Spring 2017 CORE Framework Update Presented by: Dr. Lamont W. Browne, Executive Director of Autonomous Schools John Youngquist, Chief Academic Officer April 4, 2017 1 Every St udent Shapes a Successf ul Fut ure
Spring 2017 CORE Update ▪ Why is this topic on the board agenda? ▪ To keep the Board apprised of the status/progress of our schools on the State Accountability Clock. ▪ To discuss recommended APS Policy regarding Charter Schools who are on the Accountability Clock ▪ What are we asking the board to do with this information: ▪ For District schools, this is information only representing recommendations for CORE strategies that the Division of Equity in Learning is making to Superintendent Munn ▪ Consider recommendation for annual actions pertaining to charter schools on the Accountability Clock ▪ How is this linked to the Strategic Plan, Vision, Mission, goals & core beliefs? ▪ This information will inform the board of the status of our schools and the progress of our CORE Framework 2 Every St udent Shapes a Successf ul Fut ure
Communities Organized to Reach Excellence 1. Communities of Practice: Each intervention, resource, and initiative is meant to connect the leaders, teachers, and learners with a community of practice in targeted areas 2. Innovative Systems and Structures: APS leaders design strategic interventions, resources, and other initiatives catered to the needs of each CORE school 3. Timeline: CORE addresses schools that are identified on the state accountability clock Aligned with APS Core Beliefs 3 Every St udent Shapes a Successf ul Fut ure
Communities Organized to Reach Excellence In addition, we are focused on capacity building in the following 9 key areas: 1. Turnaround Leadership 2. Budget Flexibility 3. Staff Recruitment and Retention 4. Charter Authorization 5. Innovation Experience 6. Physical Space 7. Philanthropic Relationships 8. Community Engagement 9. Turnaround Management 4 Every St udent Shapes a Successf ul Fut ure
What to look for… (From October 2016 Board Meeting) • Progress Update of Major School Improvement Actions Year 1 of Implementation – Central (Action Zone, pending CDE plans), Paris, and Fletcher (charter conversion) • Recommended Interventions for Year 3 Priority Improvement and Turnaround Schools – Sable, Wheeling and South • Improvement/Additions to protocols regarding charter schools 5 Every St udent Shapes a Successf ul Fut ure
Communities Organized to Reach Excellence Four Part Presentation: I. Update on CORE schools that have already taken drastic action (Paris Elementary School (Yr. 4), Aurora Central High School (Yr. 5) and Fletcher Community School (Yr. 2) II. Update on CORE schools that are in Yr. 3 on the clock or in Turnaround status (Sable Elementary School (Yr. 3), Wheeling Elementary School (Yr. s) and South Middle School (Turnaround) III. Update on CORE charter schools IV. Update on new charter school protocols 6 Every St udent Shapes a Successf ul Fut ure
Part I Paris Elementary Priority Improvement, Year 4 • Restorative justice efforts have resulted in decrease in number of referrals and suspensions. Reduction in referrals from 121 in 2016 to currently 89 in 2017. Suspensions last year were 28 and they are currently at 15 which is trending to be less referrals and suspensions than last year • Implementing American Reading Company’s Independent Reading Level Assessment (IRLA) has resulted in: – Students’ increased time in text compared to last year – Teacher weekly assesses each students’ independent reading progress and makes adjustments to instruction – Each student has an independent reading goal, can state it and tell you their reading level • Participation in Zone-wide working groups has resulted in cross-Zone collaboration surrounding talent management, international leadership, and curriculum, assessment, and data-driven instruction • Principal participates in bi-weekly coaching to improve leadership skills • Principal and building leaders attended PD around observation feedback and DDI to improve teacher performance 7 Every Student Shapes a Successful Future
Aurora Central High School Turnaround, Year 5 • 9 th grade House model has resulted in 9 th grade having the highest on-track rates in the school (71% as compared to 57% across all grade levels). • Participation in Zone-wide working groups has resulted in cross-Zone collaboration surrounding talent management, international leadership, and curriculum, assessment, and data-driven instruction. • Staff has participated in restorative justice, positive behavior interventions and supports (PBIS), and relationship building trainings in order to build school culture and strengthen student-staff relationships. • Restorative justice and PBIS efforts have resulted in dramatic decrease in number of referrals (310 vs. 640 during the 15-16 school year) and suspensions (216 versus 342 during the 15-16 school year). • In the first year of Zone implementation, 177 home visits have been conducted and logged (as of March 1, 2017), as compared to 34 home visits prior to Zone implementation. • Building leaders attended OAS PD using observation feedback protocol with teachers. This training along with waivers has resulted in 489 observation and feedback cycles as of March 2017. 8 Every Student Shapes a Successful Future
Aurora Central High School Turnaround, Year 5 Turnaround Pathway • The Office of Autonomous Schools has submitted a joint proposal of Innovation status and Management Partner to the Colorado Department of Education (CDE) • CDE has reviewed our joint proposal and made a recommendation to SBE for approval of our Innovation Status as our pathway for Aurora Central with Management Pathway Support (Mass Insight Education) • Presentation to the State board of Education is at 1:00pm on Wednesday, April 12 9 Every St udent Shapes a Successf ul Fut ure
Fletcher Community School Trending Improvements to School Culture Enrollment: 2015-16 = 386 2016-17 = 368 Fewer suspensions at Fletcher Community School Fewer Severely Chronically Absent students at Fletcher Community School (currently down by 56%) Fletcher Community School Average Daily Attendance Fewer referrals at Fletcher Community School APS District School Average Daily Attendance Fletcher Community School average daily attendance greater than District average Every St udent Shapes a Successf ul Fut ure 10
Fletcher/RMP Transition Accomplishments • New Project Manager – John Lyons • Completed Facilities/Shared Space Agreement • Calendar/Bell Schedules Alignment • Autism Center Integration Strategy RMP Transportation Plan • Teacher Info Sessions • • Family Info Sessions • Updated APS Address Lookup Tool Fletcher/RMP Current Projects Community Engagement Efforts Centralized Admissions Process Finalize Autism Center Agreement 11 Every St udent Shapes a Successf ul Fut ure
Part II Sable Elementary School Data Snapshot Sable Elementary School Data Snapshot 2015-16 SPF Status: Priority Improvement Year 3 Title 1: Yes DSS Status: Green # of Students: 520 Enrollment to Capacity: 107% F/R Lunch: 84.8% ELL: 61% ESS: 10.8% GT: 2.5% Homeless: 4.7% Achievement and Growth • CMAS/PARCC District Average Met/Exceeded Expectations Compared to School % ME+: Eng/LA: Grade 3: 18.6/ 9.9% Grade 4: 21.2/ 9.5% Grade 5: 21.1/ 11.3% Math: Grade 3: 18.2/ 3.2% Grade 4: 14.0 /4.8% Grade 5: 13.7/ 7.5% Human Resources • Principal Status: 6 th Year and Continuing 2016-17 • Teacher Turnover: ‘12 - 13: 6.45% ’13 - 14: 0% ’14 - 15: 12.5% ‘15 -16: 14.9% School Climate • Average Daily Attendance… ’14 -15: 94.1% ‘15 -16: 94.1% ‘16 -17 thru Q3: 94.4% • % Students Chronic Absence… ’14 -15: 18.3% ‘15 -16: 17.6% ‘16 -17 thru Q3: 16.4% • Behavior/# of Suspensions… ‘14 -15: 36 ‘15 -16: 18 ‘16 -17 thru Q3: 19 12 Every St udent Shapes a Successf ul Fut ure
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