Spring 2017 CORE Framework Update Presented by: Dr. Lamont W. - - PowerPoint PPT Presentation

Spring 2017 CORE Framework Update

Presented by:

• Dr. Lamont W. Browne, Executive Director of Autonomous Schools

John Youngquist, Chief Academic Officer April 4, 2017

Every St udent Shapes a Successf ul Fut ure

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Every St udent Shapes a Successf ul Fut ure

Spring 2017 CORE Update

▪ Why is this topic on the board agenda? ▪ To keep the Board apprised of the status/progress of our schools on the State Accountability Clock. ▪ To discuss recommended APS Policy regarding Charter Schools who are on the Accountability Clock ▪ What are we asking the board to do with this information: ▪ For District schools, this is information only representing recommendations for CORE strategies that the Division of Equity in Learning is making to Superintendent Munn ▪ Consider recommendation for annual actions pertaining to charter schools on the Accountability Clock ▪ How is this linked to the Strategic Plan, Vision, Mission, goals & core beliefs? ▪ This information will inform the board of the status of our schools and the progress of our CORE Framework

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Every St udent Shapes a Successf ul Fut ure

Communities Organized to Reach Excellence

1. Communities of Practice: Each

intervention, resource, and initiative is meant to connect the leaders, teachers, and learners with a community of practice in targeted areas 2. Innovative Systems and Structures: APS leaders design strategic interventions, resources, and other initiatives catered to the needs of each CORE school 3. Timeline: CORE addresses schools that are identified on the state accountability clock Aligned with APS Core Beliefs

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Every St udent Shapes a Successf ul Fut ure

Communities Organized to Reach Excellence

In addition, we are focused on capacity building in the following 9 key areas: 1. Turnaround Leadership 2. Budget Flexibility 3. Staff Recruitment and Retention 4. Charter Authorization 5. Innovation Experience 6. Physical Space 7. Philanthropic Relationships 8. Community Engagement 9. Turnaround Management

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Every St udent Shapes a Successf ul Fut ure

What to look for…

(From October 2016 Board Meeting)

• Progress Update of Major School Improvement Actions

Year 1 of Implementation

– Central (Action Zone, pending CDE plans), Paris, and Fletcher (charter conversion)

• Recommended Interventions for Year 3 Priority

Improvement and Turnaround Schools

– Sable, Wheeling and South

• Improvement/Additions to protocols regarding charter

schools

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Every St udent Shapes a Successf ul Fut ure

Communities Organized to Reach Excellence

Four Part Presentation:

• I. Update on CORE schools that

have already taken drastic action

(Paris Elementary School (Yr. 4), Aurora Central High School (Yr. 5) and Fletcher Community School (Yr. 2)

• II. Update on CORE schools that are

in Yr. 3 on the clock or in Turnaround status (Sable Elementary School

(Yr. 3), Wheeling Elementary School (Yr. s) and South Middle School (Turnaround)

• III. Update on CORE charter schools
• IV. Update on new charter school

protocols

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Every Student Shapes a Successful Future

Paris Elementary

Priority Improvement, Year 4

• Restorative justice efforts have resulted in decrease in number of referrals

and suspensions. Reduction in referrals from 121 in 2016 to currently 89 in

• 2017. Suspensions last year were 28 and they are currently at 15 which is

trending to be less referrals and suspensions than last year

• Implementing American Reading Company’s Independent Reading Level

Assessment (IRLA) has resulted in:

– Students’ increased time in text compared to last year – Teacher weekly assesses each students’ independent reading progress and makes adjustments to instruction – Each student has an independent reading goal, can state it and tell you their reading level

• Participation in Zone-wide working groups has resulted in cross-Zone

collaboration surrounding talent management, international leadership, and curriculum, assessment, and data-driven instruction

• Principal participates in bi-weekly coaching to improve leadership skills
• Principal and building leaders attended PD around observation feedback and

DDI to improve teacher performance

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Part I

Every Student Shapes a Successful Future

Aurora Central High School

Turnaround, Year 5

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• 9th grade House model has resulted in 9th grade having the highest on-track

rates in the school (71% as compared to 57% across all grade levels).

