school code: 1458 school name: aurora central high

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School Code: 1458 School Name: AURORA CENTRAL HIGH SCHOOL

CDE Improvement Planning Template for Schools (Version 6.0 -- Last Updated: June, 17 2014) 1

Colorado’s Unified Improvement Plan for Schools for 2014-15

Organization Code: 0180 District Name: ADAMS-ARAPAHOE 28J School Code: 1458 School Name: AURORA CENTRAL HIGH SCHOOL Official 2014 SPF: 1 Year Section I: Summary Information about the School Directions: This section summarizes your school’s 2013-14 performance on the federal and state accountability measures. In the table below, CDE has pre-populated the school’s data in blue text. This data shows the school’s performance in meeting minimum federal and state accountability expectations. Most of the data are pulled from the official School Performance Framework (SPF). This summary should accompany your improvement plan. Student Performance Measures for State and Federal Accountability

Performance Indicators Measures/ Metrics 2013-14 Federal and State Expectations 2013-14 School Results Meets Expectations?

Academic Achievement (Status)

TCAP, CoAlt, Lectura, Escritura Description: % Proficient and Advanced (%P+A) in reading, writing, math and science Expectation: %P+A is above the 50th percentile (from 2009-10 baseline) by using 1-year or 3-years of data

R

Elem MS HS Elem MS HS Overall Rating for Academic Achievement: Does Not Meet * Consult your School Performance Framework for the ratings for each content area at each level.

- - 73.33% - - 39.66%

M - - 33.52% - - 11.68%

W - - 50% - - 21.47%

Academic Growth

Median Growth Percentile Description: Growth in TCAP for reading, writing and math and growth on ACCESS for English language proficiency. Expectation: If school met adequate growth, MGP is at or above 45. If school did not meet adequate growth, MGP is at or above 55.

R

Median Adequate Growth Percentile (AGP)

Median Growth Percentile (MGP) Overall Rating for Academic

Growth: Approaching * Consult your School Performance Framework for the ratings for each content area at each level.

Elem MS HS Elem MS HS

- - 66 - - 54

M - - 99 - - 55

W - - 91 - - 50 ELP - - 39 - - 48

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Student Performance Measures for State and Federal Accountability (cont.)

Performance Indicators Measures/ Metrics 2013-14 Federal and State

Expectations 2013-14 School Results Meets Expectations?

Academic Growth Gaps

Median Growth Percentile Description: Growth for reading, writing and math by disaggregated groups. Expectation: If disaggregated groups met adequate growth, MGP is at or above 45. If disaggregated groups did not meet adequate growth, MGP is at or above 55.

See your School Performance Framework for listing of median adequate growth expectations for your school’s disaggregated groups, including free/reduced lunch eligible, minority students, and students with disabilities, English Language Learners (ELLs) and students below proficient.

See your School Performance Framework for listing of median growth by each disaggregated group.

Overall Rating for Growth Gaps:

Approaching

* Consult your School Performance Framework for the ratings for each student disaggregated group at each content area at each level.

Postsecondary & Workforce Readiness

Graduation Rate Expectation: At 80% or above on the best of 4-year, 5-year, 6-year or 7-year graduation rate.

At 80% or above Best of 4-year through 7- year

Grad Rate Does Not Meet

Overall Rating for

Postsecondary & Workforce Readiness:

Does Not Meet

60% using a 6 year grad rate

Disaggregated Graduation Rate Expectation: At 80% or above on the disaggregated group’s best of 4-year, 5-year, 6-year or 7-year graduation rate.

At 80% or above for each disaggregated group

See your School Performance Framework for listing of 4-year, 5-year, 6-year and 7-year graduation rates for disaggregated groups, including free/reduced lunch eligible, minority students, students with disabilities, and ELLs.

Does Not Meet

Dropout Rate Expectation: At or below state average overall (baseline of 2009-10).

3.6% 8.8% Approaching

Mean Colorado ACT Composite Score Expectation: At or above state average (baseline of 2009-10).

20.0 15.2 Does Not Meet

Accountability Status and Requirements for Improvement Plan

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Summary of School Plan Timeline

October 15, 2014 An optional submission for review is available on October 15, 2014 for early feedback from CDE. For required elements in the improvement plan, go to the Quality Criteria at: http://www.cde.state.co.us/uip/UIP_TrainingAndSupport_Resources.asp.

January 15, 2015 The school UIP is due to CDE for review on January 15, 2015 and should be submitted through Tracker. For required elements in the improvement plan, go to the Quality Criteria at: http://www.cde.state.co.us/uip/UIP_TrainingAndSupport_Resources.asp.

April 15, 2015 The UIP is due to CDE for public posting on April 15, 2015 through Tracker. Some program level reviews will occur at this same time. For required elements in the improvement plan, go to the Quality Criteria at: http://www.cde.state.co.us/uip/UIP_TrainingAndSupport_Resources.asp.

Program Identification Process Identification for School Directions for Completing Improvement Plan

State Accountability

Plan Type Assignment

Plan type is assigned based on the school’s overall School Performance Framework score for the official year (achievement, growth, growth gaps, and postsecondary and workforce readiness).

Priority Improvement - Entering Year 5 as of July 1, 2015

The school has not met state expectations for attainment on the SPF performance indicators and is required to adopt and implement a Priority Improvement Plan. The plan must be submitted by January 15, 2015 for review. The updated plan must also be submitted to CDE by April 15, 2015 to be posted on SchoolView.org. Note the specialized requirements for identified schools included in the Quality Criteria document.

ESEA and Grant Accountability

Title I Focus School

Title I school with a (1) low graduation rate (regardless of plan type), and/or (2) Turnaround or Priority Improvement plan type with either (or both) a) low-achieving disaggregated student groups (i.e., minority, ELL, IEP and FRL) or b) low disaggregated graduation rate. This is a three-year designation.

Not identified as a Title I Focus School

This school is not identified as a Focus School and does not need to meet those additional requirements.

Tiered Intervention Grant (TIG)

Competitive grant (1003g) for schools identified as 5% of lowest performing Title I or Title I eligible schools, eligible to implement one of four reform models as defined by the

Awarded a TIG Grant

In addition to the general requirements, TIG schools are expected to complete the TIG addendum that corresponds to the school’s approved model - Transformation. Note the specialized requirements for grantees included in the Quality Criteria document.

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USDE.

Diagnostic Review Grant Title I competitive grant that includes a diagnostic review and/or improvement planning support.

Not awarded a current Diagnostic Review and Planning Grant

This school has not received a current Diagnostic Review and Planning grant and does not need to meet those additional requirements.

School Improvement Support (SIS) Grant

Title I competitive grant that support implementation of major improvement strategies and action steps identified in the school’s action plan.

Not a current SIS Grantee

This school has not received a current SIS grant and does not need to meet those additional requirements.

Colorado Graduation Pathways Program (CGP)

The program supports the development of sustainable, replicable models for dropout prevention and recovery that improve interim indicators (attendance, behavior and course completion), reduce the dropout rate and increase the graduation rate for all students participating in the program.

CGP Systems Change School

In addition to the general requirements, school plans must respond to identified quality criteria for the CGP Program.

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Section II: Improvement Plan Information Additional Information about the School Comprehensive Review and Selected Grant History

Related Grant Awards Has the school received a grant that supports the school’s improvement efforts? When was the grant awarded?

Tiered Intervention Grant: Awarded July 1 2013

Diagnostic Review, School Support Team or Expedited Review

Has (or will) the school participated in a Diagnostic Review, SST or Expedited Review? If so, when?

RMC Instructional Audit: May of 2013, May of 2014, Tentative May 2015

External Evaluator Has the school partnered with an external evaluator to provide comprehensive evaluation? Indicate the year and the name of the provider/tool used.

RMC Instructional Audit: May of 2013, May of 2014, Tentative May 2015

Improvement Plan Information The school is submitting this improvement plan to satisfy requirements for (check all that apply): State Accreditation Title I Focus School X Tiered Intervention Grant (TIG) Diagnostic Review Grant School Improvement Support Grant Colorado Graduation Pathways Program (CGP) Other: _________________________________________________________________________________

School Contact Information (Additional contacts may be added, if needed) 1 Name and Title Mark Roberts, Ed.D., Principal Aurora Central High School

Email [email protected]

Phone 303- 340 -1600 x27003

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Section III: Narrative on Data Analysis and Root Cause Identification This section corresponds with the “Evaluate” portion of the continuous improvement cycle. The main outcome is to construct a narrative that describes the process and results of the analysis of the data for your school. The analysis should justify the performance targets and actions proposed in Section IV. Two worksheets have been provided to help organize your data analysis for your narrative. This analysis section includes: identifying where the school did not at least meet minimum state and federal accountability expectations; describing progress toward targets for the prior school year; describing what performance data were used in the analysis of trends; identifying trends and priority performance challenges (negative trends); describing how performance challenges were prioritized; identifying the root causes of performance challenges; describing how the root causes were identified and verified and what data were used; and describing stakeholder involvement in the analysis. Additional guidance on how to engage in the data analysis process is provided in Unified Improvement Planning Handbook. Data Narrative for School Directions: In the narrative, describe the process and results of the data analysis for the school, including (1) a description of the school and the process for data analysis, (2) a review of current performance, (3) trend analysis, (4) priority performance challenges and (5) root cause analysis. Descriptions of the expected narrative sections are included below. The narrative should not take more than five pages. Two worksheets (#1 Progress Monitoring of Prior Year’s Performance Targets and #2 Data Analysis) have been provided to organize the data referenced in the narrative. Data Narrative for School Description of School Setting and Process for Data Analysis: Provide a

Review Current Performance: Review the SPF and local data. Document any areas

Trend Analysis: Provide a description of the trend analysis that includes at least three years of data (state and local data).

