Adams 14 School District October 2018 1

Adams 14 School District October 2018 1

School District Adams 14 School District

Accountability Directed

Action

External Management. Adams 14 School District is working with their management partner, Beyond Textbooks, to establish a teaching and learning cycle within Adams City High School (also year 7 on the accountability clock) and two other schools, Central Elementary and Rose Hill Elementary. The district is also focusing on creating district systems to support school improvement.

District Performance Framework Data

Overall 2018 Preliminary Rating: Priority Improvement, 36.8% of Points Overall 2017 Final Rating: Priority Improvement, 37.6% of Points

Performance Indicator Year % of Points Earned Rating ChangeAcademic Achievement

2018 Preliminary 25.0% Does Not Meet No change2017 Final 25.0% Does Not Meet

Academic Growth

2018 Preliminary 48.2% Approaching Decrease in % of points earned2017 Final 54.5% Approaching

Postsecondary and Workforce Readiness

2018 Preliminary 33.3% Does Not Meet Increase in % of points earned2017 Final 27.8% Does not Meet

End-Of-Year Overall Assessment of Progress by CDE

State student performance data and local progress monitoring data indicate that the current external management plan is not enough on its own to set the district on a path to rapid turnaround and improved student outcomes. While the major components of the management plan are being implemented with varying degrees of fidelity, student performance overall is not improving and remains well below state expectations for academic achievement, academic growth, and postsecondary and workforce readiness. Goals within the progress monitoring plan for student achievement, growth and other indicators (e.g., attendance) based on local data showed some progress, but the targets were largely not met throughout 2017-18 school year.

Beyond Textbooks was implemented at three schools during the 2017-18 school year. Performance remained flat at two of the three schools (Aurora Central High School and Central Elementary) and improved slightly at Rose Hill Elementary, which moved from Turnaround to Priority Improvement. Classroom-level use of the instructional program remains inconsistent, but the district is taking steps to improve the fidelity and effectiveness of implementation for the 2018-19 school year in the three targeted schools and is expanding this approach to additional schools. For other elements of the district’s pathway plan (focused on establishing instructional systems at the other eight schools and building district-level systems for supporting all schools and monitoring progress), implementation has not been as efficient or effective as is needed. Reorganization of district staff during the 2017-18 school year, in addition to other staff turnover at the district level, contributed to inefficiencies. This makes momentum from year to year difficult to sustain as much energy goes to bringing new staff up to speed and new ways of working need to be re-established.

The local school board's attention to studying data and turnaround options is promising and should be a continuing practice. Two-way communication with stakeholders continues to be a needed area for growth and will impede any progress if not adequately addressed. The district and local board have committed to a facilitated strategic planning process, which could be a way to better engage the community and develop a shared vision.

Overall, the district has not gained traction in creating a consistent teaching and learning cycle districtwide, nor is it communicating a coherent and urgent vision for exiting the accountability clock. There are some promising practices in place, but it is too early to tell how these practices will impact student learning and result in significant change.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionAcademic Systems: Implement Beyond Textbooks at Three Schools

Beyond Textbooks (BT) is the district's management partner and is working with Adams City High School, Central Elementary and Rose Hill Elementary. The management partner is responsible for prioritizing and supporting high-quality instruction aligned to standards.

- Create professional development calendar for participating schools - Align curriculum, assessments and instructional support - Revise schedule, including a reteach and enrichment block - Provide ongoing coaching and feedback on implementation, monitoring and progress

- The professional development calendar was set at the beginning of the year and staff in Beyond Textbooks schools have been trained on the basics of the approach. Professional development events continue throughout the year to deepen and expand understanding. - School schedules have been revised to include a reteach and enrichment block. - Staff are actively using Beyond Textbooks process to align lesson plans, curriculum and formative assessments. - Implementation is at the emerging level and varies classroom to classroom. Schools are still working to fully take advantage of the reteach and enrich block. - Beyond Textbooks visits each school on a regular basis and provides differentiated feedback on strengths and areas for future focus. They report progress in implementation. - The district has taken the Beyond Textbooks feedback and adjusted programming accordingly to date (e.g., Kagan training after Beyond Textbooks identified low student engagement). In particular, the district is focusing on how to more effectively take that feedback and support schools in accelerating implementation.

- This priority was implemented as laid out in the plan, although there were some barriers that interfered with full implementation of the model.- In the second semester, Beyond Textbooks and the district continued the routines established in the first semester (e.g., Beyond Textbooks school walkthroughs, feedback and recommendations every six weeks). - All three building leaders are invested in the Beyond Textbooks process and working to establish building norms for implementation. Staff in the select schools were actively using the Beyond Textbooks process, but at varying rates depending upon the individual. Staff surveys were not set up to capture staff needs and support for the implementation process. The district sent staff to Vail school district (Arizona) to better observe the process being implemented in classrooms.- Overall, Beyond Textbooks reports seeing greater use of engagement strategies and increasing use of the process. All schools need to refine their procedures and deepen the rigor of content.- With added responsibilities at mid-year, the district Beyond Textbooks liaison was unable to consistently engage in weekly visits at schools. - The supporting data system -- Illuminate -- took much longer than anticipated to fully launch. This meant the the teaching and learning cycle was not adequately supported. - The district has identified several steps to improve implementation in 2018-19, including identifying specific implementation benchmarks, ensuring a more rigorous monitoring and coaching system between Beyond Textbooks' visits and protecting the district liaison's time.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionAcademic Systems: Implement District-Led Supports at Eight Schools

The district will establish teaching and learning cycles based upon a systematic framework of instruction, monitoring (assessment, walkthroughs, teacher evaluation/effectiveness, professional development) and extended opportunities for students to learn (enrichment/reteach).

- Provide best first instruction - Offer embedded professional development and supports - Conduct frequent progress monitoring - Ensure enrichment and intervention - Implement multi-tiered systems of support (MTSS)

- Best first instruction has been a priority for the district for many years and it is difficult to say whether there is much change yet. Observations suggest that staff are beginning to implement some of the strategies learned from recent professional development. - Professional development and follow-up coaching has been offered for teaching staff (e.g., Kagan, READing Foundations, establishing data systems, Systemic ELD, Constructing Meaning) and for building leaders (e.g., data analysis, improvement planning, principal role in teaching literacy).- While progress monitoring data is being collected, it is not routinely analyzed and discussed by school staff. For example, elementary data meetings are scheduled after school and staff attend on an optional basis (as per agreement with Classroom Teachers Association). District reports concerns about lack of alignment on common assessments and has future work planned to address that.- Enrichment and intervention time for students has been scheduled, however, the time is not leveraged as effectively as it needs to be. District is considering the best way to make that time more effective.- MTSS is focused now on providing wraparound services for students. The overall process is being supported through a partnership with CDE's Office of Learning Supports.

- The District continued the activities discussed in the first semester. - Additional activities worth noting include: a systematic review of the district's EL programming (internally with community representatives and in partnership with CDE), a focus on early literacy training, including supporting and expecting staff to implement strategies (partnership with with Schools Cubed), and professional learning community (PLC) trainings at secondary levels.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionBuild Systems of Support and Accountability

District systems of communication, support and accountability are being created between the district, schools and the community. This includes gathering student performance data, as well as observational and perception data, to differentiate supports for schools.

- Establish and support the practice of district level data routines, reporting and accountability. - Differentiate supports to schools based on their needs. Supports are available through the district and through external partnerships.- Engage in ongoing communication regarding pathway implementation and progress monitoring with the community and stakeholders.

- Adams 14 School District has established a process and a regular schedule for weekly school visits, which is a new practice for the district. The district is establishing data routines, including discussing the site visit observations, using the data to adjust practices, and collecting and analyzing student, staff and community surveys. These practices were not in place until recently due to reorganization of district staff. There is an emerging process for discussing data and adjusting supports as district staff have now been assigned to specific roles. The district has not made clear what the responsibilities and the degree of authority are for staff, which is leading to inefficiencies. The district is aware of this challenge and is working to address it. - Differentiation of supports is mainly coming through external partnerships including the Turnaround Network, Connect for Success, and diagnostic review and planning supports. - The district admits to struggling with communication to the community about the implementation of its pathway plan. Communication mainly occurs through superintendent-hosted community forums, district accountability committee and local school board meetings, and meetings with the educator association. Given that questions and concerns continue to arise from the community, this is an area that needs greater attention.

- Overall, the district has not gained traction in creating a consistent teaching and learning cycle districtwide, nor is it communicating a coherent and urgent vision for exiting the accountability clock. There are some promising practices in place, but it is too early to tell how these practices will impact student learning and result in significant change.- The district continues to build out systems for support and accountability, but at a slower pace than expected. The district underwent a second reorganization within the last year, so responsibilities and work routines were not clear throughout the year. It is too early to provide a report on the overall impact of the most recent transition, however, individual district staff report more collegial interactions and positive momentum. - A process for collecting and analyzing data to guide districtwide practices is still emerging. District staff admit that the tools and processes used for gauging and informing implementation (e.g., weekly school visit protocols, staff surveys, parent surveys, student surveys) did not yield the type of data needed to guide district continuous improvement cycle. Therefore, district staff will be putting energy toward developing more effective systems for continuous improvement in the 2018-19 school year. - The improvement planning process has developed further through a partnership with a neighboring district and through a wider stakeholder group to guide direction. While CDE has not reviewed the updated school and district improvement plans yet, it has been observed that the process is more inclusive, using best practices and occurring on a more effective timeline.- The district and local board have engaged with an external consultant (Bob Tipton) to facilitate a long-term strategic planning process. This could provide a vehicle for much needed community engagement and buy in for future actions. - The board has engaged in the turnaround process more significantly through a variety of study sessions (e.g., walk through of local data and statutory pathway options) with district staff, CDE and the Colorado Association of School Boards.- The district continues to struggle greatly with two-way communication with stakeholders including parents, staff, and community members. An increasing number of stakeholder groups have formed to express frustration and report that they do not feel their voice has been included in the turnaround process.


Summary of Student Performance Trends Based on Mid-Year Local Data

- There is an increasing number of K-3 students on READ plans (approximately 1065 in early January). District reports this is due to clarifications in identification process and increased fidelity to the assessment process.- The district is not meeting STAR literacy (grades 4-8) or math targets (grades 3-8) as set in the Pathway Plan, but there is higher status and growth than at this time last year at almost all grade levels. Growth is ranging by grade level from about the 42nd percentile to about the 57th in literacy and about the 41st percentile to the 49th in math. The middle schools continue to show the most consistent growth. High school patterns are discussed in the Adams City High School summary.- Attendance targets (as defined in the Pathway Plan) are not being met across the board. Overall, the district was at a 92% attendance rate at the end of the first quarter which is significantly higher than last year and close to the state average (92.9%). The district has declined to 89% districtwide in the second quarter. The district reports that this follows a past pattern and is already showing signs of increasing for the next quarter.

Mid-Year Assessment of Progress by CDE

The major tenets of the district's Pathway Plan are being addressed to some extent. Over the summer, the district and CDE worked on a progress monitoring plan that was delivered on time in August. The district is making progress implementing Beyond Textbooks in the three identified schools and is making adjustments in practices as directed. At the same time, the district is working on systems to support the other eight schools. The quality and sophistication of the implementation of critical practices, however, needs to increase. The district has encountered unexpected barriers and has had to slow down some actions to prioritize on other higher leverage strategies that are foundational to implementing the plan. District systems to effectively manage and support schools are newly emerging but are not in place solidly enough to create changes in school-level practices. The district has focused on setting up important systems, such as district-level data discussions, that district staff and leadership are just now using. While student-level data from the middle of the year shows some promise of growth, overall, Adams 14 schools are not on track to meet state expectations in math or English Language Arts. Summary of Student Performance Trends Based on End-of-Year Data

- The number of K-3 READ plans since winter 2018 has decreased, but looking at the whole year the numbers increased slightly from the beginning of the year and from last year (approximately 936 at the end of 2017-18, compared to 919 at the end of 2016-17). - STAR literacy (grades 4-8) and math status targets (grades 3-8) for 2017-18 were not met. However, they were higher than the prior year (2016-17) in nearly every grade level. Growth was lower than the prior year (2016-17) and ranged from about the 40th to 48th percentile in literacy; math growth ranged from the 38th percentile to the 46th. Beyond Textbooks schools do not show a different trend. - The district did not meet its overall daily attendance target of 95% in 2017-18 but has improved considerably since the prior year (moved from 82% in 2016-17 to 90% overall in 2017-18) and is catching up to the state average (92.9%). Elementary schools were at 92% for the year; middle schools were at 89%; high schools were at 84%. - The preliminary District Performance Framework (DPF) reports that the district remains at Priority Improvement-Year 8 with a slight dip in the percentage of points (37.6% in 2017; 36.8% in 2018). - Of the 11 schools, five schools are on the accountability clock. This includes Adams City High School in Priority Improvement - Year 8 and Central Elementary in Year 5 which will need an end-of-clock hearing in spring 2019. It should be noted that three schools exited the accountability clock (Dupont, Monaco, Kemp) and one school entered Year 1 of the accountability clock (Lester Arnold). - Overall (all school levels) achievement in language arts is on a slight incline (718.8 mean scale score in 2016, 720.6 mean scale score in 2017, 721.7 mean scale score in 2018) but is significantly below the state mean by more than 20 points (743.3 state mean scale score in 2018). A similar trend exists for math (713.8 mean scale score in 2016; 714.5 in 2017; 715.4 in 2018), which remains more than 19 points below the state average (735.0 state mean scale score in 2018).- Academic growth is increasing, but not at a significant enough rate to make needed achievement gains. Overall, the English language arts median growth precentile was 42 in 2016; 48 in 2017; and 49 in 2018. Overall, the math median growth percentile was at 37 in 2016; 43 in 2017; and 45 in 2018.

