Winter 2018 CORE Framework Update

Winter 2018 CORE Framework Update

Presented by:

Dr. Lamont W. Browne

Executive Director of Autonomous Schools

January 23, 2018

Every Student Shapes a Successful Future


Winter 2018 CORE Update

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

the State Accountability Clock with specific focus on CORE Focus schools

▪ What are we asking the board to do with this information:▪ This is for information only representing recommendations for CORE

strategies that the Division of Equity in Learning is making to Superintendent Munn

▪ Where necessary, to approve the recommendation for a Turnaround Strategy

▪ How is this linked to the Strategic Plan, Vision, Mission, goals & core beliefs? ▪ This information will inform the Board of the status of our schools

and the progress of our CORE Framework

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Communities Organized to Reach Excellence

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Communities Organized to Reach Excellence

Two Part Presentation:I. Update on CORE schools that have already taken significant action (Paris Elementary School (Yr. 5), Aurora Central High School (Yr. 6) and Fletcher Community School (Performance)

II. Update on CORE Focus schools that are in Year 3 or beyond on the clock or in Turnaround status (North HS (Yr. 3), Jewell Elementary School (Yr. 3), Virginia Court (Yr. 3), Kenton (Turnaround), Gateway HS (Yr. 3), Lansing (Turnaround), and Lyn Knoll (Turnaround)

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2017 CORE Focus School Update

Aurora Central High SchoolPriority Improvement (34.8/42), Year 7• Innovation Status: Member of the ACTION Zone since 2016 (Year 2) • 29 point increase in Literacy Growth performance from 2016 to 2017• 8 point increase in Math Growth performance from 2016 to 2017

Paris Elementary Priority Improvement (40/42), Year 5• Innovation Status: Member of the ACTION Zone since 2016 (Year 2) • Conducting search for a permanent turnaround principal

Fletcher Community School Performance• Conversion to Charter: 3 year transition to Rocky Mountain Prep Charter School• Moved from Priority Improvement in 2016 to Performance in 2017

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Part I


CORE Improvement Options

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A Sample of School Improvement Models

1. Replacement of school leadership

2. Curricular shift

3. Mentoring and coaching programs

4. Change in grade configuration

5. Changes in categorical funding

Expectations:

Implementation of a School Improvement Strategy should yieldidentified results in one year.

Part II


• Jewell Elementary School Data Snapshot

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Jewell Elementary School Snapshot

Status: 2nd Year and Continuing 2018-19

2017-18 SPF Status: Priority Improvement Year 3 Title 1: No DSS Status: Green

Number of Students: 445 Enrollment to Capacity 86% F/R Lunch: 77.6%

ELL: 41% ESS: 10% GT: <.1% Homeless: 6.3%

Academic Achievement (2016-17) : CMAS/PARCC Average Met-Exceeded Expectations

School Climate: 2017-2018 (Semester 1):• Average Daily Attendance: 94%• % Students Chronic Absence: 16.5%• Suspensions/Expulsions: 11 / 0

Grade 3 Grade 4 Grade 5

District School District School District School

ELA 20.5% 11.7% 25.4% 18.8% 26% 19.1%

Mathematics 20.9% 3.5% 15.8% 9.4% 15% 4.4%


Jewell Elementary

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Essential Elements of an

Effective APS SchoolStatus Key Actions

APS 2020

Strategic Plan Implementation

• Plan: 100% of 3rd, 4th, & 5th grade students have a plan for the future.

• Skills: Bi-weekly Data Analysis Meeting to inform instruction, Bi-weekly Observation,

Feedback & Coaching Cycles, & quarterly data analysis with defined reteach priority.

• Credentials: focused on 30% of students earning a digital badge by May 2017-2018.

Instructional Design

• Implementation of Calibrated Guaranteed & Viable Curriculum, Planning, Instruction

& Assessment Framework

- Focus: Weekly Collaborative Planning via grade level/content aligned to Standard

- Focus: Unpack standards to identify grade level rigor at the beginning of each

quarter.

- Focus: Weekly Data Driven Instructional Cycles to identify misconception &

develop an immediate reteach plan.

- Focus: Implement differentiated weekly & bi-weekly Observation, Feedback, &

Coaching Cycles evidenced through observation & feedback tracker.

- Focus: Weekly Learning Walk data guides Professional Development sessions.

- Focus: Quarterly data analysis meetings to identify individual student needs.

