spring 2017 core framework update...spring 2017 core framework update presented by: dr. lamont w....

Spring 2017 CORE Framework Update

Presented by:

Dr. Lamont W. Browne, Executive Director of Autonomous Schools

John Youngquist, Chief Academic Officer

April 4, 2017

Every St ud en t Shap es a Successf ul Fut ure 1

Every St ud en t Shap es a Successf ul Fut ure

Spring 2017 CORE Update

▪ Why is this topic on the board agenda? ▪ To keep the Board apprised of the status/progress of our schools on the State

Accountability Clock. ▪ To discuss recommended APS Policy regarding Charter Schools who are on the

Accountability Clock ▪ What are we asking the board to do with this information:

▪ For District schools, this is information only representing recommendations for CORE strategies that the Division of Equity in Learning is making to Superintendent Munn

▪ Consider recommendation for annual actions pertaining to charter schools on the Accountability Clock

▪ How is this linked to the Strategic Plan, Vision, Mission, goals & core beliefs?

▪ This information will inform the board of the status of our schools and the progress of our CORE Framework

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Communities Organized to Reach Excellence

1. Communities of Practice: Each intervention, resource, and initiative is meant to connect the leaders, teachers, and learners with a community of practice in targeted areas

2. Innovative Systems and Structures: APS leaders design strategic interventions, resources, and other initiatives catered to the needs of each CORE school

3. Timeline: CORE addresses schools that are identified on the state accountability clock

Aligned with APS Core Beliefs

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In addition, we are focused on capacity building in the following 9 key areas: 1. Turnaround Leadership 2. Budget Flexibility 3. Staff Recruitment and

Retention 4. Charter Authorization 5. Innovation Experience 6. Physical Space 7. Philanthropic Relationships 8. Community Engagement 9. Turnaround Management

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What to look for… (From October 2016 Board Meeting)

• Progress Update of Major School Improvement Actions Year 1 of Implementation – Central (Action Zone, pending CDE plans), Paris, and Fletcher

(charter conversion)

• Recommended Interventions for Year 3 Priority Improvement and Turnaround Schools

– Sable, Wheeling and South

• Improvement/Additions to protocols regarding charter schools

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Four Part Presentation: I. Update on CORE schools that have already taken drastic action (Paris Elementary School (Yr. 4), Aurora Central High School (Yr. 5) and Fletcher Community School (Yr. 2)

II. Update on CORE schools that are in Yr. 3 on the clock or in Turnaround status (Sable Elementary School (Yr. 3), Wheeling Elementary School (Yr. s) and South Middle School (Turnaround)

III. Update on CORE charter schools

IV. Update on new charter school protocols

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Every Student Shapes a Successful Future

Paris Elementary Priority Improvement, Year 4

• Restorative justice efforts have resulted in decrease in number of referrals and suspensions. Reduction in referrals from 121 in 2016 to currently 89 in 2017. Suspensions last year were 28 and they are currently at 15 which is trending to be less referrals and suspensions than last year

• Implementing American Reading Company’s Independent Reading Level Assessment (IRLA) has resulted in: – Students’ increased time in text compared to last year – Teacher weekly assesses each students’ independent reading progress and makes

adjustments to instruction – Each student has an independent reading goal, can state it and tell you their reading

level

• Participation in Zone-wide working groups has resulted in cross-Zone collaboration surrounding talent management, international leadership, and curriculum, assessment, and data-driven instruction

• Principal participates in bi-weekly coaching to improve leadership skills • Principal and building leaders attended PD around observation feedback and

DDI to improve teacher performance

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Part I

Every Student Shapes a Successful Future

Aurora Central High School Turnaround, Year 5

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• 9th grade House model has resulted in 9th grade having the highest on-track rates in the school (71% as compared to 57% across all grade levels).

• Participation in Zone-wide working groups has resulted in cross-Zone collaboration surrounding talent management, international leadership, and curriculum, assessment, and data-driven instruction.

• Staff has participated in restorative justice, positive behavior interventions and supports (PBIS), and relationship building trainings in order to build school culture and strengthen student-staff relationships.

• Restorative justice and PBIS efforts have resulted in dramatic decrease in number of referrals (310 vs. 640 during the 15-16 school year) and suspensions (216 versus 342 during the 15-16 school year).

