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THOMPSON SCHOOL DISTRICT

WINONA ELEMENTARY SCHOOL

INNOVATION PLAN

Section 1:

Section 2:

section 3:

Section 4.

Section 5.

TABLE OF CONTENTS:

WINONA ELEMENTARY SCHOOL'S INNOVATION PLAN

SIGNED BOARD RESOLUTION

STATE WAIVER REQUEST SECTION

BUDGET SECTION

ADDITIONALATIACHMENTS

INNOVATION PLAN COVER PAGE •*PLEASE SUBMIT THIS PAGE AS THE FIRST PAGE OF THE INNOVATION PLAN**

Direct innovation plan questions to Kelly Rosensweet (Rosensweet [email protected])

Innovation School Name:f, ____ W_in_o_n_a_E_le_m_e_n_t_a_ry_S_ch_o_o_l __________ _

Location (address): ______ 2_0_1_s_. _B_o_s_ie_A_v_e_. _____________ _

Loveland, CO 80537

Plan contact (name and position): Anne Marie Sanchez, Director of Elementary Education

Email: [email protected]

Phone: _9_7_0·_6_13_·_5_02_5 _____________ _

Please answer the following questions to help us review the innovation plan as efficiently as possible. -~-,,,.,.~ Is this plan for a new school or an existing school (circle one)? New (Existini)

>"" If this plan is a new school, is the new school (check one): -~,, ... .,_-",,.,,--,,r--

n Replacing legacy schools on turnaround status; or

D Part of a district plan to create a portfolio of schools necessary to serve the Act's purpose of improving student performance and addressing the issues identified in chronically failing schools or student populations?

Has the school submitted a request for to CDE for a new school code, grade change, name change, etc.? VfN'J ,.,,.,,.

)- If so, when was the request made and what was it for? ___________ _

Has the school been granted status as an Alternate Education Campus (AEC)? v@ ), If the school does not have AEC status, does the school plan on submitt~ application for

AEC status before opening? (Please note that the deadline is July 151.) ~ . ___ ,

r-fs the school in Priority Improvement or Turnaround(!4N

~ Is the school a recipient of the federal Schoof Improvement Grant (10039g})? ~)

Will the school be seeking a waiver for graduation guidelines? Y_@)

);;>- Please Indicate In the plan if the school will follow district requirements and indyde the

district graduation policy as an appendi>c.

••suBMIT THIS DOCUMENT AS THE FIRST PAGE OF THE INNOVATION PLAN** 1

WINONA ELEMENTARY SCHOOL'S INNOVATION SCHOOL APPLICATION

Winona Elementary School Mission and Vision: Growing Hearts and Minds:

Winona Elementary will provide a safe, purposeful learning environment, focused on academic standards and social skills.

This climate will enable ALL students to be successful, while creating a commitment to the lifelong learning process.

This innovation application is designed to support the achievement of our school's mission and vision by reducing barriers to the success of all students through systems and adult actions, which could be restructured through waivers to state statutes, district policies and collective bargaining agreements.

DESCRIPTION/GOALS/BELIEFS OF WINONA ELEMENTARY SCHOOL:

Winona Elementary School has maintained an average population of around 440 students over the past several years. On average the percentage of second language learners continues to be around 13% of the student population, with just over 60% of students being within the Free and Reduced Meals (FARM) population. Additionally, the Special Education student population is consistently around 12% of the student body. Gifted and Talented students comprise around 6% of the student population. Over that last four years, Winona has maintained an attendance rate (total student days attended/total days possible) of 94%. The student mobility rate has decreased over the last three years by half, currently maintaining around 20%.

We believe the impact of changing leadership, three times since receiving the Title I School Improvement grant in 2009, coupled with persistently high teacher turnover (averaging 23% yearly since 2009-10) has intensified our need to re-engage in systems planning and alignment to address lingering challenges and lead to stable and sustainable reform.

Winona's assigned School Performance Rating within the School Performance Framework (SPF) for 2016 has moved from an "improvement" rating to a "priority improvement" rating based on the 2014-2015 and 2015-2016 PARCC scores. After reviewing PARRC data from 2014-2015, the change in rating was anticipated, and the reason Winona Elementary School

applied for and was awarded the CDE Diagnostic Review and Planning Grant in spring of 2016. CDE describes the purpose and the organization of the report as follows. "The Standards and Indicators for Continuous School Improvement outline the elements of systemic improvement within Colorado schools at elementary, middle, and high school levels necessary to ensure student success in postsecondary and workforce settings. These Standards and Indicators form the basis of the Diagnostic Review portion of this grant. Using this tool, Diagnostic Review providers deliver a comprehensive assessment of a school's current level of performance." The rubric is comprised of eight standards organized within two strands: Strand I: Teaching for Learning which includes standards 1-4 and Strand II: Organizing for Results which includes standards 5-8. The findings of the Diagnostic Review Report were the primary guide for designing the new major improvement strategies within the 2016-2017 SUIP. The executive summary results of this report are included below and referenced throughout the 2016-2017 SUIP.