• Participation in Zone-wide working groups has resulted in cross-Zone

collaboration surrounding talent management, international leadership, and curriculum, assessment, and data-driven instruction.

• Staff has participated in restorative justice, positive behavior interventions

and supports (PBIS), and relationship building trainings in order to build school culture and strengthen student-staff relationships.

• Restorative justice and PBIS efforts have resulted in dramatic decrease in

number of referrals (310 vs. 640 during the 15-16 school year) and suspensions (216 versus 342 during the 15-16 school year).

• In the first year of Zone implementation, 177 home visits have been

conducted and logged (as of March 1, 2017), as compared to 34 home visits prior to Zone implementation.

• Building leaders attended OAS PD using observation feedback protocol with
• teachers. This training along with waivers has resulted in 489 observation

and feedback cycles as of March 2017.

Every St udent Shapes a Successf ul Fut ure

Turnaround Pathway

• The Office of Autonomous Schools has submitted a joint

proposal of Innovation status and Management Partner to the Colorado Department of Education (CDE)

• CDE has reviewed our joint proposal and made a

recommendation to SBE for approval of our Innovation Status as our pathway for Aurora Central with Management Pathway Support (Mass Insight Education)

• Presentation to the State board of Education is at 1:00pm
• n Wednesday, April 12

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Aurora Central High School

Turnaround, Year 5

Every St udent Shapes a Successf ul Fut ure

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Fletcher Community School

Fewer suspensions at Fletcher Community School Fewer referrals at Fletcher Community School Fewer Severely Chronically Absent students at Fletcher Community School (currently down by 56%)

Fletcher Community School Average Daily Attendance APS District School Average Daily Attendance

Fletcher Community School average daily attendance greater than District average Enrollment: 2015-16 = 386 2016-17 = 368

Trending Improvements to School Culture

Every St udent Shapes a Successf ul Fut ure

Fletcher/RMP Transition Accomplishments

• New Project Manager – John Lyons
• Completed Facilities/Shared Space Agreement
• Calendar/Bell Schedules Alignment
• Autism Center Integration Strategy
• RMP Transportation Plan
• Teacher Info Sessions
• Family Info Sessions
• Updated APS Address Lookup Tool

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Fletcher/RMP Current Projects

Community Engagement Efforts Centralized Admissions Process Finalize Autism Center Agreement

Every St udent Shapes a Successf ul Fut ure

Sable Elementary School Data Snapshot

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Sable Elementary School Data Snapshot 2015-16 SPF Status: Priority Improvement Year 3 Title 1: Yes DSS Status: Green # of Students: 520 Enrollment to Capacity: 107% F/R Lunch: 84.8% ELL: 61% ESS: 10.8% GT: 2.5% Homeless: 4.7% Achievement and Growth

• CMAS/PARCC District Average Met/Exceeded Expectations Compared to School % ME+:

Eng/LA: Grade 3: 18.6/9.9% Grade 4: 21.2/9.5% Grade 5: 21.1/11.3% Math: Grade 3: 18.2/3.2% Grade 4: 14.0/4.8% Grade 5: 13.7/7.5% Human Resources

• Principal Status: 6th Year and Continuing 2016-17
• Teacher Turnover: ‘12-13: 6.45% ’13-14: 0% ’14-15: 12.5% ‘15-16: 14.9%

School Climate

• Average Daily Attendance… ’14-15: 94.1% ‘15-16: 94.1% ‘16-17 thru Q3: 94.4%
• % Students Chronic Absence… ’14-15: 18.3% ‘15-16: 17.6% ‘16-17 thru Q3: 16.4%
• Behavior/# of Suspensions… ‘14-15: 36 ‘15-16: 18 ‘16-17 thru Q3: 19