Priority Performance Challenges: Identify notable trends (or a combination of trends) that

Root Cause Analysis: Identify at least one root cause for every priority performance challenge. Root causes should address adult

Mailing Address Aurora Central High School, 11700 East 11th Avenue Aurora, Colorado 80010

2 Name and Title

Jocelyn Stevens, P-20 Learning Community Director

Email [email protected]

Phone 303-34000859

Mailing Address Educational Services Center 2, 15751 E. 1st Ave, Suite 206, Aurora CO 80011

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very brief description of the school to set the context for readers (e.g., demographics). Include the general process for developing the UIP and participants (e.g., SAC).

where the school did not at least meet state/ federal expectations. Consider the previous year’s progress toward the school’s targets. Identify the overall magnitude of the school’s performance challenges.

Trend statements should be provided in the four performance indicator areas and by disaggregated groups. Trend statements should include the direction of the trend and a comparison (e.g., state expectations, state average) to indicate why the trend is notable.

are the highest priority to address (priority performance challenges). No more than 3-5 are recommended. Provide a rationale for why these challenges have been selected and address the magnitude of the school’s overall performance challenges.

actions, be under the control of the school, and address the priority performance challenge(s). Provide evidence that the root cause was verified through the use of additional data. A description of the selection process for the corresponding major improvement strategies is encouraged.

Trend Analysis and Performance Challenges Overview Aurora Central High School (ACHS) is a comprehensive high school located in Northwest Aurora with 2,210 students. Demographics comprising the student population are:

1473 / 66.5% Hispanic, 361 / 15.9% Black or African American, 181 / 8.9% Asian, 111 / 5.0% White, 59 / 2.7% two or more races, 18 / .8% Native American, 7 / .3%

Hawaii/Pacific Island. ACHS has 140 identified gifted/talented and high potential students. ACHS also has 345 students with Individualized Educations Plans (IEPs), 17.7% of

the student population. Trend analysis points us to a large English Language Learner population of 1,534 of 2,210 students, 69.4%. Non-English Proficient and Limited English

Proficient students total 957 students / 43.3% of population. Fluent English Proficient ELL students total 577 / 26.1%. ACHS has 157 NEP1, 129 NEP2, 218 LEP3, 269 LEP 4,

1170 LEP 5, 14 LEP 6, and 583 FEP students.

ACHS has selected a transformation model for Priority School Improvement and is in its second year of receiving a Tiered Intervention Grant (TIG). In 2013-2014 a new

administrative leadership team that consisted of one new principal, three new assistant principals were placed at ACHS. In addition, and through the TIG, new personnel was

added to ACHS which now includes: Four (4) Early Warning Interventionist for 9th and 10th grade levels, a Community Liaison Teacher on Special Assignment (TOSA), one Data

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TOSA in 2013-2014 and one Attendance TOSA in 2014-2015.

Process

In 2014-2015 the Aurora Central High School - School Unified Improvement Planning Team consisted of the Principal, three Assistant Principals, a Parent focus group, and the

Instructional Leadership Team. The team analyzed three years of data which included: TCAP, TCAP Growth, ACT ACCESS, and RMC audit. Additional data reviewed are

graduation rates, dropout rates and daily attendance. The team referenced the RMC reports for instructional data, school climate, and fidelity to established improvement

strategies. The UIP was presented to the board of education and to our parents of ACHS.

Performance Summary While overall aggregated achievement has increased slightly, reading, writing, and math achievement remain below district and state expectations and ACHS is in PRIORITY

IMPROVEMENT. In the four School Performance Frameworks Indicators categories on the 2014 Aurora Central High School Performance Framework in the category of

Academic Achievement ACHS has a performance rating of DOES NOT MEET. In the category of Academic Growth Gaps ACHS has a performance rating of APPROACHING.

In the category of Academic Growth ACHS has a performance rating of APPROACHING. In the category of Postsecondary and Workforce Readiness ACHS has a performance

rating of DOES NOT MEET. ACHS met the required 95% Participation rate on standardized assessments. Although ACHS as seen increases in both Academic Achievement

and Academic Growth rates for reading, writing and math the gains of the 2013-2014 school year were not enough to move the school out of Priority Improvement status.

Reading Academic Achievement for ACHS is 39.66% Proficient/Advanced; this is 9.34 percent behind the APS District Average and 27.84 percent behind the State of Colorado

average. Math Academic Achievement for ACHS is 11.68% Proficient/Advanced, this is 14.32 percent behind the APS District Average and 36.5 percent behind the State of

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Colorado average. Writing Academic Achievement for ACHS is 21.47% Proficient/Advanced, this is 10.53 percent behind the APS District Average and 30.03 percent behind the

State of Colorado average. The priority improvement challenge is to significantly increase Academic Achievement in Reading, Math, and Writing and narrow the Achievement

gaps between the APS District and State of Colorado averages. While graduation rates have increased slightly over the course of the three previous years the priority

improvement challenge is to significantly increase 4 year graduation rates as well as 5, 6, and 7 year rates. All rates are currently in the category of DOES NOT MEET and the

challenge is to move graduation rates in to the category of APPROACHING in 2015. For the past 3 years the graduation rate has averaged 57.4 % using the 7 year graduation

formula. This is 22.6 percentage points below state expectations. The current 4 year graduation rate is 42.2%, which is significantly below the 80% expected graduation rate for

the state of Colorado.

Root Cause for Priority Improvement Using quantitative date and qualitative data collected from multiple sources, including the School Performance Framework, TCAP/CSAP Historical Trend Analysis, Two (2)

Instructional Audits conducted at Aurora Central High School in April, 2013 and again in April, 2014 by RMC Research Corporation of Denver, the 2011-2012, 2012-2013, and

2013-2014 ACHS Climate Survey, as well as numerous classroom observations and interviews with students, teachers, parents, and various key stakeholders, we developed the

current realities at Aurora Central:

We need to increase and refine teacher skills and implementation of reading and writing, and vocabulary development, and student discourse in all content areas.

We need to align post-secondary workforce readiness systems to include all grade levels. Implement a plan to systematically support all students with our RTI system.

We need to create support systems in math, such as tutoring or intentional inclusion models to continue to reduce academic growth gaps.

We need to develop differentiated language and instructional support based on the need of English Language learners. We need to increase culturally responsive professional development and focusing on the Affective, Behavioral and Cognitive student needs.

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Verification of these Root Causes was found in the quality school reviews and instructional audit conducted by the RMC Research Corporation of Denver in April, 2013 and again

in April, 2014. The instructional audit and review included classroom observations, administrator and teacher interviews/surveys, student and parent focus groups, and School

Performance Framework reviews.

The abridged executive summaries of the RMC 2012-2013, 2013-2014 Instructional Audits include:

2012-2013 Year prior to TIG

In short, the school is in urgent need for improvement. Some of the key foundational elements for improvement are in place; however, Leadership this year has been problematic.

The staff shares the mission of helping all students to become college and career ready and to raise test scores, but few understand the vision for achieving that goal. Teachers

want to do well, but feel that the assistance provided to them to improve is inadequate. They do not have a clear vision of instructional effectiveness, are not consistently

monitored for effectiveness. Instructional time is poorly planned. The professional development that was given was not valued by the teachers and not viewed as influencing

achievement. Parents are often disengaged and are very concerned about the morale and discipline policy at the school.

Strong but supportive leadership is also needed and everyone should be clear about expectations. The system of collaborative decision making should result in strategies that

should be analyzed for cohesiveness, monitored for effectiveness, and co-owned throughout the school. Teachers and students must be made aware that they have a shared

responsibility for success. Instruction should become more student-centered and far more engaging. Time for instruction should be extended, not reduced. Professional learning

community time should be provided and strictly enforced. Strategic staffing should occur. More opportunities for student leadership and bonding should be emphasized.

Strategies should be put into place to brand the school and promote pride.

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Upon return, April of 2014 Year 1 of TIG RMC found:

Fidelity to the [2013] UIP was very high. ACHS has implemented nearly all of the activities that were outlined in the school’s [2013-2014] UIP. A few were deferred or dropped;

other activities were added. Impacts, however, were mixed. The four areas in which activities were categorized and their impacts are:

Curriculum and Instruction. Focused professional development was provided and had positive results that included:

Increased teacher knowledge and implementation of effective instructional strategies for writing across the content areas;

Increased teacher understanding and communication of lesson plan objectives;

Increased teacher knowledge and implementation of strategies related to the Madeline Hunter approach to lesson delivery;

Increased coaching resulting in more engaging instruction and rigor for some teachers;

Increased collaboration of teachers in the same department; and

Establishment of academic goals for every classroom.

Equity and Engagement. Multiple activities were held in this area, with mixed results. Activities included:

Improving the physical appearance of the school, creating a new mission and motto, making

daily announcements, holding a pep rally, and sponsoring more student clubs and programs that led to improved appearance and better student attachment and pride in the school;

Communication and Accountability. Many activities were implemented in this domain, again with mixed and sometimes clearly unintentional results.

Six early warning interventionists (EWIs) were hired to work with failing and at-risk ninth- and tenth-grade students.

Counseling was devoted to grade levels; administrators met with at-risk students, after-school and Saturday tutoring was provided, all of which were well-received and helped students with credit accrual and increasing their motivation to learn;

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Round up of displaced students and super seniors led to 55 students being graduated midyear with either a high school diploma or a general equivalency diploma (GED).