Adams City High School (Adams 14 School District) October 2018 1

School Adams City High School (Adams 14 School District)

Accountability Directed Action

External Management. Adams City High School is partnering with Beyond Textbooks to establish a teaching and learning cycle for grades 9-10. The district also committed to hiring a new school leadership team for the 2017-18 school year. For grades 11-12, focus is being placed on building out teaching and learning cycles focused on college and career preparation.

School Performance Framework Data

Overall 2018 Preliminary Rating: Priority Improvement, 39.5% of Points Overall 2017 Final Rating: Turnaround Plan: Decreased due to Participation, 40.9% of Points


2018 Preliminary 25.0% Does Not Meet Decrease in % of Points Earned2017 Final 31.3% Does Not Meet

Academic Growth

2018 Preliminary 44.6% Approaching Increase in % of Points Earned2017 Final 43.2% Approaching


2018 Preliminary 47.2% Approaching No Change2017 Final 47.2% Approaching


Beyond Textbooks participated in monthly work sessions with school leadership that included classroom walk-throughs, sharing of recommendations, and observing progress in instructional approaches and use of resources within 9th and 10th grade classrooms. There was progress during the year on the quarterly assessments that were completed as part of Beyond Textbooks implementation, but without an interim benchmarking system in place it was difficult to track whether students were progressing adequately to meet end-of-year targets. School and district leadership met monthly to review progress in instructional and operational systems. There was improvement over the year in the structure of these meetings to better focused on monitoring data indicators and implementation observations. Some sharing of instructional practices from 9th and 10th grade to 11th and 12th grade has occured, although the instructional systems for 11th and 12th grades are much less structured. Overall, a more concrete way to measure progress of implementation of Beyond Textbooks' recommendations and strategies will help leadership monitor and support implementation. A concerted effort to strengthen 11 and 12th grade systems and services would also be helpful to focus on over the next year. Checking with stakeholders (e.g., staff, students, families) on their needs should be done throughout the year. With the school's new administration's first year under its belt, it is time to focus on designing sustainable systems of two-way communication. Given that student performance is not increasing (with the exception of the English language proficiency), and given the lack of compelling implementation data, the current turnaround plan on its own may not be strong enough to rapidly improve student outcomes at Adams City High School.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionHire a leadership team

During the pathways hearing, the high school did not have a permanent leadership team after many years of continuous turnover. The district committed to hiring a new team as a first priority.

- Hire a principal, five assistant principals with specific assignments, content area coaches, a special education coordinator, an English language development coordinator and counselors for each grade level.

- Leadership team was hired by Summer 2017. - The leadership team created a 90-day plan and shared it with the district and CDE by August 2017.

- Some of the leadership team has turned over, but the principal and her core building staff will remain for the next school year.

Implement Beyond Textbooks

Beyond Textbooks (BT) is the district's management partner working Adams City High School in grades 9-10. The management partner is responsible for prioritizing and supporting high-quality instruction aligned to standards.

- Create professional development calendar- Align curriculum, assessments and instructional support - Revise schedule, including a reteach and enrichment block - Provide ongoing coaching and feedback on implementation, monitoring and progress

- The professional development calendar was set at the beginning of the year and Adams City High School staff have been trained on the basics of the Beyond Textbooks approach. Professional development events continue throughout the year to deepen and expand understanding. - The schedule was built to include a reteach and enrichment block for students. Further refinements were made at the beginning of the second semester. Ninth graders have a lab for both math and language arts for reteach and enrichment opportunities; tenth grade advisory is used to support reteach. - Staff are actively using the Beyond Textbooks process to align lesson plans, curriculum and formative assessments. Implementation is at the emerging level and varies classroom to classroom.- Beyond Textbooks visits the school on a regular basis and provides feedback on strengths and areas for future focus. They report progress on implementation to the school, district and CDE. - The district has taken the Beyond Textbooks feedback and adjusted programming accordingly to date (e.g., Kagan training after Beyond Textbooks identified low student engagement). In particular, the district is focusing on how to more effectively take that feedback and support the high school in accelerating implementation.

- Work on implementing Beyond Textbooks continued as laid out in the turnaround plan. - Beyond Textbooks reports seeing increases in cooperative learning, alignment between lesson plans and the Colorado Academic Standards, and more effective use of professional learning community structures.- Focus needs to be on consistent implementation, data driven decision making, and refinement of lab classes (reteach component).- With both Beyond Textbooks and CDE requiring a benchmarking system, the district and Adams City High School have chosen to return to using the STAR interim assessments in the 2018-19 school year.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionCreate schoolwide systems of support and accountability

Systems that support the entire school are being built to support students and staff.

- Implement effective data-driven instructional systems to monitor grade-level, rigorous, standards-based instruction, differentiation, and students’ mastery of learning targets consistently across all content areas - Implement intentional systems of support that are positive and culturally responsive to the learning environment.- College readiness systems are aligned to rigorous instructional and assessment practices (especially for grades 11-12).

- The leadership team has launched several new accountability systems such as tracking grades and course recovery. Data is reviewed on a regular basis and adjustments made in implementation of those systems. - CDE and Beyond Textbooks have raised concerns on the lack of interim assessments for both reading/writing and math. The district/school discontinued the use of the STAR assessment at the high school as they did not feel they were getting meaningful information. There is a plan in place for a new system next year. Formative assessments are being monitored but it is difficult for the district and state to determine whether students are on track to meet state expectations.- The district is intensifying its involvement to provide additional accountability and support at Adams City High School, which had lagged because of a reorganization at the district level, but appears to be getting back on track.- Attendance policy has been updated. Accountability systems for attendance (e.g., teacher reporting, student and family contracts, home visits) are being implemented.- College readiness dean and counselors are working with students to track credits and prepare for postsecondary options. ICAPs are being integrated into students' school day.- Career and technical education options continue to be offered, and, in alignment with the Adams County Workforce Council recommendations, a healthcare track is being explored.

- The new leadership team conducted significant work to build instructional and accountability systems (e.g., tracking grades, course recovery).- Concerns persist on the lack of interim assessment data for both reading/writing and math, and there is a plan in place for a new system next year. - District is intensifying its involvement to provide additional accountability and support.



- STAR Interim assessments, a measure included in the Pathway Plan, were discontinued by Adams City High School this year. The school and district have agreed to use a valid interim assessment next year. Formative assessments (e.g., Light Sail, Beyond Textbooks assessments, unit tests) are being monitored this year.- Average daily attendance at Adams City High School is not meeting district targets (95%) and but is higher than last year's rates by close to 5% each month (93-87% depending upon the month). Chronic absenteeism is averaging at 41%, compared to 47% at the end of the year in 2016-17.- ICAPs, grade audits and credit checks are being conducted on a regular basis. There is no record of these practices consistently being gathered and tracked in the past.Mid-Year Assessment of Progress by CDE

The high school's major strategies from the Pathway Plan have begun to be addressed. The partnership with Beyond Textbooks is established and work is being done to refine implementation. The new leadership team moved quickly to establish new reporting and accountability systems across the whole school, which are vital to know when students need additional support. While formative assessments are actively used to inform instruction and make adjustments in the reteach/enrich blocks, the lack of a valid interim assessment makes it difficult for the school, district and state to determine overall academic progress in the school. Summary of Student Performance Trends Based on End-of-Year Local Data

- Formative assessments continued throughout the spring of 2018 to inform instructional practices. The district and school agreed to re-engage with STAR in 2018-19 to monitor schoolwide progress.- 2017-18 average daily attendance did not meet the district target (95%), nor did it surpass the prior year's average (84% in 2017-18; 85.1% in 2016-17).- Chronic absenteeism has risen since last year (47% at the end of 2016-17; 56% at the end of 2017-18). - Grade audits and credit checks continued to be checked on a regular basis. This is a new practice, so comparison data is not available yet.- The school moved from Turnaround (decreased due to participation) to Priority Improvement. Points declined from 40.9% on the 2017 SPF to 39.4% on the 2018 SPF. However, participation surpassed 95% so the plan type was moved back to Priority Improvement.

Aguilar School District & Aguilar Junior Senior HS October 2018 1

District & School Aguilar School District & Aguilar Junior-Senior High SchoolAccountability Directed Action External Management. Aguilar is implementing its approved pathway plan with a management partnership with Generations Schools.

District Performance Framework Data (3-Year)



2018 Preliminary 27.9% Does Not Meet Increase in % of Points Earned2017 Final 26.3% Does Not Meet

Academic Growth 2018 Preliminary 46.4% Approaching Increase in % of Points Earned2017 Final 38.1% Approaching



School Performance Framework Data (3-Year)








The district has shown commitment to the partnership with Generation Schools and makes quick, data-driven changes based on the work in classrooms. The district, along with Generation Schools, was able to identify the need for a new English Language Arts curriculum that would better meet the rigor level of the Colorado Academic Standards and immediately implemented that change. The partnership with Generation Schools is strong and the Generation Schools staff is deeply embedded in the work at the school and trusted by leadership and teachers. Local data for many grades showed increases over the prior year and the current strategies are beginning to show results.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionProvide instructional alignment, standards, rigor and planning and consistent support for instructional practices.

There are significant challenges in curriculum and instruction. Specifically, there is a lack of resources and processes in place to ensure consistency and fidelity to implementation. In the 2015 TELL survey, 50% of the staff indicated they lacked the resources to ensure aligned curriculum including materials.

- Analysis and redesign of daily use of instruction time to best meet student needs- Provide professional development and coaching on English language arts (ELA) implementation and instruction- Work to align all instruction to rigor level of Colorado Academic Standards in math and English language arts - Analyze and choose a new English language arts curriculum to implement which better meets the needs of students and aligns to expectations in Colorado Academic Standards. - Complete monthly instructional rounds in math with teachers to improve instructional practice in math across all grade levels

- Teachers and leaders worked to reallocate instructional time in the fall to better meet students needs- The district has continued to use Generation Schools to provide professional development and coaching to teachers on an ongoing basis. - The district’s ELA curricula materials were not meeting the needs of students and were not aligned to the rigor level expectations of the standards. The district moved immediately to work to adopt new materials. With support from Generation Schools, the district adopted new curricular resources and got them into the hands of teachers as quickly as possible. This move has also meant a shift in focus to supporting teachers in implementing and using the new resources.

- New daily instructional schedule allowed the school to better meet student needs. Second semester was spent supporting teachers in how to best utilize the time within the new structure.- Professional development in ELA continued to be a focus of the work with Generation Schools Network- The adoption of a new ELA curriculum allowed teachers to immediately put more appropriate grade level content in front of students across the elementary school. - Overall, the focus on improving tier one instruction across the school was the largest priority for 2017-18. Aguilar joined CDE's Connect for Success grant in order to learn more from high performing schools across the state in this specific area and have already taken many best practices and started to implement.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionDevelop multiple and consistent use of data to guide instruction.

Teachers are inconsistent in using data to drive instructional decisions. A consistent district-wide data system must be used.

- Create a new assessment calendar- Use an assessment day after each interim assessment to analyze data and develop action plans for all classes and students- Implement reteach plans after each 4-6 week assessment cycle to focus on teaching high leverage skills for students based on misunderstandings- Teachers will meet with students to craft NWEA goals for each and work with students to develop Student Success Binders

- Data driven instruction has been a major focus for the district this year. - The district has moved forward with a new assessment calendar and is using the newly-created data days after each interim assessment to develop reteaching plans based on student needs.- Data is now being used more for action planning purposes and teachers are starting to bring more purposeful assessment into the classroom on a routine basis.- Every student has a Student Success Binder which allows them to track their progress in each class as well as set goals for how they will improve in the future.