Part II

Every St udent Shapes a Successf ul Fut ure

Sable Elementary

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Essential Elements of an Effective APS School Status Key Actions

APS 2020 Strategic Plan Implementation

• Completed E-Status goals & action plan for 4th & 5th graders
• Naviance integration into student goal setting in Reading and Math
• Increase parent engagement in goal setting for their child’s future

Instructional Design

• Implemented weekly PLCs focused on Reading & Math – Data Driven

Instructional focus

• Assigned grade level members to the Turnaround Leadership team
• Assign coaching support for every teacher
• Completed exit criteria for grades K-5; Completed 6 week instructional

units aligned with Interim assessments

Intentional School Culture

• Using data more effectively to target students below grade level,

chronically absent and each student has an action plan through MTSS

Educator Effectiveness

• Principal & AP support teacher evaluations (in classrooms daily)
• Hired Dean to support behavior support and response
• Assigned Turnaround leadership team members team change agents

Community & Family Engagement

• Completed monthly parent meetings with focus on Tech, Reading, Math
• Implemented weekly teacher communication with parents
• Received Community donations from ProLogis, ADT
• Collaboration with ProLogis & PCs for people to place 50 computers into

families homes

Operations

• Relocated Read Act funds for Reading interventionists & Coaching

support for each teacher

Recommendation

• School Improvement Action: Academic Performance Review

2017-2018; Continuation in UVA Sustainability Program

Every St udent Shapes a Successf ul Fut ure

Wheeling Elementary School Data Snapshot

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Wheeling Elementary School Snapshot 2015-16 SPF Status: Priority Improvement Year 3 Title 1: Yes DSS Status: Green Number of Students: 489 Enrollment to Capacity 83% F/R Lunch: 80% ELL: 45.6% ESS: 7.8% GT: .4% Homeless: 3.7% Achievement and Growth

• CMAS/PARCC District Average Met/Exceeded Expectations Compared to School % ME+:

Eng/LA: Grade 3: 18.6/10.1% Grade 4: 21.2/10.7% Grade 5: 21.1/17.7% Math: Grade 3: 18.2/3.5% Grade 4: 14.0/4.7% Grade 5: 13.7/16.5% Human Resources

• Principal Status: 5th Year and Continuing 2016-17
• Teacher Turnover: ‘12-13: 7.5% ’13-14: 12.2% ’14-15: 21% ‘15-16: 13.5%

School Climate

• Average Daily Attendance… ’14-15: 93.3% ‘15-16: 94.4% ‘16-17 thru Q3: 94.3%
• % Students Chronic Absence… ’14-15: 24.4% ‘15-16: 18.4% ‘16-17 thru Q3: 20.7%
• Behavior/# of Suspensions… ‘14-15: 86 ‘15-16: 60 ‘16-17 thru Q3: 19

Every St udent Shapes a Successf ul Fut ure

Wheeling Elementary

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Essential Elements of an Effective APS School Status Key Actions

APS 2020 Strategic Plan Implementation

• Plan: 100% of students have a plan for the future in Naviance
• Skills: Students show growth in PYP IB Trans-disciplinary Skills as evidenced in

student portfolio

• Credentials: working with all 4th & 5th grade students to earn a minimum of one

digital badge by the end of the school year.

Instructional Design

• Implementation of Instructional Models Curricular Programming
• Focus on transferring Literacy PD for content knowledge to
• classroom. (ANET/TLAC)
• Implementation of targeted lesson planning
• Active coaching & Model Classrooms
• Effective use of data and engagement of Data-Driven Instruction
• Bi-weekly data analysis meetings
• Re-teach and re-assess key concepts identified through data

Intentional School Culture

• Clearly defined & continually communicated Vision & Mission living in the

building

• Re-developed Behavioral Response System (RJ/Retooling classroom management

systems).

Educator Effectiveness

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

Weekly Learning walks with school created look fors.

• Refined Recruitment, Selection, Retention Systems through marketing strategies and

high quality PD opportunities for teachers.

