Aurora Central High School Accountability Hearing Rico Munn, - - PowerPoint PPT Presentation
Aurora Central High School Accountability Hearing Rico Munn, Superintendent Jeff Park, Executive Director, Office of Autonomous Schools (OAS) Gerardo De La Garza, Principal, Aurora Central Kate Garvin, Director of Family Advocacy and
Rico Munn, Superintendent Jeff Park, Executive Director, Office of Autonomous Schools (OAS) Gerardo De La Garza, Principal, Aurora Central Kate Garvin, Director of Family Advocacy and Engagement, OAS Knyaw Mu, Parent, Aurora Central High School
Every Student Shapes a Successful Future
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Total Enrollment: 2,044 Race/Ethnicity:
English Language Learners:
Home Languages: 46 Immigrant: 10.5% Refugee: 7.7% Free/Reduced Price Lunch: 67.9% Homeless: 5.6% Gifted & Talented: 2.9% Students with Disabilities: 13.8%
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Student & Staff Recognitions:
& Anschutz Medical Campus BA/BS MD Program
Boys Soccer League Champions
Recognition Award Winner
Award on behalf of The Civic Canopy
Psychologist of the Year (Colorado Society of School Psychologists) & Challenge Denver Education Champion Award Winner
Jeopardy! During Season 35 4 Community & Donor Partnerships:
marquee in front of the school in 2017
Grassroots Program provided a $250,000 grant to install a new turf field in 2019
Career Center at the school in 2017
community partners to organize neighborhood clean-up events in 2019
low-cost medical care for ACHS students and
services are provided thanks to partnerships with Aurora Mental Health, Children’s Hospital Dental and Every Child Pediatrics.
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Aurora Public Schools is asking the State Board to allow Aurora Central to continue implementation of the Innovation Pathway and its Innovation Plan for an additional two years. Through the implementation of the Innovation Plan, Aurora Central has demonstrated improvements in climate and culture and establishing the systems and structures needed to drive academic improvements. In order to see the desired academic improvements, it is critical for Aurora Central to build on this progress, rather than start over with a new Pathway. This additional time would also be consistent with the research that indicates that:
instructional change
see improvements in leading indicators and progress against baseline data.1
1 Mass Insight Education & Research, “Aurora Central High School (ACHS) Report on Progress 2015 to 2019,” September 2019, p. 4.
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school or district’s capacity to carry out turnaround work.
and/or school to:
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Improvement and was in Year 5 on the State’s Accountability Clock
Reform Framework, which was launched in 2015. CORE focuses on:
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Watch since 2016-17.
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Establishing the ACTION Zone, an Innovation Zone
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Participating in Communities of Practice, such as University of Virginia Partnership for Leaders in Education, Communities in Schools, U.S. Human Capital Academy, etc.
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Implementing a set of district-required actions for each year a school is on the State’s Performance Watch
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Pursuing and implementing Early Action of State Turnaround Pathways in two schools in Year 4 on the State Accountability Clock
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Innovation: APS established the ACTION Zone, an Innovation Zone, with five schools with State- approved Innovation Status, including Aurora Central.
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External Management Partner: APS is working with External Management Partners to provide additional capacity in targeted areas at three schools: Aurora Central, Gateway High School and North Middle School.
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Charter Conversion: APS has converted Fletcher Elementary School to Rocky Mountain Prep.
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Closure: APS closed APS Online and Fletcher Elementary School and proposed the closure of HOPE Online Learning Centers within APS due to underperformance.
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2015
Status
Board declines
2016
an approved Turnaround Pathway
2017
Partner
External Management Partner 2018
2019
years
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Review Standards and comparing to previous reviews of ACHS, since she had been a participant in the 2012 and 2014 reviews
Office of Superintendent
Consulting’s Third-Party Review
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11 11 Standard Summary of Contrast to Past Performance 1: Standards & Instructional Planning ACHS teachers have consistently aligned their teaching to standards in the past. However, their instructional lessons were typically aimed well below grade-level expectations. Former planning approaches featured far more direct instruction (lecture) followed by drill and practice. Currently teachers allot time for mini-lessons but allocate more time for student-centered activities. In the past, there were fewer classes that encouraged collaboration among students, fewer opportunities for spiraling, and less attention paid to reteaching. 2: Best First Instruction Remarkable progress has been made in the quality of first best instruction for students, though there is much more work to be done. In the past, teachers used the Hunter gradual release model for instruction, but they spent too much time lecturing and consistently used drill and practice worksheets. Large percentages of students were disengaged. Many classrooms were poorly managed such that behavioral disruptions, cell phone use, and headphones were the norm. Some teachers shouted over students and little learning occurred in many classrooms. There were notable exceptions, but most of the exceptions were in advanced learning classrooms. There was some evidence of skillful teacher questioning, but in most classrooms, teachers only worked with a handful of students. Now first best instruction is delivered using a common instructional framework with limited time spent lecturing the students and more time devoted to activities. Teachers more often use culturally and temporally relevant materials. Teachers frequently monitor student learning by reviewing students’ work during practice time (rather than sitting at their desks). More students are on task now than in the past, though some students are still allowed to opt out of instruction. Both in the past and currently, more differentiation, more advanced thinking skills questions, and more effective strategies for English learners need to be employed.
