District Accountability Committee 10/10/2017 Location

District Accountability Committee Location: Thompson Valley High School - Library

10/10/2017

All minutes, agendas and handouts can be found @: http://www.thompsonschools.org/domain/676 Page 1 of 3

Attendees: Gil Barela, April Berquist, Dale Bryant, Allison Bryson, Dan Cox, Natalie Diekmann, Heidi Frederikson, Lanny Hass, Kristen Hines, Dawne Huckaby, Jenny Kenton, Alex Martin, Melanie Ramey,Sara Rasmussen, Anne Marie Sanchez, Janet Seter, Marc Seter*, Jody Shadduck-McNally, Christine Smith, Kandi Smith, Russell Thye, Sarah Walgast, Amber Wallace, Sally Zhou

*Board Member

Schools represented: High Schools ☐ BHS, ☐ FHS, ☒ LHS, ☐ MVHS, ☒ TVHSMiddle Schools ☐ BRMS, ☐ CBMS, ☐ HPSK8, ☐ LEMS, ☐ TMS, ☒ WCMSElementary ☐ BES, ☐ BFK, ☒BTES, ☒CMES, ☐ CES, ☐ CPES, ☒ CRES, ☐ GES, ☐ ISES, ☐ LEES,

☐ LES, ☒ MBES, ☐ MES, ☒ NES, ☒ PES, ☒ SMES, ☐ SES, ☐ TES, ☐ WES, ☐ VBESCharter Schools ☒ NVCS, ☒ LCS

Be Impeccable with your Word Don’t Take Anything too Personally Don’t Make Assumptions Always Do Your Best

Time/Topic Notes/Input/Feedback Outcome

5:00 Welcome and Introductions

5:05 ☒ Information☒ Input☒ Decision

Review/Approve Minutes – add LCS to attendance list Jody – motion Anne Marie – second Seating Arrangement by School • Group 1: Big Thompson, Namaqua, Thompson Valley• Group 2: Ponderosa, Sarah Milner, Walt Clark

☒Complete☐Carryover☐ Table

5:08 ☒ Information☐ Input☐ Decision

What, Why, How of Tonight’s Meeting -on location by HS feeder-feedback will be compiled and shared-Principal Data Protocols form-2 Page SUIPS – Show challenges and root causes (going deeper inexplanation), Improvement Strategies (what the school is doing to addresschallenges)-Complete Protocol from multiple lens – parent, SAC, etc.

☒Complete☐Carryover☐ Table

X

http://www.thompsonschools.org/domain/676

https://www.thompsonschools.org/cms/lib/CO01900772/Centricity/Domain/676/September%2019%20DAC%20Minutes.pdf


10/10/2017



5:20 ☒ Information ☐ Input ☐ Decision

Thompson Valley High School – Lanny Hass, Principal and Allison Bryson – SAC Chairperson

- SUIP 2 pager - Feedback

☒Complete ☐Carryover ☐ Table


Walt Clark Middle School – Christine Smith - SUIP 2 pager - Feedback



Group 1 – Big Thompson – Sarah Walgast, Principal - SUIP 2 pager - Feedback

Group 2 – Ponderosa – Kandi Smith, Principal and Gil Barela, SAC Chairperson




Group 1 – Namaqua, Dan Cox, Principal 2 page SUIP


Group 2 – Sarah Milner, Dal Bryant, Principal 2 page SUIP



6:50 ☒ Information ☒ Input ☐ Decision

Debrief/Group Exercise Top 3 most inspiring things you heard tonight and the biggest challenge: NES/SMES – Inspiring

Schools student and community focused




10/10/2017



Culture and climate focus / social emotional support Intentional around instruction

Challenges

Noticing more hats being worn to support PES/BTES inspiring

Problem solving abilities Diversity Specializations Social Skills

Challenges

Hearing same challenges different approaches, no common language Time and money spent to solve the same issues – would like to see Standardization with modifications across

Foundational support is offered, but autonomy leads to individualized support

Conversations are great, seeing lot of commonality, seeing interconnectivity amongst our schools. Liked having time to reflect and more time to share


