Narrative on Data Analysis and Root Cause Identification Jeffco - - PDF document

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Narrative on Data Analysis and Root Cause Identification

Jeffco Public Schools is the second largest school district in Colorado with nearly 84,000 PK- 12 students and approximately 15,000 employees. With approximately 155 schools and programs on 168 campuses and you will see a staff dedicated to building a bright future for every student. District staff is supported by a committed school board, involved parents, and a caring community that combine to provide quality education to prepare all children for a successful future. Charts 1 and 2 below show Jeffco’s student demographics for free/reduced lunch eligible students and ethnicity. For the past five years, trends in these populations have been relatively stable at about one-third of the student population overall. Chart 1: Jeffco Public Schools Free/Reduced Lunch Eligible K-12 Student Enrollment Trends 18/19 Chart 2: Jeffco Public Schools Minority K-12 Student Enrollment Trends 18/19

Source: Colorado Department of Education http://www2.cde.state.co.us/schoolview/dish/dashboard.asp

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Chart 3 below shows a fairly stable trend for the district’s overall attendance rate. Note that the substantial decrease in the district’s 2017-18 mobility is due to a new CDE calculation that does not include mobility changes prior to October 1. Chart 3: Jeffco Public Schools Attendance and Mobility Rate Trends Source: Colorado Department of Education http://www2.cde.state.co.us/schoolview/dish/dashboard.asp

Note: CDE’s Mobility Rate calculation changed in 2017-18, so trending is not comparable from 2016-17 and earlier.

Chart 4 below shows the overall percentage of identified G/T students by subgroup. In 2019, the overall percentage of identified G/T students decreased by about one percentage point compared to 2016. The percentage of G/T identified Free/Reduced Lunch (FRL) and ELL students showed similar declines over the past three years. In contrast, the percentage of G/T identified Twice Exceptional (both IEP/504) has continually increased compared to 2016. Chart 4: Advanced Learning Plan (ALP) Demographic Three Year Trend

0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20% All Students Male Female FRL ELL IEP/504 and GT

% of Demographic Group with an ALP

ALP Demographic Four Year Trend

2016 2017 2018 2019

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Jeffco 2019 DUIP Targets

The tables on the following pages review results from the targets set on the district’s UIP from last year. Performance Indicator: Academic Achievement CMAS Grades 3 ELA & READ Act 2018-19 Targets Performance 2019 CMAS Grade 3 ELA:

• Increase overall met/exceeded from 47% to 49%
• Decrease did not yet meet/partially met from 29%

to 27%

• From 47% to 46% Goal not met
• 29% (2017-2018) to 30% (2018-2019) Goal not

met

READ Act:

Reduce the percentage of students who have been identified with a significant reading deficiency (SRD) from 11% in 2018 to 9% in 2019. Decrease the percent of K-3 students from 49% to 47% who began the year “well below” on the DIBELS Next early reading assessment and continued to be “well below” at the end of the year 12% of K-3 students have been identified with an SRD as of Spring 2019. Goal not met 48% of all K-3 students stayed well-below benchmark (red composite) from the beginning of the year to the end of the year on DIBELS Next. Improvement but goal not met K = 28% 1 = 48% 2 = 63% 3 = 60%

CMAS Grade 7 Math 2018-19 Targets Performance 2019 CMAS Grade 7 Math:

• Increase overall met/exceeded from 39% to 41%
• Overall: Stayed the same 39% to 39%

Goal not met

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Performance Indicator: Academic Growth CMAS Grade 4 ELA 2018-19 Targets Performance 2019 CMAS Grade 4 ELA:

Increase to 50th Median Growth Percentile (if below)

• r maintain MGP (if at/above 50th) for 2019 CMAS

Grade 4 ELA assessment for the following student groups:

• All Students: Maintain or increase 51st
• Males: increase from 42nd
• Hispanic (largest minority group): Increase from

44th

• Students with disabilities: increase from 37th

percentile

• Limited English Proficient (LEP) (largest English

Learner group): 44th

• Gifted/Talented (G/T) (any identified strength area):

63rd percentile to exceed state performance

• Free/Reduced Lunch: increase from 42nd
• All Students: Increased from 51st to 53rd

Median Growth Percentile Grade 4 Assessment for the following student groups: Goal met

• Males: Increased from 42nd to 49th percentile

Improvement but goal not met

• Hispanic increased from 44th percentile to 46th

Improvement but goal not met

• Students with disabilities: Stayed the same

from 37th percentile to 37th Goal not met

• LEP: From 44th percentile to 48th percentile

Improvement but goal not met

• Gifted/Talented exceeded state at 64th

percentile Goal met

• Free/Reduced: Increased from 42nd percentile

to 45th Improvement but goal not met

CMAS Grade 7 Math 2018-19 Targets Performance 2019 CMAS Grade 7 Math:

Increase to 50th Median Growth Percentile (if below) or maintain MGP (if at/above 50th) for 2019 CMAS Grade 7 Math assessment for the following student groups:

• All Students: Increase from 49th
• Hispanic (largest minority group): increase from

41st percentile

• IEP (Special Education): increase from 43rd

percentile

• Limited English Proficient (LEP) (largest English

Learner group): increase from 36th percentile

• Gifted/Talented (G/T) (any identified strength

area): 55th percentile to exceed state performance

• Free/Reduced Lunch: increase from 42nd
• All Students: Decrease from 49th to 46th

percentile Goal not met

• Hispanic: increase from 41st to 42nd

percentile Improvement but goal not met

• IEP: Increased from 43rd percentile to 44th

Improvement but goal not met

• LEP: Increase from 36th percentile to 48th

Improvement but goal not met

• Gifted/Talented - Decreased to 50th

percentile, did not exceed state at 55th percentile Goal not met

• Free/Reduced Lunch: Decrease from 42nd

percentile to 40th Goal not met

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Performance Indicator: Postsecondary & Workforce Readiness 2018-19 Targets Performance

• Increase overall 2019 Colorado SAT mean scale

score for:

• EBRW* from 533 to 537
• Math from 523 to 527
• Increase to 50th Median Growth Percentile (if

below) or maintain MGP (if at/above 50th) for the 2019 PSAT to SAT Median Growth Percentile (MGP) for:

• Overall EBRW* 55th/Math 53rd
• Free/Reduced Lunch: EBRW* increase

from 46th/Math increase from 47th

• Minority (non-white): EBRW* increase

from 49th/Math 50th percentile

• Students with Disabilities: EBRW* increase

from 38th/Math increase from 33rd *EBRW = Evidenced-based Reading and Writing

• Decreased overall 2019 Colorado SAT mean

scale score for:

• EBRW* from 533 to 526 Goal not met
• Math from 523 to 522 Goal not met
• Overall: from 55th/Math stayed the same at 53rd

Goal met (maintained 50th) Data for EBRW not reported due to CDE change in high school growth calculation

• Free/Reduced Lunch: ERBW: Data not

reported due to CDE change in high school growth calculation

• Minority (non-white): Data not reported due to

CDE change in high school growth calculation

• Students with Disabilities: Data not reported

due to CDE change in high school growth calculation

• Based on CDHE’s Annual Report on

Concurrent Enrollment, Jeffco will increase the percentage of concurrently enrolled students districtwide in grades 9 through 12 from 8% to 9% in 2017-18.

• Based on CDE reporting in the District

Performance Framework, increase the matriculation rate** for all students from 65.3% to 67% **Reflects all 2018 high school graduates that enroll in a Career & Technical Education program, and 2- Year or 4-Year Higher Education Institution during the subsequent academic year

• Based on CDHE reporting, the district

increased from 8% to 10% for concurrently enrolled students Goal met

• Based on CDE reporting in the District

Performance Framework, Jeffco decreased the matriculation rate for all students from 65.3% to 64.5% Goal not met

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2018-19 Targets Performance

Increase the 5-year graduation rate by 0.5 percentage point overall and for each student group.

• Overall: Improve the 5-year grad. rate of 87.6% to

88.1% as reported for the 2018-19 school year

• Gifted/talented: Improve the 5-year grad. rate of

96.4% to 96.9% as reported for the 2018-19 school year

• Total minority: Improve the 5-year grad. rate of

83.3% to 83.8.% as reported for the 2018-19 school year

• Free/reduced lunch: Improve the 5-year grad. rate
• f 76.9% to 77.4% as reported for the 2017-18

school year

• Students with disabilities: Improve the 5-year
• grad. rate of 73.4% to 73.9% as reported for the

2018-19 school year

• English learner: Improve the 5-year grad. rate of

74.2% to 74.7% as reported for the 2018-19 school year _______________________________________ Increase the 7-year graduation rate by 0.5 percentage points for the following student groups:

• Students with disabilities: improve the 7-year
• grad. rate of 78.2% to 78.7% as reported for the

2018-19 school year

• English learner: improve the 7-year grad. rate of

74.2% to 74.7% as reported for the 2017-18 school year Increase the 5-year graduation rate by 0.5 percentage point overall and for each student group.

• Overall: From 87.6% to 89.1% Goal met
• Gifted/talented: From 96.4% to 95.2% Goal not

met

• Total minority: From 83.3% to 84.4% Goal met
• Free/reduced lunch: From 76.9% to 79.1% Goal

met

• Students with disabilities: From 73.4% to 73.8%

Improvement but goal not met

• English learner: From 74.2% to 74% Goal not

met _______

Increase the 7-year graduation rate by 0.5

percentage points for the following student groups:

• Students with disabilities: From 78.2% to 79.1%

Goal met

• English learner: From 74.2% to 72.8% Goal not

met Decrease the annual dropout rate for the district to 1.5% (from 1.6%) 0.1 percentage point decrease in the annual dropout rate for each student group:

• Gifted/talented – 0.2% (from 0.3%)
• Total minority – 2.3% (from 2.4%)
• Free/reduced lunch – 2.4% (from 2.5%)
• Students with disabilities – 2.0% (from 2.1%)
• English learner – 4% (from 4.1%)

Decrease the annual dropout rate from 1.6% to 1.3% Goal met 0.1 percentage point decrease in the annual dropout:

• Gifted/talented – From 0.3% to 0.3% Goal not

met

• Total minority – From 2.4% to 2.1% Goal met
• Free/reduced lunch – From 2.5% to 1.9% Goal

met

• Students with disabilities – From 2.1% to 1.8%

Goal met

• English learner – From 4.1% to 3.2% Goal met

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Gifted Education Program Targets Prior Year Target Performance

• Increase identification of Free/Reduced lunch

from 4.8% to 5%.

• Increase identification of English Language

Learners from 0.68% to 1.5%

• Decreased from 4.8% to 4.4% Goal not met
• Decreased from .68% to .47% Goal not met

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Chart 5 below shows the percent of students who met or exceeded CMAS English Language Arts (ELA) expectations in grades 3 through 8 in Jeffco compared to the state. In all grade levels, the district performance outpaced the state. Chart 5: 2018-19 Jeffco/Colorado CMAS English Language Arts (ELA) Achievement In 2019, Jeffco’s ELA met/exceeded performance improved in grade 4 compared to the prior

• year. Other grade levels remained relatively stable over time, as shown in Chart 6 below.

