management pathway planfile/aguilarsd...6. all students will have access to blended and extended...

Aguilar School District

Management Pathway Plan

2017-2019

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Table of Contents

Executive Summary 2

District Context 2

Mission and Vision 2

Situational Analysis 2

Identification of Root Causes for Improvement Planning 4

Root Cause Verification 4

Narrative for Management Pathway Selection 6

Selection Process 6

Management Partner Services 8

Scope of Work and Key Services 9

Strategies for Management Partnership 11

Timeline and Benchmarks for Implementation 11

Assessment Plan 16

Local Data Expectations 16

Student Performance Goals 16

Recruitment and Retention Practices 21

Management Plan Contract 22

GSN Qualifications and Staff 22

District Contact for Implementation and Compliance 23

District, School and Partner Responsibility Matrix 23

Budget for Management and Resources 25

Reporting, Supervision, and Accountability Provisions 26

Appendix 27

Appendix A: Generation Schools Network™ Program Staff 27

Appendix B: Draft Contract 29

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Executive Summary The Aguilar School District is selecting the Management pathway because we have seen evidence that the partnership developed with Generation Schools is making a difference in the quality of instruction, data usage and student learning. This pathway has been recommended by the State Review Panel, and goals of the Management Pathway are tied to the findings from both the State Review Panel and a Diagnostic Review.

District Context

Mission and Vision The mission of the Aguilar School District is “To help all students succeed and reach their full potential." The vision to specifically support this mission is for our district to “increase enrollment by 50% with a fully accredited status by 2019."

To ensure the district’s mission is successful, we have established the following indicators of success:

1. The district will maintain a graduation rate that demonstrates at least 85% by 2019. 2. Students in grades 3-9 will demonstrate performance that reflects at least 55th median growth percentile

performance in PARCC/CMASS by 2018. 3. Closing literacy gaps so that students in grades K-3 demonstrate at least 80% are at benchmark for basic literacy

skills on DIBELS by 2018. 4. Students in grades K-3 will reflect that no more than 10% of students are considered Significantly Reading

Deficient by 2019. 5. All students will experience success through a multi-tiered support system that supports social-emotional

growth strategies. 6. All students will have access to blended and extended learning opportunities that are personalized to meet their

academic needs.

Situational Analysis

In May of 2012, there were 77 students enrolled in the Aguilar School District PK-12. Currently Aguilar has 135 students PK-12. The work from 2012-2014 required a lot of culture development and stabilization within human capital. A young dynamic couple taught science and ELA at the secondary level from 2012-13. They were engaged in students’ lives and helped begin the process of bringing sports back to the Jr. High School. They left Aguilar for Aspen in June 2013. Elizabeth Jameson, a successful and tireless teacher, was hired in July 2013 to teach secondary ELA.

July of 2014 the district declared a financial exigency and eliminated 2 teaching positions through a RIF. Eliminating these positions required a realignment of classroom teaching configurations to: PK; K; 1/2; 3/4; and, 5/6. The school is still struggling with making this an effective arrangement. In September of 2015 the district purchased a new math program (Singapore) for grades K-8.

July 2015 the Aguilar School Board voted to take two actions related to systems operations: 1) To hire a halftime secondary principal; 2) To close & reopen the Jr/Sr High School. The board closed the Jr/Sr High School in June of 2015. Prior to this closure district administration met with parents to explain the rationale behind the board’s action and to explain future work to be done. All of the secondary staff was required to submit applications for employment and were interviewed for 2015-2016 teaching positions. Only one core content teacher was rehired for the year: Elizabeth

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Jameson. Ms. Jameson was also hired as the halftime secondary principal. New Math/Science and Social Studies teachers were hired.

2015-2016 the district partnered with the La Veta School District in hiring a Spanish teacher. Classes were conducted in La Veta and Aguilar participated via Distance Learning Technology. Aguilar also “bought” a class period from La Veta’s Ag teacher and initiated an FFA program and Ag class. During this school year Aguilar also experienced a significant increase in students participating in concurrent enrollment classes through Trinidad State Junior College.

2016-2017 in partnership with Generation Schools, the Aguilar School District is implementing a more focused instructional daily schedule. This focus includes core instructional blocks plus intervention time. A new approach in the elementary Reading program began this year with leadership from GSN: the Daily 5. This practice has given students more ownership in their reading habits and students are discovering a love for reading. GSN is also providing monthly coaching for teachers. Through the Turnaround Leadership Grant, 5 teachers are participating in monthly sessions with GSN to build capacity as teacher-leaders with specific strategies and support for the Turnaround Context. The group of teachers, administrators, GSN staff meet monthly for leadership team meetings.

Strengths

Strengths are present within the district, as verified by the diagnostic review, and include positive parent perception on support for students and overall school communication. Families felt that teachers were flexible and open to ideas from parents, and discusses student performance with them when needed. The learning environment is consistently perceived as safe and orderly, and during observations students were respectful to each other and faculty. The school has recruited and retained a core group of teachers that enjoy collaborating with each other and are committed to the turnaround of the entire district. As a reflection of this 5 of 7 classroom teachers volunteered to participate fully in the Turnaround Leadership Grant and are directly leading and supporting the ongoing work of the grant program. Other highlights within the district include:

● Student Enrollment continues to increase ● Students are engaged in High School and Jr. High sports programs:

o Football o Volleyball o Boys basketball o Girls basketball o Track

● FFA Program o FFA Officers o Ag / Science Teacher o Program chartered by state

● ACT scores consistently improved ● Growth in secondary Reading scores ● Growth in secondary Math scores ● Growth in student self-expectations ● Growth in Concurrent Enrollment courses ● CTE – Auto shop program approval expected in 2017 ● 38 Chromebooks purchased – almost 1x1 ● Elementary students stay in Aguilar rather than transfer ● Improved focus on elementary intervention work ● Improved focus on elementary Reading ● Improved use of student data ● Improved NWEA scores ● Community dynamic – Bonfire/Homecoming; Parent participation level for Teacher/Parent conferences

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Identification of Root Causes for Improvement Planning

Aguilar School District staff engaged with CDE support in root cause analysis in the 2013-2014 school year. For 2014-2015, the staff partnered with Generation Schools for a Diagnostic Review and Improvement Planning Grant to begin developing a comprehensive UIP based on a comprehensive review of the district, based on the Colorado Standards for Continuous School Improvement. Work on the UIP began after the on-site review and debrief in November 2015, and overall challenges reflected needs to:

● Improve Math instruction and student performance ● Improve Reading instruction and scores, K-6 ● Close gaps in student performance across content areas ● Graduate college-ready students, especially in Math ● Implement a standards-based, aligned curriculum for all grades and content areas ● Support teachers with instructional leadership, ongoing feedback and meaningful professional development ● Increase classroom engagement and decreasing time spent on behavior management ● Improve Special Education program to focus on integrated support ● Increase academic rigor and behavioral expectations for all students ● Expose students to an open future where they can experience success ● Expose parents to higher expectations and a brighter future for their families ● Bring joy and excitement to teachers

In the Spring of 2016, the district was awarded the Turnaround Leadership Grant from CDE. Beginning in June 2016 with an intensive, week-long retreat, the district began participating in the TLP Participation includes completing online modules (courses) supported and approved by CSU Global, monthly 2-day site visits by the GSN Turnaround coach, and virtual coaching and support. In addition to these two days on-site for the TLP, the district hired GSN to also visit the school an additional two days per month for instructional coaching, and to lead Professional Development and Data Analysis Days. Currently, the UIP root causes are being addressed based on these three priority sources:

1. Findings from the Diagnostic Review, as aligned with the Standards and Indicators for Continuous Improvement (verification as documented above)

2. Sequence of courses, content and support as provided by the Turnaround Leadership Program (over the next two years)

3. CDE's Turnaround Management Plan rubric (and the district's presentation of the plan to the State Board in April 2017)

Root Cause Verification

''Inconsistent instructional alignment, standards, rigor & planning'' and ''Lack of consistent support for instructional practices '' Overall, the team identified significant challenges in curriculum and instruction (Standard 1). Specifically, there are a lack of resources and process in place to ensure consistency and fidelity to implementation. The Report found that in some classes in grades 3-6, students were often receiving instruction up to two years behind, based on structures for ability grouping during reading and math instruction. There is no structured or expected instructional planning time built into the schedule, and during diagnostic review walkthroughs, no unified curriculum could be identified. Additionally, the TELL survey data reflected that 50% of teachers feel that they don't have ''the resources to ensure curriculum is aligned to common core'' and only 50% agree that they ''have the tools required to meet rigorous goals for student achievement.'' Staff need professional development to learn to challenge and inspire students to meet high expectations for performance. In addition, students need to be motivated to share responsibility for and be actively engaged in their learning. Students need to be held accountable for producing quality work.

