division of equity in learning academic planfile... · 1st semester 219 total responses 122...

Every Student Shapes a Successful Future

Division of Equity in Learning Academic PlanPresented by

Andre Wright, Chief Academic OfficerDr. Starla Pearson, Executive Director Curriculum and Instruction

Dr. Tameka Brigham, Executive Director Student SuccessKathleen Shiverdecker, Organizational Performance Consultant, Alma Advisory Group

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Every Student Shapes a Successful Future 2

Why is this topic on the Agenda?This presentation serves as the update to the board on the APS academic plan for 2019-2020, along with division priorities and actions.

What are we asking the Board to do with this information?This is information shared with the board, with no action required.

How is this linked to the Strategic Plan, Vision, Mission, goals and core beliefs?Priorities and action support APS 2020: Every Student Shapes a Successful future as well as the district Unified Improvement Plan.


Division of Equity in Learning

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Division of Equity in Learning: Academic Plan

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2019-2020 Priorities1. Increase student achievement.2. Enhance access to mental health services.3. Attract, retain, and develop effective leaders, educators,

and staff.4. Establish a coherent philosophy and action plan to build

school, family, and community engagement.


Academic Goals

1. By July 2020, increase the percentage of students who meet or exceed grade-level expectations by 5% as measured by math and ELA CMAS.

2. By July 2020, decrease the percentage of students who do not meet grade-level expectations by 5% as measured by math and ELA CMAS.

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Curriculum and Instruction

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Curriculum and Instruction

Initiatives and actions that support academic plan:

• Data Driven Instruction days– Sept. 27, Dec. 6, Feb. 28

• Professional Learning– Courses directly related to priorities– Modules to support blended learning

• 7 complete 15 in development

• Year Two and Year Three Implementation Support

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Curricular Adoption and Implementation 2017-2018

Elementary math: Bridges

Middle school math (6th grade): Pearson System of Courses

High school math (9th): CPM

2018-2019

Middle school math (7th/8th grades): Pearson System of Courses

High school math (10th): CPM

Elementary literacy: Wonders -or- Teachers College/Fountas and Pinnell

Middle school literacy: American Reading Co -or- Teachers College

World Language

2019-2020

ELAchieve--K-5 ELD block

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Implementation Evaluation

Data points used to monitor implementation● Professional development opportunities and participation rates● Teacher and school leaders survey data● Middle school student focus group● Classroom observation data● Student assessment data (baseline)

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Professional Learning Overview 2018-2019Year 1 Implementation

▪ P-8 Literacy– Approx. 900 literacy teachers,

leaders, and support team members– Approx. 650 have participated in

some form of Professional learning for the 2018-2019 school year

▪ K-12 World Language – 3-Day Institute– 17 out of 30 World Language

teachers

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Year 2 Implementation

▪ K-12 Math– Approx. 572 Math teachers, leaders

and support team members– 446 have participated in some form

of Professional learning for the 2018-2019 school year


Professional Learning Opportunities: P-8 Literacy

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Semester 1:From 215 Respondents

Teacher Participation ▪ 79.5% - Summer PD/Inservice ▪ 78.7% - PLC collaborative planning ▪ 52.5% - Instructional coaching▪ 48.4% - Site based resource professional

learning ▪ 15.6% - ARC Coaching Consultant*

Semester 2From 151 Respondents

Teacher Participation▪ 77.5% - PLC collaborative planning ▪ 76.1% - Instructional coaching▪ 54.9%- Site based resource professional

learning ▪ 42.3% District Professional Learning


Professional Learning Opportunities: District one-time funds

Total amount funded: $159,303▪ Amount funded for site based: $79,303

– 10 elementary– 3 middle– 4 P-8– 2 high

▪ Funds requested to support – Instructional planning with resource– Collaborative planning with colleagues

▪ Amount funded for district courses : $80,000– Content based on survey data indicating professional learning needs (e.g.

instructional planning with resource; summer instructional institute)

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Professional Learning Opportunities: Site-Based Funds -Impact

85 Responses from Site Based Survey

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90.5% Strongly agree or agree 91.7% Strongly agree or agree


Professional Learning Opportunities: Site-Based Funds -Impact

85 Responses from Site Based Survey“I’m very thankful for the opportunity to learn with my colleagues. I know it will impact my students in positive ways.”