Chart 6: Jeffco CMAS English Language Arts 3-Year Trend 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade Colorado 41 48 48 44 47 47 Jeffco 46 56 54 51 52 51 20 40 60 80 100

Percent Met or Exceeded Expectations

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 2016-2017 45 52 52 52 51 51 2017-2018 47 51 54 54 54 50 2018-2019 46 56 54 51 52 51 20 40 60 80 100

Percent Met or Exceeded Expectations

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Chart 7 below compares Jeffco CMAS Math achievement to the state. Jeffco exceeded the state performance across the board. Chart 7: 2018-19 Jeffco/Colorado CMAS Mathematics Achievement Comparison 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade Colorado 41 34 36 30 32 37 Jeffco 46 39 40 35 39 42 20 40 60 80 100

Percent Met or Exceeded Expectations

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Chart 8 below shows the 3-year trend in CMAS Math achievement for Jeffco. Math performance has been relatively stable across all grade levels except grade 6, with a statistically significant decline in performance from 2017 to 2019. Grade 7 and 8 trends are not comparable due to different groups of students taking the assessments in different years. Chart 8: Jeffco CMAS Mathematics 3-year Trend

*Beginning in Spring 2018, all grade 7 students took the Grade 7 CMAS Math assessment. In prior years, grade 7 students enrolled in Algebra 1 took the CMAS Algebra 1 assessment. Therefore, 2016-17 are not comparable to later years. **In 2016-17 and 2017-18, approximately one-third of Jeffco eighth grade students are included in CMAS Algebra I and Geometry assessment results instead of the standard grade 8 math assessment. In 2018-2019, all 8th graders took the same CMAS math assessment so performance trends are not comparable.

For CMAS Science, Chart 9 below shows Jeffco compared to the state. Again, Jeffco exceeded state performance for all grade levels. Comparing trends in CMAS Science in Chart 10 below, district performance remained stable in grade 5, with slight declines at secondary.

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade* 8th Grade** 2016-2017 47 40 41 41 33 20 2017-2018 47 38 41 39 39 24 2018-2019 46 39 40 35 39 42 20 40 60 80 100

Percent Met or Exceeded Expectations

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Chart 9: 2018-19 Jeffco/Colorado CMAS Science Achievement Comparison Chart 10: Jeffco CMAS Science 3-Year Trend

5th Grade 8th Grade 11th Grade Colorado 36% 32% 21% Jeffco 42% 38% 29% 0% 20% 40% 60% 80% 100%

Percent Met or Exceeded Expectations

5th Grade 8th Grade 11th Grade 2016-2017 42% 40% 35% 2017-2018 43% 40% 33% 2018-2019 42% 38% 29% 0% 20% 40% 60% 80% 100%

Percent Met or Exceeded Expectations

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Academic Growth CMAS median growth percentiles are displayed in Charts 11 and 12 below. CMAS growth shows how students grew over time compared to their academic peers. In Chart 11, Jeffco’s

• verall 2018 English language arts (ELA) median growth percentile declined to the 48th
• percentile. ELA growth in grades 3 through 6 exceeded the state typical 50th percentile. In

English language arts, growth for grades 7 and 8 and the majority of subgroups did not meet the state typical growth at the 50th percentile. Chart 11: 2018-19 Jeffco CMAS English Language Arts Median Growth Percentile by Subgroup

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Chart 12 below, Jeffco’s overall median growth at the 47th percentile for CMAS Math, declining from previous years. The highest growth occurred at 6th grade (51st percentile), while all other grade levels did not meet the state typical growth at the 50th percentile. Asian and Gifted/Talented students were the two subgroups with median growth percentiles above the state typical growth at the 50th percentile. Chart 12: 2018-19 Jeffco CMAS Mathematics Median Growth Percentile by Subgroup Early Childhood Needs Assessment An analysis of the Jeffco Kindergarten Entry Assessment (KEA) data as well as the framework for planning, implementing and evaluating PreK-3rd Grade approaches have been incorporated into Jeffco Public School's Early Childhood Education (ECE) needs assessment for implementation of researched-based early learning strategies. Priorities associated with this framework include: limited approaches to kindergarten transition from a Jeffco preschool or community partner preschool into Jeffco kindergarten classrooms, limited P-3 systemic instructional practices across all schools, and, limitations in aligned community support

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partnerships for families with children from birth to school age. Jeffco Public School’s Strategic Plan for Jeffco outlines expanded efforts to address each of these identified needs. READ Act Chart 13 below shows 2018-19 performance on the districtwide early literacy READ Act assessment, DIBELS Next, compared to the national average. All grade levels (K-3) exceed the national average. Students also show progress from the Beginning of Year (BOY) to the End of Year (EOY) benchmarks. Chart 13: 2018-19 Jeffco Kindergarten Through Grade 3 Percent of Students Reaching DIBELS Benchmark BOY – Beginning of Year MOY – Middle of Year EOY – End of Year

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Workforce & College Ready In Chart 14 below, Jeffco exceeded the state’s mean scale score for Colorado SAT in both Evidenced-Based Reading/Writing (EBRW) and Math. Chart 14: 2018-19 Jeffco/Colorado SAT Achievement Comparison *EBRW: Evidenced-Based Reading/Writing

EBRW* Math Overall Score Colorado 505 496 1001 Jeffco 526 522 1048 400 600 800 1000 1200 1400 1600 Mean Test Score

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Chart 15 below shows Jeffco’s three-year trend data for Colorado SAT. The trend is relatively stable, although declining slightly. Chart 15: Jeffco SAT 3-Year Trend EBRW: Evidenced-Based Reading/Writing The Colorado Department of Education (CDE) calculates academic growth for PSAT and SAT the same way as CMAS growth (comparing student performance from one year to the next to a matched academic peer group). As shown in Charts 16 and 17 below, Jeffco’s overall Evidence- Based Reading/Writing (EBRW) median growth percentile at the 52nd percentile and the 53rd percentile for Mathematics exceeded the state. Jeffco exceeded the state’s median growth percentiles for many subgroups, however, English learners, free/reduced lunch eligible students, students with individual education plans, and the total minority subgroup fell below the 50th percentile in both EBRW and Math.

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Chart 16: 2017-18 Jeffco PSAT/SAT Evidence-Based Reading/Writing Median Growth Percentile by Subgroup

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Chart 17: 2018-19 Jeffco PSAT/SAT Mathematics Median Growth Percentile by Subgroup

Graduation and Dropout Rate Trends

A five year trend of on-time graduation rates indicates a general overall improvement. Specifically, the rate over five years shows an increase of 2.4 percentage points for the district with a 3.0 percentage point increase for high schools, a 2.0 percentage point increase for option and special schools, and a 10.9 percentage point increase for charter schools (see chart 18 below).

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Chart 18: Jeffco Graduation Rate Trends A five year trend of dropout rates indicates a general overall improvement. Specifically, the rate over five years shows a decrease of 0.5 percentage points for the district with a 0.5 percentage point decrease for high schools, no change for middle schools, a 1.7 percentage point decrease for charter schools, and a 1.6 percentage point decrease for option and special schools (see Chart 19 below). Chart 19: Jeffco Dropout Rate Trends

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Climate Data

In order to fully understand the district’s academic data, it is important to contextualize achievement and growth data with climate data such as student engagement, family engagement and the teaching and learning conditions within the district. Additionally, these data can make direct connections to the district’s strategic plan. Jeffco schools administers three surveys to assess student, family, and employee perceptions of climate. Student Engagement Make Your Voice Heard (MYVH) is a student survey that is designed to measure student engagement conceptualized as affective, behavioral, and cognitive engagement. The survey is given to students in grades 2 through twelve, every other year. MYVH is optional for schools to administer in the ‘off-years.’ Using questions from MYVH, an index was created to assess students’ experience of engaged tasks in the classroom. While Jeffco Generations skills has been included into the district’s relatively new strategic plan, MYVH has asked about the three components of transform the task for many years. The three components include high expectations, real world application and student voice and choice in their learning (student agency). Therefore, MYVH heard results were trended for relevant items into a ‘Transform the Task index.’ Reliability estimates of this index range from .69 to .84 over the four years of census data. Chart 20 below describes the overall percent positive over the last several years on the engaged task (referred to as transform the task in the strategic plan). Chart 20: Make Your Voice Heard Student Survey: Transform the Task Index

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Based on Chart 20, secondary students experience less authentic tasks than elementary. For example, on one item in the index, 87% of elementary students find what they learn as useful to their real life, only 66% of middle school students and 60% of high school students agree with that statement. Family Engagement The Family School Partnership survey (FSP) was designed to assess the nationally recognized standards for family engagement with school. The survey is given to families every other year as a census (e.g., 2018-19), however it is optional in the ‘off-years’ (e.g., 2017-18) and the total number of respondents is similar (nearly 11,000) whether it is a census year or not. In addition to assessing the six PTA standards developed by Harvard School of Education (Mapp, 2007), the FSP asks parents whether they were familiar with the district’s strategic plan. As shown in Chart 21 below, the FSP survey data demonstrate engagement is strong in many schools, where families and the community come together in support of learning - relationships. In other areas of the district, schools struggle with family engagement, both in terms of rallying the community to support school needs but also in helping families feel they are full partners in their students' education. Chart 21: 2018-19 Percent Agreement on the District Family-School Partnership Survey Jeffco Public Schools is committed to continuously improving our family-school community partnerships and exceeds federal and state requirements pertaining to family engagement. To that end, one component of the Jeffco Strategic Plan elevates family and community engagement, with measurable steps through a theory of action, smart goals and an action plan. Furthermore, Title I schools seek meaningful stakeholder engagement (families, teachers/staff, principal and

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community) throughout the year in order to ensure families’ voice is represented in the Family- School Compact and UIP (Unified Improvement Plan). The Jeffco Title I Family Engagement Liaison program provides additional, intentional support to help develop robust high impact family engagement strategies that are linked to learning. Staff Engagement In 2018-19, Jeffco Schools participated in the statewide assessment of the Teaching & Learning Conditions in Colorado (TLCC). The survey is administered to school-based educators and administrators every other year as a census (e.g., 2017-18), but the Colorado Department of Education partnered with the University of Colorado at Denver to provide the survey to districts in the non-census year (e.g., 2018-19). Two areas of need were identified: time and new teachers. Specifically, Jeffco results showed the lowest area of agreement (57% overall favorability rating) for the questions concerning availability of and use of time. The items asked of new teachers

• nly had a 63% overall favorability rating (the next lowest category) and included questions

about teachers receiving adequate professional learning. It is important to recognize that in order to fully implement the strategic plan’s vision of transforming student tasks, teachers need time and support (especially new teachers) to change instruction and plan for authentic learning

• experiences. Results for Jeffco can be found on the TLCC website.

In addition, in the 2018-19 school year, Jeffco Schools contracted with an external vendor (National Research Center, Inc. or NRC) to conduct the Jeffco Employee Survey (JES). While school-based educators and administrators were invited to complete the TLCC, they were not asked to take the JES (to mitigate survey fatigue). Instead, Jeffco added a subset of 26 JES questions to the TLCC. Jeffco (through NRC) administered the JES to the remaining employees at Jeffco, which comprised of central-based administrators and education support professionals. For these 26 questions, the percent agreement ratings increased in 2018-19 (from the last administration in 2015-16). While the ratings of all questions increased, the largest increases are in the “Organizational Climate” and “Leadership” categories. Result can be found at this link.