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''Lack of multiple and consistent use of data to guide instruction'' The team found that formal and informal assessment are being used, but not consistently to measure mastery and inform instructional planning and practices. There was no evidence of teachers using data to drive instructional decisions or used at teacher meetings. Teachers are not familiar with NWEA sub-tests to assess mastery in Reading and Math and teachers indicated in interviews that they would like more PD on NWEA and how to use it effectively. Many teachers do not know how to access the NWEA or DIBELS data, and there was no evidence that data is used to track achievement or patterns. A consistent district-wide system of assessment evaluation needs to be in place to allow the teachers to examine the data that is available and make decisions using the data to provide an atmosphere of rigor and relevance to help student performance on assessments. Common understanding and implementations of assessment practices will ensure that all stakeholders, students, parents, and teachers will share a culture of high academic expectations and become problem-solvers. Building a strong data-driven foundation is one of the ''super levers'' for schools seeking dramatic transformation*. ''Inconsistent tiered academic and behavior support integration'' There is not a continuum of evidence-based, supplementary instruction or intervention. The schedules does not show time for targeted intervention and intervention materials were not seen during walkthroughs. Additionally, there are no extended learning opportunities for students who are meeting or exceeding grade level expectations. While there is a teaching para to support teachers with academic supports for small groups, the para is not being used to provide a tiered system of support within Tiers 2 or 3. *Source: Brambrick-Santoyo, Paul. Leverage Leadership: A Practical Guide to Building Exceptional Schools. San Francisco, CA: Jossey-Bass, 2012. Print.

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Narrative for Management Pathway Selection

Selection Process

The purpose of the management partnership is to improve curriculum alignment, instructional planning and strategies, data driven systems and tools, and professional development. It will equip teachers to better use the student learning data that they receive from local assessments. It will focus resource utilization on improving student learning. It will assist district leadership in making school scheduling and instructional changes in the schools and classrooms. The guiding reason for participation in the management partnership pathway was identified through the Diagnostic Review conducted in partnership with GSN, which identified several challenges across the CDE Standards and Indicators for Continuous Improvement. Through the improvement planning process, the findings from the review were prioritized to identify root causes that focus on Curriculum, Instruction, Data Driven Instruction, Multi-Tiered Support Systems, and Professional development. Additionally, through the Management Plan, the district will develop systems for curriculum, instruction and professional development that will improve recruitment and retention concerns from the review, as the lack of these systems inhibit the efficacy for teachers who are new to the district and lack meaningful support for teachers as they grow within the district. These challenges are also driven by compounding factors. Aguilar school district is the lowest performing district in the state, entering Priority Improvement year six, while Aguilar Junior/Senior High is entering Turnaround year 6. As an immediate response to the challenges found in the Diagnostic Review Report, Aguilar reorganized its leadership structure in 2015 to include principal leadership for grades K-12 for the first time in six years. Filling a newly-created principal position with a highly qualified candidate is a challenge for many rural schools, and filling a principal position in a district in Turnaround status for its fifth year is nearly impossible. The district leadership is now composed of the Superintendent and School Principal, supported by ten teachers. Aguilar’s need for this opportunity is also driven by a highly experienced staff with eleven years of experience on average and complimented by a low turnover rate (8%). Aguilar values the commitment its teachers make to serving Aguilar’s students and must provide them with support to increase their effectiveness in turnaround efforts. The partnership with GSN through the Turnaround Leadership Grant and additional monthly coaching services directly relate to improving Aguilar’s instructional model.

The State Review Panel visit in Spring 2016 concurred that the district has made progress in addressing areas of deficiency from their initial visit in Spring 2015. The district realizes that it is still must make progress in numerous areas to come off the clock and to dramatically improve student achievement. Aguilar’s administration and school board decided that the district would benefit from partnering with Generation Schools to conduct its professional development and to provide a managing partnership in identifying, changing, and advancing the way curriculum and instruction is provided to students throughout the district.

After considering multiple leadership program providers, Aguilar chose to continue work with GSN to address the urgent and systemic Turnaround needs affecting Aguilar’s schools. GSN provides a two-year leadership program that is also supported by valued education partners Battelle for Kids (BFK) and Colorado State University Global Campus (CSU Global). They offer a unique combination of academic and coaching experience that will be fully embedded into Aguilar’s district culture, and will include opportunities for Aguilar’s school cohorts to have collaborative sessions with other school cohorts from the region. GSN has highly qualified and experienced leaders who will work alongside Aguilar’s staff to improve leadership capacity for sustained district improvement.

Generation Schools Network’s (GSN) mission is to transform public education to ensure that all students, regardless of life circumstances, are prepared for success in school, work, and life. The revolutionary Generation Schools Model simultaneously expands learning time, reduces core class size, transforms college and career guidance, includes daily health and wellness programing, integrates blended learning, and increases common planning time for all teachers. GSN

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has demonstrated success on multiple metrics including nearly doubled graduation rates, dramatically increased teacher retention rates, and a 91% completion rate on concurrent college course enrollment. GSN is implementing evidence-based methods at traditionally overlooked schools and districts in rural Colorado. GSN has significant experience providing coaching and technical assistance to schools in support of school improvement and understands the unique needs of turnaround schools in the region.

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Management Partner Services

Generation Schools will provide professional development, on-site and virtual coaching, resources and tools for administrators and teaching staff in areas of instructional rigor, use of data driven instructional model and developing an intervention multi-tier support system. The work will be led by Christina Larson, who has been working with the school district in multiple capacities for over 3 years. Christina first started working with the district when working for CDE, to facilitate work on their Unified Improvement Plan through support offered by the Unified Improvement Planning Unit. Christina then transitioned from her role at CDE to Generation Schools Network in January 2016 to continue to work with Aguilar as a Literacy Coach in grades K-6. Christina then expanded her role when the district was awarded the Turnaround Leadership Grant, and became the primary Turnaround Leadership Coach for the district. The district also committed to extending Christina’s scope of work to support all teachers in the district by hiring her as an instructional coach for an additional 2 days per month. Since August 2017, Christina has spent 4 days per month onsite working with teachers and district leadership with a primary focus on implementation of data protocols, instructional coaching and professional development, and leadership coaching. The Management Plan to be implemented will both support and expand this work to ensure that district earns its way off the accountability clock by:

1. Implementing a district-wide professional development program that is developed through identified teacher needs and student data. There will be 11 professional development days facilitated by Generation Schools Network in the 2017-2018 school year, and 7 in the 2018-2019 school year.

2. Raising the instructional rigor and curriculum fidelity by conducting classroom walkthroughs, ongoing 1-1 feedback to teachers, and instructional coaching for all instructional staff. This will be accomplished through 4-6 days per month of onsite and virtual coaching from Christina with teachers during planning time, and classroom observations completed by Dr. Houser and GSN.

3. Implementing a data-driven instructional model district-wide. Professional development for the protocol has been provided in the 2016-2017 school year and support for systemic implementation will be supported through instructional coaching and updated training opportunities in the 2017-2018 and 2018-2019 school years.