Next Meeting –November 14 @Berthoud High School Library/Media Center (upstairs) at 5:00pm in the Library/Media Center. Encourage parents to come! THANK YOU TVHS Catering for the AMAZING Snacks! ~ Danielle Evans, Teacher



https://www.google.com/maps/search/Library+@+Berthoud+High+School,+Spartan+Avenue,+Berthoud,+CO,+United+States/@40.3016608,-105.0861421,16z/data=!3m1!4b1?hl=en

DAC Protocol for TSD Principals Thanks for supporting DAC and presenting your SUIP for the DAC committee and other stakeholders.

You can use the protocol below to help you prepare. Feel free to empower parents or teachers to help you present parts of the protocol. -- Natalie Diekmann and Kristen Hines, 2017-18 DAC Co-Chairs

Topic and Time Notes for SUIP Presentation

2 Minutes INTRODUCTION ● Name of yourself/building ● Description of where your

building is located in town ● Quick demographic overview

of building (Title 1, FRL, number of students, special programs, etc.)

● Explain school focus (if applicable)

2 Minutes DATA ● What data did you use to

identify your priority performance challenges?

● What did the data say?

5 Minutes ROOT CAUSES & ACTION STEPS Share each root cause and the matching action steps. As you discuss your action steps, explain what are you keeping, stopping and changing with this year’s SUIP plan. Feel free to share your implementation benchmarks for progress monitoring your action steps.

2 Minutes QUESTIONS

Thompson Valley High School

Improvement Plan Summary

2017-2018

Priority Performance Challenges

Teaching/Learning Cycle-Summative assessment articulation and framework

Teaching/Learning Cycle-Summative assessment articulation and framework designed to support a

comprehensive system of learning. Continued emphasis standards based instruction embedded in the

English, Writing, Mathematics and Science and CTE opportunities within content areas demonstrated by

student efforts, establish necessary metrics to progress monitor competencies and proficiencies in and

across evidence of student learning.

Postsecondary & Workforce Readiness and Access Measures

Increased opportunities for students to enhance the ICAP planning, optimize SAT articulation and

results and expand pathway opportunities for student’s post-secondary efforts. Initial focus on

Matriculation results that are reported in current year’s School Performance Framework.

Competency Based Education/Standards Based Instruction/Personalized Learning

Increased emphasis on learning progressions embedded in Competency Based Learning/Standards

Based Instruction efforts with continued work developed and sustained in the Literacy Design

Collaborative, Math Design Collaborative, and Common Assignment Study work embedded in focused

work of all content areas.

Root Causes

Instructional Practices

Limited instructional strategies and practices to reinforce content based expectations balanced with

necessary differentiated opportunities for our students across all learning and course settings.

Alignment

Continued efforts to align curriculum, instruction, and student expectations to Standards, Common Core,

competency and graduation guidelines and 21st Century learning.

Formative assessment

Limited formative practices that monitor individual performance and personalize necessary resources

connected to Competency Based Education/Standards Based Instruction efforts.

Access

Limited access for all students to courses and skills that best prepare them for expanded post-secondary

academic opportunities.

High Expectations

Limitations on coordinated high expectations and differentiation opportunities for all students,

specifically those students who are not demonstrating adequate growth associated with Depth of

Knowledge and assessment literacy work.

Targeted Instruction

Limited Informational literacy practices that meet the foundational needs of all learners and support

consistency and access for all students (Increased emphasis in AVID strategies).

Student Centered Learning

Limited student centered learning opportunities such as project based learning that embed “traditional”

measures of school based learning into authentic 21st Century opportunities beyond school in efforts to

expand on personalized learning opportunities at the high school setting.

Communication/Collaboration across staff efforts

Necessary time to design and establish articulated framework and develop and sustain a 4 year learning

plan.

Major Improvement Strategy 1:

Foundation for High Engagement of Teaching and Learning.

