core schools update...core presentation: purpose the purpose of this presentation is to provide an...

CORE Schools Update Communities Organized to Reach Excellence

Presented by:

Chief Academic Officer: John Youngquist

Learning Community Directors: Carole Jennings, Kathleen Shiverdecker, Andre Wright

Every Student Shapes a Successful Future 1

Every Student Shapes a Successful Future

CORE Presentation: Purpose

The purpose of this presentation is to provide an update on the progress of schools identified as needing a defined school improvement or turnaround strategy.

This presentation is provided to the Board of Education as an information item representing recommendations for CORE strategies that the Division of Equity in Learning is making to the APS Superintendent

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APS CORE Schools

• APS identified a systematic body of work as the Communities Organized to Reach Excellence or “CORE” program

• CORE addresses schools that are identified on the state accountability clock under SB-163

• CORE schools are identified to receive designated interventions, resources and other types of initiatives designed to address their specific challenges

• Each intervention, resource, and initiative is meant to connect the leaders, teachers and learners with a community of practice in targeted areas

• This approach aligns with the Core Beliefs set forth in APS 2020 Shaping the Future

CORE Timeline

CORE schools have a clear and predictable timeline for designation and implementation of strategies.

• Goal:

– To rapidly move out of designation and sustain improvement. – To have conditions in place for Turnaround implementation or the successful

engagement of a coherent school improvement strategy

• Expectations: – Implementation of a School Turnaround Strategy should yield identified

results within two years – Implementation of a School Improvement Strategy should yield identified

results in one year

• Designation is identified through the CDE School Performance Framework • Designation removed upon demonstration of sustainability

CORE Timeline

• Year 1 – Identified on the DSS for Targeted or Intensive supports – Engage educational audit – Develop school improvement plan with embedded performance targets – Consider staffing changes – Consider for turnaround leadership program

• Year 2 – Identified on the DSS for Targeted or Intensive supports – Engage educational audit – Develop school improvement plan – Consider staffing changes – Implement Turnaround Leadership Team

• Year 3 – Recommendation made for school improvement or turnaround strategy

• Year 4 – School Improvement-monitor benchmarks – Turnaround-planning and design year

• Year 5 – School Improvement-recommendation for turnaround strategy – Turnaround- restart


Sable Elementary School Data Snapshot

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Sable Elementary School Data Snapshot

2015-16 SPF Status: Priority Improvement Year 2 Title 1: Yes DSS Status: Green

# of Students: 561 Enrollment to Capacity: 111% F/R Lunch: 87.3%

ELL: 66% ESS: 13% GT: 2% Homeless: 10.3%

Achievement and Growth • CMAS/PARCC District Average Met/Exceeded Expectations Compared to School % ME+: Eng/LA: Grade 3: 18.4/11.6% Grade 4: 20.6/20.6% Grade 5: 18.8/8.3% Math: Grade 3: 15.5/2.1% Grade 4: 12.2/1.5% Grade 5: 11.2/5.6%

Human Resources • Principal Status: 4th Year and Continuing 2016-17 • Teacher Turnover (trend): 12-’13… 6.45% ’13-’14… 0.00% ’14-’15… 12.5%

School Climate • Average Daily Attendance… ‘13-’14… 93.9% ’14-’15… 94.1 ‘15-16 thru Q3… 94.3% • % Students Chronic Absence… ‘13-’14… 20% ’14-’15… 18% ‘15-’16 thru Q3…16.3% • Behavior/# of Suspensions… ‘13-’14… 32 ‘14-15… 36 ‘15-’16 thru Q3… 15


Sable Elementary Background 2013-2014

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Major Improvement Strategies

Significant CORE Actions & Investments

Outcomes/Trends

1. Teacher development in reading strategies to support ELLs specifically, oral language and vocabulary development

2. Teacher development on how to teach the writing standards 3. Critical Learning Phases in math using formative assessments to analyze and plan

1. RMC Audit 2. First year of READ Act

intervention funding 3. Application and

engagement of School Improvement Support grant with focus on teacher professional development