4. Providing timely and effective interventions for students through the creation of a working MTSS team and developing and implementing consistent processes and tools. The MTSS team has been established, and protocols and tools will be implemented with GSN support in the 2017-2018 and 2018-2019 school years.

5. Increasing the leadership capacity in the district by conducting monthly leadership team meetings that support performance management of the district’s UIP. Monthly meetings will continue through the 2018-2019 school year.

6. Building a daily instructional schedule in grades K-12 to include block scheduling, blended and extended learning opportunities. GSN will consult with the district to redesign the scheduling in Spring 2017, and will support implementation of the schedule through 2019.

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Scope of Work and Key Services

Partnership Category

Scope of Work Key Services Timeline

(1) Curriculum (1a) Redesign of elementary and secondary schedules to maximize use of blended learning opportunities and content-driven blocks of instruction

(1b) Redesign of elementary classroom routines and structures to ensure all students experience success everyday

(1c) Alignment of curriculum and standards to ensure effective pacing and instructional planning

Facilitation for design meetings for delivery of district-wide daily schedules Delivery of professional development to support effective implementation of ELA content during the elementary literacy block Delivery of professional development for Math and ELA standards-alignment and focus on pacing to respond to the district’s 4-day week Monthly instructional rounds including classroom observations, lesson plan feedback, and 1-1 teacher feedback on curriculum and planning practices

Completed by August 2017 (1 day) August 2017 (4 days) Summer 2017 (Monthly) September 2017-May 2018; September 2018-May 2019

(2) Instruction (2a) Implementation of consistent instructional practices that will allow teachers to respond to Tier I, II and III levels of performance

(2b) Instructional rounds to support ongoing feedback and support for classroom management, instructional practices and student engagement

Delivery of professional development to support rigorous and aligned district-wide instructional practices for personalized and engaged learning Monthly instructional rounds for job-embedded PD including classroom observations, lesson plan feedback, and 1-1 teacher feedback on instructional strategies (TLP) Instructional Coaching Summer Institute and Turnaround Leadership Retreat

(7 days) August 2017-May 2018; August 2018-May 2019 (Monthly) September 2017-May 2018; September 2018-May 2019 (TLP) 4 days, Summer 2017

(3) Data Systems (3a) Implementation of data driven protocols and practices for benchmark and classroom assessments

(3b) Student goal setting and performance reflection meetings to support student ownership of learning and engagement in relevant and meaningful instruction

Monthly instructional coaching and feedback on assessment protocols and short-cycle Action Plans Assessment and report on data protocols and practices 2x per year (TLP) Monthly leadership team meetings to update and revise the UIP Action Plan

(Monthly) September 2017-May 2018; September 2018-May 2019 Fall 2017, Spring 2018 Fall 2018, Spring 2019 (Monthly) August 2017-May 2018;

(4) Multi-Tiered Support System

(4a) Development and implementation of MTSS systems and tools to support whole-child

(TLP) Professional development and facilitation of meetings to finalize MTSS process and tools

(ongoing) February-May 2017

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development (TLP) Professional development for whole-child strategies, equity pedagogy and equitable learning culture Monthly instructional rounds including classroom observations, lesson plan feedback, and 1-1 teacher feedback for implementation of equitable learning culture

(Monthly) August 2017-May 2018 (Monthly) Spring 2018; August 2018-May 2019

The district and GSN will focus on offering differentiated support to teachers based on classroom observations and ongoing feedback cycles. Additionally, there will be changes in Spring 2017 where the K-6 classroom schedules and teaching assignments will be redesigned to ensure that all students receive high-quality, standards-based instruction. This redesign will impact the current structure of having three classrooms with combined grade levels, currently combining grades 1 and 2, 3 and 4, and 5 and 6. At the secondary level (grades 7-12), the redesign will include dramatic changes for students to have blended and extended learning opportunities, including remediation courses for students failing courses that are not currently available based on the current schedule and structures.

Personnel changes will be a factor in the schedule redesign, where distance learning and blended learning opportunities will affect the assignments and schedules of teachers in grades 7-12. For K-6, personnel will be allocated based on the departmentalization of grades 3-6. Assignments for the departments will fit teachers in classrooms/departments where their strengths lie as reflected by NWEA student performance data in Reading, Math and Science.

Aguilar School district has worked in partnership with Generation Schools Network beginning in Winter 2015. Many changes have occurred within the district to support the necessary changes needed for dramatic improvement. Aguilar Jr/Sr High School was closed by the school board in June 2016 and reopened in July 2016. All teaching staff had to reapply for hire. Fewer than 50% of core instructors were rehired and a half time principal/curriculum leader was hired in July 2016 for the Jr/Sr High School. Singapore Math Program was begun in August 2016 to address low math scores in grades K-6 and has been supported through teacher PD for instructional planning and standards alignment. The district contracted with Generation Schools in August 2015 to conduct a District Diagnostic Review and to develop a UIP to reflect priority needs based on the review’s findings. The district contracted with Generation Schools in January 2016 to lead Reading intervention efforts, including direct intervention to students in grades K-6 on READ Plans, and to provide professional development around literacy practices. Generation schools also worked to develop a new daily schedule that included a literacy block, scheduled intervention time, and provided teachers with a site visit to a high performing school to observe and learn how to implement the Daily 5 during the literacy block.

Under the management plan, GSN will manage and support district-wide academic systems and talent management, specifically focusing on improvement of:

● Curriculum support and alignment; ● Formative and summative data assessment and analysis; ● Instructional approaches; ● MTSS; and ● Professional development

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Strategies for Management Partnership Timeline and Benchmarks for Implementation For the next two years, the district will implement the following changes through the Management Partnership:

Curriculum support and alignment

● Redesign of elementary and secondary schedules to maximize use of blended learning opportunities and content-driven blocks of instruction

● Redesign of elementary classroom routines and structures to ensure all students experience success everyday ● Alignment of curriculum and standards to ensure effective pacing and instructional planning

Instructional approach

● Implementation of consistent instructional practices that will allow teachers to respond to Tier I, II and III levels of performance

● Instructional rounds to support ongoing feedback and support for classroom management, instructional practices and student engagement to create a culture of performance

Formative and summative data assessment and analysis

● Implementation of data driven protocols and practices for benchmark and classroom assessments ● Student goal setting and performance reflection meetings to support student ownership of learning and

engagement through a culture of high expectations for all students Multi-Tiered Support System

● Development and implementation of MTSS systems and tools to support whole-child development ● Implementation of whole-child strategies for social-emotional support within the classroom to improve behavior

management practices

The district’s Unified Improvement Plan will be used as the driving plan for performance management and implementation. The specific, measurable expectations for these changes are defined below, based on the Major Improvement Strategy to which they are aligned.

Improvement Strategy #1: Develop and implement a unified and standards-aligned curriculum that includes common tools, resources and strategies to support all learners.

2016-2017 Implementation benchmarks

● 100% of teachers will demonstrate fidelity to the daily schedule, posting standards-based Instructional Objectives, and using rigorous Instructional Objectives as demonstrated by the classroom walkthrough tool

● Superintendent will provide weekly feedback on the schedule and Instructional Objectives to all teachers through classroom walkthroughs

● 100% of teachers will submit Math Unit Plans in the standardized Unit Plan template for all units taught between November 1, 2016 and May 28, 2017.

● 100% of teachers will submit Math Unit Plans that include the essential standards, formative assessment, systemic intervention and extended learning opportunities

2017-2018 Implementation Benchmarks

● GSN will provide 4 days of PD for curriculum alignment using Singapore Math and the Enet Learning platform for

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Math and Reading, as evidenced by PD agendas and post-PD evaluation surveys by August 1, 2017. ● 100% of teachers will be trained in using the Enet learning digital curriculum collections, and will use the

collection resources for standards-based lesson planning, as demonstrated by teacher submission of ELA and Math Unit Plans.