Trend Analysis

ELA and Math CMAS

• The percent of 3rd grade students who met/exceeded expectations in CMAS ELA grade

and math remained relatively flat over the past three years.

• A greater percentage of students in 4th, 5th, and 6th grades are meeting or exceeding in

ELA than in Math.

• All students across grades 3 through 8 in 2019 CMAS ELA Growth performed at the 48th

percentile in 2019, down 4 percentage points from 2017.

• Overall, CMAS Math Growth showed a 6-percentage point drop in the median growth

percentile for combined students in grades 3 through 8 in 2019 compared to 2017.

• The median growth percentile for grade 6 CMAS ELA and CMAS Math dropped 8

percentage points between 2017 and 2019.

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• 7th grade CMAS ELA growth performance remained relatively stable and had the highest

percentage of students in the exceeds performance level in achievement across all CMAS ELA grade levels.

• For subgroups, CMAS growth percentiles in 19 out of 23 subcategories declined across

the past three years in ELA and 21out of 23 for Math.

• GT had a 3-year decline in CMAS growth, although continued to exceed the typical state

level of the 50th percentile.

• There is a trend down in IEP, GT, and FRL in CMAS growth.

SAT and PSAT

• The overall district’s 2019 SAT scale score declined over the past three years (13-point

drop from 2017).

• The 2019 overall PSAT 10 scale score declined 5 percentage points compared to the prior

year.

• For PSAT 9, the 2019 scale score increased by 3 percentage points compared to 2018.
• The district continues to outperform the state in PSAT 9 and 10, as well as SAT 11.
• PSAT/SAT academic growth increased in Evidence-Based Reading/Writing (EBRW) by
• ne point to the 55th percentile in 2019 compared to the prior year. At the 53rd percentile,

Math growth declined by 2 percentage points compared to 2018, but still exceeded the typical 50th percentile of the state.

• Subgroup PSAT and SAT median growth percentiles in both EBRW and Math fell below

the state typical 50th percentile for many groups, including English language learners, students eligible for free/reduced lunch, special education students, females, and Hispanic students. Postsecondary & Workforce Readiness

• Jeffco’s concurrently enrolled students increased from 8% in 2017 to 10% in 2018.
• Over the last five years, Jeffco Public Schools graduation rate has increased by 2.4

percentage points.

• Jeffco’s rate remains higher than the average on-time graduation rate of both Colorado

and the U.S.

• Jeffco Public Schools graduation rate for 2018 - 19 is 85.3%; it was 82.9% in 2014 - 15.
• Jeffco’s graduation rate is higher than the 2018 - 19 state graduation rate of 81.1%, and

surpasses the current national graduation rate of 84.6%.

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• The five-year trend of dropout rates shows improvement in Jeffco, and for 2018 - 19, is a

larger drop than seen in each of the prior years - a 0.3 percentage point decrease in dropouts. Priority Performance Challenges and Root Causes Jeffco’s CMAS, PSAT, and SAT performance continues to exceed the state’s achievement; however, the performance trend for the district generally remained stable or declined, especially in middle school. CMAS, PSAT, and SAT academic growth similarly declined in the 2018-19 school year across nearly all student subgroups. Given the downward trend of the district’s state performance, Jeffco’s instructional leaders reviewed Jeffco data to better understand the challenges and root causes associated with the results. Since the release of our district vision document, Jeffco Generations, in the fall of 2017 district staff has worked to reimagine what school could be and to consider experiences for students that are more aligned to the kind of complex work students have to do when they leave our schools. In Jeffco, we are intent on providing rich and authentic learning experiences for all students built

• n the foundation of “student task” – or what teachers create for students to do in the classroom.

We want our students to have the opportunity to develop skills and abilities such as collaboration, adaptation to changing conditions, communications, creative problem solving, and civic and global engagement. The district has provided tools and supports for our teachers and staff to develop student tasks with these objectives as a priority across all levels and all schools. At the secondary level, the district has worked to create partnerships with industry and businesses in order to expand experiential learning opportunities. In early childhood education, the district has implemented a P-3 initiative, ensuring we address the whole child needs of our earliest learners. Supporting students to connect their learning from authentic experiences in a variety of settings, including state tests, has been inconsistent. This shift to a new way of teaching and learning takes time and one hypothesis for the dip in district test scores may be attributable to the learning curve associated with this new pedagogical approach. While the district has focused on authentic learning experiences for our students, factual information and deep content knowledge remain important. For the state accountability assessments, about 60% of the CMAS test measures factual information, with the remainder focuses on problem-solving and critical thinking. An analysis of the district CMAS performance by standards shows the lowest performing areas are the critical thinking sections, specifically integration of knowledge & ideas as well as prose constructed response for English language arts and reasoning and modeling for mathematics. The Jeffco district-wide interim assessment (MAP) aligns to the 60% of the CMAS test that covers factual information, but does not extensively measure the critical thinking sections identified as lower performing on CMAS. Charts 22 and 23 below outline the standards clusters measured by CMAS. Green categories are also measured extensively by MAP and red categories

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are either not directly measured by MAP or are not extensively measured in the MAP assessment. Chart 22: CMAS Standards Clusters Aligned to District MAP Benchmark CMAS ELA Data Categories Reading Vocabulary Writing Key Ideas: Literary Text Key Ideas: Informational Text Integration of Knowledge/ Ideas Craft & Structure Vocabulary Acquisition and Use Prose Constructed Response

Green = areas covered by MAP; Red = areas not covered by MAP

Chart 23: CMAS Standards Clusters Aligned to District MAP Benchmark CMAS Math Data Categories Major, Additional & Supporting Content (varies by grade level) Modeling and Reasoning Number Sense Operations & Algebraic Thinking Geometry Data, Statistics, and Probability Modeling Reasoning

Green = areas covered by MAP; Red = areas not covered by MAP

Jeffco students generally are performing lower on the CMAS items that require more critical thinking and problem-solving (writing, modeling and reasoning) and may be experiencing fewer

• pportunities to demonstrate these higher-level thinking skills on district, school, and classroom

tasks and tests. The performance of Jeffco’s subgroups (such as students eligible for free/reduced lunch, special education, minorities, English language learners) demonstrate wider opportunity gaps in critical thinking and problem-solving. This performance has been consistent across different philosophical models of schools and different geographic areas of the district. This information describes another possible root cause for the district CMAS performance. Priority Performance Challenge: There is a greater need across the district to implement a balanced approach to authentic student learning experiences (also known as “deeper learning”) that more specifically emphasizes content knowledge and factual information for all students. Theory of Change: If Jeffco educators and leaders include mastery of content knowledge in a more balanced approach to deeper learning, then all students and student subgroups will be engaged in relevant

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and real-world application of their learning that meet the high expectations within Colorado Content Standards. Major Improvement Strategies: Jeffco educators and leaders (pre-school through 12th grade) will use a framework for learning model focused on three major elements:

• 1. Alignment of deeper learning student problem/project tasks with curriculum standards and

the use of the Jeffco Learning Model’s 4-step process (Plan, Teach, Assess, and Reflect) as a procedure to support that effort (see visual below and click link for more details).

• 2. Added formative assessment processes to supplement the MAP district benchmark that

supports integration of knowledge & ideas and prose constructed response in English language arts, as well as Math reasoning and modeling.

• 3. Intentional time for teacher collaborative planning aligned to content standards and data

analysis inclusive of procedures for teachers and students to evaluate, reflect on data, and plan next steps.

• 4. Continue to support the whole child in preschool through 3rd grade through the

implementation of the P3 Framework, the Jeffco Kindergarten Early Assessment (KEA), and equitable access to high quality early learning experiences.

• 5. Continue the implementation of Jeffco’s strategic plan tactic of customized pathways by

expanding work-based learning opportunities (worksite tours, mentors, career exploration activities, job shadows, internships and apprenticeships) for all students aligned with Colorado Academic Standards and high expectations.

• 6. Expansion of a Talent Pool model, defined as a group of students who demonstrate an

advanced/exceptional ability in a particular area, but at this time do not meet the formal criteria for gifted identification, to better identify high potential students among minority, English Language Learner, Free/Reduced Lunch and Twice Exceptional populations, and to provide appropriately challenging instructional resources and strategies for these students to actualize their potential.

SLIDE 27

Jeffco Instructional Data Services 27

2019-20 DUIP Targets Jeffco Public Schools’ performance indicators are aligned with the priority performance challenges, root causes, and major improvement strategies outlined above in this District Unified Improvement Plan. Specifically, the CMAS English language arts and mathematics targets below, as well as the PSAT and SAT targets, measure student attainment of the high expectations of the Colorado Academic Standards for content knowledge and factual information in a balanced approach to authentic (or “deeper learning”) student learning experiences. The indicators also align to Jeffco’s Strategic Plan (https://public.tableau.com/profile/jeffcorad#!/vizhome/SystemIndicators- GoalsforJeffcoSchoolsColorado-UpdateFall2019/LandingPage) These DUIP performance indicators have been designed to be both ambitious and attainable. To that end, these targets were developed by reviewing trends in past district performance as well as the impact of the desired change (e.g., a one percentage point increase in CMAS meet/exceed performance would translate to approximately 60 additional students reaching proficiency at a grade level). Note that subgroups identified under many of the performance indicators below were identified based on significant achievement and/or growth gaps that needed to be addressed. Not all subgroups were listed in the targets, since not all groups were prioritized for each performance

• indicator. For example, females were not included under the CMAS ELA growth target for grade

4, but males were listed to address the lower growth performance of males in English language arts.