4. Implementation of Site Visits with superintendent and district leadership team

1. Attendance stable from prior year

2. Increase in behavioral incidence relative to prior year

3. General increases in TCAP outcomes for every content area

4. Positive trend in performance of ELL’s

5. Continued SPF status of Priority Improvement



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Outcomes/Trends

1. Teacher development in reading strategies to support ELLs specifically, oral language and vocabulary development 2. Critical Learning Phases in math using formative assessments to analyze and plan

1. Additional RMC Audit 2. Equity in Learning

Restructure for super- vision and support

3. Transition from District Coaches to on-site Teaching Partners

4. Continuation of SIS grant actions

5. Engagement of Executive Coaching for principal

6. Allocation of two Community Corp

1. Continuation of Priority Improvement SPF status

2. Difficult to interpret academic outcomes from initial year of CMAS implementation

3. Initial decrease in chronic non-attenders

4. Behavioral incidence remain high/stable



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Outcomes/Trends

1. English Language Arts through Professional Learning Communities (PLC) teachers will understand how to use data to plan for precise whole and small group instruction 2. Math through Professional Learning Communities (PLC) teachers will use data to plan for precise whole and small group instruction.


2. Title 1 mini-grant for teacher coaching

3. Participation in University of Virginia Turnaround Leadership Programming

4. Weekly LC Director visits 5. Turnaround Leadership

Team 6. Transition from Admin

ToSA to full Asst. Principal

1. CDE did not issue new SPFs

2. Positive trends toward proficiency with Acuity Interim Assessments

3. Continuing positive trend with attendance

4. Behavioral incidence are trending lower than prior years


Sable Elementary: CORE Recommendation

SCHOOL: Sable

2016-17 CORE

Recommendation

School Improvement

Action

2016-17

CORE Support

•CDE Connect with Success Grant •Continuation of UVA Turnaround Leadership program and other current supports determined to be supportive and impactful •Continuation of Turn- around Leadership Team

Expected Outcome •Advancement to Performance or Improvement SPF status as reported in 2017

CDE SPF Priority

Improvement

Intentional School

Culture

Educator

Effectiveness

Instructional Design

and Outcomes

Family & Community

Engagement

Key Lack of

Progress Demonstrating

Progress Positive Trend


Wheeling Elementary School Data Snapshot

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Wheeling Elementary School Snapshot

2015-16 SPF Status: Priority Improvement Year 2 Title 1: *Yes DSS Status: Green

Number of Students: 573 Enrollment to Capacity 93% F/R Lunch: 79.4%

ELL: 53% ESS: 10.8% GT: .7% Homeless: 8%


Human Resources • Principal Status: 4th Year and Continuing 2016-17 • Teacher Turnover (trend): ‘12-’13… 7.5% ’13-’14… 12.2% ’14-’15… 20.93%

School Climate • Average Daily Attendance… ‘13-’14… 93.4% ’14-’15… 93.3 ‘15-16 thru Q3… 94.5% • % Students Chronic Absence… ‘13-’14… 24.8% ’14-’15… 24.5% ‘15-’16 thru Q3…17.3% • Behavior/# of Suspensions… ‘13-’14… 140 ‘14-15… 86 ‘15-’16 thru Q3… 41


Wheeling Elementary Background 2013-2014

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Outcomes/Trends

1. Teachers develop knowledge of literacy skills across reading, writing, speaking and listening 2. Teachers plan and deliver instruction informed by assessments aligned to academic standards 3. Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers

1. RMC Instructional Audit 2. Addition of Assistant

Principal 3. Implementation of

behavioral support position

4. Initial allocation of READ Act resources

5. Initiation of superintendent and leadership team site support visits


2. Trend for TCAP scores low and stable

3. Attendance outcomes represent low attendance levels

4. Behavioral incidence very high and rising



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Outcomes/Trends

1. Teachers develop knowledge of literacy skills across reading, writing, speaking and listening 2. Teachers plan and deliver instruction informed by assessments aligned to academic standards 3. Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers adults and peers.

