April 22, 2019 1 OBJECTIVES Present finalized scorecard content - - PowerPoint PPT Presentation

2016 MILL LEVY OVERSIGHT COMMITTEE PRESENTATION OF 2017-2018 SCORECARDS

April 22, 2019

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OBJECTIVES

• Present finalized scorecard content for the following Mill Levy programs:

Whole Child, Transportation, Technology, Teacher Leadership and Collaboration, Summer Academy, Principle Pipeline, Paraprofessional-to- Teacher, Early Literacy, CareerConnect, and Dual Enrollment

• Receive feedback on the content of the scorecards and the plan to

communicate the impact of the mill levy investments with the broader community

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CONTEXT

• In November 2016, Denver voters approved bond and mill funding

measures for students in Denver Public Schools, agreeing to invest $572 million in bond funding to build and improve schools and $56.6 million in operating dollars to support proven initiatives, such as early literacy.

• This is the third 2016 DPS Mill Levy Oversight Committee Update to

the DPS Board of Education

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COMMITTEE RESPONSIBILITIES

• Develop accountability system to track mill levy expenditure and impact
• n student achievement
• Advise on continuous improvement efforts within mill levy programs to

increase impact on student achievement

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The way we feel we meet these responsibilities is by:

• Creating programmatic scorecards to report on use of funds and impact
• Identifying implementation themes across program for Board consideration
• Supporting DPS communication efforts in highlighting the impact of mill levy

funds

SCORECARD PROCESS

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Committee members:

• Eliot Lewis
• Jennifer Landrum
• Kimberly Cotter
• Laurence Bleicher (co-chair)
• Leslii Lewis
• Sean Vanberschot
• Tara DelaFuenta
• Will Chan
• Michelle Garrison (co-chair)
• Nadine Penn

Board of Education Representative:

• Angela Cobián

Since January, the Oversight Committee has been working through a deliberative process to collect and review data related to each of the ten 2016 mill levy programs

January- November 2018

• 2017-2018 Scorecard development and presentations from

Mill Levy programs December 2018

• Discussion and review of scorecard data and programmatic

findings January 2019

• Discussion and review of scorecard data and programmatic

findings March 2019

• Began finalizing scorecard content

April 2019

• Finalized scorecard content and format

OBSERVED THEMES

• Data Baselines –Moving forward, subsequent scorecards will report out on progress relative to

these 2017-18 established baselines.

• Equity – In conversations with subject matter experts, the committee prioritized the value of
• equity. Disaggregated data is reported where available to ensure that this stays top of mind in

committee discussions.

• Future implications of data – The committee recognizes that the data landscape is evolving and

aspires for our scorecards to be flexible documents that will bring in the latest relevant data, even when that means potentially developing new data or when that data sits outside of DPS. The committee believe the scorecards should serve as an important program evaluation tool moving forward.

• Spending Flexibilities – The committee supports on-going efforts to compile best practices for

the use of funds in each investment. With these best practices in hand, the committee looks forward to future discussion regarding the balance between school autonomy and use of funds aligned with best practices.

• Communications – The committee is now focused on highlighting the impact of mill levy

programs to the broader Denver public. The committee also encourages the district to promote targeted communications, including qualitative stories, to coincide with the release of the scorecards.

• Charter Use of Funds – Committee will be engaging charter leaders to better understand their

use of funds and impact on a qualitative basis and contribute to best practice gathering.

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COMMUNICATION PLAN

• The larger set of scorecard data and content will be narrowed down by

the committee for a public release of programmatic highlights and takeaways

• Design will be such that the information is easy to digest and accessible
• Scorecards will be available in Spanish and English

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SCORECARD DESIGN

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COMMITTEE NEXT STEPS

• Hear from a panel of charter school leaders on their use of the mill levy funds
• Onboard new members to fill vacancies
• Collaborate with Bond Oversight Committee on preventative maintenance

scorecard

• Fall update using this set of scorecards as a baseline

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CAREERCONNECT

Highlights and takeaways

• 2016 Mill Levy funds were used to:
• sustain CareerConnect programs in 12 different schools by funding

approximately 23 positions

• expand CareerConnect programs into 9 additional schools with 10 new

positions.

• 270% increase in graduation rates for students participating in CareerConnect

internships

• 7833 students enrolled in CareerConnect in 2017-18 (an increase of 947 students

from 2016-17)

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DUAL ENROLLMENT

Highlights and takeaways

• 4,487 students took 11,613 dual enrollment courses leading to the largest

increase in 5 years.