SLIDE 28

Jeffco Instructional Data Services 28

2019-20 DUIP Targets Performance Indicator: Academic Achievement CMAS Grade 3 ELA & READ Act

2019-20 Targets 2020-21 Targets 2019 CMAS Grade 3 ELA:

• Increase overall met/exceeded from 46% to 48%
• Decrease did not yet meet/partially met from 30%

to 28% 2020 CMAS Grade 3 ELA:

• Increase overall met/exceeded from 48% to 50%
• Decrease did not yet meet/partially met from 28%

to 26% READ Act: Reduce the percentage of students who have been identified with a significant reading deficiency (SRD) from 12% in 2018 to 10% in 2020 Decrease the percent of K-3 students from 48% to 46% who began the year “well below” on the DIBELS Next early reading assessment and continued to be “well below” at the end of the 2019- 2020 school year READ Act: Reduce the percentage of students who have been identified with a significant reading deficiency (SRD) from 10% in 2019 to 8% in 2020 Decrease the percent of K-3 students from 46% to 44% who began the year “well below” on the DIBELS Next early reading assessment and continued to be “well below” at the end of the 2020- 2021 school year

CMAS Grade 7 Math

2019-20 Targets 2020-21 Targets 2019 CMAS Grade 7 Math: Increase overall met/exceeded from 39% to 41% 2020 CMAS Grade 7 Math: Increase overall met/exceeded from 41% to 43%

Performance Indicator: Academic Growth CMAS Grade 4 ELA

2019-20 Targets 2020-21 Targets 2020 CMAS Grade 4 ELA: Increase to 50th Median Growth Percentile (if below)

• r maintain MGP (if at/above 50th) for 2020 CMAS

Grade 4 ELA assessment for the following student groups:

• All Students: 53rd
• Males: increase from 49th
• Hispanic (largest minority group): Increase from

46th

• Students with disabilities: Increase from 37th

percentile

• Limited English Proficient (LEP) (largest English

Learner group): Increase from 48th

• Gifted/Talented (G/T) (any identified strength area):

64th percentile to exceed state performance

• Free/Reduced Lunch: Increase from 45th

2021 CMAS Grade 4 ELA: Increase to 50th Median Growth Percentile (if below)

• r maintain MGP (if at/above 50th) for 2021 CMAS

Grade 4 ELA assessment for the following student groups:

• All Students
• Males
• Hispanic (largest minority group)
• Students with disabilities
• Limited English Proficient (LEP) (largest English

Learner group)

• Gifted/Talented (G/T) (any identified strength area)

to exceed state performance

• Free/Reduced Lunch

SLIDE 29

Jeffco Instructional Data Services 29

2019-20 DUIP Targets CMAS Grade 7 Math

2019-20 Targets 2020-21 Targets 2020 CMAS Grade 7 Math: Increase to 50th Median Growth Percentile (if below) or maintain MGP (if at/above 50th) for 2019 CMAS Grade 7 Math assessment for the following student groups:

• All Students: Increase from 46th
• Hispanic (largest minority group): Increase from

42nd percentile

• IEP (Special Education): Increase from 44th

percentile

• Limited English Proficient (LEP) (largest English

Learner group): Increase from 48th percentile

• Gifted/Talented (G/T) (any identified strength

area): 50th percentile to exceed state performance

• Free/Reduced Lunch: Increase from 40th

2021 CMAS Grade 7 Math: Increase to 50th Median Growth Percentile (if below) or maintain MGP (if at/above 50th) for 2020 CMAS Grade 7 Math assessment for the following student groups:

• All Students
• Males
• Hispanic (largest minority group)
• Students with disabilities
• Limited English Proficient (LEP) (largest English

Learner group)

• Gifted/Talented (G/T) (any identified strength area)

to exceed state performance

• Free/Reduced Lunch

Performance Indicator: Postsecondary & Workforce Readiness

2019-20 Targets 2020-21 Targets

• Increase overall 2019 Colorado SAT mean scale

score for:

• EBRW* from 526 to 530
• Math from 522 to 526
• Increase to 50th Median Growth Percentile (if

below) or maintain MGP (if at/above 50th) for the 2019 PSAT to SAT Median Growth Percentile (MGP) for:

• Overall EBRW* 52nd/Math 53rd
• Free/Reduced Lunch: EBRW* increase

from 43rd/Math increase from 46th

• Minority (non-white): EBRW* increase

from 46th/Math increase from 49th percentile

• Students with Disabilities: EBRW* increase

from 38th/Math increase from 47th *EBRW = Evidenced-based Reading and Writing

• Increase overall 2020 Colorado SAT mean scale

score for:

• EBRW* from 530 to 534
• Math from 526 to 530
• Increase to 50th Median Growth Percentile (if

below) or maintain MGP (if at/above 50th) for the 2019 PSAT to SAT Median Growth Percentile (MGP) for:

• Overall
• Free/Reduced Lunch
• Minority (non-white)
• Students with Disabilities

*EBRW = Evidenced-based Reading and Writing

• Based on CDHE’s Annual Report on

Concurrent Enrollment, Jeffco will increase the percentage of concurrently enrolled students districtwide in grades 9 through 12 from 10% to 11% in 2018-19.

• Based on CDE reporting in the 2020 District

Performance Framework, increase the matriculation rate** for all students from 64.5% to 67%

• Based on CDHE’s Annual Report on

Concurrent Enrollment, Jeffco will increase the percentage of concurrently enrolled students districtwide in grades 9 through 12 from 11% to 12% in 2019-20.

• Based on CDE reporting in the 2021 District

Performance Framework, increase the matriculation rate** for all students from 67% to 69%

SLIDE 30

2019-20 DUIP Targets

Jeffco Instructional Data Services 30 **Reflects all 2019 high school graduates that enroll in a Career & Technical Education program, and 2- Year or 4-Year Higher Education Institution during the subsequent academic year **Reflects all 2020 high school graduates that enroll in a Career & Technical Education program, and 2- Year or 4-Year Higher Education Institution during the subsequent academic year

2019-20 Targets 2020-21 Targets Increase the 5-year graduation rate by 0.5 percentage point overall and for each student group.

• Overall: Improve the 5-year grad. rate of 89.1% to

89.6% as reported for the 2019-20 school year

• Gifted/talented: Improve the 5-year grad. rate of

95.2% to 95.7% as reported for the 2019-20 school year

• Total minority: Improve the 5-year grad. rate of

84.4% to 84.9% as reported for the 2019-20 school year

• Free/reduced lunch: Improve the 5-year grad. rate
• f 79.1% to 79.6% as reported for the 2019-20

school year

• Students with disabilities: Improve the 5-year grad.

rate of 73.8% to 74.3% as reported for the 2019-20 school year

• English learner: Improve the 5-year grad. rate of

74% to 74.5% as reported for the 2019-20 school year _______________________________________ Increase the 7-year graduation rate by 0.5 percentage points for the following student groups:

• Students with disabilities: improve the 7-year
• grad. rate of 79.1% to 79.6% as reported for the

2019-20 school year

• English learner: improve the 7-year grad. rate of

72.8% to 73.3% as reported for the 2019-20 school year Increase the 5-year graduation rate by 0.5 percentage point overall and for each student group.

• Overall: Improve the 5-year grad. rate of 89.6% to

90.1% as reported for the 2020-21 school year

• Gifted/talented: Improve the 5-year grad. rate of

95.7% to 96.2% as reported for the 2020-21 school year

• Total minority: Improve the 5-year grad. rate of

84.9% to 85.4% as reported for the 2020-21 school year

• Free/reduced lunch: Improve the 5-year grad. rate
• f 79.6% to 80.1% as reported for the 2020-21

school year

• Students with disabilities: Improve the 5-year grad.

rate of 74.3% to 74.8% as reported for the 2020-21 school year

• English learner: Improve the 5-year grad. rate of

74.5% to 75% as reported for the 2020-21 school year ______________________________ Increase the 7-year graduation rate by 0.5 percentage points for the following student groups:

• Students with disabilities: improve the 7-year
• grad. rate of 79.6% to 80.1% as reported for the

2020-21 school year

• English learner: improve the 7-year grad. rate of

73.3% to 73.8% as reported for the 2020-21 school year Decrease the annual dropout rate for the district to 1.2% (from 1.3%) 0.1 percentage point decrease in the annual dropout rate for each student group:

• Gifted/talented – 0.2% (from 0.3%)
• Total minority – 2.0% (from 2.1%)
• Free/reduced lunch – 1.8% (from 1.9%)
• Students with disabilities – 1.7% (from 1.8%)
• English learner – 3.1% (from 3.2%)

Decrease the annual dropout rate for the district to 1.1% (from 1.2%) 0.1 percentage point decrease in the annual dropout rate for each student group:

• Gifted/talented – 0.1% (from 0.2%)
• Total minority – 1.9% (from 2.0%)
• Free/reduced lunch – 1.7% (from 1.8%)
• Students with disabilities – 1.6% (from 1.7%)
• English learner – 3.0% (from 3.1%)

SLIDE 31

Jeffco Instructional Data Services 31

2019-20 DUIP Targets Gifted Education Program Targets Rationale for Targets Shift The main priority with our Talent Pool strategy is to recognize high potential students among free/reduced lunch, English language learner, minority and special education populations and ensure that they receive the programming they need to make meaningful growth. While we would also like to increase the percentage of students in these populations who are formally identified as GT, that is a secondary focus to ensuring they receive appropriate programming to meet their needs. Our previous targets had focused on the number of students in our targeted subgroups who had been formally identified GT. Formal GT Identification is likely a longer-term target, taking up to 3-4 years before we develop a sufficient body of evidence for formal GT qualification that meets CDE guidelines of multiple indicators at the 95th percentile. Some of the students in our Talent Pool strategy may never be formally identified due to the limitations of available assessments, like cultural and linguistic bias. Since formal GT identification was a secondary focus of the Talent Pool strategy, we decided to shift our targets to reflect:

• Increasing the # of students in our Talent Pool, so we get them on our radar, recognize

their potential and program accordingly.

• Ensuring the effectiveness of that programming by measuring the academic growth of

these students, using the 2018-19 Fall to Spring MAP growth data as a baseline, prior to inclusion in the Talent Pool. We will compare these baseline data from last year with this year’s 2019-20 Fall to Spring MAP growth data to determine this impact. We will be using the NWEA MAP fall to spring Conditional Growth Percentiles for this purpose, as this will give us a more accurate point of comparison within that time frame. The Conditional Growth Percentile, or CGP, is a student’s percentile rank for growth. If a student’s CGP is 50, this means that the student’s growth was greater than half of similar students in the NWEA norm group. NWEA defines similar students with regard to starting achievement level, grade, subject area, and number of instructional weeks between test events (adapted from https://community.nwea.org/docs/DOC-1630.) Since this works with a student’s starting achievement level, it is a more accurate comparison to similar peers for GT Talent Pool targets.