What success will look like: Implementation school wide learning support structure

which establishes a learning model that staff will use to

facilitate students abilities to comprehend resources and

concepts and communicate ideas at increasingly more

complex levels across grade level expectations and within

specific discipline-based areas. (SCHOOL

WIDE:AVID:WICOR)

Action Steps: Advancement Via Individual Determination (AVID) -

School Wide Readiness efforts and Electives

Personalized Learning (PL)

Departmental Common Plan

Advisory

Review Work Samples and Share Best Practices

Benchmarks: 100% of teachers will implement Cornell note

system.

100% of the staff will be trained in AVID: WICOR

strategies for personalized learning.

Multiple Common Plan period per month will be

reserved for collaboration around instruction.

Targets: Progress monitor professional development and use

of Cornell notes in the classroom.

Improvement in the four metrics (Classroom

Community, Classroom Management, Student

Learning, and Student Centered Environment) present

in the student perception survey.

Monitor classroom and school wide WICOR

implementation to enhance student readiness.

Monitor classroom implementation of project based

learning.

Growth and Achievement based on standardized

assessment results as demonstrated by all student

groups.

Monitor disciplinary literacy in each content area.

Major Improvement Strategy 2:

Culture and Climate addressed through Multi-Tiered System of Support (MTSS) implemented by entire staff with students #TVSTRONG

What success will look like: Improved academic achievement and growth through increasing student and staff safety and sense of belonging to the school community.

Action Steps: Create positive professional guidelines and share with

staff to establish staff ownership of the guidelines

Staff make sense of #TVSTRONG as MTSS systems

and structures

Staff implement yearly advisory plan with zeal and

fidelity

MTSS team meetings to continue to establish and

refine the MTSS processes

Departmental Common Plan

Benchmarks: 100% of teachers will be able to give at least 3

examples of how MTSS has supported student

learning in the 2017-2018 school year

Social Emotional Learning opportunities embedded in

#TVSTRONG work and MTSS work.

Targets: Progress monitor MTSS work in Advisory and other

course work.

Improvement in the four metrics (Classroom

Community, Classroom Management, Student

Learning, and Student Centered Environment) present

in the student perception survey based on efforts

around relationship building, Social Emotional efforts

and other MTSS work.

Monitor classroom implementation of #TVSTRONG

foundations across classroom work

Walt Clark Middle School Unified Improvement Plan Summary

2017-2018 Priority Performance Challenges

• Literacy Growth: Student Group

2016 MPG 2017 MPG Increase/Decrease Rating

All Students 48 41.5 Decrease Approaching FRL 36 36 Stable Approaching Minority 50 41.5 Decrease Approaching Students with Disabilities

38 26 Decrease Does Not Meet

• Math Growth

Student Group

2016 MPG 2017 MPG Increase/Decrease Rating

All Students 51 34 Decrease Does Not Meet

FRL 55 29 Decrease Does Not Meet

Minority 57 28 Decrease Does Not Meet

Students with Disabilities

36 27 Decrease Does Not Meet

Root Causes

• Differentiated Instructional Practices - Differentiation practices within the classroom have been inconsistent to meet the needs of students who are not at proficient or above. Also, differentiation for students who do demonstrate proficient or above needs to be addressed to enrich those students.

• Skills Deficit in Reading and Math – State and local data shows that a high number of students are

testing 1 to 2 grade levels below grade level in reading and math. This data shows that this is occurring at each grade level.

• Common academic vocabulary and instructional practices - Common academic vocabulary and instructional practices are inconsistent across grade levels and content areas. Vertical and horizontal articulation is an area that needs to be addressed.

• Progress Monitoring - Lack of clear expectations and progress monitoring tools for intervention and enrichment.

• School Climate - Social emotional - Students lack feeling of being connected to the school community.

Major Improvement Strategy 1: Disciplinary Literacy

What success will look like: WCMS staff will implement consistent instructional practices, specifically focused on disciplinary literacy for all content areas in order to promote student growth and achievement.

Action Steps: • Weekly Grade level Common Plan facilitated from student-focused meeting agendas that continue discussions around instructional practices and student needs.

• Consistent PLUS Days for grade level/content teams to engage in collaboration for student achievement and growth using data dialogues and engage in identified professional development.