1. RMC instructional audit & CDE Mass Insight audit

2. Transition to on-site Teaching Partners

3. Implementation of School Improvement Strategies grant- literacy


5. Applied for CDE Turnaround Leadership Network and RELAY principal training

6. DSS Allocation for Playworks

7. 2 Community Corps



3. Low-average attendance continuing

4. Decrease in significant behavioral events



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Outcomes/Trends

1. Teachers plan And consistently deliver instruction that is aligned to academic standards and draws on results of student assessments. 2. Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

1. Continued implementation of SIS grant actions- focus on literacy

2. Continuation of Executive Coaching for principal

3. Continued participation in CDE Turnaround Leadership Network and RELAY principal training

4. Renewed focus on full implementation of Inter- national Baccalaureate

5. Full implementation of No Nonsense Nurturing

6. Engagement as Equity Focus School


2. While difficult to interpret first full year of CMAS, literacy focus may be engaging

3. Increases in average daily attendance with trend toward decrease in chronic absenteeism

4. Continued decrease in significant behavioral events


Wheeling Elementary: CORE Recommendation

SCHOOL: Wheeling

2016-17 CORE

Recommendation

School Improvement

Action

2016-17

CORE Support

•Continue leadership participation in Executive Coaching and CDE Turnaround Network •Continue as Equity Focus School •Continue with strengthening toward full IB implementation •Development of significant family engagement strategy


CDE SPF Priority

Improvement

Intentional School

Culture

Educator

Effectiveness


and Outcomes

Family & Community

Engagement

Key Lack of




Jewell Elementary School Data Snapshot

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Jewell Elementary School Snapshot

2015-16 SPF Status: Turnaround Year 1 Title 1: No DSS Status: Green

Number of Students: 514 Enrollment to Capacity: 94% F/R Lunch: 73.7%

ELL: 39% ESS: 9.1% GT: .2% Homeless: 10.7%


Human Resources: • Principal Status: 4th Year (new principal for 2016-17) • Teacher Turnover (trend): ‘12-’13… 6.06% ’13-’14… 12.5% ’14-’15… 17.65%

School Climate • Average Daily Attendance… ‘13-’14… 94.6% ’14-’15… 94.7 ‘15-16 thru Q3… 94.4% • % Students Chronic Absence… ‘13-’14… 19.8 ’14-’15… 18.9 ‘15-’16 thru Q3… 19.% • Behavior/# of Suspensions… ‘13-’14… 80 ‘14-15… 44 ‘15-’16 thru Q3… 25


Jewell Elementary Background 2013-2014

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Outcomes/Trends

1. Increase capacity of every teacher through a one-on-one coaching model 2. Use of the gradual release of support (responsibility) to plan and teach. 3. Monitor and analyze disaggregated data in order to provide clear and precise feedback.

1. Initial allocation of READ Act resources

2. Initiation of superintendent and leadership team site support visits

3. Identification as Inst Tech Focus School

4. Superintendent directed funding for:

-Increases in Mental Health Support -Assistant Principal -Inst. Coaching -Three para positions

1. Moved from Turnaround to Improvement status

2. After one year increase, TCAP scores represent decrease

3. Behavioral incidence very high and rising



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Outcomes/Trends

1. Teachers will understand how to formatively assess the use of specific skills to inform and scaffold explicit instruction so that students will collaboratively and independently apply skills across all content areas. 2. Teachers will understand how to monitor student acquisition and application of specific skills to scaffold student learning so that students will be proficient literate learners.

1. RMC Instructional Audit 2. Increased site visits with

LC Director 3. National Site

Administrative Manager (SAMs) Training for Principal and support

4. Increased para-professional support

5. Initiation of Inquiry-based instructional focus

1. Moved from Improvement to Turnaround status on SPF


3. Student attendance remains consistent with prior year

4. Incidence of behavioral events decreasing



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Major Improvement Strategy


Outcomes/Trends

1. Teachers implement high quality instruction that is aligned to academic standards 2. Teachers plan for and effectively use Data Driven Instruction

1. Executive Coaching for Principal

2. DSS Resource for literacy intervention

3. Implementation of MTSS 4. Implementation of

restorative practices with ReSolutionaries

5. CDE Turnaround Leadership Network

6. RELAY principal training 7. Shift away from “Inquiry”

focus to common-core/data-driven instructional planning


2. Enrollment decrease of over 100 students at start of 2016 school year

3. 2015 CMAS outcomes near district average

4. Average daily attendance and chronic absentee numbers consistent with prior years

5. Incidence of significant behavioral incidence lowering

6. New principal will be hired for 2016-17 school year


Jewell Elementary: CORE Recommendation

SCHOOL: Jewell

2016-17 CORE

Recommendation

School Improvement

Action

2016-17

CORE Supports

•Hire of Turnaround Principal •Engage new leader in continuation of CDE Turnaround Network and RELAY Principal Training •Engagement in Achievement Network programming