- Aguilar continued to utilize dedicated data days to analyze student level data and develop student-specific plans to support reteaching in targeted areas based on real-time student assessment data.- Assessment calendar was in use all year- Student Success Binders continued to drive the work with student goal setting with every student having a goal setting binder or folder and many being able to discuss their goals and what they were doing to try to meet them.

Create tiered academic and behavior support integration.

There is not a continuum of evidence-based, supplementary instruction or intervention.

- Use Building Leadership Team (BLT) to develop more robust Multi-Tiered Systems of Support (MTSS) processes to support all students- Communicate with families about MTSS process through handbook and meetings- Train teachers on problem-solving protocol and use it regularly in MTSS meetings- Consistently track MTSS process for students through regular data meetings- Quarterly check on MTSS implementation by using a self-assessment tool

- The Building Leadership Team (BLT) spent time in the beginning of the year developing new Multi-Tiered Systems of Support (MTSS) processes. They also attended a professional development event by the CDE MTSS team from which they gathered many resources and immediately used them to help bolster MTSS processes throughout the building.- Teachers have been trained in MTSS protocols and communication to families has happened as described. In response to new learning at the CDE professional development in January, the BLT is working on further revisions to MTSS protocols and structures to further bolster the system.- The BLT is working to refine tracking of MTSS practices through new processes learned from MTSS professional development including using the self-assessment tool for further action planning

- MTSS work continued to improve over the course of the year.- The district has worked to communicate with families more frequently, develop teachers in MTSS process, track students, and check on implementation on a regular basis.



NWEA Map data shows increases in all grade levels from fall to winter in English language arts, which indicates that students are on track to meet end-of-year achievement expectations. Grades 1-3 mid-year data already surpassed end-of-year targets, as defined by NWEA.


The district is implementing their accountability plan and working hard to improve in their targeted areas. They have shown an attention to the work and a willingness to alter their plan as necessary based on identified needs along the way. Leadership was willing to adopt a new literacy curriculum mid-year based on what they were seeing as a large deficit within the building in order to better support teachers and students. The district has also sought out other resources, specifically with the MTSS team at CDE and through joining the Connect for Success program. The work with Connect for Success will allow the district to partner with a successful school to learn how to better implement targeted strategies.Summary of Student Performance Trends Based on End-of-Year Local Data

Academics: - NWEA MAPS: Most grade levels in math and ELA performed better at the end of the year than in 2016-17 (7 out of 11 grades in ELA and 8 out of 11 in math). Half of the grade levels met their targets in ELA while only 2 met targets in math.- DIBELS: K-5 - 75% of students at benchmark, 2 out of 4 grade levels showed higher results than previous year (2016-17).

Graduation Rates: One-year graduation rates cannot be reported due to the small number of students at the school. When looking at the three-year aggregate of graduation rates over time, however, steady and substantial improvement can be noted. The three-year aggregate of four-year graduation rates on the SPF from 2016-2018 (i.e. 2015-2017 graduation rates) have increased each year with 2015 at 52.9%, 2016 rates at 63.2% and 2017 at 71.4%, which represents an 18.5 percentage point increase over the last 3 years.

Aurora Central High School (Aurora Public Schools) October 2018 1

School Aurora Central High School (Aurora Public Schools)Accountability Directed Action

Innovation with external management. Aurora Central is implementing its innovation plan with critical and intentional support from the Zone leadership as well as targeted management expertise from its partner organization.





Academic Growth





Due to challenges from decreased enrollment, the school has been working on cutting administrative personnel within the school while keeping necessary supports for students. This challenge will continue to present issues for leadership, but the changes made at the end of the school year highlighted strategic thinking at both school and district levels. Behavior, attendance, graduation, and on-track to graduate data showed the culture of the building is being shaped positively by the improvement efforts of the leadership team. The district has supported the school through weekly visits focused on instruction and school leadership. District leadership provides Aurora Central, along with other schools in the "Action Zone," with professional development for leading high-quality, data-driven instruction and teacher coaching. Overall, the school implemented its plan with fidelity and has shown a commitment to take necessary steps to support students. Local data show positive trajectories in some areas, but state performance data has yet to reflect significant increases in academic achievement and growth, which remain far below state expectations for all groups of students. The next steps for the 2018-19 school year highlighted below in CDE's end-of-year reflection indicate that Aurora Central will continue to take a systematic approach to continuous improvement and will take action based on the results in the school.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year Reflection

Intentional planning for rigorous, standards- based instruction

Standards based instruction helps guide the planning, implementation, and assessment of student learning so that teachers can track student performance and plan focused instruction to meet the specific needs of students.

- Cast a vision for planning for the year- Train teachers in planning for gradual release, standards-based learning targets, academic language supports- Continual lesson plan review, feedback, and coaching for teachers

- Leadership crafted a vision for planning and rolled out to staff with a focus on gradual release, standards-based learning targets and academic language supports as the main lesson planning and instructional components for targeted areas of professional development. Training and coaching continues to be prioritized around these areas.- Grade level leadership teams are collecting lesson plans and providing feedback in the key areas of gradual release, standards-based learning targets, and academic language supports.

- Standards-based planning continued to be a focus for the school- Training, coaching and lesson plan feedback continued to be a priority for grade level leadership teams- Next Steps: Teachers will engage in a newly revised professional learning cycle aligned to instructional vision with an emphasis on analyzing student work and using the data collected to plan and deliver rigorous grade-level content that is aligned to grade-level standards.

Student- centered data-driven instruction

When teachers carefully observe the impact of their instructional practices and strategies on student learning they can truly understand each of their students’ academic status and progress. They can begin to adapt and personalize their instruction to best meet the unique needs of students. To do this, teachers can draw on evidence of learning within lessons.

- Provide professional development on data-driven instruction in all facets- Create and execute on interim assessment calendar- Provide extra time for teachers to analyze data and develop teaching plans based on student needs- Align scope and sequence with interim assessments and support revision of scope and sequence to create further alignment

- Teachers have received data-driven instruction professional development and coaching- Interim assessments aligned to the scope and sequence are given and used- Teachers use the Professional Learning Community (PLC) structure and time to collect and analyze data as well as plan common formative assessments based on proficiency scales developed during work with Marzano Research. The use of 4 point proficiency scales is common across most teachers and drives the data-driven work within the school.- Next steps include paring back the amount of data being collected and analyzed by teachers and supporting a simple tracking system.

- The drafting and use of interim assessments was a high priority of collaborative work for teachers throughout the school year- Teachers continued to develop and use proficiency scales within the work of using interim assessments to drive the teaching and learning cycle- Next Steps: Teachers will be provided with grade-level common plan time. Mastery Connect will be used as a platform for Core Content quarterly assessments. Full-day professional development days will be provded at the end and start of each quarter allowing teachers time to analyze interim data and then use the data to adjust instruction for students in the upcoming quarter.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionProfessional development

Differentiated professional learning is the formal and informal learning experiences undertaken by teachers and school leaders that improve their individual professional practice and the school’s collective effectiveness as measured by improved student engagement and learning outcomes.

- Use data of a variety of sources to determine the highest leverage teacher needs and build professional development calendar to match- Build professional development calendar as a continuous cycle to build on and aid teacher development in key identified areas- Use professional learning communities to continue to hone and build skill within focused professional development areas- Identify lead teachers to be experts and build their capacity to lead professional development and coaching of other teachers.

- School leadership uses regular learning walks to identify areas of teacher needs and consistently modify the professional development (PD) plans based on the observed needs of teachers- Regular PLC times are used to build on professional development- Aurora Central holds professional development every week on Friday afternoons with alternating focus on these key instructional areas and on culture and climate work. PD is delivered by either leadership on campus or from the district. Professional development also includes new teacher induction in conjunction with West College Preparatory Academy. PD is followed up by regular cycles of coaching with each teacher receiving observations and feedback every two weeks. Staff survey data indicates teachers believe the professional development is worthwhile to helping them improve their instruction.

- Leadership continued to use regular learning walks to monitor impementation of classroom expectations and gather data to plan for next steps for professional development. District leadership was on site weekly to walk classrooms with school leadership and provide feedback and coaching on next steps.- PLC work continued to support teacher professional development- Next Steps: School's leadership team will participate in monthly PD to support them in coaching teachers and building their capacity as school leaders. School leadership team will also engage in bi-monthly classroom walks with an emphasis on calibrating the team on what great instruction looks and sounds like.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionStudent support systems

A continuum of student supports provides the process and procedure for schools to address and improve student achievement. It includes a full range of interventions, programs, supports and/or services of a continuum of integrated and proactive supports to improve student’s academic and behavioral performance within and beyond classroom instruction.

- Set expectations for student attendance and communicate the processes, protocols, structures, and tools to achieve set goals- Train and support teacher teams on collection, analysis, and use of attendance data to identify students requiring home contact and plans developed by attendance deans- Implement school-wide monitoring of feedback cycles

- ACHS leadership set attendance expectations and communication, trained teacher teams, and implemented monitoring of the feedback cycles through each grade level team- Culture and climate has improved in the building as indicated by higher attendance rates and teachers indicating better relationships within classes. The school believes these improvements are due to multiple efforts at improves school culture including: higher number of home visits by staff, use of advisory classes to regularly contact parents about struggling students, use of restorative practices in discipline, "Hero" program to track student attendance, provide whole class incentives for improved attendance, and restructuring the leadership team so each assistant principal is in charge of a grade level with a specific support team.

- Leadership team has prioritized culture and climate, and the building of student support teams has been integral to this work. Each grade level team monitored student attendance and behavior closely and followed up with strategies for students failing to meet expectations.- The use of restorative practices and the "Hero" program has kept students in the classroom- Advisory period has given teachers the focus and time to make phone calls to homes of struggling students to engage families early and often.- Next Steps: House model will be implemented at all levels for the 2018-19 school year. A streamlined protocol for House meetings will be implemented school-wide with an emphasis on student attendance and behavior. A streamlined registration process will also be implemented with an emphasis on proper placement of ELL students based on transcript reviews and language screeners. Enrichment courses will be scheduled throughout the day for all grade levels and will be used for credit attainment for on-track students or credit recovery for off-track students.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionPost-secondary workforce readiness

Students should be able to exhibit postsecondary education readiness by not needing remedial classes at the student’s postsecondary institution. Students should demonstrate workforce readiness by choosing a course of higher education that will lead them on a pathway to an occupation. Additionally, students are prepared with the general knowledge and skills – such as motivation and collaboration – that are needed in any occupation.

- Increase credit recovery options by increasing the number of courses available, increasing access before and after school, and making courses available through Aurora Central Career Academy.- Increase students and parent awareness of importance of assessments.- Counselors use career and college exploration programs to support post-secondary preparation.- Support students in SAT preparation through online test prep services and having students take practice tests.

- Aurora Central developed a Career Academy to support students who are behind grade level. These students receive intense supports and credit recovery.- Mid-year on-track-to-graduate numbers are higher in 2017-18 when compared to 2016-17.- Aurora Central held a college day with a focus on students filling out applications and scholarships with a follow up of 12th grade leadership team meeting one-on-one with each student twice about post-secondary options and plans. - Concurrent enrollment courses are being taken at higher rate than the previous year.

- Career Academy has continued to reengage many at-risk students to receive credit recovery and intense supports- As shown below, on-track to graduate numbers are up across the school- More students are enrolled and successful in concurrent enrollment and AP courses- Next Steps: Career Academy will begin its second year and will serve approximately 200 undercredited students, supported by Community In Schools personnel. Dean of Attendance will continue to work closely with Career Academy with an emphasis on re-engaging students that have dropped out or are on the verge of dropping out. School administrators will ensure all 12th graders develop a plan. Concurrent enrollment courses, career and technical education courses through Picken's Technical College, and AP courses will be emphasized and made available for all students. SAT Enrichment courses will be mandatory for all 11th grade students.



Academics: Mid-year NWEA MAPs data show small increases across most areas. Both math and English language arts assessments showed small increases in percentile rank from fall to winter as well as an increase in comparison to the the 2016-17 school year fall to winter data. As of the end of first semester, on-track-to-graduate percentages were up from last year at each grade level.Attendance: The average daily attendance rate is up approximately 4% from last year, while chronic absenteeism (the percentage of students who are at-risk of academic issues due to absences) is down almost 20%.


Overall, Aurora Central High School is implementing its innovation plan with fidelity with support from both the district's Innovation Zone leadership team and Mass Insight. Zone leaders provide professional development, conduct learning walks, and coach building leadership on a regular basis. Mass Insight has provided specific diagnostic feedback and concrete, high leverage next steps to steer school leadership in positive directions for plan implementation.