• Advancement Via Individual Determination (AVID) -School Wide Readiness efforts and Electives in partnership with TVHS feeder program.

Benchmarks: • Meeting notes will be shared weekly with administration

• 100% of teachers will engage in data dialogues using iReady data (reading/math) to identify areas of need in student growth to build common instructional practices, and develop intervention plans.

• More than 90% of teachers trained in AVID will implement Cornell notes/WICOR in the classroom and assist in building capacity within grade level teams.

Targets: • Percent of students demonstrating On or Above level for reading/math iReady will increase through diagnostic testing periods. (BOY, MOY, EOY)

• Progress monitor the implementation of AVID practices in classrooms.

• Increase Median Growth Percentile for identified sub groups from Does Not Meet to Meets in Literacy and Math.

• Academic achievement and growth data will increase to move WCMS from Priority Improvement to Performance as reported through the School Performance Framework

Major Improvement Strategy 2: Strengthen Walt Clark’s existing Multi-tiered Systems of Support (MTSS) and Positive Behavior Intervention Support (PBiS) to promote safety and enhance a more positive school climate.

What success will look like: Positive impact on school climate and culture through increased social-emotional competency among students and staff. Appropriate and timely response to mental health needs that will support students in an environment that promotes academic achievement and growth.

Action Steps: • PBIS/MTSS team meetings regularly scheduled to establish and refine the PBIS/MTSS processes

• Build capacity with staff around Olweus Anti-bullying curriculum in conjunction with Safe Communities, Safe Schools grant and timeline.

• Grade level Common Plan facilitated from student-focused meeting agendas

Benchmarks: • 80% of students will complete SCSS climate and culture survey to identify areas of need.

• More than 90% of staff will be trained in Olweus curriculum at the completion of the 17-18 school year.

• Progress monitoring of students brought to MTSS will be consistent and documented in Alpine.

Targets: • Number of behavior referrals across all sub populations will decrease in Infinite Campus for the 17-18 school year.

• Academic achievement and growth data will increase to move WCMS from Priority Improvement to Performance as reported through the School Performance Framework.

Big Thompson School Unified Improvement Plan Summary 2017-18


• Writing Achievement in grades K-5th • Reading Growth in grades 1st-5th

Root Causes

• There is a lack of vertical alignment and intentional planning of literacy instruction. • There is not a collective culture that uses common language or structures that meets the

needs of students from an increasingly diverse population.

Major Improvement Strategy 1: Writing Achievement

What success will look like: Implement curriculum, differentiated and scaffolded instruction, and formative assessments aligned to the Common Core English Language Arts Standards.

Action Steps: Vertical Alignment STEM Unit Launching STEM Unit Reflections Inter-rater reliability Implement a system to monitor student writing skills and next steps for instruction

Benchmarks: Student work samples Intentional planning documents and PLC calendar Monitoring system that includes rubrics, feedback and student goals

Targets: 81% of K-5th grade students will score a 3 or 4 on the end of year performance task

Major Improvement Strategy 2: Reading Growth

What success will look like: Implement curriculum, differentiated and scaffolded instruction, and formative assessments aligned to the Common Core English Language Arts Standards.

Action Steps: Data dialogues and progress monitoring Collaboration outside of PLC’s Implement a system to monitor Lexia/iReady progress and provide necessary instruction

Benchmarks: Data trackers Observations Weekly PLC collaboration to monitor Lexia/iReady progress

Targets: 72% of 1st-5th grade students will make one year’s growth based on iReady scale scores and growth targets

Ponderosa Elementary School Improvement Plan Summary 2017-18


• ELA & Math Achievement and Growth: 3rd, 4th, & 5th Grades • ELA & Math Achievement Subgroup: Students with Disabilities

Root Cause Additional systemic supports and strategies are needed to build teacher capacity around Common Core aligned instructional and assessment practices. Additionally, educators need training and support to ensure that research and evidence based strategies for engaging students are in use.