CDE SPF Turnaround

Intentional School

Culture

Educator

Effectiveness


and Outcomes

Family & Community

Engagement

Key Lack of




Fletcher Community School Data Snapshot

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Fletcher Community School Snapshot

2015-16 SPF Status: Turnaround Year 1 Title 1: Yes DSS Status: Green

Number of Students: 371 Enrollment to Capacity: 57% F/R Lunch: 90.6%

ELL: 71.2% ESS: 16.2% GT: .1.6% Homeless:10.7%


Human Resources: • Principal Status: 6th Year (new principal for 2016-17) • Teacher Turnover (trend): ‘12-’13… 25% ’13-’14… 22.73% ’14-’15… 21.15%

School Climate: • Average Daily Attendance… ‘13-’14… 94.3% ’14-’15… 93.6% ‘15-16 thru Q3… 93.6% • % Students Chronic Absence… ‘13-’14… 20.9 ’14-’15… 24.8 ‘15-’16 thru Q3… 22.6% • Behavior/# of Suspensions… ‘13-’14… 28 ‘14-15… 29 ‘15-’16 thru Q3… 15


Fletcher Community School Background 2013-2014

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Outcomes/Trends

1. Use a professional learning process that is job embedded and includes goal setting, specific feedback, exemplars, and time to practice through shared school leadership and decision-making.

1. With Pilot School status: created of a calendar that responded directly to teacher feedback regarding professional learning needs

2. First year as a K-5 Pilot School (after closure of Fletcher Intermediate)

3. School leadership and staff opted out of participation in district-level professional development for teachers, except for specific program requirements (ie: ESS)

1. CDE SPF status was Performance, after two years of Turnaround status

2. 10% decrease in TCAP proficiency level (only grade 3 available)

3. CELA outcomes accounted for 75% of School Performance Framework ratings due to lack of growth indicators for Fletcher Primary




Outcomes/Trends

1. Develop understandings around differentiated instruction and implement research-based instructional strategies for differentiation across grade levels in all content areas in order to increase achievement across all student groups.

1. CDE external audit 2. Transition to P-20

Community Support Team structure

3. Participated in school-based professional learning

4. Chose not to gain access to Teaching Partner

5. Instituted site-based teacher coaching plan

6. Site visits with Superinten-dent and Leadership Team

7. Joint Steering Committee walk-through site visit and evaluation

1. CDE Turnaround SPF Status continued

2. Persistently low level of attendance continuing

3. Initial CMAS implementation provided representation of persistent low performance





Outcomes/Trends

1. Base instruction on grade level or higher expectations through effective data analysis, understanding the content, having thorough knowledge of what grade level proficiency looks like, and making effective decisions on instructional approaches.

1. RMC External Audit 2. Participation in CDE

Turnaround Network offered- school not participating

3. Principal and Teachers at multiple grade levels engaged in coaching with Catapult Leadership

4. Joint Steering Committee site visit and evaluation

5. Reimplementation of Governing Board in January

6. Teachers participated in monthly Professional Learning sessions


2. CMAS/PARCC outcomes for 2015 were at the 1st percentile, of 100, in the State of Colorado

3. Pilot Joint Steering Committee recommending to Superintendent and Board of Education to withdraw Pilot status for 2016-17 school year

4. New principal will be hired for the 2016-17 school year



Fletcher Community: CORE Recommendation

SCHOOL: Fletcher

2016-17 CORE

Recommendation

Turnaround Action

2016-17 CORE Supports

1.Recommendation from JSC to withdraw Pilot status 2.Hire of new principal for 2016-2017 school year 3.Implementation of Turnaround Actions that may include:

- change in grade levels served

- transition to APS Learning Community School status - transition to charter school program - application for state level innovation status


CDE SPF Turnaround

Intentional School

Culture

Educator

Effectiveness


and Outcomes

Family & Community

Engagement

Key Lack of



Questions and Conversation

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