The tardy sweeps/accountability walks changed the perceived locus of control in the school, from a sense of chaos and student control, to a sense of orderliness and adult control. Communication with parents/guardians about student achievement was increased through school newsletters, an improved website, teacher postcards, and robo-calls to parents of failing students.

Campus and Community. Many activities were implemented to connect parents and community partners to the school, which resulted in low but better participation by parents than had been the case in the past. Activities included:

Parenting matters programs that sponsored educational events; parent coffees and other gatherings; parent classes; parent learning walks where parents observed classrooms and provided feedback; and classes for parents on cooking and English as a second language.

The website was improved to make it more attractive and accessible, and community breakfasts were held to engage community partners.

Additionally, the 2013-2014 RMC Instructional Audit found:

Fidelity to the TIG was very high. Nearly all of the activities identified in the TIG were implemented as planned.

Abridged RMC Conclusion:

Some of the key foundational elements for improvement are in place. The quality of the teaching staff is generally high yet efforts should be taken to provide differentiated

professional learning that leads to rigorous, engaging first instruction which emphasizes literacy, language and critical thinking across all content. Instructional practice should be

assessed through continual learning walks and instructional rounds that monitor practice challenges and to gather data to plan for and adjust targeted professional development

to meet the instructional needs of teaching staff. Professional learning community time should be provided and strictly enforced. Time for instruction should be extended, not

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reduced, and instruction should become more student-centered and far more engaging. Teachers generally do care about the students and would like their school to succeed.

Many students are motivated. Both teachers and adults are hopeful about the future. However, both groups must have a voice in the future of the school is to succeed. They must

own the problem and the solution. Their voices should be considered in the plan for improvement. The system of collaborative decision making should result in strategies that

should be analyzed for cohesiveness, monitored for effectiveness, and co-owned throughout the school. Teachers, students, and all other stakeholders must be made aware that

they have a shared responsibility for increasing achievement, post-secondary work force readiness and graduation rates while working to decrease growth gaps and drop-out

rates. This will enable Aurora Central High School to foster a school culture in which all stakeholders have a shared responsibility to increase student achievement, attendance

and create opportunities for students, parents and community to participate in preparing students with workforce readiness skills. Additionally, this work will enable us to increase

student achievement and graduation rates while decreasing growth gaps and drop-out rates by continual monitoring of attendance, mentoring of students and providing targeted

content, and social interventions for students to be successful. This should include continued and new efforts to increase parental involvement and the community perception as

seeing the school as welcoming with significant outreach programs that develop a home school connection that is inviting and consistently streamlines home and school

communications.

Local and Immediate School-wide Data, as evidenced in a 3 Year Historical Comparison and Analysis of the Licensed Staff Climate Survey for the school years of 2011-2012, 2012-2013, 2013-2014 further supports the previously identified Root Causes for Priority Improvement:

School Climate Data - Licensed Staff Climate Survey: 3 Year Historical Comparison, 2011-2012, 2012-2013, 2013-2014 I am able to influence the decisions made by my school District Survey for ACHS 2011-12: [Strongly Disagree, Disagree 42.0%] [Neutral 21.0%] [Agree, Strongly Agree 37.0%]

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District Survey for ACHS 2012-13: [Strongly Disagree, Disagree 45.2%] [Neutral 19.0%] [Agree, Strongly Agree 35.7%] District Survey for ACHS 2013-14: [Strongly Disagree, Disagree 29.7%] [Neutral 20.3%] [Agree, Strongly Agree 50.0%] Employees are empowered to help solve problems District Survey for ACHS 2011-12: [Strongly Disagree, Disagree 38.8%] [Neutral 25.5%] [Agree, Strongly Agree 35.7%] District Survey for ACHS 2012-13: [Strongly Disagree, Disagree 46.4%] [Neutral 15.5%] [Agree, Strongly Agree 38.1%] District Survey for ACHS 2013-14: [Strongly Disagree, Disagree 26.6%] [Neutral 21.9%] [Agree, Strongly Agree 51.6%] I trust people who make school decisions that affect me District Survey for ACHS 2011-12: [Strongly Disagree, Disagree 37.0%] [Neutral 12.0%] [Agree, Strongly Agree 51.0%] District Survey for ACHS 2012-13: [Strongly Disagree, Disagree 38.0%] [Neutral 10.5%] [Agree, Strongly Agree 44.2%] District Survey for ACHS 2013-14: [Strongly Disagree, Disagree 29.7%] [Neutral 17.2%] [Agree, Strongly Agree 53.1%] There is a an atmosphere of trust /respect between building administrators and staff in the building District Survey for ACHS 2011-12: [Strongly Disagree, Disagree 44.4%] [Neutral 14.1%] [Agree, Strongly Agree 41.4%] District Survey for ACHS 2012-13: [Strongly Disagree, Disagree 48.8%] [Neutral 12.8%] [Agree, Strongly Agree 38.4%] District Survey for ACHS 2013-14: [Strongly Disagree, Disagree 28.6%] [Neutral 17.5%] [Agree, Strongly Agree 54.0%] There is a spirit of teamwork and cooperation at my site District Survey for ACHS 2011-12: [Strongly Disagree, Disagree 29.0%] [Neutral 20.0%] [Agree, Strongly Agree 37.5%] District Survey for ACHS 2011-12: [Strongly Disagree, Disagree 38.1%] [Neutral 18.6%] [Agree, Strongly Agree 45.3%] District Survey for ACHS 2013-14: [Strongly Disagree, Disagree 23.4%] [Neutral 17.2%] [Agree, Strongly Agree 59.4%]

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Priority Improvement Challenge

Reading: Over the past 3 years Academic Achievement has increased slightly to 36.22% of students being proficient on TCAP/CSAP in Reading, 33 percentage points

below state average proficiency levels, and 10 percentage points below district average proficiency levels. The priority Improvement Challenge is to increase Reading

Academic Achievement narrow the Achievement gaps between the APS District and State of Colorado averages.

Writing: Over the past 3 years Academic Achievement has increased slightly to 17.76% of students being proficient on TCAP/CSAP in Writing, 36 percentage points

below state average proficiency levels, and 16 percentage points below district average proficiency levels. The priority Improvement Challenge is to increase Writing

Academic Achievement narrow the Achievement gaps between the APS District and State of Colorado averages.

Math: Over the past 3 years Academic Achievement has increased slightly to 12.8% of students being proficient on TCAP/CSAP in Math, 44 percentage points below

state average proficiency levels, and 23 percentage points below district average proficiency levels. The priority Improvement Challenge is to increase Math Academic

Achievement narrow the Achievement gaps between the APS District and State of Colorado averages.

Graduation Rate: Over the past 3 years the Graduation Rate has increased slightly to 57.4% using the 7 year graduation formula. This is 23 percentage points below

the state expectation of an 80% graduation rate. The current 4 year graduation rate has risen slightly to 40.7%. The priority Improvement Challenge is to increase the

Graduation Rate and narrow the Achievement gaps between the APS District and State of Colorado averages.

Data Trends Academic Achievement based on TCAP/CSAP

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Academic Achievement is increasing but is still below state averages and has a performance rating of DOES NOT MEET.

Academic Growth is occurring in all TCAP/CSAP assessed subjects as ACHS has a performance rating of APPROACHING

Academic Growth Gaps are closing slightly as ACHS has a performance rating of APPROACHING.

The Graduation Rate is increasing, while the Drop-Out Rate is decreasing, but both currently DOES NOT MEET Colorado Department of Education expectations for Postsecondary and Workforce Readiness.

School CSAP/ TCAP Reading Proficiency Performance (2010 – 2014)

Academic Year Subject Count %P/A 2010 Reading 9th and 10th 1000 31% 2011 Reading 9th and 10th 925 35.3% 2012 Reading 9th and 10th 900 32.25% 2013 Reading 9th and 10th 1031 34.7% 2014 Reading 9th and 10th 948 39.66%

School TCAP/CSAP Math Proficiency Performance (2010 – 2014)

School CSAP/ TCAP Writing Proficiency Performance (2010 – 2014) Academic Year Subject Count %P/A 2010 Writing 9th and 10th 1000 12% 2011 Writing 9th and 10th 925 16.1% 2012 Writing 9th and 10th 900 15.36% 2013 Writing 9th and 10th 1031 15.9% 2014 Writing 9th and 10th 948 21.47%

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Academic Year Subject Count %P/A 2010 Math 9th and 10th 1000 12.% 2011 Math 9th and 10th 925 11.2% 2012 Math 9th and 10th 899 13.28% 2013 Math 9th and 10th 1031 11.9% 2014 Math 9th and 10th 950 11.68%

Academic Growth

In 2014 at ACHS the Median growth per for overall Reading is at the 54th percentile and ranked APPROACHING on CDE School Performance Framework

All academic growth gaps in Reading are ranked MEETS; ELL students, Free/Reduced Lunch eligible students, Minority Students, and Students Needing to Catch Up all ranked in the 55th percentile or higher, Students with Disabilities ranked in the 45th percentile.

In 2014 at ACHS the Median growth percentile for overall Writing is at the 50th percentile and is ranked as APPROACHING on CDE School Performance Framework. Overall, all Academic Growth Gaps in Writing are ranked APROACHING.

In 2014 at ACHS the Median growth percentile for overall Math is at the 55th percentile and is ranked as APPROACHING on CDE School Performance Framework. Overall, all Academic Growth Gaps in Math are rated APPROACHING.