• In the first year of Zone implementation, 177 home visits have been conducted and logged (as of March 1, 2017), as compared to 34 home visits prior to Zone implementation.

• Building leaders attended OAS PD using observation feedback protocol with teachers. This training along with waivers has resulted in 489 observation and feedback cycles as of March 2017.


Turnaround Pathway

• The Office of Autonomous Schools has submitted a joint proposal of Innovation status and Management Partner to the Colorado Department of Education (CDE)

• CDE has reviewed our joint proposal and made a recommendation to SBE for approval of our Innovation Status as our pathway for Aurora Central with Management Pathway Support (Mass Insight Education)

• Presentation to the State board of Education is at 1:00pm on Wednesday, April 12

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Aurora Central High School Turnaround, Year 5


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Fletcher Community School

Fewer suspensions at Fletcher Community School

Fewer referrals at Fletcher Community School

Fewer Severely Chronically Absent students at Fletcher Community School (currently down by 56%)

Fletcher Community School Average Daily Attendance

APS District School Average Daily Attendance

Fletcher Community School average daily attendance greater than District average

Enrollment: 2015-16 = 386 2016-17 = 368 Trending Improvements to School Culture


Fletcher/RMP Transition Accomplishments

• New Project Manager – John Lyons • Completed Facilities/Shared Space Agreement • Calendar/Bell Schedules Alignment • Autism Center Integration Strategy • RMP Transportation Plan • Teacher Info Sessions • Family Info Sessions • Updated APS Address Lookup Tool

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Fletcher/RMP Current Projects

Community Engagement Efforts

Centralized Admissions Process

Finalize Autism Center Agreement


Sable Elementary School Data Snapshot

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Sable Elementary School Data Snapshot

2015-16 SPF Status: Priority Improvement Year 3 Title 1: Yes DSS Status: Green

# of Students: 520 Enrollment to Capacity: 107% F/R Lunch: 84.8%

ELL: 61% ESS: 10.8% GT: 2.5% Homeless: 4.7%

Achievement and Growth • CMAS/PARCC District Average Met/Exceeded Expectations Compared to School % ME+: Eng/LA: Grade 3: 18.6/9.9% Grade 4: 21.2/9.5% Grade 5: 21.1/11.3% Math: Grade 3: 18.2/3.2% Grade 4: 14.0/4.8% Grade 5: 13.7/7.5%

Human Resources • Principal Status: 6th Year and Continuing 2016-17 • Teacher Turnover: ‘12-13: 6.45% ’13-14: 0% ’14-15: 12.5% ‘15-16: 14.9%

School Climate • Average Daily Attendance… ’14-15: 94.1% ‘15-16: 94.1% ‘16-17 thru Q3: 94.4% • % Students Chronic Absence… ’14-15: 18.3% ‘15-16: 17.6% ‘16-17 thru Q3: 16.4% • Behavior/# of Suspensions… ‘14-15: 36 ‘15-16: 18 ‘16-17 thru Q3: 19

Part II


Sable Elementary

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Essential Elements of an

Effective APS School Status Key Actions

APS 2020

Strategic Plan Implementation

- Completed E-Status goals & action plan for 4th & 5th graders

- Naviance integration into student goal setting in Reading and Math

- Increase parent engagement in goal setting for their child’s future

Instructional Design

- Implemented weekly PLCs focused on Reading & Math – Data Driven

Instructional focus

- Assigned grade level members to the Turnaround Leadership team

- Assign coaching support for every teacher

- Completed exit criteria for grades K-5; Completed 6 week instructional

units aligned with Interim assessments

Intentional School Culture - Using data more effectively to target students below grade level,

chronically absent and each student has an action plan through MTSS

Educator Effectiveness

- Principal & AP support teacher evaluations (in classrooms daily)

- Hired Dean to support behavior support and response

- Assigned Turnaround leadership team members team change agents

Community & Family

Engagement

- Completed monthly parent meetings with focus on Tech, Reading, Math

- Implemented weekly teacher communication with parents

- Received Community donations from ProLogis, ADT

- Collaboration with ProLogis & PCs for people to place 50 computers into

families homes

Operations - Relocated Read Act funds for Reading interventionists & Coaching

support for each teacher

Recommendation • School Improvement Action: Academic Performance Review

2017-2018; Continuation in UVA Sustainability Program


Wheeling Elementary School Data Snapshot

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Wheeling Elementary School Snapshot