CDE Diagnostic Review Report Executive Summary Winona Elementary School

Based on COE Diagnostic Review April 2016

Standard 1: Standards and Instructional Planning. The School implements a curriculum that is aligned to Colorado Academic Standards and ensures rigorous, effective instructional planning.

• Further analysis and in-depth discussion about what the standards actually require of student learning and performance Is required. • Consistent identification of grade-level mastery is required. • Instructional planning and collaboration is a priority. • Defining high expectations for each grade-level should be a priority

Standard 2: Best First Instruction Instructional staff members provide aligned, integrated and research-based instruction that engages students cognitively and ensures that students learn to mastery.

• Teachers need to continue to build their instructional "toolkits" with a focus on research-based, high-impact instructional strategies that maximize teaching effectiveness and student learning.

• Consistent implementation of Sf OP is a priority. • Student's behavioral, emotional and cognitive engagement is recognized as an area for focus. • A focus on descriptive (specific, related to learning goals, focused on student work and generating more student thinking) feedback

in all instructional settings would maximize student learning outcomes. • A school-wide leveling system for book collections would enhance student's literacy achievement. • Consistent strategic priorities, that sustain over time, would support consistent professional practice.

Standard 3: Assessment of and for learning. The School uses multiple measures and assessment strategies to continuously inform instruction to meet student needs, measure student progress toward and mastery of grade-level expectations and improve instruction.

• A focus on assessment for learning and assessment as learning is a priority. • Grade-level expectations of mastery of work must be described and rubric and exemplars used.

Standard 4: Tiered Support. The school implements a comprehensive system of tiered academic and behavioral support to enable students to master grade-level expectations.

• The development of a systemic, research-supported and robust approach to best first instruction is a priority. • Tiered supports and interventions should include implementation with fidelity and progress monitoring for response with fidelity. • Ownership over all student behavior and achievement is a priority. • Teachers need to continue to develop research-based professional practices around supporting students with IEP, ALPs, READ

Plans and ELD plans. • *Parents desire a traditional conference modality in which they can learn how to support their students. • *Concerns exist that, while the school uses a variety of communication channels to families and community, families are not

accessing most of those channels. • *Staff and parent groups have differing perspectives regarding how many resources should be allocated to struggling students and

how many more to advanced students. • *Interview parents said that past report cards have given them little useful information.

Standard 5: Leadership. School leadership ensures the school functions as a learning organization focused on shared responsibility for student success and a rigorous cycle of teaching and learning.

• Clear expectations for the performance of adults (e.g. lesson planning, building-wide discipline plan, instructional practices, bell-tobell instruction, working agreements) needs to be agreed upon by the school administration, school leadership team, and the entire faculty.

• Explicit expectations for student behavior should be consistently implemented throughout the school. • Students can be held accountable for rigorous academic achievement when clear expectations have been established both

academically and behaviorally. • School processes need to be clearly articulated in writing. • In-depth planning for emergency procedures and understanding of assigned roles could be enhanced. • *Some parents mentioned concerns about unlocked doors, however the situation has already been rectified.

Standard 6: Culture and Climate. The school functions as an effective learning community and supports a climate conducive to performance excellence for students and staff.

• Winona's culture needs to be cultivated as one of "no-excuses" and problem solving. • A strong positive school culture comes from the triangulation and balance of three concepts: 1. Task, 2. processes, and 3.

relationships. Processes should be well-delineated to produce relationships and trust • Rich discussions on how to deliver differentiated instruction of a wide-range of diverse students within the classroom should be a

focus. • School-wide collaboration should be norm. • *Some parents state it has been hard to get information regarding their child's progress this year in a timely manner.

After completing the CDE Diagnostic Review portion of the grant in April of 2016, a team including a representative from each grade level K-5, the mental health team, the ESS team, the ELD team, the GT team, the instructional coach, two classified support staff and the school principal, conducted three SUIP planning session work days, facilitated by a consultant from Education Consulting Services LLC (an approved CDE consultation group). In addition to using the report as a guide, during the planning sessions the team reviewed data to refine root causes regarding outcomes of prior year performance targets, focus major improvement strategy and priority performance targets, as well as refine action steps required to reach the new targets. The data review included PARCC (2014-2015 and 2015-2016) results, iReady Literacy and Math Diagnostic scores, District Math Benchmark Assessments, District Writing Performance Task Assessments, Student Perception Surveys and the Tell Survey results. This led to the 2016-2017 SUIP Major Improvement Strategies, concentrating on bold actions, demonstrating urgency and looking at major improvement strategies based on research based strategies. The refinement of improvement strategies was primarily based on John Hattie's, evidence based research from Visible Learning. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