Summary of Student Performance Trends Based on End-of-Year Local Data

Academics: - In 2015-16, 65% of students had 1 or more failing grades dropping to 61% in 2016-17 and down to 45% in 2017-18. - NWEA MAP: In 2016-17, 58% of students met growth projections for math and 64% met the projection for reading. In 2017-18, 52% met the projection for math and 47% met it for reading.

Postsecondary and Workforce Readiness: - On-Track to Graduate: The percent of students on track to graduate has improved over the last 3 years. Using overall credit criteria, 2015-16 had 58.8% on track, 2016-17 had 65.6% and 2017-18 had 82.8% of students on track to graduate. Considering core subjects only, the numbers are 33.5%, 35.5%, and 47.5%, respectively. - Concurrent Enrollment: The number of students taking concurrent enrollment classes was 509 (24.2%) for 2015-16, 378 (17.9%) for 2016-17, and 423 (22.1%) for 2017-18. - AP Courses: In 2015-16, 206 students (9.8%) took 255 AP classes; in 2016-17, 271 students (12.8%) took 344 classes; and, in 2017-18, 241 students (12.6%) took 341 classes. - Drop out and graduation rates are not yet available for 2017-18.

Attendance: Average daily attendance was greatly improved for the 2017-18 school year going from 77.4% in 2016-17 to 85.1% in 2017-18. Each grade level shows similar trends.

Behavior: The number of referrals has dropped each year from 341 in 2015-16 to 320 in 2016-17 to 270 in 2017-18. Suspensions also dropped from 213 to 182 to 127. Expulsions dropped from 8 the first 2 years to 6 in 2017-18. Restorative Jusitice was employed in 218 discipline cases - 39.5% of all discipline cases were resolved through Restorative Justice.

Prairie Heights Middle School (Greeley 6) October 2018 1

School Prairie Heights Middle School (Greeley School District 6)Accountability Directed Action Innovation Status


Overall 2018 Preliminary Rating: Performance, 59.8% of Points Overall 2017 Final Rating: Priority Improvement, 39.4 % of Points


2018 Preliminary 38.2% Approaching Increase in % of Points Earned2017 Final 25.0% Does Not Meet

Academic Growth

2018 Preliminary 74.1% Meets Increase in % of Points Earned2017 Final 49.0% Approaching


The school is continuing to implement their innovation plan and participate in all progress monitoring activities and professional development through CDE's Turnaround Network. The district is committed to supporting the school by providing additional funds in order to maintain a full time instructional coach and behavior specialist. The district also re-negotiated enrollment boundaries to ensure the school does not exceed enrollment capacity.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionImplement Summit Personalized Learning Program

There are 3 pillars to the Summit Learning Program; each of these pillars need to be fully implemented to be successful. The 3 pillars are Mentoring, Personalized Learning, and Project Time.

- Attend Summit professional development opportunities- Ensure every teacher receives three observation cycles per quarter- Host Summit team for an implementation review- Implement professional learning opportunities regularly for teachers- Facilitate collaboration between special education and general education teachers to modify Summit tools as needed

- Prairie Heights Middle School has attended the required Summit professional development opportunities including the summer institute and the fall convening. The school will attend the spring convening in March. In summer 2018, the school will on-board new teachers to Summit. The school is working on adding two additional professional development days before school starts to allow teachers to deepen planning around Summit.- Teachers receive coaching visits at least three times per quarter.- The school has met the goal of 100% of mentor conversations happening, which is the first pillar of the Summit learning program. - The school's assigned mentor from Summit has visited twice to complete walkthroughs and an evaluation of progress based on Summit's rubric. Based on the rubric and the visits, Prairie Heights is meeting expectations. In addition, the mentor checks in regularly with the school keeping on-going notes and documentation about celebrations and next steps around implementation. The meeting notes are shared with CDE. - After some initial challenges, the school has worked to streamline implementation of Summit as it relates to special education and other intervention services for students.

- Prairie Heights has continued to attend Summit trainings and additional professional development to support the implementation of Summit. The school has attended all network convenings for the 2017-2018 school year and the entire leadership team attended a two-week intensive principal training program through the Relay Graduate School of Education in June of 2018. A group of teachers attended the Buck Institute trainings on Project Based Learning. At the beginning of the 2018-2019 school year, staff will participate in an in-depth training on how to use student scores to plan and deliver instruction to deepen implementation of Summit. The training will provide support on using NWEA Data to identify disaggregated groups that need an additional intervention or support throughout the day. - Teachers received coaching visits at least three times per quarter in the 2017-18 school year.- Overall, 90% of teachers used the mentor log consistently to document mentoring conversations with students. Next year, the Summit platform will be streamlined to include a mentoring feature allowing teachers to use one tool for student goals and mentoring conversations. Teachers who were not using the mentoring log consistently had follow up conversations from leadership. - The school's assigned mentor from Summit visited regularly to complete walkthroughs and an evaluation of progress based on Summit's rubric. Based on the rubric and the visits, Prairie Heights is meeting expectations and was highlighted as a "Summit School Spotlight." In addition, the mentor checks in regularly with the school keeping on-going notes and documentation about celebrations and next steps around implementation. The meeting notes are shared with CDE.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionClimate and Culture: School-Wide & Classroom

Improve culture by creating and implementing schoolwide and classroom systems.

- Provide 100% of staff with Well-Managed School training prior to the beginning of the school year - Provide professional learning for new systems (School-wide, Classroom, and Teacher Proficiencies) - Implement mentoring program for students - Work with Youth Family Connections to organize weekly check-ins for students struggling with attendance - Use positive behavior support during community meetings to reward students for positive behavior and reinforcement

- The school provided all staff with training around well-managed schools and is building on that training through classroom observations. Leadership and in-house trainers provide additional support to teachers as needed on the implementation of new systems. - The school is meeting its goal of 100% of mentoring conversations (one of the three pillars of Summit) and has expanded its mentoring program to include outside partners like University of Northern Colorado to support students in goal setting and attendance. Mentors meet weekly and the school is seeing an impact based on improved attendance for students and increased project completion. - The school began implementing community meetings this school year and will continue to hold community meetings weekly. This is one way the school uses positive behavior support. The school has moved from teachers recognizing students to students recognizing each other as well as other teachers. - The school has reset and established schoolwide routines and procedures, which has helped attendance and helped reduce referrals across grade levels.-Last year, a challenge the school faced was being over-enrolled by 100 students. The district created a district aligned feeder program to balance out enrollment at the schools. For the current year, a little over 700 students are enrolled and the school doesn't feel over crowded. Only 4 students are choosing out of the school for next year. In the past around 120 students chose to enroll elsewhere due to the perception of the school.

- As a result of systems put in place for the 2017-18 school year, out of school suspensions decreased by 29% from the previous school year (2016-17).- In school suspensions decreased by 7% from the previous school year. - Chronic absenteeism was 22% for the school year. The school tracked and monitored attendance by grade and disaggregated groups to better develop targeted interventions. The school put students on attendance contracts and tracked progress around this as well. - In order to continue to work on increasing attendance, the school plans on continuing their partnership with the University of Northern Colorado for the Mentors and Friends program and continuing to offer group interventions. Data from the initial implementation of the Mentor and Friends program shows that students never missed class on the days they were meeting with their UNC mentor. The school and UNC hope to offer the Mentors and Friends as a class next year at UNC to encourage more UNC students to mentor students at Prairie Heights. In addition, Prairie Heights plans on developing a stronger system for positive recognition for attendance. The school will also consider revamping attendance expectations and policy.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionProfessional Learning Communities

Professional Learning Communities will be implemented in each grade for the following content areas: English Language Arts, Math, Science, and Social Studies. A specific Weekly Data Team protocol will be used to facilitate the instructional conversations, which will be grounded in student work.

- Offer embedded workshops during the week for teachers to attend. Teachers will have a variety of options throughout each quarter. - Core teachers will attend a weekly data team meeting facilitated by an administrator or instructional coach. - Workshops will be provided on specific data tracking through the Summit Platform.- Teachers will develop exemplars for checkpoints and admin will provide exemplar recordings of data teams to staff.

- 100% of teachers have attended a workshop either during their individual planning time or a professional development day- 100% of all core teachers have been meeting in professional learning communities weekly where they have analyzed checkpoint data and plan reteaches based on the critical mass of error. This weekly meeting is facilitated by an administrator or an instructional coach and is based on data from the Summit platform. - Teachers have been focused on ensuring the Summit structure supports special education students and English Language Learners. This has included evaluating and differentiating tasks to ensure rigor and alignment.- A task force comprised of school leadership, coaches and teachers has been formed to develop exemplars and additional scaffolding. The task force will be meeting in the spring and the summer with the goal of a deeper implementation of the Summit curriculum in the fall.

- 100% of teachers have attended a workshop either during their individual planning time or a professional development day. - 100% of all core teachers have been meeting in professional learning communities where they have analyzed checkpoint data and planned re-teaches based on the critical mass of error. - The leadership team will revise protocols for Weekly Data Teams after attending the Relay Graduate School of Education two week training. In addition, professional development specific to analyzing student work using the Cognitive Skills Rubric from Summit will be planned for the upcoming school year. The school will continue to spend time analyzing data for specific disaggregated groups. One group the school will focus on are students who scored Limited English Proficient 3 and 4 on the 2018 WIDA ACCESS assessment.- The task force continued to meet during the spring and summer with the goal of deeper implementation of the Summit curriculum in the fall. As a result of feedback from Prairie Heights, Summit is expanding tools and resources in their platform to better support English Language Learners and students with special needs.



- At least 70% of all students in each grade level demonstrated growth from their Quarter 1 to Quarter 2 NWEA Map Assessment in all three categories: reading, language usage and math. Nearly 60% or more of all students in each grade level met their projected growth in all three categories as well.


The school is implementing their innovation plan and has proactively addressed implementation challenges. They have actively participated in progress monitoring activities through CDE's Turnaround Network. The school agreed to progress monitoring metrics in their pathways plan and is meeting their established benchmarks, which were identified in the areas of leadership, leading indicator data (attendance and behavior), student achievement and short cycle planning. For the leadership benchmark, by fall 2017, the principal was expected to participate in the Behavior Event Inventory, identify growth areas in partnership with the Assistant Superintendent of Secondary Schools, meet weekly with the Assistant Superintendent of Secondary Schools to support those growth areas, and participate in a quarterly review of those growth areas with CDE and the Assistant Superintendent of Secondary Schools. All of these benchmarks have been met. For leading indicator data, the school has increased average daily attendance (92%) from the prior school year (91.85%), decreased chronic absenteeism from the previous year (37.1%) to 22.2% for the current year, reduced out of school suspensions from 327 in the previous year to 106 for the current year, and reduced in school suspensions from 242 (previous year) to 96 for the current year. For student achievement, the 2017-18 school year is the first year the school was administering NWEA Map and wanted to collect baseline data before setting targets and outlined that future benchmarks would be set in the Unified Improvement Plan. A summary of current student performance is listed in the box above using data from NWEA Map and student progress on the Summit platform. The final benchmark is 75% of action steps in short cycle planning would be on track. This is documented in the performance management tool monitored as part of the CDE Turnaround Network. 100% of all action steps have been completed as of second quarter. Sixty one percent of benchmarks set at the beginning of the year have been achieved and benchmarks that have not been achieved have been reflected on and next steps to accomplishing achievement of that benchmark have been documented. In addition to the monitoring from the Turnaround Network and through the pathways plan, the school is required to report out to its local board. The school presented an update in January of 2018 to the local board. Summary of Student Performance Trends Based on End-of-Year Local Data

Local data shows strong progress. Teacher turnover is the lowest it has been in several years and local assessment data shows progress at all grade levels in ELA and math.

Bessemer Academy (Pueblo City Schools) October 2018 1

School Bessemer Academy (Pueblo City Schools)

Accountability Directed Action

External Management and Innovation Status. Bessemer Academy is implementing their approved Pathway Plan of innovation status with management by the Achievement Network.


Overall 2018 Preliminary Rating: Improvement, 43.3% of Points Overall 2017 Final Rating: Priority Improvement, 34.9 % of Points



Academic Growth

2018 Preliminary 50.0% Approaching Increase in % of Points Earned2017 Final 36.3% Does Not Meet

End-Of-Year Overall Assessment of Progress by CDEBessemer: While student achievement continues to fall short of state expectations, the implementation of improvement efforts and the increase in student academic growth at Bessemer has been a bright spot. School leadership has maintained focus on critical areas of academic improvement, and instruction is demonstrably superior to the previous school year (2016-17). Leadership continues to work to improve structures for teachers and students and works very collaboratively with both the Achievement Network and CDE. Bessemer saw strong cademic growth on the school performance framework, and, as a result, Bessemer received an Improvement rating in 2018 and exited the accountability clock. If the school continues to implement its partnership with ANet, improvements should continue to be seen and student achievement results should begin to rise dramatically.