Intentional School Culture

• HEARTS Implementation

• Restorative Practices Focus

• Strong focus on reducing Chronic Attendance (MTSS School Team)

• Whole School morning meetings

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

Weekly Learning walks with specific look-for expectations.

Community & Family

Engagement

• Welcoming Environment Valuing Community Culture; Increased number of Family

Events and PTO opportunity. (Career Day, Math Standards Night, Literacy Standards

Night, Dr Seuss Read-a-thon, Parent lunch days, etc).

Operations• Budgeting & Staffing

-realigning teacher strengths to grade level and needs of students

-departmentalizing 4 & 5th Grades


2017 CORE Focus School Longitudinal Data - Jewell ES

District Analysis of School Performance

DATA TRENDS Status Trend Data

ATTENDANCE 2014-2015 2015-2016 2016-2017*

ADA / Chronic Attendance 94.7% / 18.9% 94.0% / 21.6% 93.9% / 17.0%

BEHAVIOR 2014-2015 2015-2016 2016-2017*

Suspensions / Expulsions 35 / 0 33 / 0 16 / 0

ACADEMIC ACHIEVEMENT 2014-2015 2015-2016 2016-2017*

PARCC/CMASAchievement (M+)/Growth (1yr+)

Math: 10.5% / naELA: 18.5% / na

Math: 10% / 48%ELA: 18% / 49%

Math: 9% / 48%ELA: 18% / 47%

ACADEMIC PROGRESS (2017-18) Math Average Scale Score Gains Reading Average Scale Score Gains

Interim: IREADY Diagnostic (2-5)(August to December Assessment)

+19 +32

HUMAN CAPITAL 2015-2016 2016-2017* 2017-2018

Teacher Turnover Rate 26.7% 41.2% 51.8%

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Growing Trend Inconsistent Trend Declining Trend

Recommendation

School Improvement Strategy Turnaround Strategy

Continue with the UVA Leadership Program and CDE’s Turn-Around Network throughout the 2018-19 school year.

N/A


Virginia Court Elementary School Data Snapshot

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Virginia Court Elementary School Snapshot

Principal: Kim Pippenger Status: 1st Year and Continuing 2018-19

2017-18 SPF Status: Priority Improvement- Year 3 Title 1: Yes DSS Status: Orange

Number of Students: 526 Enrollment to Capacity: 112% F/R Lunch: 87.3%

ELL: 56% ESS: 44% GT: 2% Homeless: 4.0%

Academic Achievement (2016-17) : CMAS/PARCC-Average Met or Exceeded Expectations

School Climate: 2017-2018 (Semester 1):• Average Daily Attendance: 93.5%• % Students Chronic Absence: 21.2%• Suspensions/Expulsions: 5 / 0



English Language Arts 20.4% 15.0% 25.1% 18.5% 26% 16.9%

Mathematics 20.9% 16.0% 15.6% 6.5% 15% 5.6%


Virginia Court Elementary

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APS 2020


• Plan: 100% of 3rd- 5th grade students have a plan for the future by March 2018.

• Skills: Bi-Weekly Data Analysis Meeting/Collaborative Plan Meeting to inform

instructional design, Bi-weekly Observation, Feedback & Coaching Cycles, &

quarterly data analysis with defined reteach of priority standards.

• Credentials: Working with University of Denver, a Graduate student will work with

5th Grade teachers to support students earning digital badges aligned to their plan.




- Focus: Identify & Unpack Priority Standards to support Lesson Plan Design.

- Focus: Weekly Collaborative Planning Meeting to align standards to

assessments, instruction, and lesson plan design. (Q1)

- Focus: Implement Bi-Weekly Data Driven Instructional Cycles to identify learning

gap(s) to inform the development of an immediate reteach plan. (Q2)

- Focus: Weekly Observation, Feedback, & Coaching Cycles-All Teachers. (Q2)

- Focus: - Focus: Professional Development is planned to enhance Content

Knowledge and High Leverage Instructional practices. (IC support)

- Focus: Quarterly data analysis meetings are used identify individual student needs

and plan priority standard reteach & enrichments for individual students.

Intentional School Culture• HEARTS Implementation

• December 2017, hired a Dean of Culture with a focus on attendance, behavior,

attendance, family engagement, and community partnerships.

Educator Effectiveness• Aligned Professional Learning Practices to Evaluation Rubric

• Professional Development focused on High Leverage Instructional Strategies and

Content Knowledge.

