2013 - sept25 - presentation...

DRAFT 1

DRAFT

Agenda

• Tutoring Program Review

• ECE Expansion Update

• October Board Report

• Next steps

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DRAFT

Agenda

Tutoring Program Review• Overview of Mill Levy math tutoring

investment program

• Denver Math Fellows overview & implementation

• Flexible schools overview & implementation

• Progress monitoring during 2013-14

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DRAFT 5

Denver Math Fellows Program

DRAFT

What is the Denver Math Fellows program?

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DRAFT

Why expand the Denver Math Fellows program?Pilot program demonstrated strong impact in FNE

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51 50 53.554 53

69

50 49

64

0

10

20

30

40

50

60

70

80

District 9th Grade(2013 N= 4352)

Non‐Tutored 9thGrade (2013 N=

3970)

Tutored 9th Grade(2013 N= 382)

9th Grade

2011

2012

2013

50 50 4752 51

79

53 52

76

0

10

20

30

40

50

60

70

80



5786)


4th Grade

2011

2012

2013 58 58

39

59 59 6161 61

44

0

10

20

30

40

50

60

70



5282)


6th Grade

2011

2012

2013

2013 schools include: Ford Elementary, Green Valley Ranch Elementary, McGlone Elementary, DCIS Montbello MS and HS, Collegiate Prep Academy HS, High Tech Early College, Noel Community Arts High School

We launched the tutorial pilot in 2011-12, and students were first tested on TCAP in spring 2012.

DRAFT

Denver Math Fellows core components

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• 45 minutes of daily small group tutoring in 4th, 6th and 8th grades.

• Pullout intervention that does not supplant daily mathematics instruction.

• Program utilizes “Do the Math” at 4th grade, and “Do the Math Now” and “Navigator” at 6th and 8th grades.

• Lesson sequence is standards‐based with a clear objective, “do now,” “exit ticket” and adaptive instruction based on student mastery of objectives.

• Students are assessed five times per year via the Scholastic Math Inventory (SMI).

DRAFT

Checkpoints on the way to successful implementation

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• Roll-out program to school leaders

• Hire 313 math tutors and 22 coordinators

• Set-up tutorial environments in all schools

• Seamless launch with start of school

• Administer first SMI assessment by 9/13

• Ensure early fidelity in implementation

Jan2013

Feb-Jun2013

Jun-Aug2013

Aug2013

Sept2013

Sept-Oct2013

DRAFT 10

Flexible Tutorial Fund Schools

DRAFT

Expectations for schools with flexibility in spending tutorial funding

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• 45 minutes of daily math support during the school day, for 4th, 6th and 8th graders who scored below proficient on prior year’s TCAP math.

• No more than 5:1 student‐to‐staff ratio.

• Intervention is a pullout that is in addition to 75 minutes of daily core mathematics instruction.

• Students should not be pulled out of any core instruction.

• Lessons are standards‐based with clear objectives based on individual students’ needs.

• Students are regularly assessed in relation to both foundational math skills and grade level content.

DRAFT

Checkpoints on the way to successful implementation

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• Roll-out program to 66 school leaders

• Schools develop intervention plans and identify staffing needs for 13-14

• Purchase intervention materials and interim assessment programs

• Utilize TCAP data to identify students in need

• Administer first SMI (or other interim) assessment

• Ensure early fidelity in implementation

Jan2013

Feb-Jun2013

Jun-Aug2013

Aug2013

Sept2013

Sept-Oct2013

DRAFT 13

Progress Monitoring for 13-14

DRAFT

Impact goals for 2013-14 school year

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1. TCAP Math proficiency will increase by 3.5% for tutored students.

2. Percentage of tutored students scoring a 50 MGP or greater will increase by 3.5‐5%.

3. Academic achievement gaps will decrease by 3.5‐5% for tutored students.

4. 100% of schools aligned with program parameters to ensure fidelity of implementation

Denver Math Fellow Specific1. 100% staffed and initially trained to start the year. Achieved.