2019-20 Targets 2020-21 Targets

• Increase MAP fall to spring Median

Conditional Growth Percentile (MCGP) of students identified in Talent Pool in 2019-20 from 2018-19 baseline of 60 to 2019-20 MCGP of 63 in Math

• Increase MAP fall to spring Median

Conditional Growth Percentile (MCGP) of students identified in Talent Pool in 2019-20 from 2018-19 baseline of 53 to 2019-20 MCGP of 56 in Reading

• Increase the number of students in Talent Pool

from 262 in 2019-20 to 400 in 2020-21, as we look to expand the number of schools we’re working with

SLIDE 32

Major Improvement Strategy 1: Alignment of deeper learning student problem/project tasks with curriculum standards and the use of the Jeffco Deeper Learning Model's 4-step process (Plan Teach, Assess and Reflect) as a procedure to support that effort. Strategic Plan Alignment Action Step Name Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure Funding Source

Requested Budget Amount Transforming Student Task, Student Directed Learning, Responsive Teaching, High Expectations, Jeffco Deeper Learning Model design Design an instructional model for Jeffco Public Schools to provide consistent, high quality instruction in every classroom Aug-Sept 2019 Research & Assessment Team, Deeper Learning by Mehta & Fine Educational Research & Design Team Completed 2019-20 Google templates created This request has been prioritized through the general fund. N/A Transforming Student Task, Student Directed Learning, Responsive Teaching, High Expectations Create website for Jeffco Deeper Learning Model Develop & maintain consistent resources & website for the Jeffco Deeper Learning Model Aug 2019 - June 2020 Jeffco Deeper Learning Model, Bridge to Curriculum, Google, Schoology Educational Rsearch & Design & Communications team In progress 2019-20 Websites created and updated with new resources This request has been prioritized through the general fund. N/A Transforming Student Task, Student Directed Learning, Responsive Teaching, High Expectations Jeffco Deeper Learning Model resources development Identify, cultiivate, and create the resources needed for the Jeffco Deeper Learning Model domains of PLAN, TEACH, ASSESS & REFLECT Aug 2019 - June 2020 Bridge to Curriculum, Instructional Assessment Educational Research & Design Team In progress 2019-20 Each domain in the Jeffco Deeper Learning Model has resources created and updated This request has been prioritized through the general fund. N/A Teachers as Professionals Professional learning and support Provide ongoing professional learning and support for schools to implement the Jeffco Deeper Learning Model Sept 2019

• June

2020 Jeffco Deeper Learning Model resources and Tools, Bridge to Curriculum, Google, Schoology Educational Rsearch & Design, School Leadership & Student Support Teams In progress 2019-20 Training dates scheduled, agendas completed, feedback gathered from participants on improvements This request has been prioritized through the general fund. $70,000 requested funds to support classroom teacher learning & induction. Priority #2 Student Directed Learning, Responsive Teaching, High Expectations Pilot NWEA MAP Skills and MAP Reading Fluency Pilot MAP Skills in grades 3-8 and Reading Fluency for struggling readers in grades K-3 to provide tailored progress monitoring in six schools that aligns with the MAP benchmark assesmsent and Colorado Academic Standards August 2019 to June 2020 NWEA MAP, MAP Skills and MAP Reading Fluency, NWEA consulting/trainin g, Colorado Academic Standards Educational Research & Design Team In progress 2019-20 Appropriate central and school-based staff trained, students complete online assessments, data anayzed in professional learning opportunities and used in PLCs The pilot has been funded on

• ne-time funds;

to scale to all elementary schools, requires additonal allocation of general fund dollars ($4 to $5 per student) $178,050 additional funds requested to scale pilot to all schools. Priority #1 High Expectations, Responsive Teaching, Student Directed Learning Marzano Proficiency Scales Aligned to Colorado Academic Standards Major Improvement Strategy 1 & 3

Revision and implementation of proficiency scales that calibrate rigorous standards and competency-based teaching and learning tasks for all students. Proficiency scales will support teachers in calibrating high expectations for English language learners, students with disabilities, and students with gifted potential.

8/2018 to 6/2019 Proficiency Scales from Marzano Research Lab, School Leader's Guides... Grading, Teacher's Guide to...Grading; Jeffco Generations Skills, CO Academic Standards (revised) and CO Essential Skills Tactic Leads, Strategy Leads, School-based and central teacher leaders (e.g., directors of C&I and Instructional Assessment, Student Engagement), ESL/Dual Language, SPED, Marzano Research Lab facilitators. Personnel will closely mirror the diversity and perspectives of Jeffco. October 1st initial leadership team professional learning successfully executed December 3rd leadership team professional learning on target Resources (professional texts and proficiency scales) have been purchased Teacher Revision Teams PL January/February March and April Revision Teams prioritize revised CAS and Essential Skills and align the proficiency scales and assessment items to revised CAS 2018-2020 Crosswalk, Prioritization & alignment of:

• 1. revised 2020 CO

Academic Standards to current state

• 2. Colorado Essential Skills

+ Jeffco Generations Skills

• 3. 860 Marzano proficiency

scales

• 4. Planning for and

facilitation/implementation

• f Jeffco Revised

Curriculum to include proficiency scales, sample transformed tasks and assessment items This request has been prioritized through the general fund. N/A High Expectations, Responsive Teaching, Student Directed Learning Educator Learning Lab cycles of improvement Major Improvement Strategy 2

1) Jeffco Learning Labs are intentionally structured to engender educator self reflection and application of new skills to ensure all participants transform their practice for students--not just the lab host. 2) Jeffco Learning Lab participants will also have support in transforming their practice for English Language Learners, students with an IEP, etc.

9/2018- 5/2020 Learning from mentor, planning, and learning labs regarding transforming the task; research regarding best instructional practices, Process of a LAB Experience That Affects Learning; Learning Lab Tight and Loose.

• Exec. Dir. of

Teacher Learning, school and central administrators/coach es/teachers, directors and central facilitators from Curriculum and Instruction Several learning labs are already being facilitated and others are forming, Professional Learning for facilitators continues, 2018-2020 Number of educators engaged in ongoing learning and planning lab

• cycles. Areas of focus may

include planning for daily, responsive instruction Learning Lab funds through Dr. Colleen O'Brien's work on Teacher Learning N/A

32

SLIDE 33

Major Improvement Strategy 2: Formative Assessment Processes Strategic Plan Alignment Action Step Name Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure Funding Source

Requested Budget Amount High Expectations, Responsive Teaching, Student Directed Learning CMAS constructed response design Design approach for supporting schools with CMAS constructed response formative assessment tools Aug - Sept 2019 CMAS released items, Bridge to Curriculum, Colorado Academic Standards Educational Research & Design team Completed 2019-20 Google templates completed This request has been prioritized through the general fund. N/A High Expectations, Responsive Teaching, Student Directed Learning CMAS constructed response development Identify and align CMAS constructed response items to Bridge to Curriculum units Aug 2019 - March 2020 CMAS released items, Bridge to Curriculum, Colorado Academic Standards Educational Research & Design team In progress 2019-20 List of constructed response items completed This request has been prioritized through the general fund. N/A High Expectations, Responsive Teaching, Student Directed Learning Format CMAS constructed response items Format CMAS constructed response items in Google to use in Google Classroom or Schoology Aug 2019 - March 2020 CMAS released items, Bridge to Curriculum, Google, Schoology, Colorado Academic Standards Educational Research & Design team In progress 2019-20 Items developed in Google for Constructed Responses, Large Print and Spanish translations This request has been prioritized through the general fund. N/A High Expectations, Responsive Teaching, Student Directed Learning Create website and resources for CMAS constructed responses Develop assessment resources for the Jeffco Deeper Learning Model and Jeffco Assessment websites Aug 2019 - June 2020 CMAS released items, Bridge to Curriculum, Google, Schoology, Colorado Academic Standards Educational Research & Design team In progress 2019-20 Websites updated with new resources This request has been prioritized through the general fund. N/A High Expectations, Responsive Teaching, Student Directed Learning High School PSAT/SAT needs assessment Discuss PSAT/SAT needs with high school assessment coordinators; complete high school survey of PSAT/SAT supports and needs Sept /Oct. 2019 PSAT, SAT, College Board, Colorado Academic Standards Educational Research & Design team Completed 2019-20 Summary report provided to cabinet This request has been prioritized through the general fund. N/A High Expectations, Responsive Teaching, Student Directed Learning Create website and resources for PSAT/SAT resources Develop assessment resources for the Jeffco Deeper Learning Model and Jeffco Assessment websites Sept 2019 - April 2020 PSAT, SAT, College Board, Colorado Academic Standards Educational Research & Design team In progress 2019-20 Online report provided in Jeffco SOARS This request has been prioritized through the general fund. N/A High Expectations, Responsive Teaching, Student Directed Learning Professional learning and support Provide ongoing professional learning and support for schools to implement the CMAS constructed response tools and the PSAT/SAT assessment resources Sept 2019 - June 2020 CMAS released items, Bridge to Curriculum, Google, Schoology, Colorado Academic Standards Educational Research & Design team In progress 2019-20 Training dates scheduled, agendas completed, feedback gathered from participants on improvements This request has been prioritized through the general fund. N/A

33

SLIDE 34

Major Improvement Strategy 3: Intentional time for teacher collaborative planning aligned to content standards and data analysis inclusive of procedures for teachers and students to evaluate, reflect on data, and plan next steps. Strategic Plan Alignment Action Step Name Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure Funding Source

Requested Budget Amount Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Transfer of planning to teaching and progress monitoring Training for school leaders on how to observe for and give feedback on standards aligned instruction TBD Colorado Academic Standards, Bridge to Curriculum, Evaluation Rubric ERD, CSs, Principals, Instructional Coaches, Teachers, School Leadership Coaches, Director

• f Administrator

Learning Not yet started 2019-2020, 2020-2021 Mid-year & end of year teacher evaluation ratings (indicators 1c, 1d, 1e) General Fund Budget N/A Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Time to Plan Standardize the 270 (225 +45) minutes of planning across the district September 2019 JCEA contract, District and principal cohort meetings, Google data capture tool Chiefs of schools, CSs, Principals, JCEA In Progress 2019-2020 School schedules, Google data capture tool results, CSs monitoring General Fund budget N/A Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Time to Plan Reimagining Time committee contracting with School Bus Logistics to investigate all things related to time in Jeffco. May 2019 - May 2020 Current schedules (building master schedules, bus routes, start/end times, etc) Chiefs of Schools,

• Exec. Director of

School Leadership, Director of Transportation, CS: Dan Cohan, IDR: Jeremy Felker In Progress 2019-2020 Bus schedules aligned to support implementation General Fund Budget N/A Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning TIme to Plan Gathering information from all principals regarding current practices of collaborative plan time across all buildings. September 2019 Google Form to collect data CSs, Principals, Chiefs of School,

• Exec. Director of

School Leadership In Progress 2019-2020, 2020-2021 All schools meeeting the minimum of 225 + 45 minutes for planning General Fund budget N/A Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Planning with intentionality JDLM implementation profile to self-assess the use of planning time October 2019 - May 2020 Google Form to collect data CSs, Principals, Chiefs of School,

• Exec. Director of

School Leadership In Progress 2019-2020, 2020-2021 Monthly data collected from principals about progress of JDLM implementation General Fund Budget N/A Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Planning with intentionality Integration of Marzano Proficiency Scales into unit and lesson planning September 2019 - June 2021 Marzano Proficiency Scales ERD, CSs, IDR, Principals, Instructional Coaches, Teachers, Director

• f Administrator

Learning In Progress 2019-2020, 2020-2021 Evidence of use of Marzano Proficiency scales in use monitored by unit plans General Fund budget N/A Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Planning from data and progress monitoring Training for school leaders on how to observe for and give feedback on standards aligned data analysis TBD Colorado Academic Standards, Bridge to Curriculum, Evaluation Rubric, NWEA Assessments, CMAS, Constructed- response assessments ERD, CSs, IDR, Principals, Instructional Coaches, Teachers, Director

• f Administrator

Learning Not yet started 2019-2020, 2020-2021 Mid-year & end of year teacher evaluation ratings (indicators 2c, 2d, 2g) General Fund Budget N/A Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Planning for student agency Develop and deliver tools and training for teachers directed at building student agency in meeting rigorous standards TBD Colorado Academic Standards, Bridge to Curriculum, Jeffco Generations Skills ERD, Principals, Instructional Coaches, Teachers, PLC Coaches, Director