“This time was so very valuable. As a team we worked very hard on unpacking the standards. For both me and my partner we strengthened our knowledge and understandings. I am without a doubt that the time we had improved our instruction and student learning. I would beg for this time and opportunity again.”

“The administration team implemented curriculum and resources that supported my teacher effectiveness. My data shows two grade levels growth with my class which is amazing!”

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Professional Learning Opportunities: District Based Funds

Collaboration between coordinators, coaches, and teaching partners to support district based professional learning courses

– 7 Courses created and facilitated throughout the semester to support foundational skills, differentiation and planning

• 114 participants

• These courses have also been developed into modules that can be shared at site based and team based level in future sessions

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Professional Learning Opportunities: District Based Funds Impact

Foundational Skills Wonders K-2

This session's activities (presentations, scenarios, group exercises, etc.) increased my capacity to improve my practice.

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Intentional Planning for Differentiation and Pacing Through Bridges Problems & Investigations


Differentiation that Accelerates Learning Through Bridges Work Places


How to Plan a Block of PSoC Student Learning


CPM Day 8 Training



Literacy Professional Learning: Instructional Leader Communities of Practice

Fall Focus Areas:▪ Grade level, complex text▪ Rigor of the standards▪ Academic language and vocabulary▪ Foundational skills ▪ Instructional practices▪ Assessment

Spring Focus Areas:▪ Small group instruction▪ Critical thinking▪ Planning▪ Close reading▪ Conferring▪ Foundational skills▪ Grade level, complex text▪ Academic language and vocabulary

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Elementary & Secondary Literacy Professional Learning: Evaluation of Communities of Practice

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Today’s professional learning enhanced my learning.– 100% agree or strongly agree

Today’s professional learning enhanced my ability to support teachers in my school.– 98% agree or strongly agree

Today’s professional learning will impact student learning in my school. – 99% agree or strongly agree

n=124


Literacy Professional Learning: Evaluation of Communities of Practice

“This was VERY supportive for my building. Thank you for allowing teachers to attend and be

reassured that what they are doing is working. I heard so much positive reflection-it was really

energizing for me!”

“How powerful collaborative conversations can be in reinforcing the reading and writing

standards.”

“Using data and the FPC resources along with the Units to know our readers and to understand

the stage of the reader in order to plan for effective and responsive small groups.”

“I appreciate the time in classrooms and the time to brainstorm with the teaching partners,

they are such a wealth of knowledge and great ideas!”

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World Language Professional Development

1st Semester▪ District Inservice Day

– 33 out of 35 teachers were trained on new resources

– 90% of teachers agree or strongly agree that this advanced my ability to impact student learning

“Tremendous information on how to use technology in the classroom”

“Loved the strategies for engaging instruction

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2nd Semester▪ ½ Professional Learning Days

– 18 out of 35 teachers collaborated on instructional resources and practices

– 99% of teachers agree or strongly agree that this advanced my ability to impact student learning

“These sessions have really helped me hone in skills around planning and assessing using the new resource”


World Language Advisory Group

Formed in August 2018

– Consists of 8 teachers

• Most levels, all languages taught in APS

– Meets six times throughout the year

– Focus is on engaging professional development, assessment creation, and calibration

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Current State

– Consists of 8 teachers and an admin member of a local charter

• Spanish, Chinese and French represented

– Creating a Common Formative Assessment (CFA) around reading comprehension for DDI analysis in 2019-2020

– Engaged in planning for PL for school year


Perception Survey--Literacy, World Language, Math

1st Semester

219 total Responses

● 122 teachers● 63 instructional leaders (includes

coaches, school leaders, and teaching partners)

● Strong alignment on majority of questions between teacher and instructional leader responses

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2nd Semester

151 total Responses

● 71 teachers● 36 instructional leaders (includes

coaches, school leaders, and teaching partners)

● Strong alignment on majority of questions between teacher and instructional leader responses


Perception Responses - Teachers

% of teachers that indicate statements to be moderately or exactly true

● 94% - Aligned to Colorado Academic Standards ● 82% - Able to impact student learning from professional learning● 68% - Effectively differentiate ● 76% - Engage students in grade-level learning ● 82% - Students demonstrate interest in text and topics ● 68% - Meaningful student data to inform planning ● 56% - Linguistic supports for ELLs● 67% - Culturally relevant