Major Improvement Strategy 1: Teachers will increase the level of rigor, student engagement, and differentiation in the classroom. What success will look like:

Students are deeply engaged in differentiated activities that require them to think critically, solve problems of global significance, and demonstrate their learning in a variety of ways.

Action Steps: 1. Refine daily/weekly schedules to ensure the components of Foundational and Content Literacy are maximized

2. Ensure effective Close Reading strategies are utilized 3. Ensure effective targeted Guided Reading and Math (small

group) strategies are utilized 4. Questioning techniques at the Depth of Knowledge level 3 and

4 are visible Benchmarks: 1. All classroom schedules reflect recommended times and

structures for Foundational and Content Literacy Blocks and are confirmed through Instructional Walkthroughs

2. Facilitated planning and walk-throughs show consistent evidence of Close Reading, Guided Reading, and DOK Questioning in all classrooms

3. Professional Learning opportunities are provided and attended based on the individualized needs of the teachers

4. A focus on improving student engagement is evident in team lesson planning and is visible during Instructional Walk-throughs

Major Improvement Strategy 2: Effective and consistent use of Professional Learning Community structures and protocols in order to provide data informed, evidence-based instruction. What success will look like:

Teachers will engage in facilitated Professional Learning Communities, using data protocols to examine student work, and planning for targeted instructional practices to meet the diverse needs of students.

Action Steps: 1. Refine the Purpose and Structures of PLCs (norms, meeting framework, data protocols, etc.)

2. Teachers use Standards-Based outcomes to evaluate student work in order to inform instructional decision making

3. Teachers analyze student data to maximize targeted instructional and intervention strategies

Benchmarks: 1. Weekly PLC Team Meeting Notes are created and published in Google

2. Flexible small group instruction and interventions are visible during Instructional Walk-throughs

3. Data analysis and collaboration around student work is evident in team lesson planning

ELA Targets: 2018 School Performance Frameworks (SPF)

• All students at/above 75th Percentile for ELA Achievement • All students at/above 60th Percentile for ELA Growth • Students on IEP at/above 15th Percentile for Achievement • 3rd Grade: 52% Meets/Exceeds • 4th Grade: 60% Meets/Exceeds • 5th Grade: 65% Meets/Exceeds

MATH Targets: 2018 School Performance Frameworks (SPF) • All students at/above 75th Percentile for Math Achievement • All students at/above 65th Percentile for Math Growth • Students on IEP at or above 30th Percentile for Achievement • 3rd Grade: 58% Meets/Exceeds • 4th Grade: 55% Meets/Exceeds • 5th Grade: 50% Meets/Exceeds

Ponderosa Elementary School Page 2 of 2

Namaqua Elementary Improvement Plan Summary 2017-19

Priority Performance Challenges • Student Achievement in Mathematics and English Language Arts • Student growth in Mathematics and English Language Arts

Root Causes • Support for staff to make instructional shifts to align with Colorado Academic Standards

(CAS) for Math and English Language Arts has been inadequate. • Support for staff to implement research based academic interventions in Math and English

Language Arts for struggling learners has been inadequate.

Major Improvement Strategy 1: Ensure that highly effective classroom instruction and assessment practice across all grade levels are purposefully aligned to the expectations indicated in the Colorado Academic Standards What success will look like: Classroom instruction and assessment will be aligned to Colorado Academic Standards and District expectations through purposeful planning, and delivery. Action Steps:

• Utilizing the CAS standards and embedded performance indicators, staff will develop standards based lesson plans that include specific learning objectives, success criteria, and measurable formative assessments.

• Ensure that instructional delivery is purposefully aligned to the CAS with clearly identified standards based learning objectives and success criteria.

• Implement a balanced, comprehensive, K-5 instructional approach for foundational literacy and writing across all grade levels.

• Increase the level of family and community engagement to increase student achievement and growth.

Benchmarks: • Lesson plans and

resulting classroom instruction will be purposefully aligned to the CAS.

• Effective demonstration of HY6 instructional practices by staff during in all areas of content learning.

• ELA and Math instruction across all grade levels will demonstrate a balanced and similarly aligned approach with a focus on research based high yield instructional strategies.