• f Teacher

Learning In Progress 2019-2020, 2020-2021 Mid-year & end of year teacher evaluation ratings (indicators 2b, 2e) General Fund budget N/A Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Planning Alignment Progress Monitoring Training for school leaders on how to observe for and give feedback on standards aligned planning TBD Colorado Academic Standards, Bridge to Curriculum, Evaluation Rubric ERD, CSs, Principals, Instructional Coaches, Teachers, School Leadership Coaches Not yet started 2019-2020, 2020-2021 Collaborative planning protocols that call out standards connected to lessons and units General Fund Budget N/A

34

SLIDE 35

Major Improvement Strategy 3: Intentional time for teacher collaborative planning aligned to content standards and data analysis inclusive of procedures for teachers and students to evaluate, reflect on data, and plan next steps. Strategic Plan Alignment Action Step Name Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure Funding Source

Requested Budget Amount Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Planning Alignment District PD emphasizing the Plan component of the JDLM October 2019 ERD-created

• nline tools and

resources aligned to plan component of Jeffco Deeper Learning Model ERD, CSs, Principals, Instructional Coaches, Teachers In Progress 2019-2020, 2020-2021 Principal self- assessment on implementation profile, Feedback provided by teachers, coaches and principals General Fund budget N/A Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Planning Alignment Developing specific resources to assist in planning aligned to standards August 2019 ERD-created

• nline tools and

resources aligned to plan component of Jeffco Deeper Learning Model ERD In Progress 2019-2020, 2020-2021 Evidence collected by school leaders and CSs in unit and lesson plans General Fund Budget N/A Pofessional Model of Teaching, Educator Learning, High Expectations, Student-Directed Learning Integrating reflection processes into planning Develop and deliver tools and training for teachers and school leaders in effective reflection practices that lead to instructional shifts October 2019 ERD-created

• nline tools and

resources aligned to plan component of Jeffco Deeper Learning Model ERD, CSs, Principals, Instructional Coaches, Teachers, School Leadership Coaches, PLC Coaches, Director

• f Administrator

Learning In Progress 2019-2020, 2020-2021 Monthly data collected from principals about progress of JDLM implementation General Fund budget N/A

35

SLIDE 36

Major Improvement Strategy (MIS) 4: Continue to support the whole child in preschool through 3rd grade through the implementation of the P3 Framework, the Jeffco Kindergarten Early Learning Assessment (KEA), and equitable access to high quality early learning experiences. Strategic Plan Alignment Action Step Name Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure Funding Source

Requested Budget Amount High Expectations, Responsive Teaching, Student Directed Learning, Transforming The Student Learning Experience, Technology to Transform Learning, Educator Learning, Commitment to Equity Jeffco Summer of Early Learning - Highly effective summer programming for approximately 1,000 incoming Jeffco K- 3rd graders who are yet to meet standards in literacy and math. June 1 - July 10, 2020 Colorado Academic Standards, Bridge to Curriculum, Jeffco Curricular Units of Study, Jeffco Proficiency Scales ERD (ESL/DL, Instructional Assessment, Curriculum and Instruction, Student Data/Records, Pathways HS Interns, Ed. Tech, Early Learning) CSs, Principals, Instructional Coaches, Teachers, School Leadership Coaches, Director of Administrator Learning, Director of Teacher Learning, Food Services, HR, Payroll, Facilities, Health and Wellness, Communications,

• Reviewing

program evaluation data, meeting with stakeholders.

• Selecting JSEL

school sites

• Preparing job

descriptions & secretarial supports 2019-2020, 2020-2021

• Identification

and welcoming

• f incoming

Kindergarten students (from PK) through both Jeffco and non-Jeffco preschools.

• Identification of

7 JSEL school sites in collaboration with building principals and community superintendents

• Sunsetted funds

for 2 more years $558,000 sustainable funding source for JSEL has been requested Priority #3 High Expectations, Responsive Teaching, Student Directed Learning, Transforming The Student Learning Experience, Technology to Transform Learning, Educator Learning, Commitment to Equity K-3 Whole Child Assessment Build on 2017-18 micro pilot and work with kindergarten KEA, through full pilot implementation K-3, align professional learning for formative instruction, whole child data, data driven instruction August 2019 - June 2021 CDE P3 Framework, National P3 Center Framework, North Carolina K-3 Formative Assessment Process P3 Instructional team, Early Learning administrators, Assessment and Research pilot planning, KEA findings analysis, data instruction PL in November, teacher survey November 2019-2020 Partnership with CDE for KEA as Readiness Assessment Tool General and Grand Funds N/A High Expectations, Responsive Teaching, Student Directed Learning, Transforming The Student Learning Experience, Technology to Transform Learning, Educator Learning, Commitment to Equity Aligned Instructional Practices to Developmental Abilities of Students. Collaboratively create and utilize a look- for document that addresses student needs for success including student, environment and teacher expectations that are developmentally (and linguistically for English language learners) appropriate. Support school leaders and teachers in utilizing this tool to leverage instructional conversations, planning and implementation that transform student tasks. August 2019- June 2020 Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches; P3 Transformed Look For Document P3 Instructional team, Early Learning administrators Screen reader support enabled. Principal professional learning in July 2019; work with school teams throughout school year 2019-2020 Resource Developed General and Grant Funds N/A High Expectations, Responsive Teaching, Student Directed Learning, Transforming The Student Learning Experience, Technology to Transform Learning, Educator Learning, Commitment to Equity Transforming Early Numeracy Support in Grades 1st-3rd - Innovation Labs To align to transforming the task. Elementary teachers will be provided training and support around the following:

• 1. Determine the needs for establishing a

Multi-tiered System of Support (MTSS) in the primary grades of targeted schools. These schools will continue participating in the MTSS for ELLs process with ESL/Dual Language staff. 2. Work with P-3 work group to make connections and determine needs to continue to support

• ngoing P-3 work. 3. determine data and

criteria for selection of schools. 4. Determine the next steps needed to support teachers and students. 2019-2020 200 teachers in initial Graham Fletcher training; ongoing professioncal learning and planning with 40 teachers: substitute and additional pay Director of Curriculum and Instruction and Elementary Math Team On Target 2019-2020 Training, resources, agenda & participation General Funds N/A High Expectations, Responsive Teaching, Student Directed Learning, Transforming The Student Learning Experience, Technology to Transform Learning, Educator Learning, Commitment to Equity Jeffco Birth to Eight Roadmap Engage the Jeffco community in designing a roadmap that ensures families of young children thrive and enter school ready August 2019- June 2022 Early Milestones Colorado as consultan Early Learning leadership design and engagement, LAUNCH together initiative relationships and data collected 2019-2020 Data review, action plan developed Grant funds N/A

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SLIDE 37

Major Improvement Strategy (MIS) 4: Continue to support the whole child in preschool through 3rd grade through the implementation of the P3 Framework, the Jeffco Kindergarten Early Learning Assessment (KEA), and equitable access to high quality early learning experiences. Strategic Plan Alignment Action Step Name Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure Funding Source

Requested Budget Amount High Expectations, Responsive Teaching, Student Directed Learning, Transforming The Student Learning Experience, Technology to Transform Learning, Educator Learning, Commitment to Equity Development of Transformed Student Tasks Teachers on special assignment (TOSAs) will work alongside Jeffco teachers to develop transformed student tasks for math and literacy units of study. ESL/Dual Language staff will also work alongside teachers to meet the needs of English language learners. These will be shared with all elementary level teachers via the Bridge to Curriculum and updates/highlights will be shared in the Schoology pages. August 2019 - June 2021 teachers from all levels and a variety of task force groups Math, Literacy and P3 Teachers on Special Assignment, ESL/Dual Language, SPED, Curriculum & Instruction Directors, Early Learning Director

• n going

2019-2020 Units of study aligned to deeper learning developed Grant and General Funds N/A High Expectations, Responsive Teaching, Student Directed Learning, Transforming The Student Learning Experience, Technology to Transform Learning, Educator Learning, Commitment to Equity Preschool - 3rd Grade (P-3) Early Literacy Strategies Work

• Continue and expand implementation of

Discovery Reading, Talking, Writing and Differentiated Layered Centers

• Conduct classroom observations to

review how these practices change the student learning experience

• Review for connections to the Jeffco

Generations Skills and enhance to make explicit connections

• Conduct data analysis to determine

effectiveness August 2019 - June 2021 Mostly nonfiction texts tied to themes for exploration by the reader and also manipulatives for the layered centers. Professional learning needs include release time for educators to

• bserve/learn and

transfer that learning through planning and action research. Early Childhood Education Team and Professional Learning Team

• n going

2019-2020 Classroom

• bservations

held, data collected and analyzed on effectiveness. Grant and General Funds N/A High Expectations, Responsive Teaching, Student Directed Learning, Transforming The Student Learning Experience, Technology to Transform Learning, Educator Learning, Commitment to Equity Educator Learning Lab Cycles of Improvement

1) Jeffco Learning Labs are intentionally structured to engender educator self reflection and application of new skills to ensure all participants transform their practice for students--not just the lab host. 2) Jeffco Learning Lab participants will also have support in transforming their practice for English Language Learners, students with an IEP, etc.

August 2019 - June 2021 Learning from mentor, planning, and learning labs regarding transforming the task; research regarding best instructional practices, Process of a LAB Experience That Affects Learning; Learning Lab Tight and Loose. Executive Directors of Educational Research and Design (ERD), Directors of ERD & Student Success, Teachers on Special Assignment (TOSAs) and Resource Teachers; school- based teachers and administrators Several learning labs are already being facilitated and others are forming, Professional Learning for facilitators continues, partnership between Curriculum and Instruction and Educator Learning 2019-2020 General Funds - Educational Research and Design N/A

37

SLIDE 38

Major Improvement Strategy (MIS) 4: Continue to support the whole child in preschool through 3rd grade through the implementation of the P3 Framework, the Jeffco Kindergarten Early Learning Assessment (KEA), and equitable access to high quality early learning experiences. Strategic Plan Alignment Action Step Name Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure Funding Source

Requested Budget Amount High Expectations, Responsive Teaching, Student Directed Learning, Transforming The Student Learning Experience, Technology to Transform Learning, Educator Learning, Commitment to Equity CORE, Kindergarten- 5th Grade Support For Implementing Workshop Models Throughout The Instructional Day 1) Continued partnership with schools implementing a workshop model. Through this literacy workshop model, students are empowered to engage in the authentic work of readers across the instructional

• day. 2) Provide ongoing educator support

from teams in Educational Research and Design to cultivate high literacy and math expectations and authentic literacy tasks for learners. Foster strategies and processes for embedding the Generations

• Skills. Dual Language central staff and

Dual Language Instructional Coaches with provide elementary dual language teachers professional learning that will cultivate high literacy expectations and authentic literacy tasks for dual language