• Plans for increasing student access:
• The Concurrent Enrollment team is currently exploring options to find

solutions to traditional barriers to offering more concurrent enrollment classes.

• A Schoology pilot is underway to address the lack of qualified DPS teachers

who can serve as adjunct faculty. This will bring access to students and schools who do not currently have qualified concurrent enrollment teacher.

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EARLY LITERACY

Highlights and takeaways

• Performance gaps for Students of Color are narrowing slightly (0.1% for 4th

grade and 1.9% for 5th grade)

• 80% of K-5 students had access to Istation literacy intervention, which

includes literacy intervention, curriculum and assessment

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Reading Proficiency (CMAS ELA) Spring 2017 Spring 2018 3rd grade 37.9% 37.7% 4th grade 40.1% 41.9% 5th grade 40.6% 41.8%

PARA-TO-TEACHER

Highlights and takeaways

• 36 total candidates in the program
• 1 candidate is currently student teaching
• 1 candidate has completed the program and is teaching
• Diversity within the program:
• 42% of participants are candidates of color
• This is 15% higher than the overall teacher workforce in DPS
• Note: While this is a promising percentage, it is important to note that this is

based on a small number of candidates.

• 81% of candidates are training or working in a Title I school.

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PRINCIPAL PIPELINE

Highlights and takeaways

• The majority of participants in the DPS pipeline

programs are retained in District. Additionally, a greater proportion of leaders who successfully complete the programs are selected for a role promotion.

• The majority of teacher leaders and school

leaders participating in our DPS pipeline programs have a positive perception of the impact on their leadership practice

• 83% of participants in the Leadership

Development Cohort agreed that their “leadership practice has improved as a result

• f my participation

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Participant Voice: “My leadership improved through the opportunity to connect with and learn from leaders from across the country. In Denver, we are often on the cutting edge of education reform and we are doing such great work, that we rarely have the opportunity to learn from outside of our

• rganization.”

SUMMER ACADEMY

Highlights and takeaways

• Participating partners provided programming across a variety of disciplines and topics

including arts, athletics, science, technology, and more

• Average daily attendance was higher in summer 2018 at all but 5 sites
• 33% (289) of eligible K-5 siblings participated
• Program Barriers:
• Registration deadline for transportation was changed multiple times due to low

enrollment

• Staffing was a challenge across all sites with unexpected 1-on-1 paraprofessionals

need for children with significant needs

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TEACHER LEADERSHIP AND COLLABORATION

Highlights and takeaways

• Teachers supported by an S/TL for two or more years have statistically significant higher

student growth scores compared to other teachers.

• There has been an increase in the percentage of distinguished teachers, though the share
• f effective teachers has declined from 67% to 64%
• Students of color are less likely to have at least one distinguished teacher (white students

75%, Hispanic students 63%, Black or African American students 63%)

• Retention rates have increased over time, particularly at Intensive Tier Schools
• S/TL retention in district- 93% (2016-172017-18)

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TECHNOLOGY

Highlights and takeaways

• Schools spent 70% of funds on staffing and 30% on devices and software (pie chart)
• 145% increase in credit recovery courses completed in MyTech schools (in

comparison to 70% at non-MyTech schools)

• DPS is leading nationally in eBook usage in the 2nd year of implementation with 26

curated collections, 11 diverse collections, and 30 curriculum collections

• 29% of students at MyTech campuses were given a wireless hot spot based on

perceived or self-identified need. However, actual use of hot spots did not match the perceived need as nearly 1/3 of devices were minimally or unused.

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TRANSPORTATION

Highlights and takeaways

• $400,000 purchased approximately 1,000 RTD passes
• Pass distribution has been targeted at pathway high schools in order to focus this

additional support for students who may have difficultly arranging transportation

• The mill oversight committee is interested in the impact that RTD passes may have on
• attendance. Because many pathway schools were purchasing passes from their budgets

before the mill levy, there is not a proper baseline to do this analysis on the mill levy

• passes. Recent changes to District walk zones will allow for better evaluation
• pportunities, including the impact bus passes have on student attendance.

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WHOLE CHILD

Highlights and takeaways

• 94% of schools invested in a school staff position leading to an increase of 77.5 full

time social works and school psychologists

• 92% of schools are currently implementing Tier 1 interventions
• Chronic absenteeism increased from 29.8% in 2016-17 to 30.4% in 2017-18
• Suicide Risk Responses have increased due to intentional social and emotional

supports and increased mental health staff in schools

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