Academic growth in English Language Proficiency (ACCESS) is rated MEETS for the past three years and is in the 48th percentile for median growth on CDE School Performance

Framework The School Performance Framework reports use the 4-, 5-, 6- and 7-year graduation rates for the school and disaggregated student groups (students eligible for free/reduced lunch, minority students, students with disabilities and English learners). This School's Overall Graduation Rate and Disaggregated Graduation Rate (3-year aggregate):

2010 2011 2012 2013

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Graduation Rate: 4yr: 41.1% 5yr: 53% 6yr: 56.1% 7yr: 57.4% Free/Reduced Lunch: 4yr: 42.1% 5yr: 55.1% 6yr: 57.9% 7yr: 59.3% Minority Students: 4yr: 39.7% 5yr: 52.3% 6yr: 55.5% 7yr: 56.9% Students with Disabilities: 4yr: 18.2% 5yr: 33.3% 6yr: 42.3% 7yr: 46.2% English Learners: 4yr: 32.9%

Graduation Rate: 4yr: 43% 5yr: 54.8% 6yr: 60% Free/Reduced Lunch: 4yr: 44.5% 5yr: 56.1% 6yr: 51.2% Minority Students: 4yr: 41.9% 5yr: 53.6% 6yr: 59% Students with Disabilities: 4yr: 27.8% 5yr: 39.7% 6yr: 51.2% English Learners: 4yr: 34.0%

Graduation Rate: 4yr: 36.4% 5yr: 51.4% Free/Reduced Lunch: 4yr: 36.9% 5yr: 52.1% Minority Students: 4yr: 35.9% 5yr: 51.4% Students with Disabilities: 4yr: 22.4% 5yr: 41.3% English Learners: 4yr: 28.3%

Graduation Rate: 4yr: 42.2% Free/Reduced Lunch: 4yr: 36.9% Minority Students: 4yr: 41.8% Students with Disabilities: 4yr: 18.2% English Learners: 4yr: 34.4%

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5yr: 45.1% 6yr: 49.4% 7yr: 50.8%

5yr: 46.9% 6yr: 55.5%

5yr: 46.4%

Worksheet #1: Progress Monitoring of Prior Year’s Performance Targets Directions: This chart supports analysis of progress made towards performance targets set for the 2013-14 school year (last year’s plan). While this worksheet should be included in your UIP, the main intent is to record your school’s reflections to help build your data narrative.

Performance Indicators Targets for 2013-14 school year (Targets set in last year’s plan)

Performance in 2013-14? Was the target met? How close was the school to meeting

the target? Brief reflection on why previous targets were

met or not met.

Academic Achievement (DOES NOT MEET)

Reading: 40.5%, Proficient or Advanced Writing: 21.5%, Proficient or Advanced Math: 17%, Proficient or Advanced

Reading: 39.66%, Proficient or Advanced. The target was missed by .84 percentage points. Writing: 21.47%, Proficient or Advanced. The target was missed by .03 percentage points. Math: 11.68%, Proficient or Advanced. The target was missed by 5.32 percentage points.

We did not obtain adequate Academic Achievement in Reading, Writing, and Math to move ACHS out of Priority Improvement status.

Academic Growth (APPROACHING)

Reading: 57 Percentile

Reading: 54th Percentile. The target was missed by 3 percentile points. Writing: 50th Percentile. The target was

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met or not met.

Writing: 57 Percentile Math: 57 Percentile ELP: 60 Percentile

missed by 7 percentile points. Math: 55th Percentile. The target was missed by 2 percentile points. ELP: 48th Percentile. The target was missed by 12 percentile points.

We did not obtain adequate Academic Growth in Reading, Writing, Math, and ELP to move ACHS out of Priority Improvement status.

We did not obtain adequate growth in all disaggregated Growth Gap areas to move ACHS out of Priority Improvement status.

We did not obtain adequate growth in all disaggregated Growth Gap areas to move ACHS out of Priority Improvement status.

Academic Growth Gaps (APPROACHING)

Overall, Reading: 57 Percentile Overall, Writing: 57 Percentile

Reading: Free/Reduced Lunch: 56 Percentile. The target was missed by 1 percentile point. Minority Students: 55 Percentile. The target was missed by 2 percentile points. Students with Disabilities: 45 Percentile. The target was missed by 12 percentile points. English Learners: 57 Percentile. The target was met. Writing: Free/Reduced Lunch: 50 Percentile. The target was missed by 7 percentile points.

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met or not met.


Overall, Math: 57 Percentile Targets, Graduation Rates:

Minority Students: 50 Percentile. The target was missed by 7 percentile points. Students with Disabilities: 45 Percentile. The target was missed by 12 percentile points. English Learners: 51 Percentile. The target was missed by 6 percentile points. Math: Free/Reduced Lunch: 53 Percentile. The target was missed by 4 percentile points. Minority Students: 54 Percentile. The target was missed by 3 percentile points. Students with Disabilities: 50 Percentile. The target was missed by 7 percentile points. English Learners: 54 Percentile. The target was missed by 3 percentile points. Actual, Graduation Rates: The graduation rate has averaged 57.4 % using the 7 year graduation formula. This is

We did not increase graduation rates nor decrease drop-out rates through increased attendance and targeted

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met or not met.

(DOES NOT MEET) Drop Out Rate: Mean ACT:

7 year Graduation Rate: 70% 4 year Graduation Rate: 50% Drop Out Rate Target: 7% Mean CO ACT Target: 16

22.6 percentage points below state expectations. This target was missed by 12.6 percentage points The current 4 year graduation rate is 42.2%, which is significantly below the 80% expected graduation rate for the state of Colorado. This target was missed by 7.8 percentage points. Drop Out Rate Target: 8.8%, missed by 1.8%. The Drop-out rate has decreased slightly over three years but remains 5.6 percentage points above the State of Colorado expectation. It is in the “Approaching” category. ACHS Mean CO ACT Target: 15.2, missed by .08%

interventions to meet the Targeted Goals.

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Worksheet #2: Data Analysis Directions: This chart supports planning teams in recording and organizing observations about school-level data in preparation for writing the required data narrative. Planning teams should describe positive and negative trends for all of the four performance indicators using at least three years of data and then prioritize the performance challenges (based on notable trends) that the school will focus its efforts on improving. The root cause analysis and improvement planning efforts in the remainder of the plan should be aimed at addressing the identified priority performance challenge(s). A limited number of priority performance challenges is recommended (no more than 3-5); a performance challenge may apply to multiple performance indicators. At a minimum, priority performance challenges must be identified in any of the four performance indicator areas where minimum state and federal expectations were not met for accountability purposes. Furthermore, schools are encouraged to consider observations recorded in the “last year’s targets” worksheet. Finally, provide a brief description of the root cause analysis for any priority performance challenges. Root causes may apply to multiple priority performance challenges. You may add rows, as needed.

Performance Indicators Description of Notable Trends (3 years of past state and local data) Priority Performance Challenges Root Causes

Academic Achievement (DOES NOT MEET)

Overall Academic Achievement has risen slightly over the last three years… Academic achievement in READING has increased over 3 years: 2012: 32.5% 2013: 34.5% 2014: 39.7% Academic achievement in WRITING has increased over 3 years: 2012: 15.5% 2013: 15.5%

Reading: Over the past 3 years Academic Achievement has increased slightly to 36.22% of students being proficient on TCAP/CSAP in Reading, 32 percentage points below state average proficiency levels, and 13 percentage points below APS district average proficiency levels.

Writing: Over the past 3 years Academic Achievement has increased


We need to increase and refine teacher skills and implementation of reading and writing, and

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2014: 21.5%

Academic Achievement in MATH overall has remained

relatively stagnant from the 2012-13 school year to the

2013-14 school after seeing a decrease from the 2011-

12 school year to the 2012-13 school year:

2012: 13.32%, 2013: 11.37 % 2014: 11.68%.

slightly to 17.76% of students being proficient on TCAP/CSAP in Writing, and hitting a high of 21.47% in 2014. However, this is 34 percentage points below state average proficiency levels, and 14 percentage points below district average proficiency levels.

Math: Over the past 3 years Academic Achievement has remained relatively stagnant with a three year SPF average 12.08% of students being proficient on TCAP/CSAP in Math, 25 percentage points below state average proficiency levels, and 8 percentage points below district average proficiency levels.

vocabulary development, and student discourse in all content areas.


Academic Growth (APPROACHING)

Academic growth in reading has increased (42 % tile to

2014, Median growth per for overall

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51% tiles) over four years and three of the four years

has been APPROACHING as identified by the SPF

Academic growth in writing has increased slightly 47th

percentile to 49th percentile over three years and is

rated as APPROACHING as identified by the SPF.

Academic growth in math has decreased slightly overall

over three years, 47th percentile to 48th percentile. All

Reading is at the 52nd percentile and ranked APPROACHING on CDE School Performance Framework

Overall Academic Growth Gaps in Reading are ranked MEETS; ELL students, Free/Reduced Lunch eligible students, Minority Students, and Students Needing to Catch Up all ranked in the 55th percentile or higher, Students with Disabilities ranked in the 45th percentile.

2014, Median growth percentile for overall Writing is at the 50th percentile. Overall, all Academic Growth Gaps in Writing are ranked APROACHING.

2014, Median growth percentile for overall Math is at the 52ND percentile.


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math growth has been APPROACHING as identified by

the SPF.

Overall, all Academic Growth Gaps in math are rated MEETS.

Academic growth in English Language Proficiency (ACCESS) is rated MEETS for the past three years and is in the 48th percentile for median growth.

Academic Growth Gaps

(APPROACHING)

Overall the racial achievement gap has decreased and academic growth in minority students has risen and is ranked with a performance indicator of MEETS on the SPF.

Overall the socioeconomic achievement gap has decreased as academic growth has risen in students who receive free or reduced price lunch and is ranked with a performance indicator of MEETS on the SPF.