• The use of procedures and protocols for students to self-report their progress toward clearly defines personalized goals will be designed and implemented.

Measures of Success: • 100% of lesson plans

for math and ELA will be aligned to the CAS and include the essential elements of standards based lesson planning as measured by regular lesson plan audits and classroom walkthroughs.

• 100% of classrooms will utilize district math resources for core math instruction.

• 100% of classrooms will utilize effective ELA practices including guided reading and shared writing protocols.

• 100% of classrooms will implement self-reporting procedures for students to establish personalized learning goals and their progress towards those goals.

Academic Achievement Targets: • 75% percent of all students K-5 will demonstrate a minimum of one year’s growth on

district assessments in Reading and Math as measured by the end of year benchmark assessments.

• The percentage of students in grades 3-5 achieving a score of “meets” or “exceeds” in both Math and ELA will increase by 8% annually as measured by the 2018 and 2019 CMAS assessments.

Major Improvement Strategy 2: Ensure that research based academic interventions in Mathematics and English Language Arts and behavioral interventions across all grade levels are aligned to individual student need with a focus on student growth and overall academic achievement. What success will look like: Appropriate research based instructional and behavioral interventions will be identified, developed, refined, and implemented to meet the needs of all learners in our classrooms. Action Steps:

• Refine and improve our current PLC process with a focus on student data that drives both instruction and intervention.

• Provide time/support for planning collaboratively among classroom teams, interventionists, and special education staff to better align intervention goals and strategies.

• Refine and improve the process to gather and evaluate real time formative assessment data to provide appropriate instructional interventions.

• Refine and improve the effectiveness and implementation of the MTSS process.

• Increase the effectiveness of building wide PBIS approach to behavioral interventions.

• Increase the effectiveness of personal support for students with identified social/emotional needs.

Benchmarks: • PLC process will focus on

student achievement and growth data, including that for disaggregated student populations, and resulting instructional interventions and differentiation.

• PLC process will focus on measurable student outcomes in collaboration with classroom and intervention staff.

• Instructional procedures for collecting real-time formative assessment data for the purpose of instructional grouping and interventions will be implemented.

• MTSS will proceed through established protocols and procedures with support from colleagues and ESS staff.

• Building wide PBIS procedures will be updated and refined across all grade levels.

• Differentiated and personal support for students struggling with social adaptive and response skills will be implemented.

Measures of Success: • Weekly PLC notes in Google

Drive will demonstrate a focus on student growth and achievement with emphasis on instructional planning, differentiation, and intervention.

• PLC Notes will demonstrate that identified interventions are developed in collaboration with ESS staff.

• 100% of staff will incorporate aggressive monitoring as a process for collecting real-time formative assessment data.

• 100% of MTSS referrals will be completed through established building and district protocols.

• All components of PBIS matrix will be reviewed and refined with 100% of staff providing direct instruction and mid-year reviews of student expectations.

• 70% of staff will receive “Zones of Regulation” training for the purpose of responding to social/emotional needs of students.

Academic Growth Targets: • 70% of all students in grades K-5 will demonstrate an increase of i-Ready Scale score

equal to or greater than one year’s growth. • The median growth percentile in math will increase from 29% to a minimum of 45% as

measured by the 2018 and 2019 CMAS assessments. • The median growth percentile in ELA will increase from 28% to a minimum of 45% as

measured by the 2018 and 2019 CMAS assessments. • The aggregate number of students identified as SRD or placed on READ plans will be

decreased by 40% annually as measured by local 2018 and 2019 EOY assessments. • The median growth percentile in math for students of poverty (FARM) will increase

from 48% to 53% as measured annually by 2018 and 2019 CMAS assessments. • The median growth percentile in ELA for students of poverty (FARM) will increase from

24% to 45% as measured annually by 2018 and 2019 CMAS assessments.