Achievement Network (ANet) Partnership: ANet and district leadership have built a strong relationship and meet regularly to discuss and plan how the district can best support each of the ANet schools (Risley, Bessemer and Heroes). The district-level principal manager and the ANet coaches conducted multiple classroom walk-throughs at each school in order to evaluate the progress and plan next steps for school support. Additional district leadership staff met with ANet and school leaders (along with CDE) on a quarterly basis to discuss progress and walk through classrooms to see the work in action. As the partnership enters into its second year, these conversations should continue to deepen in understanding and effectiveness.

Through the partnership with ANet, Risley, Bessemer and Heroes each realized the current curricular resources were not meeting the needs of teachers and students. The schools decided to pilot curricula in ELA and math in the spring with some key teachers and each ultimately decided to switch to new, rigorous, standards-based curricula for the 2018-19 school year. To kick off the 2018-19 school year, each school gathered for a two-day training together at the Risley campus where all teachers received in-depth training and time to plan around the implementation of the new curricula.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionMath instruction that supports all students to be successful in the major works of the grade

Instruction focuses on major work of the grade.Teachers use weekly planning meetings to backwards plan daily lessons that align with standard, objective, exit ticket, and tasks/problems through collaborative analysis of the standards and curriculum. Data from formative assessments is used to inform daily instruction.

- Grade level teams meet weekly to annotate, review and plan from EngageNY lesson plans- Initial professional development on backwards planning for math focused on close reading the standard- Focus work on unpacking the standards to identify daily objectives- Leadership to observe math lessons weekly to give prioritized, actionable feedback to teachers.- Weekly professional learning community (PLC) time focused on analyzing weekly common formative assessment data to create targeted re-teaching plans

- School leadership has prioritized this work and continues to support math instruction on a weekly basis which has resulted in great increases in math instruction. - Grade level teams meet weekly in PLCs and focus on analyzing data and creating reteach plans.- PD and collaborative work have focused on backwards planning and unpacking standards into daily objectives.- Leadership regularly observes math instruction and provides ongoing feedback.- The overall impact of this work has resulted in notable progress in math instruction across grade levels.

- There is evidence of intentional planning in Math.- Objectives are posted and aligned in the majority of classrooms- During PLC’s on Tuesdays, teachers are planning collaboratively in Math and working with a coach/ instructional leader.- Students are engaged in the learning and its purposeful.- Leaders and teachers maintained focus on math, and leaders recognized teacher support they needed- PLCs focused on planning math lessons- PLC time included teachers practicing lessons, leaders observing the lessons- Work was differentiated based on teacher need- Leaders prioritized planning support - School used reteach process to support teachers understanding- Teachers are using the Achievement Network platform to develop understanding- School worked with a Mathematics Consultant to implement targeted Math intervention at the intermediate grades formative assessments- Next Steps: There is more work to be done supporting teacher understanding of standards-based instruction and strategies to support student understanding.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionLiteracy instruction that supports all students to read, write, and speak about grade level text.

Teachers use standards and curricular resources to engage students in daily reading and writing about text. Weekly collaborative planning meetings to support teachers to discuss text, determine what will be challenging for students to comprehend, and scaffold questions to a daily exit ticket aligned to a key understanding/aspect of complexity in a text.

- Grade level teams meet weekly to annotate, review and plan from Journeys lesson plans.- Initial professional development on backwards planning focused on text-based planning and analyzing the text.- Focus work on unpacking the standards to identify daily objectives.- Leadership to observe literacy lessons weekly to give prioritized, actionable feedback to teachers.- Weekly professional learning community (PLC) time focused on analyzing weekly common formative assessment data to create targeted re-teaching plans.

- Similar to the work in math, leadership has provided prioritized, focused support to literacy teachers in text-based planning, which has led to stronger instruction that meets grade level expectations. - Grade level teams meet weekly in PLCs and focus on analyzing data and creating reteach plans.- Professional Development and collaborative work have focused on backwards planning and unpacking standards into daily objectives.- Leadership regularly observes literacy instruction and provides ongoing feedback.- Like in math, the overall impact of this work has shown notable progress in literacy instruction across grade levels.

- There are processes in place for teachers to practice instruction.- Teachers were able to carry over the planning process from math to ELA- Leaders co-planned once a week in literacy- Leaders changed the planning framework in response to teacher and student needs- In the spring, the school was considering adopting a more rigorous ELA curriculum to support stronger instruction- Next Steps: The school will begin using new, more rigorous ELA curriculum in the fall 2018.

Student culture: Continuously improve, monitor, and react to student culture data.

Students succeed when they have clearly defined expectations that are supported by consistent routines and procedures throughout the building. Teachers provide feedback to students that is intentional, positive, direct. Students feel safe and supported by the school staff.

- Teachers trained in Capturing Kids Hearts.- Implement social contracts within classrooms.- Implement school-wide discipline practices.- Monitor referral data to provide support for different areas and teachers as necessary.

- Capturing Kids Hearts continues to be a positive force for school culture and the building culture is overall in a better place this year. Work has included training for teachers, implementing social contracts, revising school-wide discipline practices, and monitoring referral data.- This work has resulted in a 50% decrease in both office referrals and suspensions as well as a marked increase in a culture of performance, warmth, and joy throughout the building.

- Teachers are consistently implementing Captruing Kids Hearts expectations throughout the day- The school increases the use of PBIS consistently across all classrooms/staff - Out-of-School Suspensions decreased considerably from previous year



Academics: While results on interim assessments through first semester show Bessemer students scoring below the district average in both English language arts and math, the primary use of the interim data is for classroom use in modifying instruction to meet student needs and not for progress monitoring purposes. Attendance: Average Daily Attendance has decreased by 2% points from last year at this time, down from 94% to 92%.Behavior: Out-of-School suspensions and behavior referrals are each less than half of the 2016-17 results, which reflects the improved school culture.


While student achievement results during first semester have not shown significant gains, the level of work happening within classrooms provides a stark contrast to past efforts at the school. New school leadership, along with targeted supports from district leadership and Achievement Network coaches, has provided needed instructional supports for teachers that has had a significant impact on classroom instruction across the building. The Achievement Network has a strong relationship with the school's principal manager and other district leadership, which helps ensure that district and external supports for the school are aligned.


Academics: Math interim data at the end of the year looked promising while ELA lagged behind in results. This was not surprising due to the school's intense focus on math this year.Attendance: Average Daily Attendance remained relatively flat from 2016-17 to 2017-18.Behavior: While the number of office referrals increased in 2017-18 from (37 to 61) the number of out-of-school suspensions decreased significantly from 70 in 2016-17 to 37 in 2017-18.

Heroes Middle School (Pueblo City Schools) October 2018 1

School Heroes Middle School (Pueblo City Schools)Accountability Directed Action

External Management and Innovation Status. Heroes is implementing their approved Pathway Plan of innovation with management of academic systems by the Achievement Network (ANet)





Academic Growth

2018 Preliminary 46.6% Approaching Decrease in % of Points Earned2017 Final 47.9% Approaching


Heroes Academy: After inconsistent implementation of the management plan with ANet during the first semester of 2017-18, the new leadership team at Heroes was able to gain more traction toward implementation of planned strategies during the second semester. Progress remains behind where it should be. The district, ANet, and CDE have all prioritized targeted supports for the school leadership team from the outset of the 2018-19 year to bolster implementation efforts.




Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionImprove literacy instruction

Within the curriculum/instructional resources, identify the appropriateness of texts for a given grade level, the aspects of complexity that would make texts difficult for students, and the quality of text-driven, standards-aligned, text dependent questions

- Teachers know and understand the grade level standards. - Teachers will be using a text first planning approach. Teachers will have internalized the text before teaching it and identified qualitative features of text and key understandings before teaching it, using the complexity rubric. - Developing, evaluating, and modifying text-dependent questions (pre-planning) to support the key understandings aligned to grade level standards. - Identifying and adapting the text selection as necessary.

- Teachers are using professional learning community (PLC) time to plan by knowing the expectations of the grade level text and creating scaffolded questions to engage all students. - Teachers are beginning to use a text-first approach to planning and developing text-dependent questions to allow students greater access to grade-level text analysis and thinking. - Current work has now shifted to focus on selecting appropriate grade level text and using those texts to plan intentional close reading lessons.- Overall progress has been slow due to new leadership at the building.

- Teachers use PLC time well and meet expectations in lesson planning- Teachers are using text-based planning and more complex text - Some teachers have become strong enough to be used as models- There is still limited evidence that teachers are using annotated text for literacy instruction. - Students are often engaged in the use of literacy resource materials such as grammar worksheets, or teacher generated tasks as opposed to high quality, rigorous, standards-based tasks- Teachers will implement "Wit and Wisdom" a new, rigorous literacy curriculum for the 2018-19 school year.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionImprove math instruction through a shift of focus and rigor

Study the major work of the grade to understand the demands and aspects of rigor called for by the standards. Strategically use opportunities within the curriculum/instructional materials to prompt and require students to share, discuss, and critique each other’s thinking both orally and through writing.

- Use the standards to drive the instruction. - Study the standards to understand the necessary skills, models, etc. students must master- Identify the targeted aspect of rigor for the standard and use that understanding to develop lesson- Use the coherence map to support any prerequisites for students- Provide students the opportunity to discuss and write about math on a consistent basis.

- PLC work is moving forward with planning instruction based on the shifts in the standards particularly around focus and rigor.- The focus of teachers has been to study the standards and understand what students need to know and be able to do.- Teachers are using the coherence maps to support student misunderstandings.- Teachers are working on providing students with more opportunities to write about math in classes.- Overall progress has been slow.

- Teachers expressed interest and enthusiasm with regard to the new resources being explored.- Teachers use PLC time well and meet expectations in lesson planning- Teachers like the Illustrative Math curriculum- annotating lesson plans- Math curriculum now aligns with state standards and will allow teachers to teach grade level content with proper supports- A Net supported teachers' understanding of standards-based teaching- Many teachers are still struggling to maintain the shift to new instructional stratgies and often revert to previous teaching strategies- Heroes will utilize "Illustrative Math" curriculum at the middle school level and "Engage NY" in Elementary next year. Both are more rigorous curricular resources.

Student Culture Restorative practices will be an integral part of leadership development and reshaping the culture of the school. At Heroes, we will take a multi-tiered approach to restorative practices built on both developing mindsets about learning, life, and foundation character skills by addressing ways of thinking and through restorative justice school wide.

- Develop and implement restorative practices vision and strategic plan- Create school-wide referral system- Develop Multi-Tiered System of Support (MTSS) which provides appropriate tier 2 and tier 3 supports- Begin peer mediation program- Train multiple staff in restorative practices

- Restorative practices vision and strategy has been developed.- A school-wide referral system is in place. - MTSS systems have some appropriate supports, but these need to be further developed.- Peer mediation program has started, but staff need additional training in this area. - The school culture work has resulted in more use of restorative practices for students sent out of classrooms for disciplinary reasons. The work has also led to significant decreases in both office referrals and suspensions in the school.

- Behavior referrals were down compared to the previous year. However, there was confusion about which behaviors resulted in referrals and which were to be handled by the teacher. - Routines and procedures throughout the school were lacking and the school worked in the spring to begin strengthening routines and increasing supervision.



Academics: While results on interim assessments through first semester show Heroes students scoring below the district average in both English language arts and math, the primary use of the interim data is for classroom use in modifying instruction to meet student needs and not for progress monitoring purposes. 8th grade is an exception; 8th graders have scored at or above the national and district average in English language arts.Attendance: Attendance rates are flat compared to 2016-17 with an average daily attendance rate of 89%.Behavior: Office referrals and suspensions are considerably lower than in 2016-17.


The school, alongside the district, is implementing their pathway plan with the external management partner, the Achievement Network. With a new leader in place, implementation has been slow and the district does not anticipate large gains by the school this year. Leadership is not only new to their roles, but new to the building. This, combined with a significant number of new staff in the building, has resulted in slow progress in the implementation of key practices at the school. The district and the Achievement Network have prioritized support for the work at Heroes Academy with a goal of seeing greater implementation throughout the spring. The Achievement Network has a strong relationship with the school's principal manager and other district leadership, which helps ensure that district and external supports for the school are aligned.


Academics: Interim assessment results continued to lag behind the other district schools taking the same assessments (Achievement Network) as well as the nation-wide averages.Attendance: Attendance rates remained flat compared to 2016-17.Behavior: Office referrals and suspensions ended considerably lower than in 2016-17.

Risley International Academy of Innovation (Pueblo City Schools) October 2018 1

School Risley International Academy of Innovation (Pueblo City Schools)Accountability Directed Action

External Management and Innovation Status. Risley is implementing their approved Pathway Plan of innovation with management of academic systems by the Achievement Network.