Overall, the Achievement Gap between students receiving special education services and those in the general education remains a significant challenge as students with Disabilities rank in the 45th percentile, 11 percentile points behind students in other disaggregated groups. The challenge is to close the Growth Gaps for all

We need to develop differentiated language and instructional support based on the need of English Language learners. We need to increase culturally responsive professional development and focusing on the Affective, Behavioral and Cognitive student needs.

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Overall, the achievement gap between students receiving special education services and those in the general education setting has closed. Academic growth in special education students has risen over three years but remains an improvement challenge as the largest of the growth gaps and is ranked with a performance indicator of APPROACHING on the SPF.

Overall, academic growth in English language learners has increased and is ranked with a performance indicator of MEETS on the SPF.

disaggregated groups.

Postsecondary & Workforce Readiness (DOES NOT MEET)

Graduation rate has increased slightly each year for the last three years and increased again this year. It still remains in the “Does Not Meet” category. The 4 year graduation rate has averaged 40.7 %, the 5 year 53%, the 6 year 57.9%, and the 7 year 57.4%. The current 4 year ACHS graduation rate is 42.2%. This is 38 percentage points below state expectations.

For the past 3 years, the 4 year graduation rate has averaged 40.7 %, the 5 year 53%, the 6 year 57.9%, and the 7 year 57.4%. The current 4 year ACHS graduation rate is 42.2%. This is 38 percentage points below state expectations. The challenge is to raise

We need to align post-secondary workforce readiness systems to include all grade levels. Implement a plan to systematically support all students with our RTI system.

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ACT scores have increased slightly but still remain in the “Do Not Meet” category. This year the score remains the same.

Drop-out rates has decreased slightly over three years. It is in the “Approaching” category on the 2014 SPF.

the 4 year, 5 year, 6 year, and 7 year graduation rates and close the gap between the ACHS graduation rate and the state expectation.

Section IV: Action Plan(s) This section addresses the “Plan” portion of the continuous improvement cycle. First, identify annual performance targets and the interim measures. This will be documented in the required School Target Setting Form on the next page. Then move into action planning, which should be captured in the Action Planning Form. School Target Setting Form Directions: Complete the worksheet below. Schools are expected to set their own annual targets for academic achievement, academic growth, academic growth gaps, and postsecondary and workforce readiness. At a minimum, schools should set targets for each of the performance indicators (i.e., Academic Achievement, Academic Growth, Academic Growth Gaps, Postsecondary & Workforce Readiness) where state expectations are not met; targets should also be connected to prioritized performance challenges identified in the data narrative (section III). Consider last year’s targets (see Worksheet #1) and whether adjustments need to be made. For each annual performance target, identify interim measures that will be used to monitor progress toward the annual targets at least quarterly during the school year. Implications of Colorado Measures of Academic Success (CMAS) on Target Setting: During the 2014-15 school year, Colorado is transitioning 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 percent of students scoring proficient and advanced may not be appropriate. Furthermore, CDE does not yet know if 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 next year for 2014-15 results. Target setting is still expected to occur in the UIP process during this transition period. However, some modifications in typical practice may be needed. Refer to the UIP Handbook and guidance documents on the UIP website for options and considerations.

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School Target Setting Form

Performance Indicators Measures/ Metrics

Priority Performance Challenges

Annual Performance Targets Interim Measures for 2014-15 Major Improvement Strategy 2014-15 2015-16

Academic Achievement (DOES NOT

MEET)

TCAP, CoAlt/, Lectura, Escritura, K-3 literacy (READ Act), local measures

R

Academic achievement DOES NOT MEET on the SPF; the challenge is to accelerate achievement across contents areas assessed.

READING: 49.7%

READING: 59.7%

MAPS (NWEA) data Reading and Math Fall 35% Quarterly Proficiency scales

Curriculum Instruction: We provide differentiated professional learning that leads to rigorous, engaging first instruction which emphasizes literacy, language and critical thinking across all content. Instructional practice is assessed continual learning walks that will gather data and be analyzed to adjust and target the professional development needs of teaching staff.

M


MATH: 21.7%

MATH: 31.7%

MAPS (NWEA) data Reading and Math Fall 13% Quarterly Proficiency Scales


W


WRITING: 31.5%

WRITING: 41.5%

MAPS (NWEA) data Reading and Math Fall 17% Quarterly Proficiency Scales


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S


N/A _Science will be normed by the new 12th grade CMAS Assessment

Based on the on the results of the 2014 CMAS Assessment

12th Grade CMAS


Academic Growth

(APPROA-CHING)

Median Growth Percentile (TCAP & ACCESS), local measures

R

Academic Growth overall is Approaching on the SPF; however, ACHS is APPROACHING in Reading. The challenge is to accelerate growth in READING achievement.

Reading: 60th Percentile

Reading: 65th Percentile

MAPS (NWEA) data Reading and Math Fall 35%


M

Academic Growth overall is APPROACHING on the SPF; however, ACHS is MEETS in Math. The challenge is to accelerate growth in MATH achievement.

Math: 60th Percentile

Math: 65th Percentile

MAPS (NWEA) data Reading and Math Fall 13%


W

Academic Growth overall is Approaching on the SPF; however, ACHS is APPROACHING in

Writing: 55th Percentile

Writing: 60th Percentile

MAPS (NWEA) data Reading and Math

Curriculum Instruction: We provide differentiated professional learning that leads to rigorous, engaging first instruction which emphasizes literacy, language and critical thinking across

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Writing. The challenge is to accelerate growth in READING achievement.

Fall 35%

all content. Instructional practice is assessed continual learning walks that will gather data and be analyzed to adjust and target the professional development needs of teaching staff.

ELP

Academic Growth overall is Approaching on the SPF; however, ACHS MEETS growth for ELLs. The challenge is to accelerate growth for our ELLs.

ELP: 53th Percentile

ELP: 58th Percentile

MAPS (NWEA) data ACCESS WIDA data 25% increase


Academic Growth Gaps (APPROA-

CHING)

Median Growth Percentile, local measures

R

Academic growth gaps are all rated APPROACHING; the challenge is to accelerate growth in READING

Reading: Free/Reduced Lunch: 60 Percentile Minority Students: 65 Percentile Students with Disabilities: 55 Percentile English Learners: 67 Percentile

Reading: Free/Reduced Lunch: 70 Percentile Minority Students: 75 Percentile Students with Disabilities: 65 Percentile English Learners: 77 Percentile

MAPS (NWEA) data Fall


M

Academic growth gaps are all rate APPROACHING; the challenge is to

Math: Free/Reduced Lunch: 63 Percentile Minority Students: 64 Percentile

Math: Free/Reduced Lunch: 73 Percentile Minority Students: 74 Percentile Students with

MAPS (NWEA) data

Curriculum Instruction: We provide differentiated professional learning that leads to rigorous, engaging first instruction which emphasizes literacy, language and critical thinking across all content. Instructional practice is

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accelerate growth in MATH

Students with Disabilities: 60 Percentile English Learners: 64 Percentile

Disabilities: 70 Percentile English Learners: 74 Percentile

assessed continual learning walks that will gather data and be analyzed to adjust and target the professional development needs of teaching staff.

W

Academic growth gaps are all rate APPROACHING; the challenge is to accelerate growth in WRITING

Writing: Free/Reduced Lunch: 60 Percentile Minority Students: 60 Percentile Students with Disabilities: 55 Percentile English Learners: 61 Percentile

Writing: Free/Reduced Lunch: 70 Percentile Minority Students: 70 Percentile Students with Disabilities: 65 Percentile English Learners: 71 Percentile

MAPS (NWEA) data



(DOES NOT

MEET)

Graduation Rate

Although the 4, 5, 6, and 7 year Graduation Rates are increasing, the Graduation Rate is ranked DOES NOT MEET on the SPF; the challenge is to increase student graduation to meet state expectations of

‘14-‘15 ACHS Graduation Rates: 4yr- 56.4% 5yr – 77.1% 6yr – 67.1% 7yr- 65%

‘15-‘16 ACHS Graduation Rates: 4yr- 66.4% 5yr – 87.1% 6yr – 77.1% 7yr- 75%

Monitoring daily attendance, quarterly attendance, Pass and failure rates, discipline data, truancy, credit acquisition and credit recovery reports.

Communication and Accountability: We increase achievement and graduation rates while decreasing growth gaps, and drop-out rates by continual monitoring of attendance, and targeted interventions.

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80%.

Disaggregated Grad Rate

Although the 4, 5, 6, and 7 year Graduation Rates are increasing across all disaggregated groups, the Graduation Rate is ranked DOES NOT MEET on the SPF; the challenge is to increase student graduation to meet state expectations of 80% for all disaggregated groups.

FRL: 4yr- 56.9% 5yr – 79.3% 6yr – 77.9% 7yr- 76.1% Minority: 4yr- 55.9% 5yr – 77% 6yr – 76.5% 7yr- 73.6% SwD: 4yr- 42.4% 5yr – 70% 6yr – 62.3% 7yr- 59.7% EL: 4yr- 48.3% 5yr – 76% 6yr – 69.4% 7yr- 66.9%

FRL: 4yr- 66.9% 5yr – 89.3% 6yr – 87.9% 7yr- 86.1% Minority: 4yr- 65.9% 5yr – 87% 6yr – 86.5% 7yr- 83.6% SwD: 4yr- 52.4% 5yr – 80% 6yr – 72.3% 7yr- 69.7% EL: 4yr- 58.3% 5yr – 86% 6yr – 79.4% 7yr- 76.9%

Monitoring daily

attendance, quarterly

attendance,

pass and failure

rates, discipline data,

truancy, credit

acquisition.