Community & Family Engagement

• Welcoming Environment Valuing Community Culture; Parent Presence and
• Engagement. Increased number of Family Events and SAC opportunity.
• Parent and Community Members Involved as Decision Makers - by creating a

functioning School Advisory Committee

Operations

• Budgeting & Staffing - realigning teacher strengths to grade level, kept decision

making on building vision & mission during budget reorganization.

Recommendation

School Improvement Action: Continue work with CDE’s Turn-Around

Network and Achievement Network; New for 2017-18 - Participation in UVA Turnaround Leadership Program

Every St udent Shapes a Successf ul Fut ure

South Middle School Data Snapshot

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South Middle School Snapshot 2015-16 SPF Status: Turnaround Year 2 Title 1: Yes DSS Status: Orange Number of Students: 735 Enrollment to Capacity: 70% F/R Lunch: 82.9% ELL: 40.1% ESS: 16.7% GT: 2.0% Homeless: 3.1% Achievement and Growth

• CMAS/PARCC District Average Met/Exceeded Expectations Compared to School % ME+:

Eng/LA: Grade 6: 17.9/3.6% Grade 7: 26.1/1.7% Grade 8: 24.9/10.1% Math: Grade 6: 12.3/0.4% Grade 7: 12.2/1.7% Grade 8: 9.7/6.3% Human Resources:

• Principal Status: 1st Year (new principal for 2016-17)
• Teacher Turnover: ‘12-13: 14% ’13-14: 18% ’14-15: 24% ‘15-16: 21.8%

School Climate

• Average Daily Attendance… ’14-15: 94.7% ‘15-16: 90.6% ‘16-17 thru Q3: 90.9%
• % Students Chronic Absence… ’14-15: 37.4% ‘15-16: 36.8% ‘16-17 thru Q3: 32.2%
• Behavior/# of Suspensions… ‘14-15: 168 ‘15-16: 202 ‘16-17 thru Q3: 92

Every St udent Shapes a Successf ul Fut ure

South Middle School

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Essential Elements of an Effective APS School Status Key Actions

APS 2020 Strategic Plan Implementation

• Goal 1:School-wide system for iCap Completion
• Goal 2: Principal engaged in Middle School 21C Cohort
• Goal 3: Early implementation of credentials

Instructional Design

• New School Leader (Year 1)
• Relay National Academy Principal Fellowship
• Data Driven Instruction
• Director visits/coaching

2017 -18

• CDE Turnaround Network
• Relay National Academy Principal Fellowship expansion
• ATLAS Teacher Leadership

Intentional School Culture

• South S.T.R.O.N.G.
• Student Success Coach and Course
• Restorative Approaches and Practices

Educator Effectiveness

• Observation and Feedback - Get Better, Faster tools
• Weekly Calibration through Learning Walks

Community & Family Engagement

• Family Liaison - Home Visits
• Community Engagement and Partnerships
• Marketing and Re-branding Campaign

Operations

• Facilities updates/upgrades

Recommendation

School Improvement Action: With leadership of second-year principal, continue strong focus on data-driven, standards-based instructional planning; School Leadership Team in RELAY GRE

Every St udent Shapes a Successf ul Fut ure

State Accountability Clock: APS Charter School Policy

• Currently, there is no district policy regarding charter schools that are on

the clock for any number of years

• For the 2016-2017 school year, AXL Academy is in Year 1 on the clock

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Part III

Every St udent Shapes a Successf ul Fut ure

AXL Academy Snapshot

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AXL Academy Snapshot 2015-16 SPF Status: Priority Improvement Year 1 Title 1: No DSS Status: N/A Number of Students: 538 Enrollment to Capacity: 90% F/R Lunch: 66.5% ELL: 30.1% ESS: 7.4% GT: 1.7% Homeless: 0.9% Achievement and Growth

• CMAS/PARCC District Average Met/Exceeded Expectations Compared to School % ME+:

Eng/LA: Grade 3: 18.6/14.5% Grade 4: 21.2/12.3% Grade 5: 21.1/10.2% Grade 6: 17.9/22.2% Grade 7: 26.1/0% Grade 8: 24.9/23.5% Math: Grade 3: 18.2/12.3% Grade 4: 14.0/3.4% Grade 5: 13.7/2.0% Grade 6: 12.3/3.7% Grade 7: 12.2/3.2% Grade 8: 9.7/2.9% Human Resources:

• Principal Status: 1st Year (new principal for 16-17)
• Teacher Turnover: 2013-14: 40% 2014-15: 40% 2015-16: 25%

School Climate

• Average Daily Attendance: 2014-15: 95% 2015-16: 93.9% 2016-17 thru Q3: 94.1%
• % Students Chronic Absence: 2014-15: 15.9% 2015-16: 18.5% 2016-17 thru Q3: 17.5%
• Behavior/# of Suspensions: 2014-15: 33 2015-16: 93 2016-17 thru Q3: 102

Every St udent Shapes a Successf ul Fut ure

AXL Academy

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Charter History SPF RATING HISTORY

• March 2007 – Charter Application Approved
• July 2012 – Renewal Contract (1) In Effect
• January 2016 – Renewal Application

Conditionally Approved

• July 2016 – Renewal Contract (2) In Effect
• June 2020 – Renewal Contract Expires

2009-10 Improvement 2010-11 Improvement 2011-12 Performance 2012-13 Performance 2013-14 Performance 2014-15 Performance 2015-16 Priority Improvement

Contract Language – Pupil Performance Standards

2.4.1 As a condition of its renewal, AXL shall maintain a school performance rating of “Performance” as measured by stated and school assessments. AXL shall also maintain at least a school performance rating of “Improvement” at each school level (3-5, 6-8). The Board may deem that failure to maintain these performance ratings constitutes a material breach of this Contract, grounds for termination of the Contract, and/or grounds for denying a renewal application. A breach of this provision shall not be subject to cure. Every St udent Shapes a Successf ul Fut ure

Every St udent Shapes a Successf ul Fut ure

AXL Academy

We have requested a school performance analysis and improvement plan from AXL Academy (due within 30 days). We have scheduled a meeting with school leadership to determine next steps regarding school improvement.

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Every St udent Shapes a Successf ul Fut ure

State Accountability Clock: APS Charter School Policy

Intended New District Practices (Commencing in 17-18):

• The Office of Autonomous Schools (OAS) will perform a Level 3 review each year that a

charter school is on the clock until their contract is up for renewal. Then utilize the historical trends and performance measures to make strong cases for revocation if necessary.

• Meet with the charter school quarterly to review improvement goals and suggestions

evidenced through district feedback on the level 3 review.

• OAS will conduct research to determine local and national best practices regarding

district/charter agreements pertaining to state-identified struggling schools.

• OAS will engage district and charter school leadership to identify appropriate and

rigorous accountability measures to be included in all future charter contracts (new and renewal).

• OAS will work with Superintendent Munn to determine the appropriate

recommendation for APS Charter School Policy for Board review by June 2017.

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Every St udent Shapes a Successf ul Fut ure

OAS Charter School Reviews

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Level 1 Review Level 2 Review Level 3 Review

Appropriate when: ∙ Authorizer has limited capacity/people/ time to put toward annual feedback ∙ A charter school has a long history of strong performance ∙ A charter school is far away from scheduled renewal process Appropriate when: ∙ Authorizer has some capacity to put toward annual feedback ∙ A charter school has demonstrated strong recent performance ∙ A school is only a 1-2 years from scheduled renewal process ∙ The authorizer has some questions about the school’s performance Appropriate when: ∙ Authorizer has capacity to engage in significant annual feedback ∙ Authorizer maintains short contracts (3-5 years) ∙ A school is headed into renewal in the next year or two ∙ A school has asked for specific feedback from authorizer ∙ The authorizer has some concern about the school’s performance

• Performed annually for each charter school (Level 1, 2 or 3)
• Areas reviewed: Academic Performance, Governance, Operations & Finance
• Schools receive summary narrative and rating with the chance to respond to findings

Level 3 Academic Review (specifically):

• Academic Performance – Based on CDE provided assessment data
• Site Visit Summary – Focused on improvement strategies identified in UIP

Every St udent Shapes a Successf ul Fut ure

Charter Authorization Protocol Updates

Improvements made this year:

• Minimum of three internal and external reviewers per section of

the application for more comprehensive feedback.