● GSN will provide 3 days of PD for instructional practice for formative assessment practices and engagement strategies, as evidenced by PD agendas and post-PD evaluations surveys by August 31, 2017.

● Superintendent will provide weekly feedback to teachers on Instructional Objectives and formative assessment practices through classroom walkthroughs, as measured by monthly collection of observation feedback forms demonstrating that 100% of classrooms have weekly feedback forms completed.

● GSN will provide monthly feedback to teachers on Instructional Objectives, engagements, and formative assessment practices through classroom walkthroughs, as measured by monthly collection of observation feedback forms demonstrating that 100% of classrooms have at least 1 feedback form completed by a GSN team member.

● GSN will provide instructional coaching monthly for teachers during planning to support the use of a common Unit Planning template, using the Enet Learning platform, as evidenced by coaching notes submitted on Google drive at the end of each coaching session. By December 15, 2017, there will be notes for four coaching sessions. By May 20, 2018 there will be notes for a total of eight coaching sessions.

● 100% of teachers will submit new ELA Unit Plans using the standardized Unit Plan template for units taught between August 2017 and May 2018, as evidenced in the Google Lesson Plans folder in Google Classroom.

● 100% of teachers will submit updated and/or adjusted Math Unit Plans using the standardized Unit Plan template for units taught between August 2017 and May 2018, as evidenced in the Google Lesson Plans folder in Google Classroom.

● GSN will provide instructional coaching monthly for teachers during planning to support development and implementation of rigorous instructional objectives and engagement strategies (differentiation and blended learning), as evidenced by coaching notes submitted on Google drive at the end of each coaching session. By December 15, 2017, there will be notes for four coaching sessions. By May 20, 2018 there will be notes for a total of eight coaching sessions.

● 100% of teachers will apply rigorous Instructional Objectives and differentiation/blended strategies to daily lessons, as demonstrated by weekly classroom walkthroughs by the superintendent.

● 50% of classroom observations will reflect differentiation or blended learning opportunities for students in Math or Reading by November 2017

● 100% of classroom observations will reflect differentiation or blended learning opportunities for students in Math or Reading by November 2017


● GSN will provide 3 days of PD for instructional practice for formative assessment practices and engagement strategies, as evidenced by PD agendas and post-PD evaluations surveys by August 31, 2018.

● Superintendent will provide feedback at least two times per month to teachers on instructional practices through classroom walkthroughs, as measured by monthly collection of observation feedback forms demonstrating that 100% of classrooms have at least two feedback forms completed at the end of each month (September through April).

● GSN will provide instructional coaching monthly for teachers during planning to support development and implementation of instructional strategies, as evidenced by coaching notes submitted on Google drive at the end of each coaching session. By December 15, 2018, there will be notes for four coaching sessions. By May 20, 2019 there will be notes for a total of eight coaching sessions.

● 100% of teachers will implement standards-based curriculum Units as designed in previous year(s) for ELA and Math as evidenced by lesson plans submitted to Google drive.

● 100% of teachers will submit updated ELA and Math Unit Plans using the standardized Unit Plan template for units taught between August 2018 and May 2019, as evidenced in the Google Lesson Plans folder in Google Classroom.

● GSN will provide instructional coaching monthly for teachers during planning to support development and

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implementation of rigorous instructional objectives and engagement strategies (differentiation and blended learning), as evidenced by coaching notes submitted on Google drive at the end of each coaching session. By December 15, 2018, there will be notes for four coaching sessions. By May 20, 2019 there will be notes for a total of eight coaching sessions.

● 100% of teachers will apply rigorous Instructional Objectives and engagement strategies (differentiation and blended learning) to daily lessons, as demonstrated by weekly classroom walkthroughs.

● 100% of teachers will implement effective engagement strategies that allow all students to solve problems, work collaboratively, and use higher-order thinking skills for relevant and meaningful learning

Improvement Strategy #2: Implement a Data-Driven Instructional model that allows all teachers in grades K-12 to use Formative Instructional Practices to collect benchmark and formative assessment data to improve both instruction and student performance.

2016-2017 Implementation benchmarks

● 100% of teachers will collaborate on the Data Analysis Days (x3 per year) to use the DDI protocol to analyze data and plan for instruction for Reading and Math based on NWEA,as evidenced by completion of data organizers for Math and Reading after each benchmark (September, February and May)

● 100% of teachers will complete the Skills Based Action Plan after the benchmark assessment and submit to Principal within 1 week of analysis, as demonstrated by electronic submissions via Google Classroom by March 10, 2017. Action Plan will be implemented within each classroom for following 4-6 weeks of instruction as demonstrated by classroom observations.

● Teachers will meet with 100% of their students to set goals for NWEA Performance for Fall, Winter and Spring Benchmarks through 1-1 goal setting meetings, as evidenced by the NWEA student profile in October, February and May. Students receive timely feedback and guidance regarding their performance on assessments in order to monitor their own progress and set future learning goals.

● 100% of Turnaround Leadership participants will learn about and develop training for the staff on Formative Instructional Practices to support district-wide understanding of Learning targets, assessment practices, effective feedback and student ownership of learning.


● GSN will work with the Building Leadership Team to create a School Year calendar for assessment to include: time for creation/adaptation of local assessments using the enetlearning.org platform; assessment windows for NWEA benchmarks in September, December and May; Data Analysis PD and Planning.

● GSN will provide instructional coaching monthly for teachers during planning to explore case-studies for best practices for data driven instruction, including re-teaching and re-assessing practices, as evidenced by coaching notes submitted on Google drive at the end of each coaching session. By December 15, 2018, there will be notes for four coaching sessions. By May 20, 2019 there will be notes for a total of eight coaching sessions.

● 100% of teachers will explore best practices and case studies to share ideas and resources for data driven instruction, as evidenced by DDI Resource Bank on Google Drive by December 2017.

● 100% of teachers will collaborate on the Data Analysis Days (x3 per year), facilitated by the Leadership Team, to use the DDI protocol to analyze data and plan for instruction for Reading and Math based on NWEA, as evidenced by completion of data organizers for Math and Reading after each benchmark (September, February and May).

● 100% of teachers will demonstrate implementation of re-teaching and re-assessing skills by completing the Skills Based Action Plan after the benchmark assessment and submit to Principal within 1 week of analysis, as demonstrated by electronic submissions via Google Classroom by March 10, 2018. Action Plan will be implemented within each classroom for following 4-6 weeks of instruction as demonstrated by classroom observations.

● Teachers will meet with 100% of their students to set goals for NWEA Performance for Fall, Winter and Spring Benchmarks through 1-1 goal setting meetings, as evidenced by the NWEA student profile in October, February and May. Students receive timely feedback and guidance beyond just “what” they got wrong to “why” they got

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it wrong to support help them monitor their own progress and set future learning goals.


● GSN will work with Building Leadership Team to adjust the School Year calendar for assessment to include: time for creation/adaptation of local assessments using the enetlearning.org platform; assessment windows for NWEA benchmarks in September, December and May; Data Analysis PD and Planning

● 100% of teachers will collaborate on the Data Analysis Days (x3 per year), facilitated by the Leadership Team, to use the DDI protocol to analyze data and plan for instruction for Reading and Math based on NWEA, as evidenced by completion of data organizers for Math and Reading after each benchmark (September, February and May).

● 100% of teachers will demonstrate implementation of re-teaching and re-assessing skills by completing the Skills Based Action Plan using the Enet learning platform for resources after the benchmark assessment and submit to Principal within 1 week of analysis, as demonstrated by electronic submissions via Google Classroom by March 10, 2019. Action Plan will be implemented within each classroom for following 4-6 weeks of instruction as demonstrated by classroom observations

● 100% of teachers will meet with 100% of their students to set goals for NWEA Performance for Fall, Winter and Spring Benchmarks through 1-1 goal setting meetings, as evidenced by the NWEA student profile in October, February and May. Students receive timely feedback and guidance to engage students to know the end goal, how they did, and what actions they are taking

Improvement Strategy #3: Create a positive culture of performance through the implementation of a prevention-based MTSS framework for team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering. This includes the development of a layered continuum of evidence-based practices based on the 5 essential components of: Team driven shared leadership; data-based problem solving for decision making; family, school and community partnerships; layered continuum of supports; and evidence-based practices.