Every Student Shapes a Successful Future
12 12 Standard Summary of Contrast to Past Performance 3: Assessment of and for Learning The school has made many improvements in their approach to analyzing data and using results to improve instruction. In the past, review of data was cursory and infrequent. Teachers used chapter and unit tests as formative assessments and as the basis for reteaching. They offered feedback to students that was often not specific, timely, or constructive. Teachers now align their assessment practices to the standards. They are at least trying to devise assessments that align to the rigor of the standard and planning to analyze and use assessment results for reteaching. They have a structured data protocol and engage in data dialogue during PLCs and after interims are administered on data days devoted to understanding student strengths and needs. Feedback to students is more frequent and occurs as the students are working. Most of the time, feedback is specific and constructive, though sometimes it is general and superficial. Teachers still only perform a cursory analysis of summative data.
Every Student Shapes a Successful Future
13 13 Standard Summary of Contrast to Past Performance 4: Tiered Support ACHS has had a consistent need to provide effective academic and behavioral interventions to students. Years ago, they tried to meet academic intervention needs by targeting students on the cusp of proficiency to help them gain enough knowledge and skills to boost their performance. Students performing below grade level were expected to be supported by teachers using differentiated instruction, but there was little evidence that appropriate levels of support were provided. Software-based credit accrual opportunities were available to students in need. Large percentages of students were being identified for special education services and receiving ESS support. The school currently still expects teachers to provide differentiated instruction and intervention and still overidentifies students for ESS. There is no universal screener being used for academics and no clearly defined Tier II and III interventions. As in the past, tutoring, enrichment, and credit accrual sessions are available to students. The credit accrual approach now uses blended learning and is more effective in helping students recover credits and graduate on time. Family and community involvement approaches are more systematized than in the past and appear to be more effective. Families are asked to review data and engage in action planning to address a school problem of their choice. Some have implemented planned actions while some need more time. The school has consistently had many community partners, but in the past, the partners’ goals appeared to have been given priority over the school’s goals. Plans for coordinated community partner work are being formulated and will be launched in the next few weeks. This should lead to greater effectiveness since the effort should result in less duplication of services and more targeted support to address student needs. The school continues to be effective in providing information about available community services to meet health and other needs.
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14 14 Standard Summary of Contrast to Past Performance 5: Leadership The school has been through many changes, most of which represent improvements compared to the past. The former principal’s style was not valued and there was a lot of conflict among the adults and the students in the building. Change strategies were not adequately focused on instruction and instructional rigor. Change management was ineffective. The climate for change was poor. With the current principal, there has been more continuity and steadier leadership. The climate was changed first as many new staff were hired to replace the 70 who left. Now the focus is on instructional rigor and instructional quality. One major difference from the past is that teachers are generally on board with the current focus and believe that it is the right one to implement to improve students’ academic growth and performance. In stark contrast to the past, there are strong collaborative processes in place, a clearer set of strategies for improvement, and a desire to work together to make a difference in the students’ lives. 6: Culture and Climate The culture in the school five years ago was described as toxic and chaotic. Hallways and other common areas were always filled with students and characterized by students and adults yelling at each other, cursing, and jostling each other. Many students failed to follow any directions issued by deans, monitors, and teachers. Many classrooms had students who were completely off task, talking on cell phones, listening to music on headphones, and interacting with each other both verbally and physically, often without consequence. Students reported that they disliked the school and did not feel safe. School climate and culture data reflected this negative state. Currently, the building is orderly and considered safe by nearly all respondents. Data from climate surveys affirm that the school has become a more attractive and welcoming place for students and adults. The learning environment is positive: teachers display caring attitudes toward students, warmly greeting them by name and welcoming them to class. The front office is equally warm and welcoming to family members and the school provides translation services for parents or guardians who are not fluent in
displays that evidence the positive value that the school places on diversity. The current culture is characterized by respect, positive reinforcement, collaboration, and support. It feels like a different school.