Sarah Milner Elementary School Improvement Plan Summary 2017 - 2018


• English Language Arts Achievement for Students with Disabilities and English Language Learners

• Math Achievement for Students with Disabilities • English Language Arts growth for free/reduced-price lunch eligible

students

Root Causes • Tier I instruction needs to be further differentiated. - Tier I instruction

needs to be further differentiated in order to better meet the needs of diverse learners, most specifically students with disabilities and English learners. Teachers need to actively plan for students' differences so that all students can best learn while maintaining a high degree of rigor. Teachers need to divide their time, resources, and efforts to effectively teach students who have various skill levels, backgrounds, and interests.

• Family, school, and community partnerships need to be strengthened. - Additional training and resources are needed to build capacity with teachers, administrators and parents to be effective partners in the education of their children/students.

• Tier I Instruction needs to be planned with greater intentionality. - Tier I instruction needs to be intentionally planned to meet the needs of economically disadvantaged students and the challenges they bring with them, possibly including limited background knowledge, limited vocabulary, limited motivation, and lower levels of engagement.

Major Improvement Strategy 1: Tier I Instruction: SIOP (Sheltered Instruction Observation Protocol)

What success will look like:

Teacher design and deliver lessons that address the academic and linguistic needs of all students including English Learners, students with disabilities, and economically disadvantaged students.

Action steps: Title I Extra Duty Professional Development Video-taped Lesson Study Coaching Cycles – SIOP Focus Learning Walks – SIOP Focus

Benchmarks: Lesson Plans Walk through and classroom observations Professional Learning Community artifacts Student interview/perception data

Major Improvement Strategy 2: Professional Learning Communities What success will look like:

A professional learning community is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Members of a PLC realize that all of their efforts in these areas must be assessed on the basis of results rather that intentions.

Action steps: Weekly PLC meetings – increased emphasis on student Work Collaborative Scoring – Writing/CFAs Committee Work Tier II Intervention Team Data Analysis

Benchmarks: Weekly meeting including artifact Lesson Plans Reflecting conversations Family engagement events Flexible intervention groups

Major Improvement Strategy 3: Social Emotional Learning What success will look like:

Creating a safe and effective learning environment can help mitigate whatever negative influences confront students outside of school. Success at school can be built upon at home and in the community.

Action steps: Well Managed Schools Training and Implementation In Focus Lessons 4x/week Peace Keeper Circles 2x/month

Benchmarks: Positive/negative interactions 5 to 1 Student Perception Data – treat each other with respect

Major Improvement Strategy 4: Family and Community Engagement What success will look like:

Family & Community Engagement is a collaboration of families, community members, and the school as active partners in improving learner, classroom, and school outcomes. The emphasis is on shared responsibility for student success with an emphasis on partnering, where significant adults in a learner’s life establish opportunities for coordination between different settings.

Action steps: Positive parent outreach – calls, post cards, emails, etc. Home visits Home/School Connections – Family Nights, FACE to FACE Meetings

Benchmarks: Student Perception Data Parent Perception Data School Attendance

SUIP Review Protocol FeedbackSeptember 19, 2017

School Role

What did I hear today that inspired me to hear

more? Notice? Wish? Wonder? Challenges StrengthsBig Thompson ES Parent Increase in enrollment

+ community partnerships ->Sylvan Dale46% choice - school of choice *20% F&RGT - 9-10%Governors Award last year

Distinguished Award from DistrictEven if scored well the school set high goals and is still striving

Yellowstone video - would like to see - where or can you send a link? LINK : http://www.filmsforaction.org/watch/how-wolves-change-rivers/

STEM profile - is it similar to IB - if so what do you think is common that would help other schools to close gaps?What is a well managed school?Does the LCD and STEM focus dovetail well together?

Increase in F & R % - will it impact performance?Still hard to read 2 pager as a parent or community to read and grasp.

+ Exceed growth and performance=95% parent education in newsletter and increased parent engagement+LCD work+kept benchmarks (especially midyear)+Interpersonal skills development

Big Thompson ES Parent Lots of good things going on Very cool stuff @ my old elementary

we were seeing this everywhere - engagement is so high

what would it take to replicate elsewhere?

push this up to Walt Clark One small change tied to YellowstoneHigh goals for self

Big Thompson ES Principal What writing curriculum do you use?iReady building wide?

