Closing the Achievement Gap in Closing the Achievement Gap in Summit School DistrictSummit School DistrictPresentation to Summit School District Board of EducationJanuary 26, 2010

Presented by Ceri Dean and Candy Hyatt

Outcomes

Teachers use research-based instructional strategies that address the needs of English Language Learners.

District and school leaders apply their knowledge of leadership concepts and responsibilities to implement improvement initiatives that close achievement gaps.

McREL’s ASSISTANCE TO SUMMIT SCHOOL DISTRICT

Professional Development

Technical Assistance

Capacity-Building

Professional Development in Summit School District

Classroom Instruction That Works with English Language Learners

Systematic Vocabulary Instruction School and District Level Leadership

Development Power Walkthrough

Technical Assistance in Summit School District

Classroom Visitations Assistance with developing:

• District Strategic Plan with non-negotiable goals• School Improvement Plans• Individual leadership plans• Use of data system for collecting and using

data to monitor and evaluate progress toward goals

• Guaranteed and Viable Curriculum in Mathematics and Language Arts

Building Capacity in Summit School District

Principal capacity to serve as instructional leaders and share leadership for improvement

Teacher capacity to improve instruction through high level professional dialogue

Building Capacity in Summit School District

District capacity to:• Develop and implement a long-term professional

development plan aligned with district goals• Develop and implement standards-based

curricula in all content areas• Review and revise programming for English

language learners• Develop and leverage internal expertise to

provide all teachers with professional development related to meeting the needs of English language learners

CSAP Reading Minority Gap AnalysisColorado

Gap2007

Gap2008

Gap 2009

CTAGY1 GapChange

Dist 30.5% 28.5% 28.1% -0.4%

Elem 28.9% 27.9% 24.6% -3.3%

Mid 32.2% 28.8% 29.1% 0.3%

High 30.8% 29.4% 28.3% -1.1%

Summit

Gap2007

Gap2008

Gap 2009

CTAGY1 GapChange

Dist 44.6% 43.9% 36.1% -7.8%

Elem 37.4% 41.2% 37.8% -3.4%

Mid 45.9% 42.2% 36.3% -5.9%

High 53.2% 54.3% 34.7% -19.6%

*Largest district gap reduction of all six CTAG districts.

CSAP Math Minority Gap AnalysisColorado

Gap2007

Gap2008

Gap 2009

CTAGY1 GapChange

Dist 26.7% 26.1% 25.2% -0.9%

Elem 26.1% 25.9% 25.0% -0.9%

Mid 29.8% 27.7% 27.0% -0.7%

High 26.3% 26.6% 25.4% -1.2%

Summit

Gap2007

Gap2008

Gap 2009

CTAGY1 GapChange

Dist 36.6% 35.7% 33.7% -2.1%

Elem 36.9% 40.2% 39.6% -0.6%

Mid 41.5% 36.5% 38.2% 1.7%

High 31.9% 38.2% 29.1% -9.1%

*Second largest district gap reduction of all six CTAG districts.

CSAP Reading Poverty Gap AnalysisColorado

Gap2007

Gap2008

Gap 2009

CTAGY1 GapChange

Dist 32.2% 30.9% 31.1% 0.2%

Elem 31.3% 30.9% 30.7% -0.2%

Mid 34.5% 32.3% 32.9% 0.6%

High 31.2% 30.5% 30.1% -0.4%

Summit

Gap2007

Gap2008

Gap 2009

CTAGY1 GapChange

Dist 42.6% 42.2% 36.3% -5.9%

Elem 36.6% 40.6% 37.7% -2.9%

Mid 41.5% 40.4% 35.0% -5.4%

High 53.5% 51.7% 39.1% -12.6%

*Largest district gap reduction of all six CTAG districts.

CSAP Math Poverty Gap AnalysisColorado

Gap2007

Gap2008

Gap 2009

CTAGY1 GapChange

Dist27.4

% 27.3% 27.3% 0.0%

Elem28.3

% 28.7% 28.7% 0.0%

Mid33.3

% 31.9% 32.2% 0.3%

High27.0

% 27.8% 27.4% -0.4%

Summit

Gap2007

Gap2008

Gap 2009

CTAGY1 GapChange

Dist35.1

% 34.9% 33.7% -1.2%

Elem35.5

% 36.1% 38.5% 2.4%

Mid38.8

% 37.6% 40.3% 2.7%

High32.1

% 39.7% 31.9% -7.8%

*Second largest district gap reduction of all six CTAG districts.