● Assess and analyze the levels of support provided to students in the school. ● Develop a layered continuum of support for academics and behavior based on data and shared decision-making

processes. ● Develop an Action Plan for the implementation of MTSS in 2017-2018 in the UIP that includes strategies to

partner with families and communities.


● The Building Leadership Team will be confirmed with the following components, as evidenced by the BLT Action Plan by August 31, 2017:

○ members represent multiple stakeholders ○ member roles are clearly defined ○ monthly meetings ○ establishes a communication plan for staff and families ○ identifies clear priorities ○ develops an action plan to guide implementation ○ assess implementation with the CO-MTSS Self-Assessment Document in September and May.

● The MTSS process will have a consistently defined process for problem solving, specifically a form that supports teachers in identifying student problems for initiating MTSS team meetings by August 15, 2017.

● The Student/Family handbook will include communication to parents about the district’s MTSS process by

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August 15, 2017. ● The BLT will adopt academic and behavioral practices as evidence by an MTSS library/inventory of practices by

December 2017. ● The BLT will coordinate formal training for staff in using the MTSS process and tools by September 30, 2017. ● 100% of BLT MTSS meetings will follow the problem-solving protocol, as evidenced by notes submitted in the

BLT MTSS folder on Google by December 15, 2017. ● The MTSS team will use short-cycle action planning as part of the data driven problem-solving process, as

evidenced by 100% of teachers submitting the Action Plans on Google drive by May 15, 2018. ● 100% of teachers will be trained and coached to adopt MTSS practices (instruction, intervention and

assessment) by May 15, 2018. ● The MTSS process will be implemented with assessments that include behavioral/non-cognitive measures and

consistently defined progress monitoring measures for core content areas, as evidenced by the Progress Monitoring expectations document that will be created in Google by May 15, 2018.

● The MTSS process for Problem Solving and Decision Making will improve as evidenced by an increase to 70% on the self-assessment rubric by May 30, 2018.

● The MTSS process for Evidenced Based Practices will improve as evidenced by an increase to 50% on the self-assessment rubric by May 30, 2018.


● 100% of monthly BLT MTSS meetings will follow the problem-solving protocol, as evidenced by notes submitted in the BLT MTSS folder on Google

● The BLT will coordinate formal training for staff in using the MTSS process and tools by September 30, 2018. ● The MTSS team will use measurable results of instruction, intervention and assessment practices to improve

outcomes for academics and behaviors by December 15, 2018. ● The MTSS process will direct implementation of intentional Universal (Tier 1), Targeted (Tier 2) and Intensive

(Tier 3) supports for academics, including the specific strategies that are immediately accessible for students within that Tier. Academic strategies for all Tiers will be identified by August 30, 2018.

● The MTSS process will direct implementation of intentional Universal (Tier 1), Targeted (Tier 2) and Intensive (Tier 3) supports for behavior, including the specific strategies that are immediately accessible for students within that Tier. Academic strategies for all Tiers will be identified by December 15, 2018.

● 100% of teachers will be trained in the strategies identified for Tiered instruction by May 30, 2019 for both behavior and academics.

● By May 30, 2019 the MTSS team will define layers of support (tiers) for academics and behaviors that have clear decision rules for exit and entry criteria.

● The MTSS process for Problem Solving and Decision Making will improve as evidenced by an increase to 90% on the self-assessment rubric by May 30, 2019.

● The MTSS process for Evidenced Based Practices will improve as evidenced by an increase to 70% on the self-assessment rubric by May 30, 2018.

Parent and Community Involvement

The district met with parents in the spring of 2016 to discuss the closure/reopening of the Jr/Sr High School, and discussed with them the plans to increase opportunities for students through blended learning and partnering with La Veta School District. This meeting also included a discussion of the 5 Year Clock and the need for district-wide improvement for student performance. In 2016-2017, several parent meetings/nights were conducted, but the district is aware that if students are to be successful, family and community partnerships must become a foundational component of the improvement process.

In the development of creating a more focused plan for engaging parents and the community, the district examined the National Standards for Family-School Partnerships. After prioritizing from the 6 standards, the district created 4 objectives for improving family-school partnerships, and then examined the Promising Partnerships Practices to explore

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how other schools are addressing similar challenges.

Objectives:

1. Welcoming Environment: Increase the district’s welcoming environment, focusing on demonstrating that families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.

2. Communication: Ensure opportunities are offered to keep all families informed about important issues and events and make it easy for families to communicate with teachers.

3. Supporting Student Success: Create opportunities for families know and understand how well their children are succeeding in school and how well the entire school is progressing.

4. Sharing Power: Strengthen the family’s voice in shared decision making by creating partners in making decisions that affect their children at school and in the community.

2017-2018 Quarterly Practices

● (Back to School) Back to School Barbeque ● (Fall) Communicating Effectively - Take Your Parent to School Day ● (Winter/Spring) Supporting Student Success- Academic Standards Night ● (End of Year) Sharing Power - Parent Survey on Student Engagement

2018-2019 Quarterly Practices

● (Back to School) Back to School Barbeque ● (Fall) Communicating Effectively - Take Your Parent to School Day ● (Winter/Spring) Supporting Student Success- Math Night ● (End of Year) Sharing Power - Parent Survey on Student Engagement

Assessment Plan

Local Data Expectations NWEA is administered in fall, winter and spring. K-1 students will take the Reading and Math MAPs assessment three times per year, while 2nd-12th grade students will take Reading, Math, Language Usage and Science three times per year. DIBLES is administered throughout the year for students in grades K-6, using the benchmark assessment three times per year, with ongoing progress monitoring for students who score below benchmark. An assessment schedule is used to coordinate testing windows, and professional development days are scheduled after each benchmark to allow teachers time to analyze the results, create instructional action plan in response to the results, and have goal-setting meetings with students.

Additionally, the district participates annually in state required assessments, including CMAS/PARCC and SAT.

Student Performance Goals Generation Schools has worked with elementary and secondary teachers to set performance goals with students for student achievement and growth as demonstrated by local and state performance data. Every student has a benchmark goal-setting meeting with their core instructor to reflect on NWEA performance, identify strengths and challenges within their data, and set goals for future benchmark assessments. Below are the tables used for grade level end of year Targets.

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Achievement Targets for ELA/Reading

State PARCC Assessment: The district will score at the 35th percentile for ELA CMAS in Spring of 2017 and 45th percentile in Spring of 2018.

READ Act Targets: Increase percent of K-3 students at benchmark to 70% at benchmark by Spring 2017. Decrease the percent of students K-3 at intensive to 20% in Spring of 2017. Increase percent of k-3 students at benchmark to 80% by Spring 2018. Decrease the percent of students K-3 at intensive to 15% by Spring 2018.

NWEA Reading: All grade levels will meet the following targets for 50th percentile RIT score

Grade Level

Fall 2017 Performance (baseline)

Spring 2017 Target Spring 2018

K 141.6 158.1 158.1

1 153.8 177.5 177.5

2 160.8 18.7 18.7

3 177.5 198.6 198.6

4 192.1 205.9 205.9

5 201.1 211.8 211.8

6 199.4 215.8 215.8

7 216 218.2 218.2

8 203.8 220.1 220.1

9 206.3 221.9 221.9

10 223.8 221.2 221.2

11 222 222

Achievement Targets for ELA

NWEA Language Usage: All grade levels will meet the following targets for 50th percentile RIT score

Grade Level



2 163.4 189.7 189.7

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3 183.3 200 200

4 196 206.7 206.7

5 208.2 211.5 211.5

6 199.1 215.3 215.3

7 213.4 217.6 217.6

8 206.2 219 219

9 203.5 220.4 220.4

10 222.6 220.1 220.1

Achievement Targets for Math

State PARCC Assessment: Aguilar School District will score at the 20th percentile for Math CMAS in Spring of 2017 and 40th percentile in Spring of 2018.