The 2016-2017 SUIP was shared with all Winona Staff members at the start of the 2016 school year and all certified staff were included in designing an innovation configuration map (ICM) within each strategic focus area to include planning within the major improvement strategy area as well as walk-through evidence of implementation of the strategy. Staff received specific professional development around each strategy either prior to or at the beginning of the school year, in order to calibrate expectations for implementation. Winona staff has committed to a shared leadership model for the 2016-2017 school year, in which all staff members hold a position on a leadership committee which will support one of the major improvement strategies outlined in the 2016-2017 SUIP via monthly petformance management cycles as recommended by COE.

The Winona School Advisory and Accountability Committee (WAAC) further reviewed the SUIP in August and again in November and December, additional revisions focusing primarily on supporting family engagement within the SUIP were implemented as a result of these reviews.WAAC and PTO also participated in the Diagnostic Review interviews in April of 2016 and the aforementioned SUIP planning days incorporated their feedback in the report into the refinement of the 2016-2017 SUIP. ln November and December the WAAC held a public meeting to gather any additional input from parents around the development of the SUlP.

Additional ownership of the major improvement strategies has been created through the shared design of Innovation Configuration Maps within each strategic focus area as well as progress monitoring by each shared leadership committee.

In addition to feedback from these stakeholder groups, and staff collaboration, this work was done in conjunction with feedback throughout the process from Thompson School District leadership including the Director of Elementary and Federal Education Programs Administrator. Prior to adopting the SUIP, Thompson School Board held a public hearing to receive school board and community feedback on the plan.

We believe that in response to our changed 2016-2017 SPF rating and our 2016 CDE Diagnostic Review findings, applying for innovation status can support our major improvement strategies of students and teachers as learners, targeted and foundational guided reading K-5, and the direct instruction model applied to math and literacy instruction by removing barriers for students in the broad areas of district assessment, school scheduling and professional development which are expanded upon throughout this application and moving the school's focus to a personalized learning approach. We believe applying the requested waivers would reduce some of the barriers that prevent student success at Winona. We expect the overaH outcome of applying for innovation status, along with partnering with CDE's Turnaround Network and maintaining a deep commitment to our mission and vision in conjunction with high-level progress monitoring of our strategic focus areas, will increase proficiency for all students at Winona.

Innovation Design Team: This application was designed in collaboration between Winona Elementary School's and Monroe Elementary School's Design Teams. The Innovation Design Team was charged with determining the innovations to be included in this application, while accommodating feedback from all Winona staff members during the creation process, The focus of the Innovation Design Team was to determine innovations Winona might potentially want to seek waivers around and include them in the application so that the Innovation Design Implementation Team could be charged with the next step of determining the details around the innovations for a three year plan via the shared decision making process.

Innovation Design Implementation Team: Pending the approval of Winona's application for innovation status, an Innovation Design Implementation Team will be developed in a similar process to which the initial Innovation Design Team was formed. Members of this team will collaborate with Monroe Elementary School to create a clearly articulated long-range plan. This detailed plan will support the fruition of a truly personalized learning experience for our students and the adult actions required around these. This work will all be done in conjunction with the shared decision making model, through which staff feedback will be collected and utilized.

Shared Leadership Model and Shared Decision Making Process: Winona Elementary School values leadership from each staff member, acknowledging that each staff member brings a unique perspective. All voices should be heard and honored in the process of coming to consensus agreement. As such, each staff member is committed to upholding a role on one of three strategic focus leadership teams.

When items are put to a staff vote as outlined in the AB CD's of Shared Decision Making below, consensus will be needed to carry the decision. Voting will be orchestrated after all staff has had an opportunity to share feedback during the creation of the items up for vote. Votes will be collected via secret ballot and tallied by an individual outside of administration or the leadership area committee members to which the vote pertains.

All staff hold a position on one of three shared leadership teams, which are tasked with implementing systems/programing/instruction within a the particular strategic focus area. Each shared leadership team is also tasked with collecting data around implementation and progress monitoring initiatives within the identified leadership area. ABCD's of Winona's Shared Decision Making

A B c D Principal can be the sole decision Principal with Input from group that is affected and/ or Group decides with Group or maker (Principal) Advisory Team (Input) Principal Input- principal individual "with the consideration of BoQr(I Polfcies, MOU, is an equal participant decides

'Made by principal after input from the staff (Shared} (Individual} Consu/tQtiM as needed, Other date

•Primarily l'l;'Spon;ible for all building decisions •made by all staff Via Shared Decision Decisions made from Input Involving: Making Meeting Process

"Adminlstratian w!U gather !nfonnation through a ,swr variety of research ~rocesses l'l;'latlve to Issues, concerns 2.Parents • Decisions made involV!ng: or polides.A determine will be made as to the 3.0ther affected stakeholders appropriate dl'cision. Administration will inform those Committees impacted of dedsions made through written tlrverbal

• Stakeholders will offer input to the administration in written or verbal form refative to Information. issues and concerns. The administration will gather information relative to these Issues 80% c,.msensus

and concerns, through a variety of venues, and make the appropriate decision. A google form Vote Is one example of how administrator might collect feedback Stakeholders will be Informed !n writing or verbally of decision made.