• learners. provide ongoing educator

support from the ESL/Dual Language Resource teachers and Elementary ESL teahers to cultivate high literacy expectations and authenitic tasks for English language learners. 3) Make explicit connections between reading workshop , the Jeffco Deeper Learning Model, and the Jeffco Strategic Plan 4) Identify resources and assessment connections to the Jeffco Generations skills and provide examples 5) Conduct classroom learning labs August 2019 - June 2021 Jeffco Deeper Learning Model and connected resources (e.g., Unit Planning, Interactive Comprehensive Approach to Literacy Instruction/iCALI) Executive Directors of Educational Research and Design (ERD), Directors of ERD & Student Success, Teachers on Special Assignment (TOSAs) and Resource Teachers; school- based teachers and administrators Many departments and school- based teachers are engaging in the Jeffco Deeper Learning Model to Plan, Teach, Assess, and Reflect on practices that are embedded in a workshop format. Learning Labs, Jeffco resources, and Professional Learning Communities (PLCs) are expanding their inclusion of a workshop model in their practices around curriculum, instruction, and assessment. 2019-2021 General Funds - Litearcy Budget N/A High Expectations, Responsive Teaching, Student Directed Learning, Transforming The Student Learning Experience, Technology to Transform Learning, Educator Learning, Commitment to Equity Early Literacy Interventionists (20 C&I) 1) Continuation of the work of Jeffco's Early Literacy Interventionists (LI's). 2) Conduct short cycles of improvement through the structure of learning labs. 3) Partner with schools to determine how this work is changing the student task and refine and upload sample transformed tasks in Bridge to Curriculum. 4) Continued professional learning to successfully implement Jeffco Generations Skills 5) Implementation of Learning and Planning Labs through Teacher Learning, High Expectations, Student-Directed Learning, and Transforming the Task tatic teams August 2019 - June 2020 20 C&I Full Time Employees (FTE), Leveled Literacy Intervention; READ Act approved assessment and Intervention supplies such as Orton Gillingham; instructional materials and office supplies, independent reading books for students' home libraries. Director of Curriculum and Instruction, Assistant Director

• f Early Literacy, 20 Literacy

Interventionists, ELA curriculum content specialists, instructional Coaches, school administrators Ongoing - Program evaluation data shows positive impact on early readers in these 20 schools. 2019-2020 Beginning, Middle, and End-of-Year DIBELS data, Grade 3 NWEA MAP data, and CMAS Reading data General Funds - C&I, Literacy N/A

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SLIDE 39

Major Improvement Strategy 5: Career/College Ready Strategic Plan Alignment Action Step Name Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure

Funding Source Requested Budget Amount Customized Pathways for Career/College, Transform Student Task, Student-Directed Learning, Responsive Instruction, High Expectations Expand work based learning to support customized pathways Major Improvement Strategy 5 This work is directly connected to Customized Pathways in the Jeffco Generations. 1) Develop consistent system wide opportunities for work based learning K-12. (Includes worksite tours, guest speakers, PBL connections, job shadows) 2)Increase access to and number students participating in CareerWise apprenticeships 3) Increase access to and the number of student internships 4) Expand connections between business/industry partnerships and Jeffco Schools 5) Develop blended learning models to support implementation of work based learning August 2018/June 2021 General fund to support the Classrooms to Careers Summit, learning needs and community events for Jeffco Career Links team, and transportation for students to specific events (busses for worksite tours

• r events, bus

passes for students to go to internships and apprenticeships ) Jeffco Career Links team: 1 coordinator and 3 specialists Ongoing 2018-2021 and

• ngoing

Increase the number of seniors participating in apprenticeships and internships to 20% This work has been supported through 5A funds N/A Customized Pathways for Career/College, Transform the Task, Student-Directed Learning, Responsive Instruction, High Expectations Transforming the task through professional learning and teacher externships Major Improvement Strategy 1 and 5 1) Continue professional learning and side by side teacher level supports for implementation 2) Develop teacher externships to connect teachers to real world learning opportunities connected to content 3) Provide job shadows for teachers and employability institute for teachers/counselors 4) Offer Career Employability Institute for teachers and counselors to better understand industry needs and support ICAP work in schools August 2018 Buck Institute, Project Based Learning (PBL) specialist, Bioscience Externships, Career Employability trainer, professional learning for teachers to create authentic lessons PBL Specialist, Transform the Task task force, Executive Director, Special Assistant to the Superintendent, CAO 45 teachers have participated in extrernships, job shadows, and Career Employability Institute

• ngoing

1) Increase the number of STEM and PBL trained teachers to 500 This work has been supported through 5A funds N/A Customized Pathways for Career/College, Transform Student Task,Student-Directed Learning, Responsive Instruction, High Expectations Expand access to concurrent enrollment to support customized pathways Major Improvement Strategy 1 and 5 1) Support teacher development and training 2) Training and support for school level hiring practices for teachers to meet Higher Learning Commission requirements 3) Support partnerships with community colleges to teach concurrent enrollment classes with in high schools 4) Pay for student credits in career pathway programs (CareerWise Apprenticeships, Career Explore, high needs pathways, Warren Tech AAD program) August 2018 2 Concurrent Enrollment specialists Current Concurrent Enrollment Specialist plus 1 additional FTE, director New Request; this would begin in 2018-19

• ngoing

1) Increase the percent of teachers meeting Higher Learning Commission requirements in Math, English Language Arts, and Math based Science for guarantee transfer courses This work has been supported through 5A funds N/A

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SLIDE 40

Major Improvement Strategy 5: Career/College Ready Strategic Plan Alignment Action Step Name Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure

Funding Source Requested Budget Amount Customized Pathways for Career/College, Student-Directed Learning, Responsive Instruction, High Expectations Support Implementation of 2021 Graduation Requirements, Jeffco Seal of Biliteracy, and STEM Endorsed Diploma 1) Developing and supporting implementation of school level capstones 2) Developing and implementing a process for adding the number approved industry certifications to student transcripts 3) Supporting teachers to increase the number of industry certificate programs at each school 4) Support teachers in meeting the needs of English language learners, students with an IEP, etc. 5) Increase the number of students earning the Jeffco Seal of Biliteracy and STEM Endorsed Diploma. August 2017 3 content leads (pathway designer) Choice Programming Department Pathway Designers, Directors and Executive Director Ongoing

• ngoing

1) Increasing Capstone

• fferings in

every high school 2)Increasing industry certifications from 205 (2017) to 1500 (2023) 3) High Schools develop plan for all students to meet Graduation Requirements 4) Develop professional learning that has a focus on meeting the needs of English language learners, students with an IEP, etc. 5) 50 students graduating with a Jefco Seal of Biliteracy 2019. Funded through 5A and General Funds N/A Customized Pathways for Career/College, Student-Directed Learning, Responsive Instruction, High Expectations Increase access to career technical education programming in schools to support customized pathways Major Improvement Strategy 1 & 5 1) Support development of new career pathways 2) Develop competencies/curriculum aligned to industry needs and academic standards 3) Develop lessons with authentic tasks connected to both core academics and Career Technical Education (CTE) industry standards 4) promotion and marketing of career pathways and

• pportunities in multiple formats to students and families
• f English Language Learners, students with an IEP,

etc. August 2018 Professional learning funded by general fund Choice Programming Director, CTE Coordinator, ESL/Dual Language, SPED Ongoing

• ngoing

1) Every high school has complete career pathways 2) resources for students families are developed Funded through 5A and General Funds N/A Customized Pathways for Career/College, Student-Directed Learning, Responsive Instruction, High Expectations, Commitment to Equity Equitable (or equally available to all students in all schools) access to AP and IB exams 1) Professional Learning support for educators to support all students 2) Determine current state of access to Advanced Placement (AP) and International Baccalaureate (IB) classes across Jeffco 3) Research partnership with Equal Opportunity Schools 4) Transforming the tasks in high school courses to support student readiness for AP and IB courses 5) Professional Learning support for educators to specifically suport Engish language learners, students with an IEP, etc. August 2018 Funding of Professional Learning, Equal Opportunity Schools partnership 2 FTE pathway designers, Director, school counselors and AP and IB teachers, ESL/Dual Language Staff New Request; this would begin in 2018-19 2018-2019 and

• ngoing

1) Determine the current AP/IB access gaps and reduce those by 50% 2) develop professional learning to promote differentiation for subgroups of students. General Fund N/A Customized Pathways for Career/College, Student-Directed Learning, Responsive Instruction, High Expectations Develop equitable (or equally available to all students in all schools) readiness supports for SAT and Accuplacer 1) Determine current level of SAT readiness supports

• ffered at each high school

2) Research various SAT readiness supports for effectiveness, and equitable access 3) Research best practices and core instructional needs based on PSAT for 9th and 10th grade results August 2018 College Board, Instructional Assessment team 2 FTE: pathway designers, Director, Instructional Assessment team New Request; this would begin in 2018-19 2018-2019 and

• ngoing

1) Increase access to SAT readiness supports to 75%

• f students

2) Establish teacher trainings for connecting SAT to content classes General Fund N/A

40

SLIDE 41

Major Improvement Strategy 5: Career/College Ready Strategic Plan Alignment Action Step Name Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure

Funding Source Requested Budget Amount Customized Pathways for Career/College, Student-Directed Learning, Responsive Instruction, High Expectations Educator Learning Lab cycles

• f improvement

1) Jeffco Learning Labs are intentionally structured to engender educator self reflection and application of new skills to ensure all participants transform their practice for all students--not just the lab host. 2) Jeffco Learning Lab participants will also have support in transforming their practice for English Language Learners, students with an IEP, etc.

9/2018-5/2020 Learning from mentor, planning, and learning labs regarding transforming the task; research regarding best instructional practices, Process of a LAB Experience That Affects Learning; Learning Lab Tight and Loose.

• Exec. Dir. of

Teacher Learning, school and central administrators/c

• aches/teacher

s, directors and central facilitators from Curriculum and Instruction Several learning labs are already being facilitated and others are forming, Professional Learning for facilitators continues, 2018-2020 Number of educators engaged in

• ngoing

learning and planning lab

• cycles. Areas of

focus may include planning for daily, responsive instruction Learning Lab funds through

• Dr. Colleen

O'Brien's work

• n Teacher

Learning N/A

41

SLIDE 42

MAJOR IMPROVEMENT STRATEGY 6: The Gifted/Talented Department will implement a Talent Pool model, defined as a group of students who demonstrate an advanced / exceptional ability in a particular area, but at this time do not meet the formal criteria for gifted identification, to better identify high potential students among minority, English Language Learner, Free/Reduced Lunch and Special Education populations, and to provide appropriately challenging instructional resources and strategies for these students to actualize their potential. Strategic Plan Alignment Action Step Name

Description Start/End Date Resource Key Personnel Status School Year Benchmark Measure Funding Source