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Note: Scale: Not at All True to Exactly True


LiteracyPerception Responses - Teachers Positive Trends

1st Semester● Engaging texts ● Flexibility in curricular resources for

professional creativity● Whole group instructional supports ● Having materials● Connections between small group and

whole group instruction topics ● Supports collaborative planning with

team ● Resources for all ranges of learners and

for whole group/small group instruction

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2nd Semester● Tools and resources within the resource● Well planned instructional materials ● Multiple entry points for learners ● Adaptability of units to adjust as needed ● School-specific supports (time, PL, TP

support, co-planning/PLCs) ● Engaging content for students, variety in

texts ● Initial trainings


LiteracyPerception Responses - Teachers Challenge Trends

1st Semester● Overwhelming; too much material to cover

and resources to navigate ● Rolling out a new curriculum for literacy the

year after a new math curriculum* ● Time to unpack resource - not enough time

with resource prior to implementation ● Need professional development on

differentiation and scaffolding ● More training on effective implementation,

pacing, and tools● More CLDE and SPED supports needed

*relates to returning elementary teachers only

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2nd Semester● More professional development needed and

opportunity to unpack resource ● Density of resources ● Opportunities for cross-curricular alignment ● Students needing support that are well below grade

level or second language learners● Online access to materials ● Pacing of resources versus time to teach


World Language Teacher and Leader - Positive Trends

1st Semester

• “Having an online component to engage students in independent listening, reading practice.”

• “We have a lot of support. A good team of teachers as a support, and constant training.”

• “Teachers are using the books for theme ideas, readings, and cultural ideas.”

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2nd Semester

• “The curriculum has a lot of good practice exercises, and a great online component for listening, vocabulary, and grammar practice.”

• “Trying the new activities online.”• “Teachers have common curriculum,

resources.”


World Language Teacher and Leader - Challenge Trends

1st Semester

• “More texts and comprehensible input based resources would better benefit students.”

• “Knowing how to tie all of it together. There is so much.”

• “There are gaps in engaging level appropriate readings to contextualize cold vocabulary. The resources overemphasizes grammar.

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2nd Semester

• “There are gaps in engaging interpretive texts and resources to immerse learners, and there are too many grammar and structure activities that do not align well with standards.”

• “I did not have access to computers/Chromebooks so it was hard to do the online portion”

• “There is so much to go through for each level.”


Math Positive Trends

Elementary

• 98% say Bridges aligned to standards

• 80% or more of teachers feel that Bridges:– Provides engaging, grade level

experiences for students– Provides learning experiences

that students are interested in– Provides meaningful

assessment data for teachers

Secondary

• MS 92.9% said aligned to standards• MS 82.2% said Apple iPad Training

was impactful on student learning • HS 100% said aligned to standards• HS 100% said the CPM professional

learning was impactful on student learning

• Classroom observations showed that PSoC interactives and use of iPads engage students in the learning

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Math Challenge Trends

Elementary

• More support in using Bridges to

differentiate for a range of student needs and for language learners

• Continued professional learning in developing high level discourse and in increasing their own math content knowledge

Secondary• More support and professional

learning on differentiating for diverse learners (ELL, SWD and students below grade level)

• More support with high level discourse in mathematics

• More professional learning on facilitating whole class math lessons

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Perception Responses - Leaders

% of leaders that indicate statements to be exactly true or moderately true

● 100% - Aligned to Colorado Academic Standards ● 87% - Able to impact student learning from professional learning● 53% - Teachers able to effectively differentiate instruction using the lesson planning

tools provided by resource● 82% - Teachers able to effectively engage all students in grade-level learning using

student resources● 94% - Students demonstrate interest in the text and topics provided by the resource● 70% - Teachers use the tools provided by the resource to collect meaningful student

data that informs planning● 52% - Teachers able to provide linguistic supports for English language learners using

the resources● 76% - Literacy teachers able to provide culturally relevant instruction using the

resources30

Note: Scale: Not at All True to Exactly True n= 63


Middle School Student Focus Groups

First Semester▪ Strengths

– Students love the books that they are reading, the topics they are reading about, and the genre studies.

– Student named that choice in the books they read is key for their engagement in reading.

– Students feel supported as readers through the discourse opportunities that book clubs provide.