Human Resources: Staff Evaluation lmp!emenl:iltion of vision, school climate and culture Committees, meeting time, Daily lossons (within Retention objectives district and school

guidelines)

Accountablllty: Federal and state law an.d board Curriculum: Standards, Objectives COMMUNICATION Day to day classroom policy Internal operations (within

External district and school Parent communication guidelines}

School Climate: Model, Vision Assessment: Benchmark/state/other Volunteers Classroom newsletters

Classroom Locations Instructional Delivery: calendar, behavior, programs, instructional models, Gr.mt writing. Fundraising Classroom websites Schedules including Specla!s, Duty, targeted instruction and classified, testing schedules, class lists, Conference days, field trips, enrichment activities, technology

Suspensions Accountability Process SCHOOL CLIMATE Bulletin Boards Model Vision Act as student advocates

Building Usage Budget & ftln~nce: Budget Preparation, School Expenses, Building Budget CURRICULUM Material/Program/Model Selection

Emergency Orl!!s, Specific Building Emergencies Operational Services: transportation, Nutritional Services, Maintenance Facilities, ASSESSMENT, Other Custodial, Technology

Safety Procedures Human Resources: Hiring, Staff Allocation, INSTRUCTIONAL DELIVERY Professional Development

Teaching/Leaming Technology Special Services/Differentiation

Farnlly Communication Communications; staff. student, parent handbooks, school newsletter, social ACCOUNTABILITY PROCESS, media, website, parents as partners, Operational Policles, Strntegic P!an/SUJP

Professional Development: Collaboration days, Staff development, Staff meeting agenda, PLCs, data dialogues

School Systems: MTSS process, Discipline Policies/protocols,

School events

Title Programing

Social-Emotional Learning Focus: Winona believes in explicit instruction in social-emotional learning for all students K-5. We have adopted the Well Managed Schools Program which supports high behavioral expectations across our school system and explicitly teaches routines, procedures and social skills that are consistent across each grade, as well as creating consistency in how we respond to behavioral situations. In addition we have adopted the In Focus self-regulation curriculum to support students learning of conflict resolution and self-coping strategies. We believe that by looking at our scheduling differently as outlined in this application, we would be able to enhance students learning in these areas1 which would increase student engagement and support our students as learners major improvement strategy.

Personalized Learning/Blended Learning (Technology Integration) Focus: Winona believes that choosing a focus of Personalized/Blended learning within intentional, best first instruction will support student growth and achievement by better meeting student needs. A more personalized learning approach would provide an opportunity to truly create a transformational learning opportunity for all our students. Through effective, job embedded professional development, teachers will increase effectiveness of the elements of personalized learning, while continuing development of mastery learning loop, direct instruction, and high-impact research based strategies in every class for every student within targeted and universal instruction. Being designated as an Innovation School would additionally enhance Winona's ability to impact and interact with our community to achieve our mission. It would allow us to be more student-centered, supporting social emotional learning as well as academic achievement with our instruction, learning environments and increased positive relationships with students and within our community. Furthermore, in commitment to creating the climate outlined in our mission and vision statement, it would provide teachers enhanced opportunities to work collaboratively in a blended, personalized learning structure. The innovations outlined in this application would provide support for staff to improve student achievement by better meeting the needs of all our students. In the first year of innovation, Winona Elementary School would potentially offer a daily schedule to allow students to work within proficiency bands of K-1, 2-3, and 4-5, in conjunction with the intentional use of blended learning and best first instruction. This would necessitate changes within