Community & Family

Engagement

• Family Engagement. Currently, parents are involved in the Tiered Intervention Grant

decision making process. Other Activities: Fall Carnival, Student performances

• Parent Engagement: for Feedback Monthly Parent coffee, PTO, & School

Accountability

Operations

• Budgeting & Staffing

-Using Tiered Intervention grant to provide targeted support for teacher

development and student support. (Hired two Teaching Partners focused on

Literacy & Math/Summer Intervention for targeted student support).


2017 CORE Focus School Longitudinal Data – Virginia Court



ATTENDANCE 2014-2015 2015-2016 2016-2017


BEHAVIOR 2014-2015 2015-2016 2016-2017


ACADEMIC ACHIEVEMENT 2014-2015 2015-2016 2016-2017


Math: 3.3% / naELA: 10.4% / na

Math: 8% / 36%ELA: 11% / 45%

Math: 9% / 33.5% ELA: 16% / 42%



TBD In Progress In Progress

HUMAN CAPITAL 2015-2016 2016-2017 2017-2018*


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Recommendation


Continue participation in UVA Leadership Program and CDE’s Turn-

Around Network for the 2018-19 school year.

N/A


Gateway High School School Data Snapshot

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Gateway High School School Snapshot

Principal: Dr. Dackri Davis Status: 4th Year and Continuing 2018-19

2017-18 SPF Status: Priority Improvement Year 3 Title 1: No DSS Status: Green



Academic Achievement (2016-17) : CMAS/PARCC/SAT/PSAT

PSAT CCR Benchmark: ELA: 430 / Math: 480. SAT CCR Benchmark: ELA: 480 / Math: 530

School Climate• Average Daily Attendance: 87.5%• % Students Chronic Absence: 41.3%• Behavior: # of Suspensions: 123

Grade 9PARCC/CMAS (M+)

Grade 10PSAT

Grade 11SAT


English Language Arts 22.5% 15.3% 423 415 452 433

Mathematics 15.9% 8.3% 422 410 440 417


Gateway High School

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APS 2020


• Plan: 100% of students will complete ICAP plan in Naviance by May 2018

• Skills: Bi-weekly Data Analysis Meeting to inform instruction, Bi-weekly Observation,

Feedback & Coaching Cycles to support teacher development, & quarterly data

analysis with defined reteach priority.

• Credentials: increase digital badging opportunities though the IB program and other

academic and extra-curricular opportunities.


• Implementation of Calibrated Guaranteed & Viable Curriculum, Instruction &

Assessment Framework

-Focus : Calibrated weekly PLC Meetings to foster collaborative/calibrated

planning.

- Focus : Continue implementation of Standards Based Grading (Marzano).

- Focus : Implementation of Active Monitoring protocol for all teachers.

- Focus: Weekly Lesson Plan Feedback by leadership team

- Focus: Effective use of data through Data-Driven Instruction (DDI) Cycles

- Focus: Bi-weekly classroom learning walks (implementation/coaching)

- Focus: Evaluation & realignment of current International Baccalaureate Program


• Torch Time: Teacher-Student time focused on individual student academic

performance, attendance, behavior, and graduation support & expectations


• Restorative Justice Grant (2018-2020)

Educator Effectiveness

• Aligned Professional Learning Practices, Professional Development, Observation &

Feedback to Teacher Evaluation Rubric

• Redesign Professional Learning Communities to enhance planning, instructional

strategies, and content knowledge.

Community & Family

Engagement

• Parent Engagement: School Accountability Committee, Friends of Performing Arts,

& other groups

• Community Organizations: Goodwill, ACE (STEM), & College Track.

Operations • Budgeting & Staffing – budget supports maximizing teacher-student ratio.


2017 CORE Focus School Longitudinal Data – Gateway HS



ATTENDANCE 2014-2015* 2015-2016 2016-2017


BEHAVIOR 2014-2015 2015-2016 2016-2017


ACADEMIC ACHIEVEMENT/C & C SUCCESS 2014-2015 2015-2016 2016-2017

• PARCC/CMAS 9th GradeAchievement (M+)/Growth (1+ yr)

• PSAT- 10th Composite (1520)• SAT – 11th Composite (1600)• ACT-11th Composite (36)

CMAS Math: 6.5%/naCMAS ELA : 14.5%/naPSAT. naACT 11th : 16.2

CMAS Math 9th: 9% / 48%CMAS ELA 9th: 18% / 40%PSAT 10th: 804 ACT 11th : 16.1

CMAS Math 9th: 9% / 48%CMAS ELA 9th: 15% / 52%PSAT 10th: 825SAT 11th: 848

• Graduation Rate• On Track Rate

55.9%64.1%

56.5%69.0%

60.3%69.1%

HUMAN CAPITAL 2015-2016 2016-2017 2017-2018


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Recommendation


Continue work with UVA’s Leadership program in 2018-2019 to build, implement, and refine sustainable systems.

