and blight in the neighborhood. CHPA is within one mile from the stated area.
They requested the exploration of use of Urban Renewal funds to assist with development of the
area and to help with the quality of life. In December of that year, the City Council authorized a
“blight” study of the area in question. The initial findings of the study indicate that “blighting
conditions do exist” including, but are not limited to inadequate infrastructure, flood hazards,
deteriorating structures and buildings, conditions endangering like (EMS response times),
environmental contamination (illegal dumping) and defective street layout. As a result of the
study, goals have been established which include:
1. Clean-up. Discourage and stop illegal dumping in the neighborhood.
2. Promote, facilitate and assist development of vacant land or underutilized properties.
3. Expedite construction of planned transportation improvements in the area to reduce
emergency medical response times and connect the neighborhood to downtown.
4. Transform the Wildhorse Creek area into a public open space with walking and biking trails,
enhanced habitat for wildlife and amenities for the public to enjoy.
Many of CHPA students live in close proximity to the designated “blight” area and may impact
CHPA facilities as the City implements the renewal program including improved transportation
corridors that connects Pueblo with Pueblo West.
Pueblo and Pueblo County Data
Based on U.S. Census data from 2010 and ESRI forecasts through 2020 (Executive Summary)
from the Economic Development and Geographic Information Systems office of the City of
Pueblo data for Pueblo and Pueblo County indicate:
Building a Legacy of Success P a g e 17 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021
PUEBLO
* The current population is, 107,456. The five year projection for the population in area is 108,753
representing a change of .24% annually from 2015 to 2020. Currently the population is 48.9%
male and 51.1% female.
* The median age in this area is 37.8, compared to U.S. median age of 37.9.
* Persons of Hispanic origin represent 51.4% of the population in the identified area compared to
17.6 % of the U.S. population. Persons of Hispanic Origin may be of any race.
* The household count in this area has changed from 43,920 in 2010 to 43,807 in the current year,
a change of .23% annually. The five year projection of households is 44,489, a change of .31%
annually from the current year total. Average household size is currently 2.35, compared to 2.37
in the year 2010. The number of families in the current year is 26,512 in the specified area.
* Current median household income is $33,930 in the area, compared to $53,217 for all U.S.
households. Median Household is projected to be $38,886 in five years, compared to $60,683
for all U.S. households.
* Current average household income is $48,509 in this area, compared to $74,699 for all U.S.
households. Average household income is projected to be $54,929 in five years, compared to
$84,910 for all U.S. households.
* Current per capita income is $20,510 in the area, compared to U.S. per capita income of
$28,597. The per capita is projected to be $23,216 in five years, compared to $32,501 for all
U.S. households.
* Currently, 50.6% of the 48,484 housing units in the area are owner occupied; 39.8%, renter
occupied; and 9.6% area vacant. Currently, in the U.S., 55.7% of the housing units in the area
are owner occupied; 32.8% renter occupied; and 11.6% are vacant. Median home value in the
area is $131,809, compared to a median home value of $200,006 for the U.S. In five years,
median value is projected to change by 1.29% annually to $140,562.
PUEBLO COUNTY
* In the identified area, the current year population is 160,685.The five year projection for the
population in the area is 162,938 representing a change of .28% annually from 2015 to 2020.
Currently the population is 49.2% male and 50.8 % female.
* The median age in this area is 39.2, compared to U.S. median age of 37.9.
* Persons of Hispanic origin represent 43.1% of the population in the identified area compared to
17.6% of the U.S. population. Persons of Hispanic Origin may be of any race.
* The household count in this area has changed from 62,972 in 2010 to 63,938 in the current year,
a change of .29% annually. The five year projection of households is 65,053, a change of .35%
Building a Legacy of Success P a g e 18 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021
from the current year total. Average household size is currently 2.44, compared to 2.46 in the
year 2010. The current number of families in the current year is 341,790 in the specified area.
* Current median household income is $40,337 in the area, compared to $53,217 for all U.S.
households. Median household income is projected to be $47,125 in five years, compared to
$60,683 for all U.S. households.