Overall 2018 Preliminary Rating: Turnaround, 31.4% of Points Overall 2017 Final Rating: Turnaround, 25.0% of Points



Academic Growth 2018 Preliminary 35.7% Does Not Meet Increase in % of Points Earned2017 Final 25.0% Does Not Meet


Risley: The spring brought about significant culture challenges at Risley which stunted some of the academic focus work at the school. New leadership at the school is committed to the priorities of their work with the Achievement Network and are using the summer to rethink leadership structures and supports in response to what was learned this school year. With a second year to build on lessons learned and continue to implement and deepen their current strategies as well as tighten school culture, the school is poised for a stronger year in 2018-19.




Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionImprove math instruction

Study the major work of the grade to understand the demands and aspects of rigor called for by the standards. Analyze curriculum/instructional materials for evidence of focus and rigor, and make adaptations as necessary to better reflect these shifts.

-Leadership to define instructional and lesson planning expectations for math teachers- Professional development of the shifts in the standards and how to plan standards-based lessons- Coaching of math teachers- Use of professional learning community (PLC) time to collaborate around planning from standards, analyzing interim data, planning teaching based on student data- Professional development and coaching around developing higher level questioning skills

- Leadership has defined expectations for math instruction and professional development has been provided.- Leadership is providing high quality coaching and feedback to math teachers through the coaching and support from the Achievement Network. - Majority of time in PLCs is spent aligning instruction to grade level expectations.- While progress has been incremental, the work has taken hold to a much greater degree than last year. Each quarter has seen some gains in implementation.- School leadership has added more targeted coaching for teachers on a weekly basis.

- The math team and leadership at Risley continued to work hard at implementing this strategy throughout the year- Math teachers at Risley have a strong understanding of math content and Colorado Academic Standards- Math teachers are working together in PLC’s to understand the standards- In reviewing data from first semester walkthroughs, it became evident there was a need to shift the focus to increasing the rigor of student questioning happening in classrooms. For the second half of the year, the feedback to teachers centered around the types of questions that were asked, the ratio of teacher/student talk that was produced by asking the question, and best practices for student discourse.- Next Steps: In response to needs for a new math curriculum, Risley adopted Illustrative Math for the 18-19 school year. See District Level Work for more details. An ongoing challenge for the school is to recruit and retain high quality math teachers as every year continues to have high teacher turnover within the department.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionImprove literacy instruction

All non-math teachers identify texts within the curriculum that are worthy of instruction. Deeply internalize these texts in order to build knowledge and understanding by pre-reading and annotating chosen texts. Teachers will use Text Based Planning practices to build knowledge and understanding of complex texts.

- Leadership to define instructional and lesson planning expectations for all teachers in use of text-based planning- Professional development of the shifts in the standards and how to plan standards-based lessons- Coaching of all teachers in choosing and analyzing appropriate texts, preparing for lessons around chosen texts using text-based planning best practices.- Use of professional learning community (PLC) time to collaborate around planning from standards, analyzing interim data, planning teaching based on student data- Professional development and coaching around aggressive monitoring and text-dependent questioning strategies

- Leadership has defined expectations for literacy instruction and provided professional development.- The focus of most teachers on developing a strong understanding of text-based planning has provided a common focus for the staff and allowed leadership to coach and support in a prioritized and aligned fashion.- PLC time has been used for implementation of data-driven instruction.- A new team supporting literacy instruction has caused a shift for teachers. This reality has made for slow progress but the trajectory is heading in the right direction towards high-quality literacy implementation.

- Classroom observations show students are engaged in work around complex and meaningful texts with opportunities to discuss and write about the reading.- Teachers demonstrated ownership over the planning process and actively use their common planning time for text based planning- Teachers recognize that the work they are doing is aligned - Teachers are working to create exemplar responses for tasks before they teach a lesson in order to plan for possible student misconceptions and to know the level of performance students should attain.- Next Steps: A key for 2018-19 is to ensure exemplar responses are more rigorous and text dependent. The school adopted Wit and Wisdom curriculum. See District Level Work Summary for further details.

Student climate and culture

Create a partnership with parents to provide a safe, positive, engaging learning environment focused on the teaching and learning cycle. Staff members will implement the Capturing Kids Hearts process in partnership with the Positive Behavior Support structures in all areas of the building.

- Conduct staff training on Capturing Kids Hearts and Positive Behavior Support structures- Ensure morning messages include IB learner profiles and positive messages- Conduct open house which sends a positive message about engaging in academics and attendance- Recruit parents to serve on school steering committee

- Work with Capturing Kids Hearts and Positive Behavior Supports continues to be a positive influence within the school, with the majority of new teachers picking up on the strategies successfully. - School culture remains a challenge. School and district leadership are working hard to continue to combat issues. In response to challenging situations and data, the district has committed more resources to support school leadership in this area.

- Capturing Kids Hearts continues to drive the culture work in the school- School culture, including attendance and behavior, continued to present a challenge at the school throughout the year. School and district leaders are focusing on how to reform school culture for the fall of 2018.- Next Steps: For 18-19, leadership is realigned to have a point person focused on school culture. There is also now an additional emphasis to be placed on "staff care" in an effort to help staff members deal with stress, and in turn, more adept at working with students.



Academics: While results on interim assessments through first semester show Risley students scoring below the district average in both English language arts and math, the primary use of the interim data is for classroom use in modifying instruction to meet student needs and not for progress monitoring purposes. Attendance: Average Daily Attendance is flat compared to last year at this time at 88%, but the school's percentage of students considered chronically absent has decreased by 3%, meaning less students are at-risk for academic issues due to chronic absences.Behavior: Out-of-School suspensions have remained flat compared to last year, although there has been a small increase in the number of office referrals.Mid-Year Assessment of Progress by CDE

The new Risley leadership has been able to gain traction on moving forward on their instructional priorities due to a focused leadership team and intense supports from both district leadership and Achievement Network coaching. The Achievement Network has a strong relationship with the school's principal manager and other district leadership, which helps ensure that district and external supports for the school are aligned. These supports are invaluable to the school's continued improvement and a sustained effort in the same prioritized areas should allow the school to start seeing more student academic gains. School leadership and faculty are highly reflective and adapt their work based on needs identified within their own practice or from district or Achievement Network coaching.


Academics: Local assessment results on Achievement Network assessments continued to lag behind the Network and district.Behavior: There was a slight decrease in out-of-school suspensions in 2017-18 but an increase in behavioral referrals.Attendance: Percentage of chronically absent students increased from 41% in 2016-17 to 48% in 2017-18.

Westminster Public Schools October 2018 1

District Westminster Public SchoolsAccountability Directed Action

External Management. Westminster Public Schools is partnering with two organizations to support implementation of their approved Pathway Plan.

District Performance Framework Data

Overall 2018 Preliminary Rating: Improvement, 44.5% of Points Overall 2017 Final Rating: Priority Improvement, 41.5% of Points





2018 Preliminary 31.9% Does Not Meet Decrease in % of Points Earned; Lower rating level2017 Final 40.3% Approaching


Westminster Public Schools has implemented the first year of their Management Pathway Plan and has engaged in year-end learning to assess next steps. State level data showed sufficient improvement in achievement and especially in academic growth to enable Westminster Public Schools to earn an Improvement rating and exit the state accountability clock. The key areas of focus for the second part of 2017-18 were built on the mid-year reflection and focused on deepening the rigor of instruction and instructional leadership feedback through frequent, embedded professional development. The district saw some early gains in local assessments at the end of the year and the established systems for monitoring progress should serve the district well in the future.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionEnsure consistent and deeper implementation of our Competency Based System (CBS) with regard to all instructional aspects

The Competency Based System is not yet consistently implemented across all schools and grade-levels. This priority area supports the district in developing systems and routines to deepen and ensure consistent implementation of the Competency Based System.

- Implement learning walks at all schools on a consistent basis to ensure consistency, identify gaps, and generate next steps- Expand the use of the district's Learning Management System, Empower 2.0, to support instructional planning- Implement short-cycle monitoring to increase the strategic use of data at the building level

- The district has refined the Learning Walk (Classroom Observation) process to ensure each school is visited monthly. CDE has participated in Learning Walks with district teams. AdvancED's recommendations are that the district continue to refine systems and processes to monitor curriculum and instruction. This includes continuing to build district and school instructional leadership aligned to the New Art and Science of Teaching (Marzano's research-based instructional guide).- The district has led three trainings this fall, along with multiple school-level follow-up sessions, to train teachers on using Empower. Additionally, the district has created communication materials to increase parent understanding and access to Empower.- The district has taken steps to implement short-cycle monitoring by facilitating a district-wide mid-year reflection and identification of next steps. The district has established the use of Learning Gauges to establish benchmarks and consistent ways of tracking progress toward goals across schools.

- The district implemented the Learning Walk process throughout the year to monitor and provide feedback regarding specific learning environments. - AdvancED provided detailed analysis from the year's Learning Walk data based on the pattern of results across the three trimesters and the use of the Standard Deviation for identifying areas that may be significant. Their evaluation indicates a few areas of improvement including students have a stronger understanding of how their work is assessed and students receiving feedback on their classwork. However, there was limited improvement on other key indicators that would demonstrate significant shifts in instructional practice this year. - Given this is the first year of implementation of district-wide Learning Walks using a walk-through tool, next year presents a stronger opportunity to use the data from the Learning Walks to drive PD and coaching for school leaders. - The district has seen early indications that the increased focus on the use of the learning management system, Empower, is having positive impacts. There is evidence of a stronger correlation between how teachers rate student performance on in-class assignments with other assessments (e.g. Scantron, DIBELS and CMAS).


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionAttract, retain and develop effective Competency Based System educators and leaders

Critical to the successful implementation of the Competency Based System is ensuring teachers and leaders have targeted, personalized professional development opportunities and that highly effective teachers and leaders remain in the system

- Implement teacher and principal mentor program to ensure effective performance in a Competency Based System.- Implement an Aspiring Leadership Program to serve as a leadership pipeline for the district. - Provide rigorous training opportunities on Competency Based System instructional design through an expanded learning symposium model.- Partner with Marzano Research to provide professional development on standards-based instruction, depth of knowledge, and implementing proficiency scales. - Partner with Marzano Research to launch Marzano Academy next fall. Marzano Academy is designed to be a learning lab for on-going embedded PD within the district.- Expand recruitment efforts.

- Next steps for the district in this priority include continuing focused and rigorous instructional leadership training, coaching and development. - This year, the district has assigned all new licensed teachers a mentor, who are meeting with mentees four times per year. A new cohort of 12 leaders started in the Aspiring Leaders program this fall. - The district applied to CDE to receive funds through the School Turnaround Leadership Development Program to support leadership teams at three schools attending the University of Denver Turnaround Success Program.- The district has used their PD symposium dates to focus on Kagan Cooperative Learning strategies, supporting teachers with instructional strategies to support language development as well as differentiated opportunities allowing for teachers' personalized needs. The district's application for ESSA grant funds is aligned to this priority and will enable them to deepen PD and coaching around effective instructional strategies. Additionally, the district is continuing to refine their process for professional development delivery to ensure that PD tightly aligns to the district's' instructional goals.- The district has also taken initial steps to establish the Marzano Academy, including three PD/planning meetings prior to December. - The district is taking initial steps to expand teacher recruitment by establishing a year-round recruitment cycle.

- As a follow-up to the diagnostic review process conducted by AdvancED, two schools (Ranum MS and Metz ES) participated in coaching to build instructional leadership capacity at the building level. This included identifying high-yield instructional strategies and increasing leaders' capacity to deliver coaching feedback to teachers.- The district continued to focus on the implementation of Kagan strategies and each school reported the level of classroom implementation on eight Kagan cooperative learning structures. - Principals and teacher leaders from each school have engaged in a two day training on the New Art and Science of Teaching. Each school has developed a plan to implement instructional strategies.- The district offered two PD symposium days. The recommendation from the management partner is to continue to offer focused, intensive professional development to district and school leaders on high-leverage instructional strategies. The data collected during Learning Walks provides a foundation to select, train and monitor a narrow set of high-yield strategies for the coming year. - The John E. Flynn Marzano Academy Innovation Plan was approved by the Westminster Public Schools Board of Education as well as the State Board in Spring 2018. Vocabulary instruction and metacognitive proficiency scale development will be core areas of focus in the upcoming school year along with student personal projects and creating a positive school climate. - The district has expanded its recruiting pool, though recruiting staff continues to be a challenge. The district may consider other partnerships next year to bolster recruitment and retention efforts.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionFoster a strong culture of academic success, including post-secondary, workforce readiness for students and parents

The Competency Based System creates a system that focuses on student ownership over learning with the ultimate goal of ensuring students demonstrate the academic and personal habits that ensure they are ready for college and career.