NWEA Math: All grade levels will meet the following targets for 50th percentile RIT score

Grade Level



K 142.9 158.7 158.7

1 158.1 180.8 180.8

2 167.7 192.1 192.1

3 183.2 203.4 203.4

4 197 213.5 213.5

5 209.5 221.4 221.4

6 200 225.3 225.3

7 213.6 228.6 228.6

8 215.4 230.9 230.9

9 212.4 233.4 233.4

10 238.6 232.4 232.4

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Achievement Targets for Science

State Assessment: Aguilar School District will score at the 30th percentile for CMAS Science in Spring of 2017 and 40th percentile in Spring of 2018.

NWEA Science: All grade levels will meet the following targets for 50th percentile RIT score

Grade Level



3 182.6 195.4 195.4

4 191.9 201 201

5 200.6 205.7 205.7

6 200.9 208.6 208.6

7 205.4 210.9 210.9

8 205.4 213.5 213.5

Growth Targets for ELA/Reading

State PARCC Assessment: The district will score at the 45th percentile for ELA CMAS in Spring of 2017 and 55th percentile in Spring of 2018. FRL and Minority students will improve to the 45th percentile in 2017 and 55th percentile in 2018.

NWEA Reading: All grade levels will demonstrate that at least 75% of students are meeting their projected growth.

Grade Level



K 57.14%

75% 90%

1 57.14%

2 75.00%

3 80.00%

4 57.14%

5 45.45%

6 37.50%

7 20.00%

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8 33.33%

9 50.00%

10 80.00%

Growth Targets for Math

State PARCC Assessment: The district will score at the 45th percentile for Math CMAS in Spring of 2017 and 55th percentile in Spring of 2018. FRL and Minority students will improve to the 40th percentile in 2017 and 50th percentile in 2018.

NWEA Math: All grade levels will demonstrate that at least 75% of students are meeting their projected growth.

Grade Level



K 42.86%

75% 90%

1 50.00%

2 50.00%

3 30.00%

4 14.29%

5 10.00%

6 37.50%

7 50.00%

8 50.00%

9 60.00%

10 25.00%

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Recruitment and Retention Practices The district conducts its recruitment and staffing plan primarily by a web presence and through personal networking with other district/school administrators. This year the district also utilized an alternative licensure program provided through the South Central BOCES and operated by CU Denver for one of its teachers. The following resources are used to support teacher recruitment:

● School Spring website ● CASE Jobs webpage ● CASE website ● Regional school administrator networking ● CU Denver alternative licensure program

ASD believes that the strongest strategy for retention practices is valuing our teachers, and providing the system and aligned supports they need to experience success every day in their classroom. In order to support consistent, job-embedded professional development and differentiated support, Generation Schools Network will plan for and lead all professional development and instructional coaching, in alignment with the district’s major improvement strategies and goals outlined in the management plan. This is necessary to ensure alignment and focus to the district’s goals, along with ensuring that PD is high-quality and job-embedded. The district anticipates the following days for professional development:

● (Summer 2017) 4 days to focus on standards and curriculum alignment for English Language Arts and Math ● (2018 and 2019 School Years) 3 Data days for benchmark assessment analysis and instructional action planning ● (2018 and 2019 School Years) 4 professional development days throughout the school year to support the use of

the district’s Unit Plan design template, instructional strategies for differentiation and engagement, and social-emotional support resources for all students

Additionally, Turnaround Leadership Grant supports teacher leaders to learn critical turnaround-based strategies that they will then teach the rest of the staff. TLP teachers will facilitate the following learning opportunities for all teachers in May and August 2017:

1. Presentation of the “Aguilar Way,” which outlines the district’s priorities and expectations for all staff to support increased student performance for academics and social-emotional growth.

2. Formative Instructional Practices 3. MTSS process, protocols and tools

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Management Plan Contract

GSN Qualifications and Staff GSN has a long history of working with principals to implement public school solutions that are simultaneously good for

students, teachers and industry. GSN accomplishes this through cost effective strategies that consider how time, talent,

and resources can best be utilized to meet the needs of all stakeholders. GSN provides coaching and mentoring to

principals and teachers utilizing its highly skilled staff. Years of experience in turnaround settings make it possible for the

GSN team to build productive partnerships with struggling schools and districts. In fact, during the 2015-2016 academic

year alone, GSN worked with 43 school districts and 96 schools reaching approximately 1,485 teachers and 19,338

students and saw two schools come off the state’s accountability clock. Of those 43 school districts, 37 are classified as

rural.

Since its founding in 2005, GSN has worked in a variety of school settings including:

● the largest school district in the country (NYC)

● the largest school district in Colorado (Denver Public Schools)

● small, rural schools and districts

● single charter schools

● Innovation schools and schools with union side agreements

● suburban schools

Regardless of size or governance structure, GSN seeks to come alongside as a thought partner and coach in helping

schools solve their most pressing challenges in fulfillment of its mission: to transform public education through

sustainable, scalable strategies that drive student achievement and teacher effectiveness for all students and teachers.

The majority of schools where GSN has worked are characterized by high rates of students who qualify for free or

reduced lunch. This has been intentional as GSN sees helping to bring equity to the system as part of its work ensuring

every student is prepared for success.

Conditions for a successful partnership are based on an initial needs assessment that is conducted with schools or

districts who are interested in partnership with our team. The needs assessment is typically undertaken in collaboration

with multiple stakeholders at the school and district levels. In addition to the needs assessment, GSN works directly with

the LEA to evaluate readiness for partnership by assessing the district’s commitment to collective responsibility and

accountability, shared leadership, and collective efficacy to implement dramatic change as a united system.

Christina Larson will serve as the primary implementation coach for the Aguilar Management Plan. Her team will

include:

1. Denille LePlatt (Secondary Implementation Coach and PD Facilitator)

2. Kate Lister (Secondary Implementation Coach and PD Facilitator)

3. Wendy Cooper (CEO, GSN Management Plan Evaluator)

4. Ashleigh Valentine (Professional Development Facilitator)

Biographies and qualifications for specific staff are included in Appendix A. The formal draft contract is included in

Appendix B.

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District Contact for Implementation and Compliance The Superintendent of Aguilar School District will be the main contact and advocate to support, evaluate and adjust services delivered by GSN, and will ensure compliance of all staff with the expectations of the Management Plan.

District, School and Partner Responsibility Matrix Generation Schools Network will manage authority over academic systems and professional development. This includes facilitating and partnering on decisions affecting curriculum, instructional strategies, and professional development across the district and its classrooms.