– Students who are closer to proficiency in reading are able to talk about their reading lives and their individual reading goals.

– Students feel that they are becoming better writers in terms of the structure of their writing.

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Middle School Student Focus Groups

1st Semester▪ Needs

– Students who are further from proficiency in reading

• have a harder time talking about themselves as readers

• have difficulty naming specific goals for their learning

• have difficulty naming what is supportive of them as readers

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Middle School Student Feedback

2nd Semester Strengths:▪ Students indicated that they have read more this year than in previous years

– “Being in book groups is helping me become a better reader because we get to discuss what we're reading and hear other people's opinions.”

▪ Students named specific ways they are growing as readers/writers– “Before this year, I didn't know the different types of writing you could include in your

arguments.”– “I'm learning more vocabulary, which is helping me to read more.”

▪ Students were engaged with the new resources– “The books are good for finding information I need. I can find the information and use it

in my writing easily.”– "It's helping broaden perspectives by learning about different cultures."

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Middle School Student Feedback

2nd Semester Needs:

– Many students were able to name how they were growing as either a reader or a writer, but not necessarily both

• In one classroom, two students noted that as a reader: "I don't know [how I’m growing]" and "She teaches us ways to understand the text better," and as a writer, "[We are] writing 7 paragraph essays" and "I am using text evidence and explaining evidence to communicate more clearly."

• One student could not name ways that she grew as a reader other than reading more books; however, she felt more efficacious around her ability to incorporate and reason with evidence in her writing.

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Classroom Observations: Elementary Literacy

n=97 classrooms• There is evidence that the climate and tone of the classroom environment is

positive and asset-focused in 98% of classrooms observed.• There is evidence that teachers are using grade-level complex texts and tasks

during whole group instruction in 94% of classrooms observed.• There is evidence that teachers are explicitly teaching academic language and

vocabulary in 83% of classrooms observed.

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Classroom Observations: Middle School Literacy

n=66 classrooms▪ Implementation of curriculum observed in 86% of classrooms.▪ 75% of classrooms are using the resources to practice regularly with

complex texts.▪ We observed reading, speaking, and writing that was grounded in

evidence from text in 86% of classrooms.

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Classroom Observations: World Language

n=39 classrooms▪ Standards Based

– 100% of classrooms visited

▪ Use of Main Resources

– 26 out of 39 (67%) classrooms

▪ Use of Supplemental Resources

– 16 out of 39 (41%) classrooms

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Classroom Observations: Math

Year 2 Implementation

Middle School

• 75% of teachers using the PSoC Resource • Evident teachers are planning as a team

High School

• Visited VPP, HHS, GHS and RHS • 100% of high school classrooms using the resource• Evident teachers are planning in teams

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Constructed Response 1st Semester (1st & 2nd Interim)

• Students 2nd through 8th completing constructed response in literacy and math through interim assessment

• Improving calibrated scoring practices

• Improving quality of student responses between 1st and 2nd interim

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2nd Semester (3rd & 4th Interim)

• Overall decrease in both math and ELA in the % of 0’s earned from Interim 1 to Interim 3 – 24.40% difference in ELA

• 30.9% diff. in 3rd• 36.4% diff. in 5th • 30.2% diff. in 6th

– 15.4% difference in Math • 40.1% diff. in 2nd • 43.1% diff. in 5th • 31.8% diff. In 8th


Elementary Literacy Analysis and Next Steps

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Next Steps for 2019-2020:• Continue to offer workshops and courses of study

– Close Reading– Foundational Skills– Supporting English Language Learners

• Continue Communities of Practice structure for Instructional Leaders• Continue development of professional learning modules• Plan and execute district Data Driven Instruction days


Middle School Literacy Analysis and Next Steps

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Next Steps for 2019-2020:

• Vendor-provided professional development for new and returning teachers

• Professional learning related to literacy instructional practices

• Aligning social studies pacing guides to support resource implementation

• Continue development of professional learning modules

• Plan and execute district Data Driven Instruction days


World Language Analysis and Next Steps

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– Need for supplemental resources, novels and texts, that will benefit more students

– Continued professional development opportunities for all levels, specifically for teachers of heritage students

– Administrators’ support to attend professional development opportunities offered by the district

– Plan to differentiate the needs of teachers on the Data Driven Instruction days