* Current average household income is $55,772 in the area, compared to $74,699 for all U.S.
households. Average household income is projected to be $62,952 in five years, compared to
$84,910 for all U.S. households.
* Current per capita income is $22,700 in the area, compared to the U.S. per capita income of
$28,597. The per capita income is projected to be $ 25,644 in five years, compared to $32,501
for all U.S. households.
* Currently, 57.1% of the 70,855 housing units in the area are owner occupied; 33.2%, renter
occupied; and 9.8% are vacant. Currently, in the U.S., 55.7% of the housing units in the area are
owner occupied; 32.8% are renter occupied; and 11.6% are vacant. Median home value in the
area is $156,322, compared to a median home value of $200,006 for the U.S. In five years,
median value is projected to change by 2.85% annually to $179,898.
Building a Legacy of Success P a g e 19 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021 Birth Rates The data below indicates the birth rate is highest among 20-29 year olds, prime birth rate, followed by 30+ year olds. Amongst the different ethnic groups Hispanics have the highest birth rate by percentage in the prime group followed closely by White Non-Hispanics. This data suggest that future enrollments for all schools in Pueblo County will be led by children of Hispanic parents. Likewise, Hispanics have the highest percentage and absolute numbers with mothers with less than a high school diploma. This indicator reflects national data from Educational Testing Service that parent educational levels impact student academic achievement. Other data from the report also indicates that Blacks and Hispanics also have the highest unmarried birth rates which will most likely have an impact on economic levels of families of students who will be attending schools in Pueblo County. Building a Legacy of Success P a g e 20 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021
INTERNAL ENVIRONMENTAL SCAN
Chávez/Huerta K-12 Preparatory Academy is a public non-profit authorized charter school (D60
is our authorizer District). According to the Colorado League of Charter Schools (CLCS) public
charter schools are subject to state law with these characteristics:
* Charter public schools are tuition free
* Charter public schools do not discriminate
* There are no test-in requirements to enroll in charter public schools
In addition, charter public schools are held accountable, both academically and financially.
Charter public school students must take state assessment tests. Charter public schools are subject
to state and federal schools laws. CHPA also has a contract with D60 that dictates the relationship
and reporting requirements that are in accordance with state law and D60 Board policies.
Like traditional public schools, charter public schools are funded via Per Pupil Revenue (PPR)
which is money designated by the state legislature each year. However:
* The charter school authorizer may retain up to five percent of a charter public school’s
operating budget for documented central administrative costs associated with oversight of the
charter public school.
* Charter public schools generally do not receive a proportionate share of local dollars such as
bond and mill levy revenue. As a result, money often comes out of the classroom to pay for
buildings and operational costs.
* On average, charter public schools in Colorado spend more than $630 per student from
designated PPR on facilities costs.
School Performance Framework (SPF)
The Colorado Department of Education (CDE) evaluates all public schools in the state based on
the School Performance Framework (SPF). The SPF measures a school’s performance on four
key indicators:
* Academic Achievement
* Academic Growth
* Academic Gaps
* Post-secondary and workforce readiness
Based on their performance on these four indicators, schools are then given one of four plan
ratings based on their SPF score:
* Performance (highest SPF rating)
* Improvement
* Priority Improvement
* Turnaround
Building a Legacy of Success P a g e 21 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021
According to the 2014-15 SPF for CHPA, the school received a PERFORMANCE rating. (See
appendix C). This was due in large part to the school’s high graduation rate (88.2%) and low
Dropout rate (.5%) and the number of students who graduated with an Associate’s degree (post-
secondary and workforce readiness). However, this rating also recognizes that our target ACT
Composite score of 17.9 did not meet the state expectation of 20.3 and masked concerns about
students’ scores that performed poorly in reading, English, math and social studies with the
advent of a new computer based PARCC test. The Unified Improvement Plan (UIP) clarifies the
meaning of the transition to a new assessment instrument with the following statement:
“During the 2014-15 school year, Colorado transitioned from reading, writing, and math
TCAP assessments to CMAS PARCC English Language arts and math assessments. These
assessments measure related, but different content standards and are expected to have different
proficiency levels. As a result, setting targets based on the percentage of students scoring
proficient and advanced on TCAP is not appropriate. Furthermore, CDE does not yet know if
the student growth percentiles and median student growth percentiles will be available for
accountability, planning or reporting use. It is known that adequate growth percentiles will not
be available this school year for 2014-15 results. Target setting is still expected to occur in the
UIP process this transition period. However, some modifications in typical practice may be
needed.”