Winona Elementary School Waivers

would necessitate changes within curriculum, instruction and the assessment calendar and therefore these innovations are designed to not only reduce barriers for the success of all of our students but to support the school’s focus in moving forward with personalized learning. NARRATIVE DESCRIPTIONS OF INNOVATIONS REQUESTED: 1. Curriculum, Instructional Cycles-Focus on Personalized/Blended Learning Presently, our school has established a foundation for blended and personalized learning through available technology and the elements of balanced instruction. However, we want to provide our students with consistent individualized learning paths utilizing additional technology and research-based programs, that focus on every student’s needs, passions, personal and academic goals to support achievement and social emotional development. Personalized Learning will necessitate variances from the district assessment calendar. We are requesting a district waiver from the assessment calendar, as well as district defined curriculum pacing maps and assessment windows/calendars so as to be determined by the school. To support our building work, we will select and sustain appropriate diagnostic and progress monitoring tools. These tools will support personalized, blended instruction of all students, including those on READ plans and students with special education learning needs. If the district changes assessment tools, we reserve the choice as a building to determine the tool that best supports instruction and student learning within our school’s personalized learning focus. We further seek autonomy in selecting the most current and up-to-date resources to support student learning and applied assessments, including determination at the school level of grade reporting and family communication to support personalized learning. Through the shared leadership decision making model at Winona, the staff would like to be able to make curricular and instructional decisions that are in alignment with our personalized educational plan and in alignment with state standards, that support the programs and goals of our school, and allow us to provide rigorous, appropriate grade level instruction and a personalized learning experience to all of our students. The Winona staff would like the authority to establish an educational program, guided curriculum selection and assessment options that are aligned to Colorado state standards and the personalized learning program of the school as decided . 2. Annual Review/School Improvement Plans: An annual improvement plan must be developed by each school and will cover areas for growth identified and required by the state


including areas identified as: improvement, priority improvement, and turnaround. Winona will meet or exceed the reporting requirements for school improvement planning each year. We request the option to determine what needs to be included in our yearly plan based on state requirements. Innovation plan or status would not be a stand alone school improvement plan. SUIP work will continue to address our CDE diagnostic review feedback as well as a 2017-2018 partnership in the CDE Turn-around Network with a focus on high-impact research based strategies and standards based instruction while we continue to work to create a culture of purposeful learning. Expected Results: As a result of this innovation plan Winona expects to achievement of the performance targets articulated with our 2016-2017 SUIP which include narrowing in achievement gaps and increased scores PARCC as well as iReady with both the areas of math and literacy. Performance targets for Academic Growth and Academic Achievement within the 2016-2017 include the following. Academic Growth: By the end of the school year in 2018, the median growth percentile for all students in 3rd-5th grade in academic growth on the PARCC CMAS Math Assessment will be at or above the state median growth percentile of 50. In order to meet this target students must maintain the growth from 2017 and increase it by 7 more points in 2017-2018 to reach a "meets" rating in academic growth with the state's School Performance Framework. Across all demographic areas in grades first through fifth, students will show growth on their iReady Math Diagnostic assessments, aiming for one year’s + growth in math. Academic Achievement: By the end of the school year in 2018, the mean scale score for all students in 3rd-5th grade in academic achievement on the PARCC ELA Assessment will be at or above the 50th percentile. In order to meet this target students must increase within the mean scale score by 9.5 points 2017 and again in by 9.5 points in 2018 to reach an "approaching" rating in academic achievement within the state's School Performance Framework by 2018. 3. School Staffing/Employment Winona Elementary School currently serves students from across the economic spectrum, English language proficiency spectrum and unique learning needs spectrum. In order to best meet the needs of our students and to fully implement a personalized learning educational program, Winona requires the flexibility to hire and retain individuals that can best meet the needs of our diverse population. To create and maintain an outstanding school, Winona will assemble a faculty and staff who will work together to improve achievement for every student and maintain a commitment to the school’s personalized learning focus and success for all students at Winona.


Personalized learning will be further defined, as well as additional implications for details around innovation areas pending the formation of the Innovation Design Implementation Team. Staff will have the opportunity to share feedback in the development and implementation of the innovation areas.

a. Each staff member shall indicate interest in remaining on staff at Winona by way of a statement of commitment both to the innovation areas and the school’s personalized learning focus.

b. Winona will work with the Thompson School District Human Resources department to allocate specialists (art, music, PE) dedicated exclusively to serving students at Winona.

4. Assessment Personalized Learning will necessitate variances from the district assessment calendar and we are requesting a district waiver from the assessment timeline, as well as district defined curriculum pacing maps and assessment windows/calendars to be determined by the school. To support our building work, we will select and sustain appropriate diagnostic and progress monitoring tools. These tools will support personalized, blended instruction of all students, including those on READ plans and students with special education learning needs. If the district changes assessment tools, we reserve the choice as a building to determine the tool that best supports instruction and student learning within our school’s personalized learning focus. We further seek autonomy in selecting the most current and up-to-date resources to support student learning and applied assessments and including determination at the school level of grade reporting and family communication to support personalized learning.