2015-16 SPF Status: Priority Improvement Year 3 Title 1: Yes DSS Status: Green

Number of Students: 489 Enrollment to Capacity 83% F/R Lunch: 80%

ELL: 45.6% ESS: 7.8% GT: .4% Homeless: 3.7%


Human Resources • Principal Status: 5th Year and Continuing 2016-17 • Teacher Turnover: ‘12-13: 7.5% ’13-14: 12.2% ’14-15: 21% ‘15-16: 13.5%



Wheeling Elementary

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APS 2020


• Plan: 100% of students have a plan for the future in Naviance

• Skills: Students show growth in PYP IB Trans-disciplinary Skills as evidenced in

student portfolio

• Credentials: working with all 4th & 5th grade students to earn a minimum of one

digital badge by the end of the school year.


• Implementation of Instructional Models Curricular Programming

- Focus on transferring Literacy PD for content knowledge to

classroom. (ANET/TLAC)

- Implementation of targeted lesson planning

- Active coaching & Model Classrooms

• Effective use of data and engagement of Data-Driven Instruction

-Bi-weekly data analysis meetings

-Re-teach and re-assess key concepts identified through data

Intentional School Culture

• Clearly defined & continually communicated Vision & Mission living in the

building

• Re-developed Behavioral Response System (RJ/Retooling classroom management

systems).

Educator Effectiveness

• Aligned Professional Learning Practices to Evaluation, Observation & Feedback.

Weekly Learning walks with school created look fors.

• Refined Recruitment, Selection, Retention Systems through marketing strategies and

high quality PD opportunities for teachers.

Community & Family

Engagement

• Welcoming Environment Valuing Community Culture; Parent Presence and

Engagement. Increased number of Family Events and SAC opportunity.

• Parent and Community Members Involved as Decision Makers - by creating a

functioning School Advisory Committee

Operations • Budgeting & Staffing - realigning teacher strengths to grade level, kept decision

making on building vision & mission during budget reorganization.

Recommendation School Improvement Action: Continue work with CDE’s Turn-Around

Network and Achievement Network; New for 2017-18 - Participation in UVA

Turnaround Leadership Program


South Middle School Data Snapshot

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South Middle School Snapshot

2015-16 SPF Status: Turnaround Year 2 Title 1: Yes DSS Status: Orange

Number of Students: 735 Enrollment to Capacity: 70% F/R Lunch: 82.9%

ELL: 40.1% ESS: 16.7% GT: 2.0% Homeless: 3.1%


Human Resources: • Principal Status: 1st Year (new principal for 2016-17) • Teacher Turnover: ‘12-13: 14% ’13-14: 18% ’14-15: 24% ‘15-16: 21.8%



South Middle School

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APS 2020


•Goal 1:School-wide system for iCap Completion

•Goal 2: Principal engaged in Middle School 21C Cohort

•Goal 3: Early implementation of credentials


•New School Leader (Year 1)

•Relay National Academy Principal Fellowship

•Data Driven Instruction

•Director visits/coaching

2017 -18

•CDE Turnaround Network

•Relay National Academy Principal Fellowship expansion

•ATLAS Teacher Leadership

Intentional School Culture •South S.T.R.O.N.G.

•Student Success Coach and Course

•Restorative Approaches and Practices

Educator Effectiveness •Observation and Feedback - Get Better, Faster tools

•Weekly Calibration through Learning Walks

Community & Family Engagement •Family Liaison - Home Visits

•Community Engagement and Partnerships

•Marketing and Re-branding Campaign

Operations •Facilities updates/upgrades

Recommendation School Improvement Action: With leadership of second-year

principal, continue strong focus on data-driven, standards-based

instructional planning; School Leadership Team in RELAY GRE


State Accountability Clock: APS Charter School Policy

• Currently, there is no district policy regarding charter schools that are on the clock for any number of years