N/A


Lansing Elementary School Data Snapshot

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Lansing Elementary School Snapshot

Principal: Jennifer Murtha Status: 3rd Year and Continuing 2018-19

2017-18 SPF Status: Turn Around - Year 1 Title 1: Yes DSS Status: Blue

Number of Students: 387 Enrollment to Capacity: 76% F/R Lunch: 82%


Achievement and Growth: CMAS/PARCC Average Met or Exceeded Expectations

School Climate• Average Daily Attendance: 94.4%• % Students Chronic Absence: 16.4%• Behavior/# of Suspensions: 5

3rd Grade 4th Grade 5th Grade


English Language Arts 20.4% 11.3% 25.1% 14.3% 26.0% 22.6%

Mathematics 20.9% 11.3% 15.6% 5.3% 15.0% 6.5%


Lansing Elementary

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APS 2020


• Plan: 100% of K- 5th grade students have a plan for the future by January 2018. Also,

align instructional programming with PWR skills. (1 unit of study)

• Skills: Alternating week Data Analysis Meeting/Collaborative Plan Meeting to inform

instructional design, Bi-weekly Observation, Feedback & Coaching Cycles, &

quarterly data analysis with defined reteach priority standards.

• Credentials: By May 2017-2018, 1st, 3rd, 4th, and 5th Grade will implement digital

badging opportunities for all students.




- Focus: Design Units of Study aligned to priority standards. (Transdisciplinary Units)

- Focus: Weekly Data Driven Instructional Cycles to identify learning gap(s) that

informs the development of an immediate reteach plan.

- Focus: Weekly Observation, Feedback, & active Coaching Cycles-All Teachers.

- Focus: Weekly Collaborative Planning Meetings to calibrate planning, instruction,

assessment development.

- Focus: Professional Development is planned to enhance Content Knowledge, High

Leverage Instructional practices/Standards Alignment to Assessments.

- Focus: Quarterly data analysis meetings are used identify individual student needs

and plan priority standard reteach & enrichments for individual students.



• Restorative Practices Focus to support teachers & reduce behavioral incidences.

(Reflection Room). Awarded the Restorative Justice Grant for 2018-2020.

• Strong focus on increasing ADA and reducing Chronic Attendance (MTSS School

Team)

Educator Effectiveness• Aligned Professional Learning Practices to Evaluation, Observation & Feedback,

Coaching & DDI Meeting.

Community & Family

Engagement

• Welcoming Environment Valuing Community Culture: Strong Parent Council that

meets weekly at Lansing to provide regular feedback to Principal and Family Liaison.

• Continuing Community Partnership w Food Bank of the Rockies & other community

organizations.

Operations• Budgeting & Staffing

-realigning staffing to teacher strengths, grade level and students needs.


2017 CORE Focus School Longitudinal Data – Lansing ES



ATTENDANCE 2014-2015 2015-2016* 2016-2017


BEHAVIOR 2014-2015 2015-2016* 2016-2017




Math: 4.8% / naELA: 10.5% / na

Math: 8% / 50%ELA: 17% / 55%

Math: 8% / 35%ELA: 16% / 45%



+17 +27

HUMAN CAPITAL 2015-2016 2016-2017 2017-2018


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Recommendation


Potential Candidate for UVA Leadership Program and CDE’s Turn-Around Network for the 2018-19 school year.

N/A


North Middle School

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North Middle School Snapshot

Status: 1st Year and Continuing 2018-19

2017-18 SPF Status: Priority Improvement Year 3 Title 1: Yes DSS Status: Orange




School Climate: 2017-2018 (Semester 1):• Average Daily Attendance: 91.1%• % Students Chronic Absence: 31.9%• Suspensions/Expulsions: 63/0



ELA 21.0% 17.4% 24.2% 11.1% 30.2% 19.7

Mathematics 12.2% 6.1% 12.6% 6.0% 12.5% 8.6%


North Middle School

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APS 2020


• Students will complete all components of ICAP.