5. Professional Development The staff at Winona is dedicated to providing high quality instruction on a daily basis. We will support opportunities for specialized staff to attend centralized trainings in specialized areas like Special Education, GT and ELD as applicable. The current PD calendar does not allow for specific training and planning to address our need to develop our understanding and implementation of our personalized school focus. We want to address those needs by adding additional days to a teacher contract for professional development, possibly request a waiver from district PD depending on the focus, and intentional collaboration days during the year. The staff of Winona Elementary is requesting the liberty to make curricular and instructional decisions that are in alignment with our personalized educational plan, and in alignment with state standards, and that support the programs and goals of our school, while allowing us to provide rigorous, appropriate grade level instruction. The Winona staff will maintain authority to establish an educational program, textbooks, and assessments that are aligned to Colorado state standards and the education program of the school. For year one of


innovation, our meaningful professional development and planning work will focus on instructional design, instructional materials, and systematic school design in a personalized/blended learning model. We will be purposeful in planning the use of instructional strategies as outlined in our SUIP that support what students should know and be able to do. Professional development will also support an emphasis to developing meaningful relationships and engaging students and families in our work.. 6. School Calendar/Class Scheduling Currently our traditional daily and yearly schedule impedes consistent best first instruction for each student’s growth. We want to intentionally develop schedules that will advance student’s personalized progress toward independence and success as determined by our building shared leadership model in lieu of the district’s daily schedule for all elementary schools. An intentionally developed schedule: 1) is grounded in research-based understanding of child development in order to maximize student access and participation in learning. 2) allows for flexible grouping opportunities that target instruction in economical ways, and 3) allows for maximum use of staff to support student outcomes.

In our first year of innovation status, we seek the following waivers and outcomes. a. That the student school day be extended by up to 30 minutes to invest in developmentally appropriate activities beyond

traditional content learning. These investments simultaneously will meet the social and emotional needs of our students, while enhancing the quality of available content minutes.

b. To achieve "a", we would seek to extend classroom teacher and select teacher position contracts by 30 minutes on student-contact days. Embedded in this time would be an additional 20 minutes of planning time weekly for teachers. Another option would be to vary the start and end times of teachers, not changing contract time, rather the confinement of the school hours.

c. That we implement a "banding" model of instruction, that will align daily math and literacy instructional blocks for multiple grade levels. This will allow for higher degrees of personalization, enabling teachers to target instructional delivery to students with similar needs, but who may not be in the same grade levels. This will benefit all students, and hopefully be a cost-effective use of ELA and ELD FTE where we often have students in different grades yet similar needs who are difficult to then group due to schedules.

d. In order to achieve "c", we need the ability to cluster our special schedules along with our bands. This will require our specials class teachers (Music, Art, etc) to have their schedules customized and prioritized to Winona. We request that our specials class teachers be assigned to Winona in a full time capacity as well as for our classified Librarian and Technology Facilitator to


fully implement the banded model/blocked specials. We will design a schedule that enables them to support students throughout the day beyond the instruction in their special. We also believe this will increase the strength of student-teacher relationships in the building.

Class assignments at Winona are based on heterogeneous grouping of students configured to meet the diverse needs of our students. We wish to provide adaptive instruction to students at a variety of performance levels. Simultaneously, rigorous instruction and interventions are made available to students who do not meet the proficiency levels for a specific grade. Adjustments are made as necessary throughout the school year to ensure that all students receive appropriate support while being challenged to reach their full potential. 7. Budget: No cost savings are expected. The general school building budget is included and the district innovation budget proposed would be used to support this innovation plan which will enhance the implementation of our school’s personalized learning program and the school’s major improvement strategies as outlined in Winona’s SUIP as applicable. Budgets attached as separate items. 8. Supporting the requirements of IDEA: Based on the integration of personalized learning within our innovation application, these requests meet the requirements outlined in IDEA. All students will be provided instructional programing within the least restrictive environment. Placement decisions will continue to be made annually. Staff at Winona will continue to have adequate training to meet all children’s learning needs based on a comprehensive and accurate assessment of the child that will be conducted with approval of the family. An MTSS team and ESS team will continue to serve students with disabilities and will be comprised of a multidisciplinary group of staff. Students progress will be reported with frequency to families and families will have the opportunity to voice any concerns or feedback regarding desired changes within the plan. IEPs will continue to be evaluated with the current cycle at outlined by the district.

........ THOMPSON SCHOOL DISTRICT

RESOLUTION

FOR THE PURPOSE OF APPROVING INNOVATION PLAN FOR

WINONA ELEMENTARY SCHOOL

WHEREAS, The Board of Education of Thompson School District R2-J ('the District") wishes to encourage

innovation and the pursuit of innovation status as permitted under Colorado law; and

WHEREAS, the District, more particularly, desires that school innovation plan be continuously reviewed,

updated and improved;

NOW THEREFORE, BE IT RESOLVED that the District hereby approves the proposed Innovation Plan for

Winona Elementary School, and certifies this approval to the commissioner of education, and

BE IT FURTHER RESOLVED, that the District hereby authorizes its Chief Academic Officer or his/her

designee on behalf of the District to deliver the Plan to the State Board of Education for any and all

necessary waiver and operational approvals.