Math Analysis and Next Steps


• Professional Learning supporting the development of high-level discourse

• Professional Learning on facilitating whole class math lessons

• Professional learning related to increasing math content knowledge

• Support for teachers using Bridges to differentiate for a range of student needs and language learner

• Develop professional learning modules

• Plan and execute district Data Driven Instruction days

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Student Achievement DataCMAS 3rd-8th Grade Students

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2017-2018 2018-2019

English Language Arts 25.6% M/E 26.5% M/E

Math 16.7% M/E 18.2% M/E


Implementation Next Steps

▪ Year 2 Implementation– New teacher orientation and induction– Ongoing professional learning

• 30 summer courses with 473 registrants– Targeted coaching support with teaching partners, instructional coaches– Professional learning modules– District Data Driven Instruction days– Continue communities of practice professional learning

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Upcoming BOE Adoptions

Fall 2019 for Fall 2020 implementation• Supplemental curricular materials to support new courses

Fall 2020 for Fall 2021 implementation• High School literacy• High School social studies• Elementary science• Middle School science• High School biology

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School Performance

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New School Leaders

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Annalee McBee Park Lane Elementary

Kristin Wiedmeier William Smith High School

Larry Thigpen Options

Chris Capron Murphy Creek P-8

Nelson Van Vranken Side Creek Elementary

Bryan Gasior Aurora Frontier P-8

Larry Irvin Hinkley High School

Bryant Shaw East Middle School

Jason Smith Iowa Elementary

Lacy Jolly Jewell Elementary


School Leaders Transitions

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Heather Stewart Montview Elementary

William Stuart Yale Elementary (Interim)

Mehran Ahmed South Middle School

Ron Fay Gateway High School

Lisa Grosz Rangeview High School

Nadine Ritchotte Harmony P-8

Kelly Forrest Clyde Miller P-8

Jason Maclin Vista Peak Preparatory

Moran Stone Dartmouth Elementary


School Performance


• Strategic Response Framework • Lead and Learn School Leader Professional Development • Educator Effectiveness Professional Development:

AIM for Growth and Achievement • Assistant Principal Impact + Influence• System Support Specialist Team Structure

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Essential Components of the MTSS Framework


Tertiary Prevention:Specialized IndividualizedSystems for Students with

High-Risk Academics/Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Academics/BehaviorPrimary Prevention:

School/Classroom-Wide Systems for All Students,

Staff, & Settings


MTSS Priorities for 2019-20

• School-Wide Multi-Tiered Behavior Framework (SWPBIS) cohort via a school’s implementation team

• Multi-Tiered System of Support (MTSS) cohort via a school’s Building Leadership Team (BLT)


2019-20 Big Rocks• School-Wide Multi-Tiered Behavioral Framework

(SWPBIS)– Cohort of schools (10 max)– Focused on Tier 1 in the 2019-20 school year – Benchmark: Schools complete the Tiered Fidelity Inventory

(TFI) quarterly• Building Leadership Team (BLT)

– Cohort of schools (6 max)– Focused on aligning data, systems, and practices across the

continuum of supports – Benchmark: Building Leadership Teams complete the BLT

Self-Assessment 3x/year


MTSS at the District Level: The MLTWhy: Shared leadership within MTSS exists at both the district and school level. For MTSS implementation to be successful, it is critical to establish leadership teams at each level of the system.

What: A district-level MTSS team that is charged with organizing resources, aligning initiatives, and providing high-quality professional development and technical assistance to our schools.

Who: Senior leadership with decision-making authority who represent a wide array of departments and areas of expertise.


Student Success

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Student Success


• College and Career• Mental Health and Wellness• After School Programming• Re-envision the Welcome Center

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Student Success

College and Career Success:

• Opening new College and Career Center at Vista Peak Prep• SAT strategy for district Data Driven Instruction days for all 11th grade

teachers• ICAPs (Individual Career and Academic Plan) reaching to 1st grade this

year• Community campaign for new graduation requirements for the Class

of 2021+• Digital Badging Credentials re-tooled for high schools - aligned to

Colorado Essential Skills• Strategy design for work-based learning

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Student Success

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College and Career Readiness

• SAT Implementation Strategy for 11th teachers utilizing the district Data Driven Instruction days– 2 practice tests before April SAT date– Khan Academy– SAT Workbooks