As part of the UIP, plans for 2016-17 must be identified to ameliorate those areas identified as
needing improvement with targeted measurable improvements and specified strategies. Title I
funds are then used to assist in funding implementation strategies.
Beyond the aforementioned internal measures of academic accountability, additional internal data
is presented to provide a snapshot of our student body over a five year period so as to identify
trends needed for an analysis to occur that will be the foundation for the subsequent chapters.
Building a Legacy of Success P a g e 22 | 81CHPA EDUCATIONAL MASTER PLAN 2016-2021 K-12 Enrollment by Grade Enrollment trend over the past 5 years shows a decrease over all in Enrollment and shows a dip in 5th and a steady decrease after 8th grade throughout high school. From 2011-12 to 2015-16 we are similar in enrollment numbers from 1st through 4th grades. Kindergarten and 6th through 12th grades show the greatest decline and close to a 50% drop in some grade levels. Building a Legacy of Success P a g e 23 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Ethnic Enrollment Ethnicity Counts for the past five years which show the highest enrollment of Hispanic any race for the entire five years and White as the second highest enrollment. Hispanic enrollment averages about 85% of the total student population while Whites averages about 12% with a mix of other groups reflecting a diverse student population. The Asian, Black and Mixed Race groups all reflect a recent decline in enrollments while the Native Hawaiian and Pacific Islanders show a slight increase. Enrollment by Gender The trend over the past 5 years indicate that in 2011-12 there were more female students K-12 and have declined, but stayed similar throughout the years until 2014/15 and 2015/16 reflecting the fact that males have surpassed the number of females students. Building a Legacy of Success P a g e 24 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Enrollment by Gender The trend over the past 5 years indicate that in 2011-12 there were more female students K-12 and have declined, but stayed similar throughout the years until 2014-15 and 2015-16 reflecting the fact that males have surpassed the number of female students. Building a Legacy of Success P a g e 25 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Enrollment by Zip Code Our highest area of enrolled students are from the 81003 (West Side/Downtown) and 81001 (East Side) areas. (Pueblo Zip Code map included). The data indicates that students enrolled at CHPA come from throughout Pueblo County. Building a Legacy of Success P a g e 26 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Enrollment by District Most of our students incoming are from Pueblo City Schools (D60) throughout the school year. The second highest are students from other Colorado schools, which include D70 as well as schools throughout Colorado not in Pueblo. Then the third highest are the students from out of state or country. Building a Legacy of Success P a g e 27 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Student Retention This data is gathered from students that do not move into the next grade level from the current year to the next school year. Principals base movement on current year testing, grades, attendance, etc. One of the highest grade levels for retention are the 12th graders, this is because students in high school are not retained but held back from graduation their senior year, therefore become 5th year seniors. There is also a difficult transition for 1st graders moving on to 2nd grade. Building a Legacy of Success P a g e 28 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Suspensions Suspensions dipped in 2013/14 from the previous high in 2011-12 but increased and have doubled by 2015-16. Suspensions are logged in our Student Information System for minor to moderate incidents throughout the school year. The reasons for this trend are not yet clear but are undoubtedly due to a variety of factors. Building a Legacy of Success P a g e 29 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Turnover Rate The turnover rate reflects withdrawals from CHPA within the academic school year (July to June the following year). This calculation is based on exiting students during the school year divided by our total number of students enrolled. While there was a dip in 2013-14 and 2014-15 the rate once again increased. Even with the turnover of students CHPA‘s overall enrollment has demonstrated an overall increase which demonstrates that CHPA is also enrolling equal numbers of new students replacing those that leave. Building a Legacy of Success P a g e 30 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 2011-2012 to 2015-2016 Exiting Reasons The exiting reasons are collected by exit forms when they are exiting throughout the school year when an exit interview is completed. The data reflects the top three reasons each school year of why students leave CHPA. The top reason reflects the mobility of our society as families move within Pueblo County or out of state. The second reason is students or parents are not satisfied with CHPA due to programming or other personal issue. The third reason is insufficient extracurricular activities available for students followed closely by attending a school closer to where