ADOPTED AND APPROVED this 22nd day of March 2017.

Lori Hvizda Ward

Board of Education, President

(SEAL) ATIEST:

STATE OF COLORADO )

THOMPSON SCHOOL DISTRICT R2-J }

LARIMER COUNTY )

!, Jeff Swanty, the secretary of the Board of Education of Thompson School District R2-J, Larimer

County, Colorado (the "District"), do herby certify that:

1. Attached is a true and correct copy of a resolution (the "Resolution") adopted by the

Board of Education (the "Board") at the regular meeting held on March 22, 2017.

2. Notice of such meeting was posted in a public place within the boundaries of the District

designated by the Board for the posting of notices of meetings of the Board no less than 24 hours prior

to the holding of the meeting.

3. The resolution was duly moved, seconded, and adopted at such meeting by the

affirmation vote of a majority of the members of the Board as follows:

Board Member Yes No Absent Abstaining Jeff Swanty _x_ Bryce Carlson _x_ Denise Montagu _x_ Pam Howard _x_ Lori Hvizda Ward _x_ Carl Langner _x_ Dave Levy _x_

4. The resolution was duly approved by the Board, signed by the President of the Board,

sealed with the District's seal, attested by the Secretary of the Board, and recorded in the minutes of the

Board.

5. The meeting at which the Resolution was adopted was noticed and all proceedings

relating to the adoption of the Resolution were conducted in accordance with a!! applicable by-laws,

rules, regulations, and resolutions of the District, in accordance with the normal procedures of the

District relating to such matters, and in accordance with applicable constitutional provisions and

statutes of the State of Colorado and all other applicable laws.

WITNESS my hand and seal of the District this 22°0 day of March 2017.

[DISTRlq SEAL] Board of Education, Secretary

D. WAIVER REQUESTS 1. Colorado State Statutes:

---- - - · - - - -- t-' •~ · ...... _. .. ,.....,. •-"f--,••-- ~- __ ..,_A __ '-' ~l."41."' V\.Ul,.,U-1,.,Wto>.

Waiver Requests Colorado State Statutes

Identified at: http://wv.".lexisne:ris.com/hottoJJics.'Colorado/ (22-32-109)

Impact Area: 2. School Calendar/Class Scheduling

C.R.S. The actual hours of teacher-pupil instruction and teacher-pupil contact specified in subparagraph (I) of this 22-32-109 (n) (II) paragraph (n) may be reduced to no fewer than one thousand fifty-six hours for secondary school pupils, no fewer (A) than nine hWldred sixty-eight hours for elementary school pupils, no fewer than four hundred thirty-five hours for

half-day kindergarten pupils, or no fewer than eight hundred seventy hours for full-day kindergarten pupils, for parent-teacher conferences, staff in-service programs, and closing deemed by the board to be necessary for the health, safety, or welfare of students.

Replacement The school has the authority to determine the length of time the school will be in session during the following Plan school year that will meet or exceed minimum statutory requirements. The school could add up to 30 additional

minutes per day as well as establishing a building designed and managed surruner school for voluntary staff.

Impact Area: 2. School Calendar/Class Scheduling

C.R.S. Prior to the beginning of the school year, each district shall provide for the adoption of a district calendar, "Yhich 22-32-109 (n) (II) is applicable to all schools within the district or shall provide for the adoption of a school calendar for each (B) individual school within the district. The district calendar or individual school calendars may be adopted by the

board of education, the district administration, the school administration, or any combination thereof. A copy of the calendar shall be provided to the parents or guardians of all children enrolled in schools within the district. Such calendar shall include the dates for all staff in-service programs scheduled for the school year. The board, district administration, or school administration shall allow for public input from parents and teachers prior to scheduling the dates for staff in-service programs. Any change in the calendar, excluding changes resulting from emergency closings or other unforeseen circumstances, shall be preceded by adequate and timely notice from the board, district administration, or school administration of not less than thirty days.

Replacement Plan The school has the authority to determine and communicate its own calendar and daily schedule, provided it meets or exceeds minimum statutmy requirements. During year I of the innovation plan, the school student contact days will remain the same as the school district. In subsequent years, using the school's shared decision~making model, additional student contact days may be considered to extend the school year. The school will have autonomy, in consultation with the school innovation implementation team, to determine the specific use of scheduled district directed days and may add up to an additional 5 professional development days and teacher directed days that are non-student contact days.