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College and Career Center Outcomes

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Student Success

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Percent of Graduates who earned Digital

Badging Credentials


Student Success

Mental Health and Counseling

• Utilization of professional staff– Tight and flexible services– Expanding services

• Access during the school day• Specialized regional providers

– Social emotional & mental health curriculum vetting process

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Summary of New Hires for Mill Funded Positions

MH&C School Psychologist

School Counselor

School Social Worker

SSP on Special Assignment Admin PT/BA

TOTAL: 71.2 5.2 22 33 9 2

ECE/CDC 1 3

P/K-8 1

Elementary .2 8 18

Middle School 4 2

High School 1 5 1

Other 2 3 8 9 2

Not Assigned 2

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Summary of New Hire Positions: MH&CSchool

PsychologistSchool

CounselorSchool Social

WorkerSSP on Special

Assignment Admin PT/BA

TOTAL: 108.2 11.2 24 60 9 4

ECE/CDC 1.2 6

P/K-8 1 1 1

Elementary 3 8 26

Middle School 1 5 6

High School 1 5 6

Charter School 2

Bilingual Team 1

Other 3 3 7 9 4

Not Assigned 2 6

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After-School Programming• Aligned with APS CARES Framework, 2018 Mill Levy Override also provided

funding to:– expand after-school programming for students in grades K-5 in order to

increase the number of students with access to safe spaces after school

• Research shows after-school programming:– Keep young people safe in the hours of 3-6 pm, when young people are

unsupervised after school ends and before parents return home from work – Facilitate young people’s learning and development by:

• Creating physically and emotionally safe and inclusive environments• Providing health and positive relationships with adults and peers• Providing opportunities to actively engage in skill building

Sources: Durlak, Weissberg, & Pachan, 2003; Hall, Yohalem, Toleman, & Wilson, 2003; Durlak, Weissberg, & Pachan, 2010; Lerner & Lerner, 2011; After

School Alliance, 201467


APS After-School System

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Source: Every Hour Counts, 2014; McElvain, Moroney, Devaney, Singer, & Newman, 2014

With support from national experts, American Institutes for Research, APS is developing a robust after-school system that supports after-school programming and expands access in two phases:

● Phase 1: Initial implementation of APS After-School System and expansion of After school for the 19-20 school year

● Phase 2:: Refinement and Implementation of longer-term, comprehensive plan for APS After-School System for the 2020-21 school year and beyond

Impacts young people, families, and communities

Intentional program design

Organizational policies and

practices

Strategic system of supports


Phase 1: APS After-School System 2019-20

● Spring 2019:

○ Landscape Scan

○ Field Scan

○ Advisory group of stakeholders, with support from APS staff and American Institutes

for Research, developed recommendations short-term plan for expanding

programming

● Focused on expansion of consistent, after-school programming operating 4-5 days per week

for working families

● Providers applied to increase # of K-5 students served at school sites and receive funding to

support that expansion; Providers required to partner with schools

● Rolling out a data collection system for providers to be able to monitor and evaluate this

work

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Phase 1: APS After-School System 2019-20

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• 23 elementary/K-8 school sites

served by 5 providers:– Boys & Girls Club– Compass– Scholars Unlimited– Rocky Mountain Kids– YMCA

• Increased:– +1000 more students– +5 schools that previously

didn’t have after-school programming

Students Served

SY 2018-19 SY 2019-20

At 23 school sites

participating in

APS After-school

System

778 1833


Phase 2

• Focused on refinement of longer-term strategy for implementation in 2020-2021 and beyond

• Recommendations developed through:– Expanded After-school Advisory Group focused on visioning and goal-setting– Community-wide survey (late-Aug through mid-Sept.)

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Student Success

Engagement Re-envision the Welcome Center– Director, Family Advocacy

Registration & Engagement– Re-envision Welcome Center

• Multigenerational support services

– Targeted programs and initiatives to support academic achievement and student success

• Men of Color Initiative

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When we co-construct a community engagement plan designed to reflect, define, and leverage families and stakeholders about school performance, support structures, and engagement opportunities, then we will create partnerships that activate, and invest in a culture and environment that both sustains and elevates what is working, and provides equitable opportunities to innovate and create, with proven research based strategies.


Questions?

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