Responsibility Partner School/District

Academic Systems

Curriculum (selection, relationship w/curriculum provider) x

Instructional Strategies (planning and delivery) x x

Assessment (progress monitoring, short term assessment, etc) x x

Data Analysis (training, protocols/tools, action planning) x x

School Calendar & Scheduling x x

MTSS (training, system, protocols/tools, implementation) x x

Positive Learning Environment & Culture of Performance

Mission & Vision x

Socio-emotional support x x

Behavior Management x x

Family and community engagement x x

Communications and media relations x

Talent Management

Recruitment x

Retention x

Leadership development and coaching x

Professional development for teachers and staff x x

Teacher performance management & evaluation x

Defining roles and responsibilities (teacher/staff) x x

School Operations

Coordination of services with the district central office x

Budgeting and financial management x

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Development and grants management x

Maintenance and facilities management x

Technology and IT x

Compliance reporting x

Managing Partner Contract

Partner identification and recruitment x

Program evaluation x x

Contract management x x

Reporting & Accountability x x

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Budget for Management and Resources

The management budget depends on the amount of funding available, based on state and local funding sources. If ASD’s local funds are expanded to include supplementary pathways grant funds, the plan can be implemented over a more urgent timeline of two years. This plan is included below:

Year 1: 2017-2018

Direct Service PD Days for Instruction and Data

x6 (3 in August, 1 in October, 1 in January, 1 in May)

$9,000

PD Days for Curriculum- Adjusting the Singapore program to meet the four-day week; work on Daily 5 and Reading instruction block

x4 in Summer $6,000

9 Months of Coaching x28 days 28,000

Prep, Planning and Resource development 8 hours per month x10 months $9,000

Teacher Stipends

x4 PD Stipends

$10,000

Equipment Chromebooks for distance/blended learning (secondary)

x10 $2,000

Laptops for distance/blended learning (elementary)

x8 $4,000

$68,000

Year 2: 2018-2019



$9,000



Equipment Distance Learning Classroom $2,800

$48,800

Without additional funding support, the allowable budget will impact the scope of work, which would then dramatically impact the management partnership engagement. Monthly, onsite coaching support will be greatly reduced, from 28 days per year to 9, and delivery of professional development and resources will be reduced.

Year 1: 2017-2018

PD Days for Curriculum- Adjusting the Singapore program to meet the four day week; work on Daily 5 and Reading instruction block; Science/Math block integration

x4 in Summer $6,000

9 Months of Coaching x9 days $9,000

Prep, Planning and Resource development 2 hours per month x 9 months $2,250

Teacher Stipends

PD Stipends x4 days for curriculum PD

$6,750

$24,000

Year 2: 2018-2019


x7 (3 in August, 1 in October, 1 in January, 1 in_______, 1 in _______)

$10,500

9 Months of Coaching x9 days $9,000


$21,750

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Reporting, Supervision, and Accountability Provisions Reporting expectations

1. Generation Schools reports monthly to the Superintendent, providing general reports of successes, deficiencies,

problem areas.

2. Superintendent reports monthly to the Aguilar Board of Education on the district-partner work.

3. Generation Schools meets with and reports to the district’s leadership team on a monthly basis.

4. Generation Schools reports to the Aguilar Board of Education and CDE in the months of October, January and

May through May 2019.

Accountability

UIP and Management Plan implementation benchmarks and student performance targets will be used as the indicators

for both staff and student performance for accountability purposes. These indicators are in place to ensure that

implementation of the Improvement Strategies is done with fidelity, district-wide, and to ensure there is an increase in

student performance. Implementation benchmarks and student performance targets will be reviewed and evaluation

data will be collected and analyzed by GSN to the district in October, January, and May for both school years. GSN will

deliver the performance report to the district by the final working day of each specified month to the superintendent via

email. Performance on both staff implementation and student performance will be used to hold all staff accountable for

performance, and will also be used to evaluate the effectiveness of the Management Plan.

Reasonable progress toward implementation benchmarks and student performance targets is defined as having at least

70% of implementation benchmarks and student NWEA benchmark performance on target at the end of each reporting

period (October, January, and May of each school year) for both parties. If reasonable progress is not being

demonstrated, adjustments to the terms of the Management Plan, including adjustments to the future implementation

benchmarks, must be made in mutual agreement between the District and Generation Schools Network within 15

calendar days of the report. GSN will report progress to the Scope of Services and Implementation Benchmarks three

times per year to the local school board and CDE.

Deviating performance will be defined as progress that does not improve to at least 70% of benchmarks and student

performance targets demonstrating progress after two, consecutive reporting periods. In the case of deviating

performance, the District and Generation Schools Network will have 30 calendar days to determine interventions to

support effective implementation plan adjustments. Interventions may include adjusting Partner Team assignments and

roles for implementation, changes in teaching and/or leadership staff roles and responsibilities, and/or re-prioritization

of strategies or measurements for implementation, and timeline adjustments.

Dissolution/Termination of Partnership

The Partnership will be evaluated on an annual basis to determine whether the Implementation Benchmarks identified

have been achieved and the Key Services set forth in the Scope of Services have been delivered in accordance with the

Timeline set forth in the contract. In the event that the Implementation Benchmarks have not been achieved and/or the

Key Services have not been delivered in accordance with the Timeline set forth in the contract, the District may

terminate the management contract.

In the event that Generation Schools does not receive the support necessary from the school, district, board or other

relevant party to ensure the success of the management contract, Generation Schools may terminate the contract upon

thirty days’ written notice.

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Appendix

Appendix A: Generation Schools Network™ Program Staff

Christina M Larson – Primary Implementation Coach

Christina Larson joined GSN in early 2016 and focuses on k-12 leadership coaching, business and resource development, diagnostic reviews and improvement planning across Colorado. She started her professional career in New Mexico as a music teacher in highly impacted elementary schools in downtown Albuquerque. After completing her Master's Degree in Curriculum and Instructional Leadership, Christina continued to teach music and technology, as well as 4th grade and after-school reading interventions. As her career developed, she accepted opportunities as a 5th and 6th grade teacher, becoming focused in Special Education and Inclusion for Math and English Language Arts. She also helped to initiate and lead a district- wide pilot Instructional Coaching program and was awarded the NM Golden Apple Teacher Award for Middle School.

Christina moved to Colorado in 2009 and served as an Instructional Coach, where she worked closely with teachers on data-driven instruction and implementing the teaching and learning cycle. She then joined the Colorado Department of Education in the Improvement Planning Unit, helping to develop and support training for statewide school and district Unified Improvement Planning.

Christina has a BS in Journalism with an advertising focus from the University of Colorado at Boulder and an MA in Education in Curriculum and Instructional Leadership from the College of Santa Fe. She lives north of Denver, CO with her family and loves to be crafty.

Denille LePlatt – Secondary Implementation Coach and Professional Development Facilitator

Denille joined Generation Schools earlier this year. A rural educator and leader for over a decade, Denille LePlatt has risen through the ranks of teacher, director, principal, and dual-role Superintendent. A leader in the Colorado Department of Education-ranked School of Distinction Primero School District for seven years, she brings a unique rural perspective to today's challenging educational landscape and has overcome obstacles and challenges to achieve and maintain success. Through her work, she has been active in the Colorado Association of School Executives as both a workshop presenter and panelist and has served on the Colorado Association of Superintendents and Senior Administrators Board of Directors. In addition, she served as the keynote speaker for the Colorado Rural Education Collaborative kickoff event this year.

Denille has a BA and an MA in Educational Leadership and Administration from Adams State University. She lives west of Trinidad with her husband and two boys, Ralsten and Reese. In her spare time, she enjoys showing reining horses and relaxing with her family.

Kate Lister – Secondary Implementation Coach and Professional Development Facilitator

Kate has been the Senior Director of School Support and Implementation for GSN since summer 2015. During this time, she has facilitated the redesign of the Time, Talent and Resources at two elementary schools, completed multiple Diagnostic Reviews while training staffs in Improvement Planning strategies. As a Turnaround Leadership Coach, she has found it rewarding to support a Turnaround School’s transition into a successful school status. Coaching principals and presenting Social Emotional Learning workshops with onsite coaching are also fulfilling aspects of Kate’s GSN work.

Kate has 31 years of elementary school experience, with the first twenty-two as a teacher and the final nine as principal.

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Kate has extensive experience as a reading coach and in staff development for Orton-Gillingham based program: The Spalding Method. In addition, she has worked in higher education for Fort Lewis College and Adams State University as a student teacher supervisor and adjunct professor leading various educational courses. Kate has earned her BA in Early Childhood Education from the University of Cincinnati and a MA in Educational Leadership from Adams State University.

Wendy Loloff Piersee, Chief Executive Officer – GSN Management Plan Evaluator

Ms. Piersee has been with Generation Schools for nearly six years, bringing extensive experience in the non-profit and education sectors, especially in the area of network development and school replication. Prior to GSN, Wendy worked for several education consulting firms where her work included professional development, reform, including replicating a middle school mentorship program, and development of a school for the blind to learn CAM. She has worked in higher education (Northwest College, Colorado Christian University & Harvard University) and served as Development Director and Associate Director of the Denver Street School. She co-founded the StreetSchool Network, which grew to include 47 schools in 27 cities, serving more than 4,000 students under her leadership.