• Individualized reviewer trainings scheduled for evaluation of best

practices for charter application reviews.

• Meetings with applicants before application deadline to clarify
• utstanding questions regarding process to ensure quality

submissions.

• Strengthened and more intensive research of charter applicant

group and related entities

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Part IV

Every St udent Shapes a Successf ul Fut ure

Charter Authorization Protocol Updates

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Every St udent Shapes a Successf ul Fut ure

Thank You!

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Every St udent Shapes a Successf ul Fut ure

Appendix Items

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Accountability Clock

Six schools that were formerly in Turnaround or Priority Improvement status have moved off the Accountability Clock (according to preliminary ratings only):

• Century Elementary
• Lansing Elementary
• Lyn Knoll Elementary
• Mrachek Middle School
• Boston K-8
• Vista PEAK Exploratory

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Every St udent Shapes a Successf ul Fut ure

Accountability Clock

Schools that were previously in Performance or Improvement status are now on the Accountability Clock (according to preliminary ratings only)*:

• Dartmouth Elementary
• Kenton Elementary
• Laredo Elementary
• Aurora Hills Middle School
• East Middle School
• AXL Academy (charter)

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Every St udent Shapes a Successf ul Fut ure

Accountability Clock

Schools that remain on the Accountability Clock

(according to preliminary ratings only)*:

• Fletcher Community School
• Gateway High School
• North Middle School
• Sixth Avenue Elementary
• South Middle School
• Vaughn Elementary
• Virginia Court Elementary
• Sable Elementary -- (Year 3)
• Wheeling Elementary -- (Year 3)
• Paris Elementary -- (Year 4)
• Aurora Central High School -- (Year 5)

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Every St udent Shapes a Successf ul Fut ure

Every St udent Shapes a Successf ul Fut ure

Sable Elementary Background 2013-2014

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Major Improvement Strategies Significant CORE Actions & Investments Outcomes/Trends

• 1. Teacher development in

reading strategies to support ELLs specifically,

• ral language and

vocabulary development

• 2. Teacher development on

how to teach the writing standards

• 3. Critical Learning Phases

in math using formative assessments to analyze and plan

• 1. RMC Audit
• 2. First year of READ Act

intervention funding

• 3. Application and

engagement of School Improvement Support grant with focus on teacher professional development

• 4. Implementation of Site

Visits with superintendent and district leadership team

• 1. Attendance stable from

prior year

• 2. Increase in behavioral

incidence relative to prior year

• 3. General increases in

TCAP outcomes for every content area

• 4. Positive trend in

performance of ELL’s

• 5. Continued SPF status of

Priority Improvement

Every St udent Shapes a Successf ul Fut ure

Sable Elementary Background 2014-2015

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Major Improvement Strategies Significant CORE Actions & Investments Outcomes/Trends

• 1. Teacher development

in reading strategies to support ELLs specifically, oral language and vocabulary development

• 2. Critical Learning Phases

in math using formative assessments to analyze and plan

• 1. Additional RMC Audit
• 2. Equity in Learning

Restructure for super- vision and support

• 3. Transition from District

Coaches to on-site Teaching Partners

• 4. Continuation of SIS grant

actions

• 5. Engagement of Executive

Coaching for principal

• 6. Allocation of two

Community Corp

• 1. Continuation of Priority

Improvement SPF status

• 2. Difficult to interpret

academic outcomes from initial year of CMAS implementation

• 3. Initial decrease in chronic

non-attenders

• 4. Behavioral incidence

remain high/stable

Every St udent Shapes a Successf ul Fut ure

Sable Elementary Background 2015-2016

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Major Improvement Strategies Significant CORE Actions & Investments Outcomes/Trends

• 1. English Language Arts

through Professional Learning Communities (PLC) teachers will understand how to use data to plan for precise whole and small group instruction

• 2. Math through

Professional Learning Communities (PLC) teachers will use data to plan for precise whole and small group instruction.