Dropout Rate

Dropout Rates are decreasing, ACHS is ranked APPROACHING on

Monitoring daily attendance, quarterly attendance,

Communication and Accountability: We increase achievement and

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the SPF; the challenge is to decrease student graduation to meet state expectations of 3.6%.

5% 3.5% pass and failure rates, discipline data, truancy, credit summaries of credits completed

graduation rates while decreasing growth gaps, and drop-out rates by continual monitoring of attendance, and targeted interventions.

Mean CO ACT

The ACHS composite ACT score is 15.2 and is ranked DOES NOT MEET on the SPF; the challenge is to increase the mean ACT score to state expectations of 20

18 Mean CO ACT

20 Mean CO ACT

ACCESS, MAPS (NWEA), Classroom common assessments, Classroom scales (rubrics)


Other PWR Measures

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Action Planning Form for 2014-15 and 2015-16 Directions: Identify the major improvement strategy(s) for 2014-15 and 2015-16 that will address the root causes determined in Section III. For each major improvement strategy, identify the root cause(s) that the action steps will help to dissolve. Then, indicate which accountability provision or grant opportunity it will address. In the chart below, provide details about key action steps necessary to implement the major improvement strategy. Details should include the action steps that will be taken to implement the major improvement strategy, a general timeline, resources that will be used to implement the actions, and implementation benchmarks. Additional rows for action steps may be added. While the template provides space for three major improvement strategies, additional major improvement strategies may also be added. To keep the work manageable, however, it is recommended that schools focus on no more than 3 to 5 major improvement strategies. Major Improvement Strategy #1:

Curriculum Instruction: We provide differentiated professional learning that leads to rigorous, engaging first instruction which emphasizes literacy, language and critical thinking

across all content. Instructional practice is assessed continual learning walks that will gather data and be analyzed to adjust and target the professional development needs of

teaching staff.

Root Cause(s) Addressed:


Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy (check all that apply): State Accreditation Title I Focus School X Tiered Intervention Grant (TIG) Diagnostic Review Grant School Improvement Support Grant X Colorado Graduation Pathways Program (CGP) Other: _________________________________________________________________________________

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Description of Action Steps to Implement the Major

Improvement Strategy

Timeline Key

Personnel*

Resources (Amount and Source: federal, state, and/or

local) Implementation Benchmarks

Status of Action Step* (e.g., completed, in

progress, not begun) 2014-15 2015-16

To provide focused PD with Dr. Marzano:

Comprehensive unit planning

Proficiency scales Cumulative review Instructional rounds Common language of

instruction Depth of Knowledge Self -assessment Student learning

objectives Student discourse and

questioning sequence Instructional technology

implementation and usage Metro State College:

Culturally Responsive Education

Affective Instructional strategies

Parental involvement strategies with communication

Communication with community partners

Implementation has occurred. Tracking data of instructional progress, student achievement and participation of parent walks observing classrooms, lesson studies in PLCC’s.

Aug.-May Review data of progress from previous academic year. Continue with Marzano work and Parental observations as well as building capacity to sustain the work for the next year.

Dr. Marzano Metro State College professors Teaching Partner, ELL Teacher Leader District personnel

TIG, General Fund TCAP/PARCC, ACCESS and benchmark data from MAPS (NWEA)

Comprehensive unit planning template and teacher generated unit plans

Proficiency scales template and teacher generated proficiency scales (Monthly)

Cumulative review template and teacher generated cumulative review activities

Instructional rounds template and teacher participation schedule/observers/ And those observed(Bi-Weekly)

Teacher generated questions and student discourse/lesson plans

Adult learning tracker monthly

Student exit tickets

In progress

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and Specific and Relevant Power Sessions, and Focused Instructional Design Development.

Bi-weekly Teacher schedule for

technology implementation

PD survey monkey results (Twice Quarterly)

Teacher generated strategies for Affective Instructional strategies

Articles and reflections generated from teachers

High functioning PLC’s, Literacy across content areas (W,S,R,L) and accountability refinement

Implemented across content and elective subjects. Continue for 2014-2015

Aug.-May Continue with refinement of work with Dr. Marzano and coaches for clear focus.

Teaching partner ELL teacher leader District personnel

TIG, General Fund TCAP/PARCC, ACCESS and benchmark data from MAPS (NWEA)

Lesson Plan template Lesson Plan

observation tool (Daily)

Proficiency scale template

Common PLC time (Monthly)

PD hrs. (Monthly)

In Progress

Provide professional development with Mike Schmoker to increase teacher capacity to establish culturally relevant lessons.

Book study “FOCUS” began in Spring of 2013 This laid the foundation for our work with Dr.

Aug.-May Bridge the foundational work to Dr. Marzano to build capacity

Mike Schmoker Dr. Marzano

TIG TCAP/PARCC, ACCESS and Benchmark data from MAPS (NWEA) data

Completed

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Marzano of structured PD and PLC time.

Teacher’s Development Group Teacher’s Development Group professional Development will continue to build capacity among all math teachers

3 Cycles Aug.-May TDG will build capacity and ultimately provide fro increase academic achievement through best practice instruction

TDG facilitators, teacher leader, building coach, and admin.

Building funds and district support

ACCESS, TCAP/PARCC and MAPS (NWEA) data

District PD for TDG

In Progress

Support best practices for English Language Acquisition through Constructing Meaning Professional development with Ellen Levy and coaching

Implementation in the building has been completed. District coaching for continued support

Aug.-May Sustain strategies and best practices for ELL students in all content and elective courses.

District Personnel Teacher Leader Teaching partner

Building fund ACCESS, TCAP/PARCC and MAPS (NWEA) data

Continued CM training for new teachers (District Calendar)

Completed

Monitor EL students and analyze data pertaining to language development, literacy and writing in order to make placements of students.

Constructive Meaning training for all EL teachers

All day professional development with Metro State University: Affective instruction focused on

Quarterly data will be analyzed and compare progress

Aug.-May Quarterly data will be analyzed and compare progress

Teacher leader ELL teaching staff District personnel

District consultants Teacher leader

ACCESS, TCAP/PARCC, MAPS (NWEA), classroom Formative and Summative Assessments as well as pass and failure rates.

Student writing samples (Quarterly)

Teacher generated lesson plans

Proficiency scales

In progress

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vocabulary and writing (Monthly)

Monitor students and analyze data pertaining to language, literacy and writing.

Quarterly data, Formative, Summative and daily feedback.

Aug.-May Quarterly data, Formative, summative and daily feedback

Classroom teachers Teacher leader Teaching Partner and District Personnel

Data/TOSA District personnel Teaching Partner Teacher Leader

TCAP/PARCC, ACCESS, MAPS (NWEA), Classroom common assessments, Classroom scales (rubrics)

Student work (Weekly) (Quarterly)

Assessment schedule Accommodations for

assessment

In progress

Establish protocols for teachers to look at instructional data based on classroom and assessment outcomes.

Teachers will create scales for accountability in the classroom, review assessment data form various assessments

Aug.-May Teachers will continue to review daily/weekly classroom data as well as assessment data in order for students to set goals

Dr. Marzano Teaching Partner Teacher Leader District Personnel DATA/TOSA

TIG Proficiency Scales (Monthly)

Classroom assessments, MAPS (NWEA), TCAP/PARCC, ACCESS

Unit planning templates (Monthly)

Implementation year

* Note: These two columns are not required to meet state or federal accountability requirements, though completion is encouraged. “Status of Action Step” may be required for certain grants.

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Major Improvement Strategy #2:

Equity and Engagement: We foster a school culture in which all stakeholders have a shared responsibility to increase student achievement, attendance and create opportunities for

students, parents and community to participate in preparing students with workforce readiness skills.

Root Cause(s) Addressed:

We need to develop differentiated language and instructional support based on the need of English Language Learners. We need to increase culturally responsive professional

development and focusing on Affective, Behavioral, and Cognitive student needs.


Description of Action Steps to Implement the Major

Improvement Strategy

Timeline Key Personnel*

Resources (Amount and Source: federal, state, and/or

local)

Implementation Benchmarks

Status of Action Step* (e.g., completed, in

progress, not begun) 2014-15 2015-16

Hire an Attendance TOSA to monitor attendance, and communicate with parents and deans.

Daily, weekly and monthly monitoring of student’s attendance

Aug.-May Daily, weekly and monthly monitoring of student’s attendance

Attendance TOSA Attendance Clerk Registrar Data TOSA 1 Dean

TIG, General Fund Monitoring daily attendance, and quarterly attendance

Daily phone calls to homes on attendance

Family meetings (Daily)

Truancy workshops (Quarterly)

Implementation

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Utilize discipline data, attendance data, truancy data and credit audits to develop effective responses for planning with students and parents for next steps.

Daily, weekly, and monthly monitoring of students’ progress

Aug.-May Daily, weekly, and monthly monitoring of students’ progress

3 Deans Attendance/TOSA 6 Hall monitors Parents Counselors Administrators

TIG, General Fund Monitoring of attendance data, discipline data, truancy, credit summaries of credits completed (Daily)

In progress

Community Liaison/TOSA to establish systems for bringing parents and community partners together for student achievement and parental involvement:

Community meetings Parent coffees Phone dialers Flyers Mailers Navigators calling home

and visiting homes

Weekly, quarterly and monthly progress monitoring

Aug.-May Weekly, quarterly and monthly progress monitoring

1 Community Liaison/TOSA

TIG, CSU Parenting Matters, Community Partners, Counselors

Monitoring: number of parents

attending events community

partners working with students and parents (Monthly, Quarterly)

Goal to increase parental involvement by a 10% increase from previous year.