• Establish a positive climate and culture of high performance for students and staff that

caters to the academic and social-emotional needs of individuals.

• Implementation of Standards-Driven Data Driven Instruction (DDI) systems to inform

ongoing instructional design (High Leverage Systems)

• Implementation of Observation Feedback protocols as defined by the Division of

Equity in Learning (High Leverage Systems)

• Administration of interim assessments and analysis of interim outcomes to inform re-

teaching and ongoing instructional design (High Leverage Systems


• Administration of interim assessments and Data Driven Instruction (DDI) systems to

inform ongoing instructional Design

• Implement Observation and Feedback cycles

• Implementation of Culturally Relevant Educational practices, including reflection on

the six themes of CRE

• Strengthen Intervention Activities during independent work time

• Bi-weekly teacher-leader “learning walks” focusing on effective lesson planning and

implementation.


• Develop an attendance team to focus on the implementation of our attendance system

• Develop a system to collect and review weekly attendance data indicators

• Create and implement a progressive set of both positive reinforcements for

attendance and natural behavioral consequences related to non-attendance that is

communicated to students and parents

• Develop a system to collect data and assign consequences for tardies/absences


• Schedule timeline to review each stage with evaluators (Praise. Probe. Action Step.

Plan Ahead. Practice. Follow up.)

• Develop protocol to analyze observation/feedback and determine PD offerings

• Develop template to capture "Action Step" progress for educators

• Review student work at every feedback session

Community & Family

Engagement

• Parent coffees and workshops

• Student led conferences

• Math and literacy parent education nights

Operations• Ongoing design with bond/construction team

• Budgeting & Staffing – budget is focused on supporting the classroom level


2017 CORE Focus School Longitudinal Data – North MS



ATTENDANCE 2014-2015 2015-2016 2016-2017

ADA / Chronic Attendance 91.6%/33.6% 91.4% /32.7% 89.8%/38.8%

BEHAVIOR 2014-2015 2015-2016 2016-2017

Suspensions / Expulsions 180/5 120 /2 100/0



Math 7.1% / unavailableELA 16.6% / unavailable

Math 9.6% / 37%ELA 12.5% / 41%

Math 9.0% / 42%ELA 16.1% / 48%

ACADEMIC PROGRESS (2017-18) Math Growth Reading Growth


Math 101% Reading 115%

HUMAN CAPITAL 2014-2015 2016-2017 2017-2018


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Recommendation


CDE Turn-Around Network and PEBC partnership, CDE Relay trainings, CORE support plan/team; UVA executive leadership development (2018)

N/A


Kenton Elementary School Data Snapshot

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Kenton Elementary School Snapshot

Status: 8th Year and Continuing 2018-19

2016-17 SPF Status: Turnaround Year 2 Title 1: Yes DSS Status: Orange

Number of Students: 547 Enrollment to Capacity 70% F/R Lunch: 94.7%

ELL: 72 % ESS: 14% GT: 1% Homeless: 5.8 %


School Climate: 2017-2018 (Semester 1):• Average Daily Attendance: 91.1%• % Students Chronic Absence: 31.9%• Suspensions/Expulsions: 0/0



ELA 20.5% 4.8% 25.4% 6.9% 26% 11.8%

Mathematics 20.9% 1.0% 15.8% 3.4% 15% 0.0%


Kenton Elementary

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APS 2020



teaching and ongoing instructional design

• Implementation of Data Drive Instruction (DDI) systems to inform ongoing instructional

Design

• Implementation of Observation Feedback protocols as defined by the Division of Equity

in Learning

• Implementation of a Balanced Literacy Block through the support of Teachers College

job-embedded professional learning.

• Incorporation of a dedicated intervention block focused on current diagnostic and

growth data with aligned instruction using i-Ready resources.