they live. (This is information excludes end of year non returning students, since they do not fill out exit forms at the end of the school year.) Building a Legacy of Success P a g e 31 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Incoming Assessments The data provided shows the incoming assessment grade level for all new students incoming 2015-2016 school year. The data indicates that almost half of entering 2nd graders are entering under grade level as well as 6th graders while the balance of the grades indicate that all grade levels have some percentage of entering new students enter under grade level performance. Building a Legacy of Success P a g e 32 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Family Demographics This information shows throughout the 5 years indicates that an average of 43% of our students have both parents in the home while single parent homes are trailing close behind with an average of 38%. Following are single parent homes are separated parents with a step parent at 11% and 5% of students living with grandparents. Building a Legacy of Success P a g e 33 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 IEP Students by Grade Students with Individualized Learning Plans consist of accommodations that students with learning disabilities, Gifted and Talented (GT) Plans, 504 Plans, etc. are provided with during the school year. The data indicate there is growth in the number of students needing services between the 5th and 9th grades while 1st through 4th grades are on the rise as well but at a slower pace. Building a Legacy of Success P a g e 34 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 English Language Learners (ELL) Over the last five years the trend for ELL students enrolled indicates that we have been adding more new students in the elementary school while simultaneously the number of ELL students in the high school have been decreasing. Depending on the length of time with CHPA this could indicate that students in the early grades are benefitting from earlier instruction and not needed in the later grades. More research is needed. It is also clear that CHPA is serving more ELL in grades 1st through 6th and may continue to grow. Building a Legacy of Success P a g e 35 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Graduates with Associate’s Degrees It is clear that the number of graduates has declined from 2011-2016 while the percentage of those graduating with an Associate’s degree has fluctuated with a somewhat downward trend with the exception of 2015. Building a Legacy of Success P a g e 36 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 Graduates with College Credit The number of graduates over the past few years have ranged from 57.7% to 69.7%, which indicate that a large percentage of DHPH students are taking advantage of the Early College Program. Building a Legacy of Success P a g e 37 | 81
CHPA EDUCATIONAL MASTER PLAN 2016-2021 EDUCATIONAL PARTNERSHIPS Educational partnerships are necessary to meet the mission and needs of students enrolled at CHPA. Several partnerships have been created which include: Colorado State University-Pueblo (CSU-Pueblo) This partnership provides for students who meet entrance and age requirements as well as can benefit from instruction are allowed to take credit courses as part of the Early College program. Students are not allowed to take remedial coursework. Students must meet all university progress standards. Students will graduate from DHPH with University credit. Pueblo Community College (PCC) Like the CSU-P partnership students may take courses (non-remedial) at PCC if they meet the entrance requirements as part of the Early College Program. Over the last five years almost a third of each graduating class has earned an Associate degree. Upward Bound Each year between 10 and 15 students from DHPH participate in this federally funded program sponsored by PCC in which the students from grades 9-12 participate in academic and cultural enrichment activities throughout the year and summer until they graduate as well as receive assistance in matriculating into the college of their choice. Multi-Cultural Youth Leadership Institute for Excellence (MyLIFE) This partnership with MyLIFE provides for college and career enrichment opportunities for 8th grade students to experience various professions in order that they may expand their horizons about possible future options. Seven participants are selected each year to be in the program. Gateway to College This program is offered by PCC and allows for high school students who are not able to benefit from regular programming at DHPH due to special circumstances. Students complete courses in an individualized format which allows them to earn high school and/or college credit which meet all graduation Requirements for DHPH. Pueblo City Schools (D60) Pueblo City Schools is the authorizer for CHPA and as such according to the contract D60 provides for several or allows participation and/or services to our students such as the Free lunch Program, access to several purchased services, e.g., nurse access, professional development, emergency response collaboration, parent conflict resolution, Title I and Title II funding participation, etc. Building a Legacy of Success P a g e 38 | 81
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