In progress

Parent University at ACHS: Computer, English, Spanish, Health and Exercise classes, College readiness, Financial Aid, Discipline and Truancy courses

Quarterly monitoring of parental involvement

Aug.-May Quarterly monitoring of parental involvement

Teaching Staff, Community TOSA/Administration

Community Partners, Teaching staff

Monitor of sign in sheets, for parental and community involvement (Monthly)

Implementation

Refine student’s leadership and increase student engagement in afterschool activities.

Daily, Monthly, Quarterly monitoring of student participation

Aug.-May Daily, Monthly, Quarterly monitoring of student

Club sponsors, coaches, and teachers

General Fund, club accounts

Number of students involved in activities, amount of activities available for students (Quarterly)

Goal to increase

In progress

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participation student involvement by 25% than previous year.

Provide extended day learning opportunities and increase after school activities

Daily, weekly, monthly monitoring of student involvement

Aug.-May Daily, weekly, monthly monitoring of student involvement

Teaching staff, club sponsors, peer tutoring team

TIG, General Fund, Counselors, teaching staff

TCAP/PARCC Attendance sign in, credit summaries of students, and grades Tutoring sign in sheets Peer tutoring sign in sheets (Weekly)

In progress

Provide Summer ELL Academy to increase ELL student involvement in academics and extra-curricular activities.

Summer data of student participation

May-June Summer data of student participation

Teaching staff, Teacher Leader, administration

TIG, General fund, teaching staff,

ACCESS, TCAP/PARCC, credit summaries and grades Credits earned over summer (Yearly)

Implementation/In progress

Establish new clubs for students to participate in, such as Latino Heritage, Black Student Alliance, Bhutanese, and Journey Through our Heritage. Equity and Diversity, and Multi-Cultural Town Hall Meetings

Weekly, Monthly monitoring of involvement.

Aug.-May Weekly, Monthly monitoring of involvement

Teaching staff, Counseling, Administration, and Community partners.

TIG, General Fund, club funds

Student Enrollment Data Sign in sheets and registration forms from clubs (Quarterly)


Equity and Diversity Professional Development Metro State University

Culturally Responsive Education

Affective Instructional strategies

Parental involvement strategies with communication

Implementation Monthly monitoring and staff surveys

Aug.-May Monthly monitoring and staff surveys

Metro State Professors, Administration

General Fund Staff participation, Survey by Metro

State University (quarterly)

Teacher generated strategies for Affective Instructional practices

Grouping

Implementation/Progress

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Communication with community partners

strategies for student discourse

Springtime Middle School feeder school orientations in April to connect parents and students to ACHS

Yearly monitoring

March-April Yearly monitoring

9th grade counselors, Community TOSA Administration

TIG, General Fund Enrollment data (Yearly)

In progress

Springtime Parent Summit to assist parents with transitions for each grade level

Implementation March-April Yearly monitoring

Community TOSA, Counselors, Administration from all levels of education

TIG, General Fund Enrollment data form ACHS and feeder schools (Yearly)

Implementation


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Major Improvement Strategy #3:

Communication and Accountability: We increase achievement and graduation rates while decreasing growth gaps, and drop-out rates by continual monitoring of attendance, and

targeted interventions.

Root Cause(s) Addressed: We need to align post-secondary workforce readiness systems to include all grade levels. Implement a plan to systematically to support all students with our RTI system.


Description of Action Steps to

Implement the Major Improvement Strategy


Resources (Amount and Source: federal,

state, and/or local) Implementation Benchmarks Status of Action Step* (e.g.,

completed, in progress, not begun) 2014-15 2015-16

Early Warning Interventionists: 9th and 10th grade intervention and instruction

Organization skills Understanding GPA Understanding Credit

acquisition Time management Study skills Test taking skills Note taking skills Student accountability for their

learning Character building Building positive relationships

Weekly, quarterly monitoring

Aug.-May Weekly, quarterly monitoring

4 Early Warning Intervention teachers GSI Counselor

TIG, EWI Teaching staff, counseling, 9th 10th and GSI counselor

Meet once a week with counselors to discuss student needs

Monitoring absences, grades, credits, behavior and discipline as well as parent communication.

EWI weekly grade reports

Weekly attendance reports

Quarterly deficiency credit letter to parents

Semester credit recovery progress letters to parents

In progress

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with adults Attendance in correlation to

student achievement Understanding resources

available and how to ask for help

Non-Fiction Reading and Writing

Communicating with parents regarding grades and attendance

Self-advocacy Self- assessment Goal setting College planning Post-secondary planning

Monitor and evaluate 11th and 12th grade credit acquisition in order to provide intervention, communication to parents, and counseling to increase 4 year graduation rates.



Counseling, Community partners, Administration

General fund, counselors, community partners

Grades, Credit Summaries, attendance and discipline

In progress

Parent coffees, Parenting Matters, and Parent University. To give parents the tools needed to see their student to graduation. To monitor grades, attendance, and credits.



CSU, Teaching staff, Counseling Administration EWI team

TIG, General Fund, counselors, and community partnerships

Parent Portal, grades, credit summaries, attendance, discipline and parent attendance. Parent sign in sheets (Quarterly)

In progress

Weekly Newsletter from the Principal, with all the news and recaps of ACHS

Weekly Aug.-May Weekly

Principal Local Daily, weekly, quarterly information from in building and district news

In progress

Provide weekly D and F phone calls home for students with D’s and F’s using auto-dialer


Office Assistants, teachers

Local Weekly D and F data Conference with

teachers to

In progress

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implement interventions to improve grades

Establish student achievement contracts to increase achievement

Semester Contract to improve student achievement

Weekly Quarterly

Aug.-May Weekly Quarterly

Counselors, EWI team

Local Teacher recommendation and weekly D and F data

Student contract for academic improvement

In progress

Accountability walks to increase classroom time for instruction

Daily, weekly

Aug.-May Daily, weekly

Deans, Hall monitors, Administrators, Teachers

Local Tardy data (Daily, Weekly) To decrease

tardiness by 10% quarterly

In progress

Teacher/Parent contact with positive post cards “We ARE Central” to communicate positive behavior, grades and attendance.


Teachers, Clerks

Local Infinite Campus documentation by staff (Quarterly)

In progress

Informational Assembly for Refugee Families

Semester Aug.-Dec Jan.-May Semester

Counselors, Deans Community TOSA Community Partners

Local Attendance, grades, credit summaries, sign in sheets from parent events (Semester)

In progress

Assessment presentations Yearly November & January Yearly

Data/TOSA Teacher Leader

Local Assessment data (Semester)

In progress

TOP 50 and TOP 100 Luncheon to celebrate student achievement

Quarterly Aug.-May Quarterly

Counselors Community TOSA

Local Grades, attendance, credit summary (Quarterly)

In progress

All phone dialer information sent in English, Spanish, Nepal , and Burmese

Weekly Aug.-May Translators, TIG, Local Building information, District information of important

Implementation/ In progress

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Quarterly Weekly Quarterly

Office staff, Community TOSA

dates, times and information (By event)

AGATE/AP/CONCURRENT ENROLLMENT information nights for parents

Weekly Quarterly Yearly

Aug.-May Weekly Quarterly Yearly

Counselors, Administration, Community TOSA

TIG, Local Grade and credit summaries, sign in sheets of parents (Quarterly)


MTSS Plan Restorative Justice initiative RTI Creation/Implementation of an

I-CARE Team Student Engagement

Committee: Behavior, Truancy, Over age under credit, credit recovery, home visits, parent workshops/professional development

Daily Weekly Quarterly

Aug.-May Daily Weekly Quarterly

Counselors Administrators Community Partners TIG TOSA’s

TIG, Community members, administrators, Counselors, instructional staff,

Student discipline data (Weekly)

Daily average attendance

Credit acquisition Credit deficiency Reviewing

transcripts for on time graduation

ENRICH Data Weekly student re-

enrollment meetings with Principal and Assistant Principal



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Major Improvement Strategy #4: Campus and Community: We increase, parental and community involvement that creates an environment that is inviting and consistently streamlines home and school communications. Root Cause(s) Addressed: We need to develop differentiated language and instructional support based on the need of English Language Learners. We need to increase culturally

responsive professional development and focusing on the Affective, Behavioral and Cognitive student needs.


Description of Action Steps to Implement the Major Improvement

Strategy


Resources (Amount and Source: federal, state,

and/or local) Implementation Benchmarks Status of Action Step* (e.g.,

completed, in progress, not begun) 2014-15 2015-16

Work collaboratively with community partnerships through breakfasts, meetings, and sponsored events for

Weekly, Monthly and end of

Aug.-May Weekly, Monthly

1 Community TOSA CSU-

TIG, General fund Sign in Sheets, agendas, and student progress (Monthly)

In progress

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students and parents. year survey for community partners

and end of year survey for community partners

Parenting Matters Community partners

Parenting Matters/Parent Group Weekly and Monthly parent meetings Planning sessions

Weekly and Monthly parent meetings Planning sessions

CSU Professors 1 Community TOSA Community Partners

TIG, Local Sign in sheets, agendas, data of parent participation (Monthly)

In progress

Provide Parent Coffee to increase parent involvement. Coffees are informative sessions for parents to receive information and to ask questions of counselors, admin or CSU regarding their student.