Instructional Design • Administration of interim assessments and DDI protocol

• Implementation of Observation Feedback protocols

• Implementation of a Balanced Literacy Block

• Incorporation of a dedicated intervention block focused on current diagnostic and

growth data with aligned instruction using i-Ready resources


• Continue with weekly attendance team meetings to specifically focus on the

implementation of our intended attendance system, review weekly data/indicators and

change actions in response to student need

• Engage the student council/lighthouse team in the development of a “culture of

attendance,” including meaningful actions and reinforcements that support high levels of

attendance

• Engage community agencies and support systems for parents/guardians to ensure

successful implementation of Student Success Plans (Levels 1 & 2)


• Create and implement a progressive set of both positive reinforcements for attendance

• Engage student council/lighthouse team in the development of a “culture of attendance”

• Engage community agencies and support systems for parents/guardians to ensure

successful implementation of Student Success Plans (Levels 1 & 2)

Community & Family

Engagement• Run several different family and community engagement activities such as: the

Fall/Spring Family Fun Fest, Leadership Day, and Take Your Parent to School Day

Operations • Budgeting & Staffing – budget is focused on supporting the classroom level


2017 CORE Focus School Longitudinal Data - Kenton



ATTENDANCE 2014-2015 2015-2016 2016-2017

ADA / Chronic Attendance 91.4%/32.7% 89.8%/38.3% 91.1%/31.9%

BEHAVIOR 2014-2015 2015-2016 2016-2017

Suspensions / Expulsions 19/0 4/0 7/0



Math 4.1%/unavailableELA 6.9%/unavailable

Math 9.1% / 37%ELA 23.6% /49%

Math 2.9% /27%ELA 7.8% /40%



Math 121% Reading 109%

HUMAN CAPITAL 2014-2015 2015-2016 2016-2017


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Recommendation


Participation in Relay, Teachers College extensive coaching and training, CORE support plan, UVA executive leadership development beginning 2018.

N/A


Lyn Knoll Elementary School

Presentation by the Joint Steering Committee

25



26

Lyn Knoll Elementary School Snapshot

Status: 10th Year, Not Continuing

2017-18 SPF Status: Turnaround Year 1 Title 1: Yes DSS Status: Blue

Number of Students: 238 Enrollment to Capacity: 60% F/R Lunch: 85.6 %

ELL: 58 % ESS: 12% GT: 2% Homeless: 4.2 %


School Climate: 2017-2018 (Semester 1):• Average Daily Attendance: 93.9%• % Students Chronic Absence: 20.2 %• Suspensions/Expulsions: 0 / 0



ELA 20.5% 22.0% 25.4% 21.1% 26% 15.4%

Mathematics 20.9% 26.7% 15.8% 21.1% 15% 15.4%



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APS 2020


• Implementation of Observation Feedback protocols as defined by the Division of Equity

in Learning (High Leverage Systems) –to begin in Jan.


teaching and ongoing instructional design (High Leverage Systems) –to begin in Jan.

• Implementation of Standards-Driven Data Driven Instruction (DDI) systems to inform

ongoing instructional design (High Leverage Systems) –to begin in Jan.



teaching and ongoing instructional design –to begin in Jan.

• Implementation of Data Driven Instruction (DDI) systems to inform instructional Design

• Strengthen Independent Activities during Center times (highly differentiated/highly

engaging) K-5 –to begin in Jan.

• PD for Wit and Wisdom (new ELA resource)

• Full implementation of Bridges curricular resource

• Regular or bi-weekly observation and feedback cycle engaged to provide teacher one-

on-one meeting time feedback related to first-year implementation of new math

resources – to begin in Jan.

• Quarterly “learning walk” with school, coaches, and identified teacher leaders to

observe evidence of implementation, provide feedback and inform professional

learning

• Thorough analysis of iReady data and effective re-teaching strategies and instructional

design/planning in response to identified gaps in student knowledge and next

opportunities


• Daily calls to homes of students who are absent.

• Action team meet twice a month to identify students that are on the chronic list.

• Contact those parents and ask how we as a school can support them.

• Conduct home visits with those students that we have a concern about.

Educator Effectiveness • Observations for evaluation process

Community & Family

Engagement• Leader in Me Family Events

• Conferences

Operations • Budgeting & Staffing – budget is focused on supporting the classroom level


2017 CORE Focus School Trend Analysis: Lyn Knoll


Category Status Trend Data

ATTENDANCE 2014-2015 2015-2016 2016-2017

ADA / Chronic Attendance 94.5%/ 20.1% 94.5% /21.9% 94.5% /19.2%

BEHAVIOR 2014-2015 2015-2016 2016-2017

Suspensions / Expulsions 10/0 5/0 3/0


PARCC/CMAS –Achievement/Growth

Math 9.9% / unavailableELA 19.7% / unavailable

Math 18.1% / 58%ELA 25.4% / 60%

Math 15.8% / 30%ELA 19.0 / 36.5%


Interim: IREADY Diagnostic(August to January)