• 1. Engagement of Executive

Coaching for principal

• 2. Title 1 mini-grant for

teacher coaching

• 3. Participation in

University of Virginia Turnaround Leadership Programming

• 4. Weekly LC Director visits
• 5. Turnaround Leadership

Team

• 6. Transition from Admin

ToSA to full Asst. Principal

• 1. CDE did not issue new

SPFs

• 2. Positive trends toward

proficiency with Acuity Interim Assessments

• 3. Continuing positive trend

with attendance

• 4. Behavioral incidence are

trending lower than prior years

Every St udent Shapes a Successf ul Fut ure

Wheeling Elementary Background 2013-2014

34

Major Improvement Strategies Significant CORE Actions & Investments Outcomes/Trends

• 1. Teachers develop

knowledge of literacy skills across reading, writing, speaking and listening

• 2. Teachers plan and deliver

instruction informed by assessments aligned to academic standards

• 3. Teachers foster a

predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers

• 1. RMC Instructional Audit
• 2. Addition of Assistant

Principal

• 3. Implementation of

behavioral support position

• 4. Initial allocation of READ

Act resources

• 5. Initiation of superin-

tendent and leadership team site support visits

• 1. Continuation of Priority

Improvement SPF status

• 2. Trend for TCAP scores

low and stable

• 3. Attendance outcomes

represent low attendance levels

• 4. Behavioral incidence very

high and rising

Every St udent Shapes a Successf ul Fut ure

Wheeling Elementary Background 2014-2015

35

Major Improvement Strategies Significant CORE Actions & Investments Outcomes/Trends

• 1. Teachers develop

knowledge of literacy skills across reading, writing, speaking and listening

• 2. Teachers plan and deliver

instruction informed by assessments aligned to academic standards

• 3. Teachers foster a

predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers adults and peers.

• 1. RMC instructional audit

& CDE Mass Insight audit

• 2. Transition to on-site

Teaching Partners

• 3. Implementation of

School Improvement Strategies grant- literacy

• 4. Engagement of Executive

Coaching for principal

• 5. Applied for CDE

Turnaround Leadership Network and RELAY principal training

• 6. DSS Allocation for

Playworks

• 7. 2 Community Corps
• 1. Continuation of Priority

Improvement SPF status

• 2. Difficult to interpret

academic outcomes from initial year of CMAS implementation

• 3. Low-average attendance

continuing

• 4. Decrease in significant

behavioral events

Every St udent Shapes a Successf ul Fut ure

Wheeling Elementary Background 2015-2016

36

Major Improvement Strategies Significant CORE Actions & Investments Outcomes/Trends

• 1. Teachers plan

And consistently deliver instruction that is aligned to academic standards and draws on results of student assessments.

• 2. Teachers foster a

predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

• 1. Continued implementation
• f SIS grant actions- focus
• n literacy
• 2. Continuation of Executive

Coaching for principal

• 3. Continued participation in

CDE Turnaround Leadership Network and RELAY principal training

• 4. Renewed focus on full

implementation of Inter- national Baccalaureate

• 5. Full implementation of No

Nonsense Nurturing

• 6. Engagement as Equity

Focus School

• 1. CDE did not issue new

SPFs

• 2. While difficult to

interpret first full year of CMAS, literacy focus may be engaging

• 3. Increases in average daily

attendance with trend toward decrease in chronic absenteeism

• 4. Continued decrease in

significant behavioral events