Daily, weekly, monthly

Aug.-May Daily, weekly, monthly

1Community TOSA CSU Professors Community partners, counselors, administration

TIG, Local Sign in sheets, agendas, data of parent participation (Quarterly) CSU focus group data (Yearly)

In progress

Conduct home visits to closely connect with families and students. With discussions and interventions for attendance, credits, and discipline

Weekly, quarterly

Aug.-May Weekly, quarterly

Counselors Attendance TOSA Deans Administration

TIG, Local Attendance data, credit summaries, discipline data (Monthly, and Quarterly)

In progress

Bussing for students and families for extended services and events. Tutoring, athletics, and graduation


District transportation

local Attendance data for events, RSVP lists for events Sign in sheets

In progress

Website for ACHS with communication and information in English, Spanish, and Nepal. All flyers or communication for parents is in English, Spanish, and Nepal. The three largest linguistic

Weekly Quarterly

Aug.-May Weekly Quarterly

Translators, Navigators, in building staff

TIG, local Community information, school information, and district information

Flyers

In progress

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groups Auto dialer

Career Day Spring 2014

March-April Spring 2015

Community TOSA Counselors Local businesses Community Partners

TIG, Local Student requests and Counseling data (Yearly)

In progress

Freshman student orientation to assist students with transition to ACHS

August 2014

August 2015

Counselors Community partners

local Freshman enrollment data (Yearly)

In progress

Freshman Parent Orientation to assist parents with transition to ACHS. Allowing parents to meet administration, counselors, and EWI team who work specifically with 9th grade.

August 2014

August 2015

Community TOSA Counselors Community partners

TIG, Local Freshman enrollment data Parent sign in sheets (Yearly)

In progress

Parent training for Infinite Campus to allow parents to check grades, attendance and credits

Monthly Aug.-May Monthly

Community TOSA Staff members

TIG, Local Parent sign in sheets and request information (Quarterly)

In progress

Community classroom observations Quarterly Aug.-May Quarterly

Community TOSA Community partners Administration

TIG, Local Community request forms and sign in sheets (Quarterly)

In progress

All phone dialer information sent in English, Spanish, Nepal , and Burmese

Weekly, monthly, quarterly

Aug.-May Weekly, monthly, quarterly

Translators, Navigators Office staff

TIG, Local Building information, District information of important dates, times and information

In progress

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* Note: These two columns are not required to meet state or federal accountability requirements, though completion is encouraged. “Status of Action Step” may be required for certain grants. Section V: Appendices Required For Schools with a Tiered Intervention Grant (TIG) that Selected a Transformation Model: Schools that participate in the Tiered Intervention Grant and selected the Transformation Model must use this form to document grant requirements. As a part of the improvement planning process, schools are strongly encouraged to weave appropriate requirements into earlier sections of the UIP. This form provides a way to ensure all components of the program are met through descriptions of the requirements or a cross-walk of the grant program elements in the UIP.

Description of TIG (Transformation Model) Requirements Recommended Location in UIP

Description of Requirement or Crosswalk of Description in UIP Data Narrative or Action Plan (include page numbers)

Describe how the LEA has granted the school sufficient operational flexibility in the following areas: Staffing, Calendars/Time, and budgeting.

Required TIG Addendum

The new administration has been hired in 2013 and given the authority to determine if any changes are necessary in the administrative team. As the RMC external evaluation is complete, a detailed plan for overall staffing was developed. The TIG has allowed for site-based restructuring of the school day to maximize time for student learning and professional learning. APS already provide for site based decision making related to the master schedule and assignment of teachers. School sites are given the flexibility with assigned dollars to define essential programs and services when allocating resources

A new grant project manager was hired to oversee the grant for alignment of work to strategic plan, budget, and any changes to the TIG plan. All changes must be approved through the process of the TIG team and project manager.

LEA has granted flexibility with staffing in that ACHS is responsible for recruiting, interviewing, and

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hiring of all staff whose salaries are paid from the TIG

ACHS calendar is the APS school calendar, however; ACHS has the right to schedule all professional development according to time available for ACHS.

Lea must approve all spending from the TIG budget. The grants office oversees the grant and communicates all fiscal pieces when reporting on CDE Tracker.

Describe how the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or an EMO).

Section IV: Action Plan or Required TIG Addendum

The school principal is supported and supervised by the Director of Student Achievement for Community A from the Division of Instruction. They work collaboratively to ensure the proposed interventions are implemented in a timely manner. The Director is in direct communication with other leaders in the division and ensures coherence in supports offered. The Division of Accountability and Research support the school and district assessments, as well as monitoring data and providing feedback. The Division of Finance provides ongoing financial management support and will assist with directing the appropriate implementation of TIG funding dollars.

The TIG Team which consists of the TIG project manager, Director, Principal, Assistant Principals and Grants Office meet monthly to review strategic plan, data and the needs of ACHS.

Describe the process for replacing the principal who led the school prior to commencement of the transformation model (e.g., use of competencies to hire new principal).

Section IV: Action Plan

The Superintendent’s Leadership Team notified the previous principal in November 2012 that she was being replaced due to past and ongoing concerns. A comprehensive selection process was led by the Chief Personnel Officer and involved representatives for the school’s stakeholder groups, including “must-have” criteria at each level of the interview process. These were focused on the specific needs and prior experiences identified as crucial for providing leadership of the necessary change of the school. A new principal with a record of previous school improvement was identified; he began on May 15th 2013. The new principal was given the authority to have all previous assistant principals re-interview for their positions. Three of the four previous administrators were replaced.

Use rigorous, transparent, and equitable evaluation systems for teachers and principals that: (1) take into account data on student growth as a significant factor as well as other factors (e.g., multiple observation-based assessments) and (2) are designed and developed with teacher and principal involvement.


The Aurora Public Schools Licensed Educator Evaluation System is aligned with state statutes and state licensure requirements to evaluate licensed administrative and non-administrative staff. Committees of teachers and administrators were developed to align the evaluation system with SB 191 provisions. Beginning in the 2013-14 school year, teachers will be evaluated based on quality standards. Beginning in the 2014-15 school year, multiple measures of student growth will account for 50% of licensed educator evaluating rating. Administrative evaluations are conducted at 6-month intervals and include a review of student achievement data, teacher performance reviews and achievement of goals as outlined in the UIP.

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Describe the process for Identifying and rewarding school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates. Include how staff, who have not improved their professional practice, after ample opportunities have been provided, are identified and removed.


The district’s new Licensed Educator Evaluation System, aligned to SB 191 that is being implemented in the 2013-14 school year will guide decisions for hiring, compensation, promotion and assignment while allow for ineffective staff to be dismissed. However, the Superintendent’s Leadership Team is currently examining the overall infrastructure of the district to ensure support of turnaround efforts.

Description of TIG (Transformation Model) Requirements

Recommended Location in UIP

Description of Requirement or Crosswalk of Description in UIP Data Narrative or Action Plan (include page numbers)

Provide staff ongoing, high-quality job-embedded professional development that is aligned with the school’s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies.


Instructional staff participates in professional learning that is provided in building with Dr. Robert Marzano. The instruction is focused, rigorous and is based on data and professional development that began in 2013. The Instruction is to deepen the learning and understanding that focuses on literacy across content areas building wide. The learning is by whole building and is a shared responsibility. Additional feedback is provided to instructional staff through classroom observations, in building PLC and District Level PLC. Instructional staff have opportunities to work with Dr. Marzano and his team in small mini-sessions to plan and learn during common planning time.

Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in the turnaround school.


Opportunities exist for instructional staff to serve as teacher leader’s assigned half-time to the classroom and half-time as a coach of instructional practices.

Extended hours for professional development and pay for staff

Extended hours for pay for staff

No incentives are connected to the success of assessments or school band movement

Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with State academic standards;

Section III: Data Narrative and Section IV: Action Plan

The school continues to use and follow the Aurora Public Schools planning and pacing guides aligned to state standards and board approved research-based curriculum materials. Strategies will be employed to provide access to rigorous content for all students. Assessments for analysis for increasing student achievement will be aligned to pacing guides and state standards. Processes for transition to the Common Core State standards are included in goal setting and planning for implementation into each subject

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area. MAPS is our benchmark scores to drive instruction that will then be measured on TCAP 2014. The end of the year summative assessment which will be PARCC for 2015

Describe the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students.

Section IV: Interim Measures on Target Setting Form and Action Plan

Teachers, coaches and administration examine data through the implementation of collaborative protocols for purposeful data-driven instructional next steps. A coherent system of formative and summative assessments, generated from subject area teachers and the district, will be implemented to provide information for both students and teachers on the acquisition of skills and knowledge. Interim measures on MAPS testing for grades 9th, 10th and 11th grades have been updated to ensure implementation is consistent with program requirements. MAPS testing will take place according to the district permissions and schedule.

Current action items for UIP, Strategic Plan, PD cycle, MAPS etc.,

Weekly D’s and F’s report

Establish schedules and implement strategies that provide increased learning time.


The school has established extended learning opportunities.

ELO afterschool for tutoring and credit recovery

ELL Summer Academy

Provide ongoing mechanisms for family and community engagement.


The school has established ways to improve communication and participation in support of the transformation efforts. Structures are in place to encourage family participation in understanding credits, attendance, classroom instruction, and next steps for higher education. Community partnerships have been aligned with the needs of Aurora Central High School

Community breakfasts with partners to report monthly and learn of the needs of students and families.

Parent coffees: Parents learn information of events and instruction at ACHS

Parents are given opportunities at coffees to speak and ask questions of the administrative team.

Counselors are present at Parent and Community events to answer questions in regards to credit acquisition, transitions to higher education, financial aid, and grades.

Home visits and phone calls are made to make the school to home connection about attendance, grades, and workshops

Parent University to give access to parents to community partners and courses to help

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parents connect with ACHS.

ELL programs for parents who are second language learners. Classes such as English, citizenship and technology.

All communication from ACHS is distributed in several languages to our families and community.

Needs assessment by CSU Parenting Matters of parents. This assists with adjusting instruction and communication at Parent Coffees and Parent University.

school code: 1458 school name: aurora central high

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