-Enhance counselor efforts with academic performance and career planning protocol. -Expand the use of AVID. -Expand the PASS parent Institute. -Utilize the Competency Tracker to determine progress toward on-time high school graduation, beginning at the elementary level. -Increase community partnerships and student certificate achievement in Career and Technical Education (CTE).

- An online repository houses Individual Career and Academic Plan (ICAP) data for secondary students and the district has taken steps to build custom reports and subsequently reach out to students based on their academic or career interests. Schools have organized fall tours for students to career and college sites.- The district attended a summer AVID institute for secondary schools, with over 40 teachers participating, and evaluation of the AVID course implementation has occurred. - The district has also expanded the PASS program at additional schools and will begin recruitment for next year in the coming weeks. - The district has also started an initial partnership with CareerWise Colorado to support student externships.

- Teacher & Student Inventories (surveys) and a Parent survey was developed and administered in January 2018 to gather perspectives from students, teachers and parents throughout the district. The response rates for teachers and students were high (95% for teachers and 82% for students). Parent response rates at the elementary and K-8 levels were 79%, however, it was much lower at the middle and high school levels (21.5%). The survey revealed slight increases in positive responses across topics in the survey (including communication, rigor, and personalized learning, among others). - Concurrent enrollment students earned 425 credits in 2017-18 with a 95% pass rate compared to 207 credits earned and an 83% pass rate for 2016-17. - PWR efforts include ongoing student ICAP tracking for all secondary students (97%), college acceptance, military recruitment, earning scholarship dollars ($3.94 million for 2018 compared to $2.79 million in 2017), earning Industry Certificates (23), FAFSA completion (>46%) and Parent Academy for Student Success (PASS) graduates (158 met the criteria for parent graduation). All these data are being continually tracked by the Future Center and counselor team.


Priority Description Key Strategies/Actions CDE Mid-Year Reflection CDE End-of-Year ReflectionStrengthen and expand early childhood education

Ensuring a strong early childhood program sets a district-wide foundation for lasting success.

- Adjust staffing ratios at the K-1 level to provide a strategic focus on early literacy. - Provide intensive professional development on K-1 reading pedagogy. - Expand early childhood education to infant/toddler program as part of the Cradle to Career pipeline. - Full-day preschool expansion (Pay for Success pilot)

- The district has reduced K-1 staff ratios in most elementary schools.- The district has partnered with CDE to implement K-1 Reading professional development through an Early Literacy Grant. - The district opened an Early Learning Center in the fall to serve toddlers; will be expanding to serve infants and up.- The Full Day preschool programs have expanded at two schools, ensuring early childhood programming in all elementary schools.

- All Early Learning programs in Westminster Public Schools are accredited under the AdvancED Standards for Quality Early Learning Schools. In May 2018, the district hosted four AdvancED Early Learning Engagement Reviews at the Early Learning Center, Harris Park Elementary School, Mesa Elementary School and Metz Elementary School. - As of May, all courses in the READing Foundations partnership with CDE have been completed for kindergarten teachers and survey data indicate the best practices in reading instruction were well received and corroborated by kindergarten DIBELS scores. A second cohort for "1st grade" or level 1 teachers will begin in fall 2018. - The full day preschool program continues to be on track.


The district has seen gains in reading and math from fall to mid-year on the Scantron assessments. Compared to last year, each grade except third and fourth increased the percentage of students meeting their growth goal. Compared to last year, reading shows more students grades 2-6 met Scantron expectations. Similarly, compared to last year more students in grades 7-10 grades met expectations, with particularly significant gains at grades 9 and 10. DIBELS results are more mixed. Each grade level with the exception of first, increased the percentage of students meeting expectations from fall to middle of the year. In Math, in grades 4-10 there were increases in the percentage of students meeting expectations compared to last year, with significant increases in ninth and tenth grade. Additionally, each grade level except first saw an increase in the percentage of students who met their mid-year growth goal compared to last year.Mid-Year Assessment of Progress by CDE

Westminster Public Schools is implementing their approved Pathway Plan and has established systems and routines to continually monitor the progress of their goals. The partnership with AdvancED has provided the district with third-party insights to strengthen the district's plan and provide targeted next steps. The district's Pathway Plan outlined that AdvancED will deploy surveys, analyze and report on data, and conduct an ongoing analysis of implementation of practice. AdvancED has engaged in those deliverables and provided the district with a formative report to refine next steps. The district has seen some initial gains in local assessments and has identified areas of focus based on those mid-year results. The focus for the district moving forward is to continue to develop a core set of consistent instructional strategies and continue to offer professional development and feedback dedicated to the implementation of instructional strategies in all learning environments.


Summary of Student Performance Trends Based on End-of-Year Data- DIBELS: End of year DIBELS data for students in grades K-5 show that results from spring 2018 did not significantly increase from 2017. There is a slight decrease in the number of students “At or Above Benchmark” for grades K, 1, 4 and 5 with a slight increase in grade 2 and grade 3. - Scantron Math: On the Scantron Math assessment, the percentage of students who were at Above Average or Average High decreased from spring 2017 to spring 2018 in grades 2 and 5. The remaining grades saw increases with the greatest increases in grades 4, 8, and 10. The gains in these grades were significant. On the Scantron Reading assessment, the percentage of students who were at Above Average or Average High decreased slightly from spring 2017 to spring 2018 in grades 4 and 5. The remaining grades saw some increase over last year with the greatest increases in grades 9 and 10. - ACCESS Growth: The district saw strong growth on the ACCESS assessment in the 2018 school year at the middle level with an MGP of 56. Elementary growth was 48 and high school was 41. - PSAT/SAT Achievement: The district saw improvement in SAT achievement scores as compared to the prior year. Tenth grade PSAT results improved in Evidenced Based Reading and Writing but declined in Math. Achievement results are still far below the state average.- SAT/Growth: The district saw an increase in the 2018 median growth percentiles for 11th grade growth compared to 2017. - CMAS Achievement: Results are still far below the state average. The district increased the percent of students meeting or exceeding benchmark in 5 of 6 grade levels tested in ELA from 2017 to 2018, with an overall gain of almost 4 percentage points. The highest gains of 5 percentage points were achieved in grades 4 and 8. In math, the district increased the percent of students meeting or exceeding benchmark in 4 of 6 levels tested in Math with an overall gain of a little more than 1 percentage point. The highest gains of 4 percentage points were achieved again in grades 4 and 8. - CMAS Growth: For the third consecutive year, the district's median growth percentile improved districtwide in English language arts (55th Median Growth Percentile) and Math (49th Median Growth Percentile). All "gap groups" also show a three year trend of improvement with English Learners, Free and Reduced Lunch (FRL), Individualized Education Plan (IEP) and Minority students meeting or exceeding the state performance relative to the specific group.

HOPE Online Elementary and Middle School October 2018 1

School (District) HOPE Online Learning Academy Elementary & Middle Schools (Douglas County School District)Accountability Directed Action

External Management, Board Reconstitution. HOPE Online is partnering with two management consultants in several priority improvement areas and is adjusting their board membership.

Elementary School Performance Framework Data Overall 2018 Preliminary Rating: Priority Improvement, 38.9% of Points

Overall 2017 Final Rating: Priority Improvement, 39.4% of PointsPerformance Indicator Year % of Points Earned Rating ChangeAcademic Achievement


Academic Growth

2018 Preliminary 48.2% Approaching Decrease in % of Points Earned2017 Final 49.0% Approaching

Middle School Performance Framework Data Overall 2018 Preliminary Rating: Improvement, 45.9% of Points

Overall 2017 Final Rating: Priority Improvement, 40.6% of PointsPerformance Indicator Year % of Points Earned Rating ChangeAcademic Achievement


Academic Growth


End-Of-Year Overall Assessment of Progress by CDEHOPE Middle School saw increases in academic growth, with its math growth exceeding the state in all but 1 area, on the school performance framework and is now rated as Improvement, although achievement remains in the single digit percentile ranks. Achievement at both the elementary and middle school remains well below state expectations, and HOPE Elementary School is in Year 8 of Priority Improvement. HOPE is making progress implementing strategies related to leadership development for learning center directors, professional development for staff, and systems to track the effectiveness of each learning center. HOPE also completed the reconstitution of its Governing Board. HOPE faced significant challenges implementing strategies to ensure that higher quality mentors are recruited and retained as part of their first priority area. The multi-district online school's financial and operational structure is such that they receive a lower per-pupil funding amount as an online school, but, in reality, HOPE relies on adults to provide the vast majority of instruction for students in grades K-5 in a face-to-face setting that greatly resembles traditional, brick-and-mortar schools. With this model, it is difficult to recruit and retain highly effective mentors (which HOPE has set as a key goal because mentors are the ones providing the bulk of instruction to students). Educators with more experience and qualifications can find higher paying jobs in traditional schools than they can as mentors at HOPE learning centers. HOPE is typically able to attract and retain mentors who are less experienced and qualified (e.g. having some college credits but no college degree), and given these realities, HOPE has realized that it is not feasible to meet goals around moving all mentors into an alternative certification program. Instead, HOPE is focusing on developing educational pathways for each mentor, which will include partnerships with community colleges, 4 year institutions and alternative licensure options, as well as providing targeted career coaching and professional development, to each mentor to ensure they can become effective educators and provide quality instruction to their students. HOPE will be presenting a revised plan to address its plan to ensure that highly effective mentors are recruited and retained to the State Board of Education in November.


Priority Description Key Strategies CDE Mid-Year Reflection CDE End-of-Year ReflectionTeacher/ Mentor Pipeline

Ensuring that higher quality teachers and mentors are recruited, hired, and supported is a critical factor to improvement efforts at HOPE.

- Focus on recruiting licensed staff or staff willing to pursue licensure.- Develop licensure pathways for current mentors.- Create and implement an extension of the Douglas County School District (DCSD) alternative certification program.- Evaluate the effectiveness of the teacher/mentor pipeline.

- The focus of this priority is to ensure the recruitment, selection and retention of highly qualified teaching staff. This year, HOPE hired 43 new mentors, 23% of whom were licensed and 33% of whom possess a bachelor degree (but are not licensed). Each new hire has expressed interest in becoming licensed. It is not clear how this hiring data compares to previous years, but HOPE developed new screening and interview tools to increase the number of of mentors willing to pursue licensure. However, at this point, three quarters of new mentors are not licensed.- HOPE has decided not to pursue alternative certification through Douglas County, so it remains unclear what the plan is to ensure veteran and new mentors are certified, trained and highly qualified. CDE's priority is to work with and support HOPE in implementing a strong teacher and mentor pipeline. - While each new hire has expressed interest in pursuing licensure, it is not yet clear how many current mentors are currently pursuing licensure.- HOPE is not pursuing Douglas County School District's alternative certification program, but has sought pathways through Metropolitan State University, Regis University and Colorado Christian University that provide a more direct plan for HOPE mentors. - HOPE has revised the mentor evaluation process and results from the new process will be used to drive an evaluation of effectiveness of recruitment.

- HOPE is working on a revised plan for this priority area to share with the state board in November.- HOPE's Pathway Plan identified talent management as the "area of most pressing need" (p. 9). Two of the key outcomes of focusing on this priority area were intended to be: "Mentors without four year degrees enroll and complete the teacher education program" and "Mentors with four year degrees complete the alternative teacher licensure program" (p. 34). The benchmarks for these outcomes (80% of non-degreed teachers enrolled in a teacher preparation program by 2017, and 100% of degreed mentors with 4 year degrees complete an alternative licensure program by May 2019) are currently off track and not attainable at this point. - Based on data provided from HOPE to CDE on September 27, 2018, recruitment of licensed staff or staff with higher education levels showed strong increases from 2016-17 to 2017-18, but has declined significantly from 2017-18 to the 2018-19 school year. In 2016-2017, 65.6% of mentors had an associates degree or less, with 29.7% having only a high school diploma. Twenty two mentors (17.2%) held a bachelors degree and a teaching license. In 2017-2018, the percent of mentors with an associated degree or less dropped to 51.7%, with 21.2% having only a high school diploma. However the number of mentors with a bachelors degree and teaching license declined to 15 mentors (12.7%). In 2018-2019, the education level of mentors declined greatly from the prior year, although most rates are slightly better than in 2016-17. In 2018-19, 61.8% of mentors only have an associates degree or less, with 29.1% having only a high school diploma. Only 9 mentors (8.2%) now hold a bachelors degree and a teaching license. HOPE is working to address the lower education levels of mentors by assigning Building Resource Coordinators (HOPE staff members who are licensed administrators) to those Learning Centers with the majority of mentors who have an associates degree or less for the 2018-19 school year.