• For the 2016-2017 school year, AXL Academy is in Year 1 on the clock

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Part III


AXL Academy Snapshot

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AXL Academy Snapshot

2015-16 SPF Status: Priority Improvement Year 1 Title 1: No DSS Status: N/A

Number of Students: 538 Enrollment to Capacity: 90% F/R Lunch: 66.5%

ELL: 30.1% ESS: 7.4% GT: 1.7% Homeless: 0.9%

Achievement and Growth • CMAS/PARCC District Average Met/Exceeded Expectations Compared to School % ME+: Eng/LA: Grade 3: 18.6/14.5% Grade 4: 21.2/12.3% Grade 5: 21.1/10.2% Grade 6: 17.9/22.2% Grade 7: 26.1/0% Grade 8: 24.9/23.5% Math: Grade 3: 18.2/12.3% Grade 4: 14.0/3.4% Grade 5: 13.7/2.0% Grade 6: 12.3/3.7% Grade 7: 12.2/3.2% Grade 8: 9.7/2.9%

Human Resources: • Principal Status: 1st Year (new principal for 16-17) • Teacher Turnover: 2013-14: 40% 2014-15: 40% 2015-16: 25%

School Climate • Average Daily Attendance: 2014-15: 95% 2015-16: 93.9% 2016-17 thru Q3: 94.1% • % Students Chronic Absence: 2014-15: 15.9% 2015-16: 18.5% 2016-17 thru Q3: 17.5% • Behavior/# of Suspensions: 2014-15: 33 2015-16: 93 2016-17 thru Q3: 102


AXL Academy

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Charter History SPF RATING HISTORY • March 2007 – Charter Application Approved • July 2012 – Renewal Contract (1) In Effect • January 2016 – Renewal Application

Conditionally Approved • July 2016 – Renewal Contract (2) In Effect • June 2020 – Renewal Contract Expires

2009-10 Improvement 2010-11 Improvement 2011-12 Performance 2012-13 Performance 2013-14 Performance 2014-15 Performance 2015-16 Priority Improvement

Contract Language – Pupil Performance Standards 2.4.1 As a condition of its renewal, AXL shall maintain a school performance rating of “Performance” as measured by stated and school assessments. AXL shall also maintain at least a school performance rating of “Improvement” at each school level (3-5, 6-8). The Board may deem that failure to maintain these performance ratings constitutes a material breach of this Contract, grounds for termination of the Contract, and/or grounds for denying a renewal application. A breach of this provision shall not be subject to cure.

Every St ud ent Shap es a

Successf u l Fut ure


AXL Academy

We have requested a school performance analysis and improvement plan from AXL Academy (due within 30 days).

We have scheduled a meeting with school leadership to determine next steps regarding school improvement.

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State Accountability Clock: APS Charter School Policy

Intended New District Practices (Commencing in 17-18):

• The Office of Autonomous Schools (OAS) will perform a Level 3 review each year that a

charter school is on the clock until their contract is up for renewal. Then utilize the historical trends and performance measures to make strong cases for revocation if necessary.

• Meet with the charter school quarterly to review improvement goals and suggestions evidenced through district feedback on the level 3 review.

• OAS will conduct research to determine local and national best practices regarding district/charter agreements pertaining to state-identified struggling schools.

• OAS will engage district and charter school leadership to identify appropriate and rigorous accountability measures to be included in all future charter contracts (new and renewal).

• OAS will work with Superintendent Munn to determine the appropriate recommendation for APS Charter School Policy for Board review by June 2017.

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OAS Charter School Reviews

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Level 1 Review Level 2 Review Level 3 Review Appropriate when: ∙ Authorizer has limited

capacity/people/ time to put toward annual feedback

∙ A charter school has a long history of strong performance

∙ A charter school is far away from scheduled renewal process

Appropriate when: ∙ Authorizer has some capacity to

put toward annual feedback ∙ A charter school has

demonstrated strong recent performance

∙ A school is only a 1-2 years from scheduled renewal process

∙ The authorizer has some questions about the school’s performance

Appropriate when: ∙ Authorizer has capacity to

engage in significant annual feedback

∙ Authorizer maintains short contracts (3-5 years)

∙ A school is headed into renewal in the next year or two

∙ A school has asked for specific feedback from authorizer

∙ The authorizer has some concern about the school’s performance

• Performed annually for each charter school (Level 1, 2 or 3) • Areas reviewed: Academic Performance, Governance, Operations & Finance • Schools receive summary narrative and rating with the chance to respond to findings

Level 3 Academic Review (specifically): • Academic Performance – Based on CDE provided assessment data • Site Visit Summary – Focused on improvement strategies identified in UIP


Charter Authorization Protocol Updates

Improvements made this year:

• Minimum of three internal and external reviewers per section of the application for more comprehensive feedback.