Requested Budget Amount Responsive Instruction, High Expectations, Student- Directed Learning, Educator Learning, Commitment to Equity Develop concept Partner with the district’s ESL/Dual Language, Title I, Student Engagement & Special Ed departments to develop plans to educate the district about the nature of giftedness in all populations, especially among school communities with high ELL and FRL populations, and develop strategies to better identify and serve high potential students in those populations. Aug 2018 - present Research & resources from other districts GT Director, Title I Director, ESL Director, SPED Directors, GT Resource Teachers (RTs), Family Engagement Liaisons (FELs) In progress 2018-19; 2019-20 Met with Title and ELL directors; Met with SPED Directors; Established liaisons for each of these departments; Education & communication plan completed General Fund (GT budget), CDE GT AU allocation funds N/A Responsive Instruction, High Expectations, Student- Directed Learning, Commitment to Equity Develop structures Develop Talent Pools to identify high potential and provide enriched instruction for students from poverty, English Language Learners and Special Education students. Aug 2018 - May 2019 Research & resources from other districts GT Director, GT Resource Teachers (RTs), Pilot school staff Completed 2018-19 Pilot implemented at 7 pilot schools General Fund (GT budget), CDE GT AU allocation funds N/A Responsive Instruction, High Expectations, Student- Directed Learning, Educator Learning, Commitment to Equity Develop resources Develop educational resources about gifted potential in underrepresented populations and communicate to impacted school communities. Aug 2018 - present Research & resources from other districts GT Director & RTs, Title I Director, ESL Director & RTs, SPED Directors, Family Liaisons In progress 2018-19; 2019-20 Developed web resources and/or handbook on internal website; Targeted focus for GT RTs working with principals at impacted schools General Fund (GT budget), CDE GT AU allocation funds $4000 additional funding needed for community outreach resources Responsive Instruction, High Expectations, Student- Directed Learning, Educator Learning, Commitment to Equity Deliver resources & Professional Learning Provide resources and deliver professional learning on identification and programming strategies (academic & social-emotional) for educators at 7 Pilot Schools Aug 2018 - May 2019 Research & resources from other districts GT Director & RTs, Title I Director, ESL Director & RTs, SPED Directors, Family Liaisons Completed 2018-19 Resources provided to all pilot school classrooms; Professional Development delivered to all pilot school teachers and leadership General Fund (GT budget), CDE GT AU allocation funds $27,000 additional funding needed for release time and PL resources for all teachers at pilot schools Responsive Instruction, High Expectations, Student- Directed Learning, Commitment to Equity Alternative Testing Implement additional testing instruments such as the Naglieri Non-Verbal Abilities Test (NNAT) and follow-up testing at other grade levels Aug 2018 - present NNAT, CogAT, KBIT, alternative assessments GT Director, GT RTs, Assessment Dept In progress 2018-19; 2019-20 Explored technical & training requirements: Implemented online NNAT General Fund (GT budget), CDE GT AU allocation funds, CDE USQP grant $14,000 additional funding needed to test 1400 total students Family & Community Engagement, Commitment to Equity Community

• utreach

Broaden outreach to families and communities

• f GT and high potential students from ELL or

FRL populations at 7 Pilot Schools. Aug 2018 - present Research & resources from other districts GT Director & RTs, Title I Director, ESL Director & RTs, SPED Directors, Family Liaisons In progress 2018-19; 2019-20 Presented information at impacted schools General Fund (GT budget), CDE GT AU allocation funds N/A Responsive Instruction, High Expectations, Student- Directed Learning, Educator Learning, Commitment to Equity Expand Pilot Broaden pilot to 16 schools, scaling up the identification and programming methods refined in the 2018-19 pilot Aug 2019 - May 2020 Data & strategies gained from earlier pilot GT Director & RTs, Title I Director, ESL Director & RTs, SPED Directors Family Liaisons, pilot school staff In progress 2019-20 16 pilot schools have received resources and training to implement Talent Pool model General Fund (GT budget), CDE GT AU allocation funds, CDE TLP grant N/A Responsive Instruction, High Expectations, Student- Directed Learning, Educator Learning, Commitment to Equity Scale Up Broaden pilot to all district Title I schools May 2020 Data & strategies gained from earlier pilot GT Director & RTs, Title I Director, ESL Director & RTs, SPED Directors, Family Liaisons, school staff Not begun 2020-21 All Title schools have received resources and training to implement Talent Pool model General Fund (GT budget), CDE GT AU allocation funds, CDE TLP grant $90,000 additional funding needed to sustain current pilot schools and broaden pilot to all Title schools

42

SLIDE 43

Acronym or Term

Defined

Academic Growth

A student's growth percentile (ranging from the 1st to the 99th) indicates how a student's performance changed over time relative to students with a similar score history on the state assessments.

ALP

Advanced Learning Plan for gifted/talented learners

AP

Advanced Placement - courses designed by College Board

Bridge to Curriculum

Jeffco's interactive online tool that supports instructional planning in Jeffco

Budgeting for Outcomes (BFO)

budgeting for outcomes (BFO) a way creating sustainable budgets that position the government to deliver the services citizens demand and expect.

C & I

Curriculumn & Instruction

Careerwise Apprenticeships

3 year apprenticeship program where students participate in on-the-job training with a local company. Each apprenticeship ensures an idustry certification

CAS

Colorado Academic Standards

CDE

Colorado Department of Education

CMAS

Colorado Measures of Academic Success

Competency Based Teaching

Teaching with specific skills in mind connected to the Colorado Academic Standards. Competencies are the demonstration of student learning.

Concurrent Enrollment

Student courses that receive college credit from the local community college or other local schools with an agreement with Jeffco Schools. Courses can be guaranteed transfer or may not be guarantee transfer.

Continous Improvement

continually learn, adjust, and grow

Constructed Reponse

A Student's ability to read indepenedently and comprehend proficiently is assessed

CTE

Career and Technical Education programs

Dan Meyer

Dan Meyer is an educational consultant who taught high school math to students who didn't like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachael Ray, and TED.com. He earned his doctorate from Stanford University in math education and is the Chief Academic Officer at Desmos where he explores the future of math textbooks. He speaks internationally and was named one of Tech & Learning's 30 Leaders of the Future.

DIBELS

Dynamic Indicator of Basic Early Literacy Skills

Differentiated Layered Centers

Creating multiple paths so that students with different ability levels, learning styles, and interests can all be successful in learning and in demonstrating what they have learned.

Discovery Reading

The structure of communication and expectation that creates authentic, respectful conversations, where children listen to each other and add to one another’s thinking

Dual Language Education

Spanish speakers and/or English speakers learn together in English and Spanish to become bilingual and biliterate. Current programming K-7.

DUIP

District Unified Improvement Plan is an imporvement process outlined by the Colorado Department of Education for K-12 public school districts and schools across the state.

EBRW

Evidence-based Reading and Writing for SAT and PSAT

ECE

Early Childhood Education

ELA

English Language Arts

ERD

Educational Research & Design

ESL

English as a second language

Externships

Teacher externships where teachers participate in learning on the job at area

• industries. Teachers then develop authentic learning experiences connected to their

learning.

Formative Assessment

Quick assessments to determine a student's understanding of a topic (quiz, ticket out the door)

FRL

Free and reduced lunch

Google Classroom

Google Classroom is a free digital workflow system for schools that simplifies creating, distributing, and grading assignments in a paperless way.

43

SLIDE 44

Acronym or Term

Defined

GT

Gifted and Talented; According to the CDE Website (https://www.cde.state.co. us/gt/about ) the definition of a gifted student is: The Exceptional Children's Educational Act (ECEA) defines "gifted" children as: Those persons between the ages of four and twenty-one whose aptitude or competence in abilities, talents, and potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Gifted children are hereafter referred to as gifted students. Children under five who are gifted may also be provided with early childhood special educational services. Gifted students include gifted students with disabilities (i.e. twice exceptional) and students with exceptional abilities or potential from all socio-economic, ethnic, and cultural

• populations. Gifted students are capable of high performance, exceptional

production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness: · General or specific intellectual ability · Specific academic aptitude · Creative or productive thinking · Leadership abilities · Visual arts, performing arts, musical or psychomotor abilities 12.01(16)

Higher Learning Commission

Organization that provides certification for concurrent enrollment courses taught by Jeffco teachers. Jeffco teachers must be certified by the higher learning commission to teach these courses.

IB

International Baccalaureate Programme

IDR

Instructional Data Reporting

JCEA

Jefferson County Education Association

JDLM

The Jeffco Depper Learning Model is a balanced approached to deeper learning: a strengthening of the focus on transforming the student learning experiencein the presence of Jeffco Generations Skills.

Jeffco Generation Skills

The Jeffco Generation Skills are the essential skills necessary for students to be college and career ready. These include; content mastery, civic & global engagement, self-direction & personal responsibility, communication, critical & creative thinking, collaboration & leading by influence, and agility & adaptability.

JSEL

Jeffco Summer of Early Learning

KEA

The Kindergarten Early Assessment helps teachers and families gain an ongoing understanding of the strengths and needs of each child as a way to help ensure that each child reaches his or her greatest potential. the information gathered during the first 60 days of kindergarten creates a snapshot of each child's learning development in key areas.

LAUNCH together initiative

LAUNCH Together is an initiative designed to improve social, emotional, behavioral, physical and cognitive outcomes for young children (prenatal through age eight) and their families in Colorado

Learning Labs

Learning Labs are laboratory experiences where teachers, leaders, and coaches collaborate to improve practice within the context of their own work place.

NWEA MAP

NWEA's assessments are called Measures of Academic Progress (MAP). MAP provides a districtwide progress monitoring tool providng a benchmark assessment three times per year aligned to Colorado Academic Standards.

NWEA MAP Reading Fluency

MAP Reading Fluency is an online, adaptive assessment that efficiently measures

• ral reading fluency, comprehension, and foundational skills.

NWEA MAP Skills

MAP Skills is a skills mastery and progress monitoring assessment that helps teachers drill down to the specific skills each student needs to learn.

P3

Public-Private Partnership to support instructional supports in grades Preschool through grade 3

PBL

Project/Problem Based Learning creates authentic learning experiences for students to master Colorado Academic Standards through relevant and engaging work.

PLC

Professional Learning Community

Proficiency Scales

A proficiency scale, in simplest terms, represents a progression of learning goals with three levels of difficulty: (1) the target (level 3.0) content; (2) the simpler (level 2.0) content; and (3) the more complex (level 4.0) content.

44

SLIDE 45

Acronym or Term

Defined

PSAT

The Preliminary SAT is a standardized test administered by the College Board. The PSAT tests the same skills and knowledge as the SAT appropriately designed for the grade level. The Colorado Department of Education requires statewide testing for all public schools in English language arts and mathematics for grades 9 and 10.

READ Act

The Colorado Reading to Ensure Academic Development Act focuses on students identified as having a significant reading deficiency, delineates requirements for parent communication, and provides funding to support intervention.

Reading Workshop

The structure of reading workshop includes a mini-lesson, student reading time, and

• closure. The basic and predictable structure of reading workshop accommodates for

flexibility, responsiveness and student centered differentiated instructional support. All of the components of the reading workshop work in concert with one another in

• rder to provide differentiated instruction for each student.

Resource Teacher

Resource Teachers are central staff who work in the schools to meet the needs of English language learners or students with an ALP.

Rubric

A list of criteria to assess performance that helps teachers and students define quality for student work, products or demonstrations of learning.

SAT

The SAT is a standardized test administered by the College Board. The Colorado Department of Education requires statewide testing for all public schools in English language arts and mathematics for grade 11.

Schoology

Schoology brings together the best K-12 learning management system with assessment management to improve student performance, foster collaboration, and personalize learning.

SPED

Special Education; students with an individualized education program

STEM

Curriculum based on the idea of educating students in four specific disciplines - science, technology, engineering and mathematics.

Title I

Schools with large populations of low-income students that will receive supplemental federal funds to assist in meeting student educational goals.

TOSA

Teacher on Special Assignment

45