Impact Area: 1. Curriculum, Instruction and AssessmentM Focus on Personalized Learning

C.R.S. To determine the educational programs to be carried on in the schools of the district and to prescribe the 22-32-109 (1) (t) textbooks for any course of instruction or study in such programs;

Replacement Plan The school will have the authority to establish an educational program that enables the school to meet the mission of the school and enables the school to implement the innovation plan. The school will have the discretion to detennine it's curricular materials. All substantial material changes will be reviewed by TSD's Learning Services to assure they can be supported, especially regarding educational technological applications.

Impact Area: 1. Curriculum, Instruction and Assessment- Focus on Personalized Learning

C.R.S. To determine the educational programs to be carried on in the schools of the district and to prescribe the 22-32-109 (1) (t) textbooks for any course of instruction or study in such programs:

Replacement Plan The school will have the authority to establish an educational program that enables the school to meet the mission of the school and enables the school to implement the innovation plan. The school may request flexibility with district purchased curricular materials, and may request additional supplemental curricular materials to meet the needs of the students. All substantial material changes will be reviewed by TSD's Learning Services to assure they can be supported, especially regarding educational technological applications or programs.

Impact Area: 1. Curriculum, Instruction and Assessment- Focus on Personalized Learning

C.R.S. To adopt and implement preschool through elementary and secondary education standards as required in part 10 22-32-109 (I) (aa) of article 7 of this title;

Replacement Plan The school has the authority to develop a local plan for implementation of the Colorado Academic Standards in a way that align to the school's innovation plan around personalized learning and focus on meeting a student's needs.

2. Thompson School District Board Policies: We are reauestin£ the following waivers or orovisions reauested - ·- ~ - --- -· - --- - - ----

Waiver Requests Thompson School District Board Policies

Identified at: h!m:llthom~son.kU.co.us/dQmai~/367

Impact Area: 1. Curriculum, Instruction, and Assessment- Focus on Personalized Learning

IC/ICA The Board has authorized a district calendar committee, which shall consist of volunteer SCHOOL YEAR/SCHOOL representatives of parents, classified, licensed and administrative staff members, and one CALENDAR/INSTRUCTION TIME Board member ( ex-officio member). The superintendent shall appoint an administrator to

chair this committee. By October of the year of the previous calendar, the committee shall present one or more school calendar proposals for Board adoption. The calendar may be for one or more school years. The calendar committee will review any requests for variances. Approved requests will be included in the committee's recommendations to the Board

Replacement Plan The school has the authority to determine and communicate its own calendar and daily schedule, provided it meets or exceeds state law. During year 1 of the innovation plan, the number of and calendar for school student contact days will remain the same as the school district. In subsequent years, using the school's shared decision-making model, additional student contact days may be considered to extend the school year. They will share the variance plan with the calendar committee for suggestions, but ultimately the decision resides with the school.


IG In each school maintained by the district, the curriculum shall be as provided by the Board CURRICULUM DEVELOPMENT of Education. Subjects within the curriculum shall be taught as provided for by the Board.

Replacement Plan The school Building Implementation Team will develop and utilizing the school's shared

decision-making model, agree upon curriculum and blended learning program options and materials aligned to the personalized learning model and monitor impact on student achievement


IJJ The Curriculum Improvement Council is responsible for reviewing instructional materials INSTRUCTIONAL MATERIALS suggested by professional staff in the respective curricular areas and for recommending SELECTION AND ADOPTION instructional materials for Board approval.

Replacement Plan Following the general principles outlined in policy IIA for instructional materials, the school will be authorized to review, select, and implement instructional programs that help best develop students within the school's personalized learning focus.


!KA District assessment system GRADING AND ASSESSMENT A comprehensive system of assessment shall be developed by the district that adequately SYSTEMS measures each student's progress toward and achievement of the district's academic

standards. Additional assessment infonnation for parents/guardians In accordance with state law and this policy's accompanying regulation, the district shall distribute an assessment calendar and related information to parents/guardians on an annual basis to inform them about the state and district assessments that the district plans to administer during the school year. Grading system The administration and professional staff shall devise a grading system for evaluating and recording student progress and to measure student perfom1ance in conjunction with the district's academic standards. The records and reports of individual students shall be kept in a form that will be meaningful to parents as well as teachers. The grading system shall be uniform district-wide at comparable grade 1evels. The Board shall approve the grading and reporting systems as developed by the staff, upon recommendation of the superintendent.

Replacement Plan With personalized learning in mind and through shared decision-making, the school will create their own assessment calendar, with the exception of READ Act requirements, that meet the needs of the scope and sequence of the individual learners. In year two, should an appropriate data management system not be adopted at the district level, the school shall utilize and maintain standards-based assessment and grading systems that shall be approved by Learning Services.

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