Every Student Shapes a Successful Future
15 15 Standard Summary of Contrast to Past Performance 7: Educator Effectiveness Professional learning has consistently been an emphasis in the school as a key strategy to improve student performance. However, the focus of professional learning has changed each year, as has the format and effectiveness. For example, in some years, teachers participated in PLCs and in some years they did not. In some years, there was sustained professional development in one area, but in most years there was not. Some years featured expectations for application but follow up was inconsistent and not part of the system. Currently, the school has aligned professional development with overarching school goals. PLCs focus on the instructional framework and rigor, along with student-centered instruction. Leaders and coaches serve as PLC facilitators and then follow up to provide meaningful feedback for improvement. The emphasis is on immediate implementation of strategies and dialogue using data and a common observation/feedback protocol. This tighter more system-oriented and systematic approach provides a common set of expectations and practices within the school. 8: Continuous Improvement ACHS has consistently developed improvement plans directed toward increasing student growth and academic performance. Current plans reflect systems thinking and are more aligned to evidence- based practices and data on needs. The mission of the school changed from being focused on STEM to having an emphasis on producing global leaders and global and local actions. The former STEM mission was articulated and addressed. The current globally focused mission has not been adequately addressed: school practices do not align with the mission. Improvement plans continue to be formulated based on data analysis, research, external reviews, and stakeholder input. Representativeness of stakeholders has varied by year.
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Leading Indicators
since 14-15
since 15-16
since 15-16
15-16
CTE, Internships, Digital Badging): + 40.9 ppts. since 14-15
parent survey in 18-19 compared to 16- 17
parent involvement questions Lagging Indicators
Improved to Priority Improvement from Turnaround in 2016
SPF points earned since 2016
since 2016
Surveys
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Partnerships
Secondary Readiness
Job-Embedded Supports
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Mass Insight would serve as a targeted External Management Partner for a minimum of the 2017-18 school year focused on:
processes for schools to improve academic systems, to find school-based approaches to further strengthen the culture of performance, and to manage talent effectively at all five ACTION Zone schools.
ensure all ACTION Zone schools start the 2017-18 school year with clear implementation pathways for all critical autonomies.
Zone- capacity to manage critical projects at ACHS and the other schools in the ACTION Zone.
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have led to improved leading indicators in:
relationships, ICAP's, students accessing credentials, and increased graduation rate (+26 ppts.), and decreased dropout rates (-4.3 ppts.).
behavior.
and dropout.
standards and creates a culture of teacher support.
support, and improves teacher retention rates.
systems and structures.
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Parents In Action: year 1
knowledge of US Schools
2018-19 2019-2020 25 parent leaders trained Currently 34 parents active in PIA meetings 3 active groups: Nepali, Communities of Burma, and Spanish PIA program is expanding at ACHS. The Community School Coordinator and Family Liaison are mobilizing in Somali, Swahili, and English communities for 19-20SY launch 100% of parent leaders indicated they feel connected to their school community in the PIA post survey PIA hosted feedback sessions for ACHS parents to engage in APS’ Accountability Hearing recommendation
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I feel welcomed in my child’s school. 70.8% to 89.3% (+18.5%) The teachers and staff in my child’s school respect the different cultures that are represented in the community. 70.8% to 92.2% (+21.4) I find that the school’s staff is able to meet with me when I need to discuss my child’s progress. 62.5% to 89.8% (+27.3%) The school provides me with the opportunity to give input on the school’s programs and goals. 50% to 80.9% (+30.9%) If needed, the school provides me with information on local agencies and
55% to 87.2% (+32.2%) The school provides me with many opportunities to plan and participate in the school’s activities. 54.1% to 84.6% (+30.5%) I can be involved in school improvement planning and decision making at my child’s school. 29% to 86.7% (+57.7%)
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Moving forward, ACHS will continue to leverage its Innovation Plan to:
Attendance Strategy, Parent Engagement
strengthen collaborative structures for teachers
structures with opportunities to strengthen alignment and effectiveness
and development of common formative assessments
needs
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Recommendation: Continue the Innovation Pathway, previously directed by the State Board, by continuing to implement its existing Innovation Plan; Identify additional
Rationale:
improved academic outcomes, and lagging indicators, such as graduation rates and dropout rates.
need to be sustained to see improved academic improvements.
improvements in lagging indicators such as achievement and address additional areas for improvement.
and is likely to set ACHS back, needing to re-establish a new culture, expectations, and systems.
Language Learners, and students not meeting grade level standards, need to be addressed within the context of the existing approach and structures that ACHS has established to ensure consistency, coherence, and alignment.
use of the Pathway models.
students currently enrolled at Central.
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