2. Retain 90% of fellows throughout the entire year and develop a waitlist to backfill openings as needed.

DRAFT

How will we monitor progress during the course of the year?

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1. Steady decreases in students testing “Below Basic” and “Basic” on each progressive SMI assessment.

2. From SMI 1 to SMI 5, see gains in numbers of students testing at or above proficient.

3. Math Fellow Development: weekly observations and coaching; monthly campus based training; weekly feedback survey by fellow and school.

DRAFT

Next Steps

• Share SMI data after the completion of SMI 1 & 2.

• Tour of elementary and middle school Denver Math Fellows program.

• Presentations from schools receiving math intervention flexible funds to discuss their intervention approaches.

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DRAFT

Agenda

ECE Expansion Update

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DRAFT

2012 Regional Unmet ECE Needs Analysis

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Northwest Denver

Program Demand Supply Gap

Half‐day 235 894 ‐659

Full‐day 1,068 777 318

FDE 1,186 1,224 ‐38

Southwest Denver


Half‐day 210 474 ‐264

Full‐day 1,022 704 318

FDE 1,127 941 186

Southeast Denver


Half‐day 312 311 1

Full‐day 703 414 289

FDE 859 570 290

Near Northeast Denver


Half‐day 424 630 ‐206

Full‐day 1,512 1,266 246

FDE 1,725 1,581 144Far Northeast Denver


Half‐day 164 470 ‐306

Full‐day 868 367 501

FDE 949 602 347

DRAFT

After accounting for additional DPS ECE capacity for 2013‐14, sub‐regions SE‐C and FNE‐B still have the highest need for ECE seats.

Sub‐regions FNE‐C, SE‐A, and NW‐D have a remaining need (note: LeDoux and Escalante‐Biggs will provide support to NW‐D and FNE‐C respectively)

Impact of DPS Expansion on Regional Demand Needs

19DPS expansion site

229 FDE

200 FDE 115 FDE

106 FDE

105 FDE

68 FDE

98 FDE

DRAFT

Summary Community Process

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Application Review

March

Based on ECE Expansion Committee recommendations

Align with CPP contract for ease of use by Providers

Application Design

Jan - Feb

3 member review panel per application

Utilize the rubric designed by ECE Expansion committee

On-site reviews for new applicants

Approval

May

Up to set number of seats for a provider

Seats approved for specific locations within a provider

Cap the total allocated seats to align with MLO funding

Contract

June

Align with CPP & DPP rules for consistency

Compensation decisions determined to align with CPP

Last fall, 3 meetings were held with ECE Community leaders to discuss the summary process for expansion, both at DPS locations as well as Community Providers. This is the output from that group.

DRAFT

Community Process Highlights

• Forty‐seven community providers applied • Requested 1,400 slots• Used Committee‐developed rubric with three readers to score

each application• Awarded 500 slots, or $1.5 million of mill levy funding, to

community based on scores and high need priority areas• DPS now contracts with 35 providers with CPP, Mill Levy and

ECARE funds for a total of $4.7M

DRAFT

Analytical Snapshot of Community Allocations

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• To assess overall need, we primarily looked at remaining unmet need in a sub‐region.• We used the first round wait list data and ECE to Kinder ratios as a secondary measure of demand. • Using these three data points, we were able to determine the weighted points (60% weight on remaining unmet demand, 20% on

wait lists, and 20% on ECE to Kinder ratios). • If a sub‐region did not have a remaining unmet demand, the region was considered as limited needs since demand for DPS

seats would not necessarily align with community provider demand.