She has a BS in Business Management from Colorado Christian University and a MA in Educational Leadership from Concordia University. She was a Catapult Fellow during the start-up of West Generation Academy.

Ashleigh Valentine – Professional Development Facilitator

Ashleigh has over 15 years’ experience in public education, non-profit, and business. Since joining GSN, she has partnered with Colorado’s South Central BOCES to develop and implement a Dropout Prevention Program for the top 15% of at-risk youth across nine school districts. Ashleigh has also contributed to Diagnostic Reviews and Unified Improvement Planning with multiple rural schools and districts and provided teacher and school leader professional development on topics like math and classroom management.

Ashleigh taught middle school math for seven years and served in multiple leadership roles including Math Department Chair and Middle School Team Lead. She is skilled in social emotional development, curriculum development, school culture and equity, student mentoring, and teacher training. Denver Public Schools rated Ms. Valentine as a Distinguished Teacher for her Professional Practice and Student Growth. She is also passionate about developing positive, meaningful relationships with adolescents through her ministry with Young Life.

She has a BA in Business Marketing from California State University, Long Beach and earned an MA in Education and Teaching Credential with an emphasis in foundational-level mathematics from University of Phoenix.

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Appendix B: Draft Contract

INDEPENDENT CONTRACTOR AGREEMENT

This Agreement (“Agreement”) is effective as of the ___ day of March, 2017 between Aguilar Reorganized School District No. 6 with principal offices at 420 North Balsam St., Aguilar, CO 81020 (the “District”) and Generation Schools Network Inc. (“Contractor, “Generation Schools” or “GSN”) with principal offices at 455 Sherman Street, Suite 120, Denver, CO 80203.

WHEREAS, the District has determined that a need exists to engage Contractor to provide the services hereinafter specified; and

WHEREAS, Contractor is qualified to provide the services required by the District;

NOW, THEREFORE, the undersigned parties desire to enter into this Agreement subject to the following terms and conditions:

1. Background. In March 2017, the District submitted a Management Pathway Plan with the Colorado Department of Education (the “Pathway Plan”) because it had seen evidence that the partnership developed with Generation Schools has made a difference in the quality of instruction, data usage and student learning. The Pathway Plan had been recommended by the State Review Panel, and goals of the Pathway Plan are tied to the findings from both the State Review Panel and a Diagnostic Review.

2. Scope of Services. Generation Schools will support the District in meeting the benchmarks and goals set forth in the Pathway Plan submitted to the State by performing the services more fully set forth in the Pathway Plan. Appendix A attached hereto provides a summary of the services and costs associated with each.

3. Remuneration. The total cost of the services to be provided will be $68,000 for the year ended June 30, 2018, and $48,800 for the year ended June 30, 2019, plus reimbursement for the actual cost of reasonable out of pocket expenses.

4. Invoicing and Payment for Services. GSN will invoice for our services on a monthly basis for services provided since the previous invoice at the rates set forth on Attachment A. Payment is due upon receipt and any payment not received within 30 days may be subject to a finance charge of 1.5% per month.

5. Independent Contractor. For the purposes of this Agreement and all services to be provided hereunder, each party shall be, and shall be deemed to be, an independent contractor and not an agent or employee of the other party. Neither party shall have authority to make any statements, representations or commitments of any kind, or to take any action which shall be binding on the other party.

6. Use of Names and Logos. Neither party shall use the logo or name of the other party without the prior written approval of such party. The parties agree to obtain approval from the other party prior to issuing press releases or other public announcements using the other party's name or logo in any manner. The identification, statement, or display of either party’s name in any way that may reasonably be interpreted as implying endorsement, approval or sponsorship requires prior written approval.

7. Entire Agreement/Authority. This Agreement is the entire agreement between the parties as to the transactions which are the subject matter hereof and supersedes all prior communications between the parties related to such transactions. Each party represents and warrants to the other that it has full power and authority to enter into and perform this Agreement. This Agreement shall be binding upon the parties hereto and inure to the benefit of the parties hereto, their respective successors and permitted assigns.

8. Section Headings. The headings used in this Agreement have been prepared for the convenience of reference only and shall not control, affect the meaning, or be taken as an interpretation of any provisions of this Agreement. This Agreement has been prepared on the basis of mutual understanding of the parties and shall not be construed against either party by reason of such party’s being the drafter hereof.

9. Severability. If any term, provision or covenant of this Agreement shall be held to be invalid or unenforceable for any reason (a) the remaining provisions shall continue to be valid and enforceable and (b) each party directs that such court interpret and apply the remainder of this Agreement in the manner that it determines most closely effectuates the parties’ intent in entering into this Agreement, and in doing so particularly take into account the relative importance of the term, provision, covenant or restriction

30

being held invalid, void or unenforceable. No delay in acting with regard to any breach of any provision shall be construed to be a waiver of such breach.

10. Modifications. This Agreement shall only be modified in writing signed by duly authorized representatives of both Generation Schools and the District. Requests for modifications should be directed to the Generation Schools Administrative Contact.

11. Injunctive Relief. In the event of a breach or threatened breach by either party of any of the provisions of this Agreement, in addition to any other remedies available to it under law, either party shall be entitled to seek an injunction restraining the other party from the performance of acts which constitute or may constitute a breach of this Agreement.

12. Waiver. A waiver of a breach or default under this Agreement shall be in writing and shall not be a waiver of any other or subsequent breach or default. The failure or delay in enforcing compliance with any term or condition of this Agreement shall not constitute a waiver of such term or condition unless such term or condition is expressly waived in writing.

13. Assignment. This Agreement and the duties and obligations under this Agreement are not transferable or assignable without the express prior written consent of both parties. Any attempt to transfer or assign this Agreement or any of the rights, duties or obligations under this Agreement without such consent is void.

14. Governing Law. Colorado law, and rules and regulations issued pursuant thereto, shall be applied in the interpretation, execution, and enforcement of this Agreement. Notwithstanding any provision to the contrary included, incorporated or made part of this Agreement which conflicts or purports to negate this provision in whole or in part is not valid or enforceable or available in any action at law, whether by way of complaint, defense, or otherwise.

15. Notice. Any notices or communications between the parties, that are required to be provided, or that the parties desire to provide, relating to the performance of this Agreement, shall be given in writing and shall be made by postage prepaid, registered or certified mail, return receipt requested, or by overnight delivery by Federal Express or by other reputable courier service to the addresses set forth below.

To: Aguilar Reorganized School District No. 6 Attn: Dr. Stacy Houser

420 N. Balsam St. Aguilar, CO 81020

To: Generation Schools Network Inc. Attn: Craig Spencer, CFO/COO 455 Sherman St., Suite 120 Denver, CO 80203

Any party may designate a different address by giving the other party ten (10) days prior written notice in the manner provided above.

16. Counterparts. This Agreement may be executed in one or more counterparts, each of which shall be deemed an original but all of which taken together shall constitute one and the same instrument.

Aguilar Reorganized School District No. 6 Generation Schools Network:

Date: Date:

Signature Signature

Name (Printed) / Title Name (Printed) / Title

31

SCOPE OF SERVICES

ATTACHMENT A

Year 1: 2017-2018



$9,000

PD Days for Curriculum- Adjusting the Singapore program to meet the four-day week; work on Daily 5 and Reading instruction block

x4 in Summer $6,000


Prep, Planning and Resource development

8 hours per month x10 months $9,000

$52,000

Year 2: 2018-2019



$9,000


Prep, Planning and Resource development

8 hours per month x10 months $9,000

$46,000

management pathway planfile/aguilarsd...6. all students will have access to blended and extended...

Documents