• Individualized reviewer trainings scheduled for evaluation of best practices for charter application reviews.

• Meetings with applicants before application deadline to clarify outstanding questions regarding process to ensure quality submissions.

• Strengthened and more intensive research of charter applicant group and related entities

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Part IV


Charter Authorization Protocol Updates

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Thank You!

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Appendix Items

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Accountability Clock

Six schools that were formerly in Turnaround or Priority Improvement status have moved off the Accountability Clock (according to preliminary ratings only):

• Century Elementary

• Lansing Elementary

• Lyn Knoll Elementary

• Mrachek Middle School

• Boston K-8

• Vista PEAK Exploratory

28 Every St ud en t Shap es a Successf ul Fut ure


Schools that were previously in Performance or Improvement status are now on the Accountability Clock (according to preliminary ratings only)*:

• Dartmouth Elementary

• Kenton Elementary

• Laredo Elementary

• Aurora Hills Middle School

• East Middle School

• AXL Academy (charter)



Schools that remain on the Accountability Clock (according to preliminary ratings only)*: • Fletcher Community School • Gateway High School • North Middle School • Sixth Avenue Elementary • South Middle School • Vaughn Elementary • Virginia Court Elementary • Sable Elementary -- (Year 3) • Wheeling Elementary -- (Year 3) • Paris Elementary -- (Year 4) • Aurora Central High School -- (Year 5)



Sable Elementary Background 2013-2014

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Major Improvement Strategies

Significant CORE Actions & Investments

Outcomes/Trends

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

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

1. RMC Audit 2. First year of READ Act

intervention funding 3. Application and

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

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

1. Attendance stable from prior year

2. Increase in behavioral incidence relative to prior year

3. General increases in TCAP outcomes for every content area

4. Positive trend in performance of ELL’s

5. Continued SPF status of Priority Improvement



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Outcomes/Trends

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

1. Additional RMC Audit 2. Equity in Learning

Restructure for super- vision and support

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

4. Continuation of SIS grant actions

5. Engagement of Executive Coaching for principal

6. Allocation of two Community Corp

1. Continuation of Priority Improvement SPF status

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

3. Initial decrease in chronic non-attenders

4. Behavioral incidence remain high/stable



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Outcomes/Trends

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


2. Title 1 mini-grant for teacher coaching

3. Participation in University of Virginia Turnaround Leadership Programming

4. Weekly LC Director visits 5. Turnaround Leadership

Team 6. Transition from Admin

ToSA to full Asst. Principal

1. CDE did not issue new SPFs

2. Positive trends toward proficiency with Acuity Interim Assessments

3. Continuing positive trend with attendance

4. Behavioral incidence are trending lower than prior years


Wheeling Elementary Background 2013-2014

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Outcomes/Trends

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

1. RMC Instructional Audit 2. Addition of Assistant

Principal 3. Implementation of

behavioral support position

4. Initial allocation of READ Act resources

5. Initiation of superintendent and leadership team site support visits


2. Trend for TCAP scores low and stable

3. Attendance outcomes represent low attendance levels

4. Behavioral incidence very high and rising



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Outcomes/Trends

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

1. RMC instructional audit & CDE Mass Insight audit

2. Transition to on-site Teaching Partners

3. Implementation of School Improvement Strategies grant- literacy


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

6. DSS Allocation for Playworks

7. 2 Community Corps


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

3. Low-average attendance continuing

4. Decrease in significant behavioral events



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Outcomes/Trends

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

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

2. Continuation of Executive Coaching for principal

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

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

5. Full implementation of No Nonsense Nurturing

6. Engagement as Equity Focus School

1. CDE did not issue new SPFs

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

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

4. Continued decrease in significant behavioral events

spring 2017 core framework update...spring 2017 core framework update presented by: dr. lamont w....

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