Not completed Not completed

HUMAN CAPITAL 2014-2015 2015-2016 2016-2017

TEACHER TURNOVER RATE 29.63% 14.81% 52.0%

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Increasing Trend Inconsistent Trend Declining Trend

Recommendation


N/A See Slide 35


CORE Turnaround Options

29

“A turnaround strategy is any approach that emphasizes ‘dramatic and comprehensive intervention in low-performing schools that produces

significant gains in achievement within two years and readies the school for the longer process of transformation into a high performance organization’”

(Mass Insight Education; Education Commission of the States)

APS administration has adopted the framework recognized and used by the state and federal government for identifying “turnaround strategies.”

Potential Turnaround Models:1. Closure2. Convert to a Charter3. Innovation Status (State approval)4. External Management Partner5. State Takeover


Lyn Knoll Turnaround Options:Closure

Proposed Process

• Determine what other schools students would attend

• Relocate staff to other schools

• Use a planning year to implement the closure

Major Considerations

• Adjacent schools have declining enrollment

• Significant number of students in the boundary area attend other schools

• While there is a concern about trending data, there is no history of low accountability ratings

30


Lyn Knoll Turnaround Options:Innovation Status

Proposed Process

• Select new leadership for 2017-18

• Implement revised UIP

• Undergo an innovation planning year in 2017-18

• Submit innovation plan in Spring 2018 for 2018-19 implementation


• Requires at least 75% staff approval

• As a Pilot school, they’ve had established autonomies since 2013

• Our analysis has not uncovered a correlation between lack of innovation and the school’s struggle

31


Lyn Knoll Turnaround Options:Convert to a Charter

Proposed Process

• APS would select a high performing model (two networks have indicated interest)

• APS would work with selected model to negotiate funding model and timeline

• Retention and/or relocation decisions for existing staff would be made


• Saturation of charter schools in the neighborhood

• Evidence of community interest in the existence of a neighborhood school

32


Lyn Knoll Turnaround Options:External Management Partner

Proposed Process

• Identify a new principal for 2017-18

• Negotiate contract with partner who is an educational expert to provide instructional oversight, support, resources, and professional development

• Implement focused marketing, branding, and student recruitment plan


• Cost effective

• Maximize expertise of a partner with a record of effectiveness

33


Lyn Knoll Turnaround:Needs Identified

The following needs have been identified through RMC Audit October 2015 Diagnostic Review, Joint Steering Committee Site Visit November 2017, Self Study November 2017:

• Implementation of consistent vertical and horizontal collaboration, planning and articulation.

• Data teams and Professional Learning Communities (PLCs), sharpened focus on assessment practices and responses.

• Framework for and support of data-driven instruction strategies to raise teachers’ awareness of and planning for more rigorous and appropriate grade-level academic rigor for students at every level.

• Defined process and structure to ensure consistency in instructional practice and the expectations.

• Strategies for differentiation instruction, interventions, increased depth of knowledge, critical thinking opportunities for students.

• Classroom management strategies for on-task behaviors.• Linguistic strategies/language development opportunities across all classrooms.• Family and community engagement, involvement and communication• Regular, frequent, ongoing PD intentionally aligned with student needs.

34


Lyn Knoll Recommendation: Turnaround

Decision Process• Conducted RMC audit, self-study, JSC site visit

• Identified needed targeted interventions

• Evaluated school improvement and turnaround options

• Assessed fit of potential external management partners

35

Recommendation:Lyn Knoll to lose Pilot status and implement a Turnaround

Strategy: External Management Partner (commencing in the

2018-19 school year)


Board Action

36

There is currently no state or federal requirement for action. As such, the Board has wide latitude. Generally, the following options and related variations are available for Board consideration:

1. Reject the JSC and Superintendent recommendationsA. Maintain Lyn Knoll’s status as a Pilot school

B. Superintendent will hire a leader and monitor implementation of the UIP

2. Accept the JSC recommendation but reject Superintendent’srecommendation

A. Maintain Pilot status for 1 year with conditions

B. Superintendent will hire a leader and monitor conditions of Pilot approval

3. Accept the Superintendent’s recommendationA. Revoke Pilot status (effective 2018-19)

B. The Board approves Turnaround Strategy of external management partner


Thank You!

Documents

Winter 2018 CORE Framework Update