Priority Description Key Strategies CDE Mid-Year Reflection CDE End-of-Year ReflectionTeacher/ Mentor Pipeline (contin)

- HOPE has stated that their original targets are not feasible because of the high number of mentors who do not have the pre-requisite undergraduate coursework to enroll in an alternative certification program. For those mentors who lack degree or credits, the management partners have been exploring options with community colleges, Colorado Christian University and Regis University for mentors to first earn post-secondary credentials so that they then can begin in a teacher education program or an alternative licensure program. - An alternative licensure pathway through Metropolitan State University kicked off in July 2018 for 6 mentors who had the appropriate pre-requisite education and were willing to participate. As of May 2018, there were 25 potential candidates for alternative licensure (many mentors do not qualify to enter programs as they do not have the required education background). Of the 25, 6 enrolled in Metro, 8 decided not to return to HOPE for the 2018-19 school year, 7 delayed their enrollment to 2019, 2 didn’t pass the Praxis by the deadline and 2 declined to enroll because of their age and family responsibilities.- HOPE has shared with CDE an initial draft of a revised plan for the teacher/mentor pipeline priority area that provides different strategies and targets that lead to the goal of ensuring there are highly effective instructors in front of all students. HOPE will be sharing the plan with the state board in November. - The revised plan prepared by HOPE will include benchmarks related to mentor retention. - HOPE has also engaged in efforts to increase the recruitment of highly qualified teaching staff. One recruitment challenge, however, is that in a strong economy, highly qualified staff are difficult to retain as they are able to earn higher salaries as teachers in district schools than they can as mentors employed at HOPE learning centers. - A plan to provide sustainable, affordable options including peer coaching and quality induction and differentiated professional development was implemented in 2017/2018.


Priority Description Key Strategies CDE Mid-Year Reflection CDE End-of-Year ReflectionLeadership Program for Directors

Increasing leadership development for the directors of HOPE's 21 Learning Centers is needed so that all directors can provide the high quality instructional and academic leadership needed to see adequate student performance gains.

- Guide a needs assessment, planning, oversight of professional development programs for directors.- Create coaching and peer training models for directors.- Conduct evaluation of implementation of leadership strategies at learning centers.

- Learning center directors completed self-assessments of the centers. CDE has not received a copy of these assessments.- HOPE is working with the University of Denver through the School Turnaround Leaders Development Grant. HOPE has designated a Director Liaison responsible for professional development and the implementation of turnaround strategies. This includes a needs assessment, implementation of a performance monitoring and support plan, and training in coaching and evaluating staff. Learning Center Directors are engaged in training modules and coaching sessions around turnaround strategies. - The work with the University of Denver has included training in how to use date to drive instruction, and tools for meaningful evaluation and fidelity of implementation. There will be a formative evaluation of these activities. HOPE reports that feedback from Directors related to professional development is positive.- The Director Liaison is a former Learning Center Director, and is working as a peer coach to help share best practices. HOPE is currently piloting peer coaching utilizing building resource coordinators in five centers. Data about early impacts of this coaching and training has not been shared with CDE.- HOPE has shared a number of inputs designed to improve instructional leadership across centers. However, as HOPE continues to implement these strategies, there needs to be refinement of what data HOPE is collecting to evaluate their effectiveness and what action steps they take as a result of the data.

- HOPE has completed Year 1 of the University of Denver's (DU) Turnaround Leadership Program to develop and enhance Learning Center Directors' skill sets. The feedback was positive and directors reported that they believe that the training supports the outcome of engaging students, parents, and community for sustainable change and continuing accountability. During a CDE visit to a HOPE learning center, the center director described the value and impact of this training on her management of the learning centers. Due to the positive impact of this work, the program will be continued for the 2018-19 school year. - In addition to engaging with Learning Center Directors one-on-one, DU faculty provided support and guidance to a HOPE leadership team to help develop each of them as a "peer coach" to share best practices. The Building Resource Coordinator pilot program was used in four of the learning centers with high English learner populations. The Coordinators have been successfully engaged in coaching directors and providing coordination and support of HOPE staff. The pilot will be expanded for the 2018-19 school year.- HOPE staff has worked with DU to provide directors with aligned, focused professional development opportunities around turnaround leadership strategies. This has included training in performance systems, talent development and qualified staff, how to use data to drive instruction, and tools for meaningful evaluation and fidelity of implementation. - Each Learning Center was evaluated using the revised performance monitoring checklist and the evaluation was completed by all staff and the HOPE Liaison. The results are currently being compiled and will be used with student assessment results to drive professional development for each Director.


Priority Description Key Strategies CDE Mid-Year Reflection CDE End-of-Year ReflectionPD Training for HOPE Staff

For the existing instructional staff, and those hired without significant instructional experience, HOPE has developed and is implementing professional learning experiences to support higher quality and more effective instruction to students.

- Guide a needs assessment, planning, oversight of professional development for four levels of HOPE staff.- Integrate professional development with alternative certification requirements.- Enroll HOPE teachers in Culturally and Linguistically Diverse (CLD) endorsement programs.- Support design and oversight of professional development programming.

- HOPE has assigned a member of their leadership team to be the director of professional development (PD) and lead the design and oversight of all internal professional development at HOPE. A professional development plan was developed for the 2017-18 school year that includes clearly defined outcomes and differentiated elements for each level of service. Evaluations were conducted for a number of PD sessions throughout the year, and HOPE is working on establishing a consistent method for evaluating PD. - Because HOPE is not pursuing alternative certification through Douglas County, it is unclear how professional development for mentors integrates with alternative certification requirements.- HOPE is focusing efforts on CLD endorsement to HOPE teachers. Currently about 30% of HOPE teachers hold a CLD endorsement. HOPE continues to seek resources to assist teachers in obtaining funds to meet the upfront costs that are incurred when enrolling in a program.

- A year-long professional development plan was developed for the 2017-18 school year that included clearly defined outcomes and differentiated elements for each level of service. A consistent evaluation tool was implemented in February 2018. Based on the feedback collected, including quantifiable data from earlier sessions, 96% of staff reported that professional development sessions were relevant and useful to their work with students. - HOPE provides support for teachers to enroll in a Culturally and Linguistically Diverse (CLD) certification program, but has not been able to increase the percentage of staff with a CLD endorsement. Instead, HOPE has focused on adding 5 new English Learner (EL) Specialist positions. Staff with a current CLD endorsement or enrolled in a program will be moved into these new positions to provide dedicated English learner support at the highest impacted centers.-HOPE conducted a needs assessment and training survey in April and the collected data was used to develop the 2018-19 Professional Development Plan. Based on survey feedback and student achievement data, EL Strategies and Mathematics will be priority focus areas for 2018-19. - Curriculum content directors have provided differentiated outcomes which are being reviewed side by side with staff performance data and student achievement results by the external Management Partners to ensure areas where students and staff struggle most are addressed in multiple ways throughout the year. Differentiation will take place at the center and individual staff level. Evaluation, observation and student achievement data will be considered in developing center wide PD plans and personalized PD plans for each staff member. Academic Liaisons and Learning Center Directors will be responsible for ensuring these plans are implemented. - The management partners' contracts have been decreased in time by half as of July 2018. The contract ends in June of 2019. HOPE staff has been assigned to support, in cooperation with the management partners, all areas of the Pathways Plan to ensure sustainability.


Priority Description Key Strategies CDE Mid-Year Reflection CDE End-of-Year ReflectionAccountability Accountability

measures are implemented to document and inform the HOPE Governing Board and to track the effectiveness of each Learning Center's instruction with students.

- Train all staff on performance expectations resulting in more-impactful instructional strategies.- Oversee an evaluation of the HOPE learning centers.- Arrange for progress reports of each learning center.- A new governing board will be established.

- Evaluations aligned to the Teacher Effectiveness Rubric have been developed and implemented for Mentors, HOPE Teachers and Academic Leadership positions. - Directors have been trained and provided tools about instructional strategies. HOPE has set a target that, by the end of the year, there will be data about staff and Learning Center performance per their goals.- Academic Liaisons and Learning Center directors collect data on instructional strategy implementation with the Classroom Observation form. This data collection is still in the pilot stage and in use at only two Learning Centers.- Progress monitoring plans for learning center performance and accountability have been developed and implemented. All directors have completed a self assessment using the tool. Designated staff have also completed an assessment for each center. An action plan was developed to improve in the area of greatest need as determined by data from checklist and student performance data. The progress reports/evaluations of the learning centers have not yet been provided to CDE. - Several new members have been added to the governing board of directors. HOPE’s Governing Board currently consists of seven members: Dr. Michael P. Bautista (Legacy), Joe Rice (Legacy), Kim Rossi (New-6/2016), Dr. Kristine Turner (New-8/2017), Bill de la Cruz (New- 11/2017), Betty Johnson (new- 11/2017) and Dawn Rocky (New- 11/2017). The three newest members were elected at the November 9th Governing Board meeting.

- Each Learning Center was evaluated using the new Performance Monitoring Tool. The Performance Monitoring Checklist was comprised of four priority agreements with detailed indicators. The priority agreements included providing a safe and orderly environment, demonstrating an inclusive culture of trust that supports personal growth of students and adults, ensuring that each student has a qualified and caring staff teaching them, and implementing a collaborative accountability process that includes all staff, students, and families. Each Learning Center Evaluation was completed by all Learning Center staff, all HOPE staff assigned to that Learning Center and the HOPE liaison, and compiled on the Priority Agreements Tracking Form. HOPE is currently analyzing results and states that they will be available in September. These results will be used with student assessment results to drive professional development for each Director. A summary of these results, including the determination that four learning centers would not be returning for the 2018-19 school year, were shared with the HOPE Governing Board at its August meeting. - HOPE completed the reconstitution of its Governing Board, as outlined in the Governing Board plan that was included in the Pathways Plan. Four new members have been added with expertise in education, accountability and diversity. Due to term limits, the Governing Board is seeking a 7th member. At the 8/23 Board Meeting, the Board discussed qualifications for this position. Desired qualifications include: post-secondary education, career tech education experience and a parent voice. It is expected that the potential candidates(s) will be presented to the Board for approval at its next regular meeting.


Summary of Student Performance Trends Based on Mid-Year Local DataHOPE provided mid-year DIBELS and NWEA data. Compared to last year, most grade levels have higher percentages of students meeting benchmark at mid-year compared to last year. HOPE provided context on how this year's data compares to previous years. DIBELS Mid-Year Results: Of K-3 students tested in the fall and winter of 2017, 41% were at benchmark or above in the fall, with 51% at benchmark or above in winter. Of K-3 students tested in the fall and winter of 2017, 44% were well below benchmark in the fall, with 34% well below benchmark in winter. HOPE'S Pathway Plan goal is 65% of students at benchmark or above by the end of the year to show above average gains. Given fall to winter growth, HOPE expects to make this target. Students who were second language learners made the greatest gains in DIBELS.

Of the NWEA MAP data submitted, no grade-level is performing at the 50th Percentile RIT score in fall 2017. The data submitted did not include comparisons to previous years and did not include winter or spring data for this year. Mid-Year Assessment of Progress by CDEHOPE leadership reports implementing many activities in the improvement plan, including director self-assessments of learning centers, professional learning with the University of Denver, and revised evaluation processes. To date, HOPE has produced two quarterly reports about their pathway plan shared with CDE on August 7, 2017 and November 11, 2017. The reports provide overviews of some of the activities in the accountability plan with some data and information about their progress, however more information is needed for all four priority areas. On a phone call on January 26, 2018, CDE, HOPE, and Douglas County School staff reviewed the information still needed and agreed on next steps. Next steps for CDE include gathering more information as summarized above and continuing to support HOPE in monitoring the implementation and effectiveness of their Pathway Plan.Summary of Student Performance Trends Based on End-of-Year Local DataNWEA MAP: HOPE's results continue to lag behind other schools across the country taking the same assessments. HOPE elementary students are scoring in the 1st to 7th percentile on reading and math achievement. At the middle school level, reading achievement percentiles are between the 3rd and the 11th percentile; math is between the 2nd and 9th. No grade level is performing at 50th percentile for achievement. In terms of growth, only 5th graders in reading are making above 50th percentile growth. All other grade levels (3-8) in reading and math are below 50th percentile growth.

DIBELS: Based on results submitted by HOPE, overall, 59% of students were at or above benchmark on the DIBELS assessment at the end of 2017-18 school year, which was below the pathway plan goal of 65%, although HOPE wrote a goal of 58% instead in their 2018 UIP. Kindergarten showed 65% of students at or above benchmark, 59% of 1st and 3rd graders were at or above benchmark, and 51% of 2nd graders were at or above benchmark. Of the 19 learning centers with reported DIBELS results, 7 met the 65% goal and 12 did not. With the revised goal, 10 learning centers met the 58% and 9 did not.

Adams 14 School District October 2018 1

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