Sub-Region

Remaining Gap

Remaining Gap

CategoryWait List

RankNumber on Wait List

Wait List Category

4YO: Kinder Rank

# of Seats to Equity

4 YO: Kinder

CategoryWeighted

Points

Average Seats

NeededWeighted Need

CategoryFNE-B 200 4 3 128 4 2 85 4 4.0 138 HighSE-C 229 4 11 15 2 6 49 3 3.4 97 Moderately HighNNE-E 98 2 2 135 4 3 81 4 2.8 105 ModerateSE-A 106 3 13 11 2 4 54 3 2.8 57 ModerateFNE-C 115 3 23 0 0 1 45 4 2.6 53 ModerateNW-D 105 3 10 23 2 7 52 2 2.6 60 ModerateNNE-F 9 1 7 30 3 5 56 3 1.8 32 LowNNE-D 8 1 1 431 4 9 30 2 1.8 156 LowNNE-C 22 1 9 12 3 10 6 1 1.4 13 LowNNE-B 14 1 12 46 2 11 3 1 1.2 21 LowSW-D 68 2 18 2 1 12 -7 0 1.4 21 LowNW-G 18 1 14 4 2 21 -11 0 1.0 4 LowNW-E -1 0 4 39 4 8 24 2 1.2 21 LimitedFNE-A -114 0 5 266 4 16 -66 0 0.8 29 LimitedSE-B -58 0 6 60 3 20 -80 0 0.6 -26 LimitedNW-B -99 0 8 55 3 22 -59 0 0.6 -34 LimitedSW-B 8 1 15 28 1 19 -56 0 0.8 -7 LimitedSW-C 22 1 16 5 1 17 -24 0 0.8 1 LimitedNNE-A -92 0 17 46 1 13 -45 0 0.2 -30 LimitedNW-C -1 0 19 4 0 14 -24 0 0.0 -7 LimitedNW-F -46 0 20 5 0 18 -21 0 0.0 -21 LimitedNW-A -45 0 21 0 0 23 -50 0 0.0 -32 LimitedSW-A -29 0 22 8 0 15 -42 0 0.0 -21 Limited

DRAFT

Awarded ECE Scholarships96% of seats to high/excellent providers

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Center Name Sub-Region Regional Need

Proposed Allocations

FDERating Rating Band

7 Little People Learning Center FNE-B High 10 38.3 High17 Child Care Partners University NNE-E Moderate 20 33 High1 Clayton Early Learning FNE-C Moderate 35 41 Excellent

11 Crayon Academy Learning Center NW-D Moderate 10 36 High30 Early Success Academy FNE-C Moderate 10 25 Medium1 MHM Lowry Montessori Early Learning Center NNE-E Moderate 20 41 Excellent

10 The Little Rascals Day Care FNE-C Moderate 1 37 High7 Baby Haven SW-D Low 4 38 High17 Sewall at Bird NNE-D Low 7 33 High17 Sewall Child Development Center NNE-C Low 7 33 High4 Warren Village NNE-C Low 9 40 Excellent7 Auraria Early Learning Center NW-A Limited 10 38 High4 Catholic Charities Garfield SW-A Limited 10 40 Excellent4 Catholic Charities Kentucky SW-A Limited 10 40 Excellent6 Early Excellence Program of Denver NNE-A Limited 10 39 High

12 Family Star Montessori School NW-B Limited 5 35.6 High12 Hope Center NNE-A Limited 5 35.6 High1 Little Friends Learning Center NW-F Limited 10 41 Excellent1 MHM Rude Park Montessori Early Learning Center NW-C Limited 5 41 Excellent1 MHM Sun Valley Montessori Early Learning Center NW-C Limited 5 41 Excellent1 MHM Westwood Montessori Early Learning Center SW-A Limited 10 41 Excellent

12 Monarch Montessori FNE-A Limited 15 35 High37 Pioneer Charter School NNE-A Limited 1 20 Medium17 Sewall at CEE SE-B Limited 7 33 High17 Sewall at Doull SW-B Limited 7 33 High17 Sewall at Smedley NW-F Limited 7 33 High

DRAFT

Future Considerations

• Monitor enrollment levels at both DPS and community sites to ensure mill levy awards are being fully utilized

• Reassess highest needs sub‐regions for further expansion through both DPS facilities as well as engaging with community providers to encourage their expansion into these regions, potentially including funding support

• Implement ECE program accountability to tie quality ratings to student outcomes in kindergarten and beyond

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2013 - sept25 - presentation...

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