Focus/ Simplicity

Big Thompson ES STEM! :) Nice Work Succinct and streamlined alignment

How what you do at Big T aligns to the middle schools you feed in to

Big Thompson ES Parent It seems like you are actually analyzing what is not working and tweaking it as needed.

Made it very spelled out and measureable -> what is teacher doing /what does it look like, what is the student doing, etc.?

Big Thompson ES Parent Partnerships with in the community242#46% school of choice28 free and reduced

Every school had a graphic representation to share with parents.

STEM SchoolRAMS = Awesome monthly planWeekly newsletterBoys Town Model

http://www.filmsforaction.org/watch/how-wolves-change-rivers/







School Role


more? Notice? Wish? Wonder? Challenges StrengthsNamaqua ES Teacher How do teachers us the out

door area? 100 mile club - How does that work?

-Stable demographics- declining population

How does the materials align with the standards that you already have?

-No intervention specialist-Lots of hats for the teachers-Creating your own student monitoring system for self monitoring

- Focusing on what teachers have control over- sounds like good SAC involvement and support

Namaqua ES Teacher - outdoor classroom-wellness focus- utilizing current data to monitoring learning- systems for student to own goals and learning

-decline in data- focusing on targeting interventions in class -> driven by PLCs

- decline in enrollment-purposeful planning of instruction to match standard

- low mobility-reflecting on last year's data- utilizing collaboration to support teachers

Namaqua ES Audience Students self reporting on progress

Building a larger kindergarten class to feed the school by offering more full day options

Are you thinking about AVID given the other schools that have implemented?

Are some of the drops in data due to the change in PARCC?Participation rates?Are they good?

Progress monitoring -iReady-District Math assessment

100 mile club - 200 kids in the club

Namaqua ES BOE/parent

Outdoor classroom100 mile club (200 active kids)student self-assessment

Decline in enrollment 500>300Ponderosa, nearby CharterAging community

Continue growth of "100 mile club" Finding ways for ALL students to participate in this fantastic program

Would a more formalized curriculum and supporting materials help with focus?

Declining enrollment Recognizing what you have control over

Ponderosa ES Parent Global leadership is AWESOME

High order thinking is good stuff

connections from school to schoolsolving the same challenges in a vacuum

What could we do if the district solved these challenges so it isn't' up to staff to problem solve when the challenges are so similar

Ponderosa ES Principal Rigor is balanced literacy PLC / Literacy Work Who creates PLC protocols? Admin? Teachers?

Literacy Focus, Rigor, Chair Collaboration


School Role


more? Notice? Wish? Wonder? Challenges StrengthsPonderosa ES Parent The global focus. Do kids

start to internalize the global significance, etc. It would be nice to know more of how it affects the climate of your school.

How are your critical thinking activities going? Have you seen growth since implementing these critical thinking skills?

Trying to get to the next level of helping kid. The "Now What" level of analyzing data.

Ponderosa ES Parent Global Learning School Teaching kids to investigate -> action -> responsibility

Socratic seminars are the root of learning from one another rather than one person…is this a popular idea?

Sarah Milner ES Teacher Title I69-70% Free/Reduced*doubled in 10 years320 StudentsAVID - at elem. Level it focuses on instructional strategies

How does Title I help support your needs? (with AVID or anything else for improvement)

- Major shift in student population and how do the teachers adjust-It looks like you're trying to implement a lot of "programs". How can the teachers keep up?

-AVID and SIOP go hand in hand- Face to face sounds like great success!

Sarah Milner ES I was inspired that SM at no time used demographics as an excuse for results.

Focus on community engagement strategies

How does AVID work @ elementary school?

Sarah Milner ES Teacher affective needs K-5 behavioral needs 69-70% Free and Reduced

No bus studentsiReady test scoresSchool/family partnershipsSIOP

1/3 minoritymeeting needs tier 1 - meet needs Econ/challengeSocial/Emotional Different

Boys/Girls ClubAVIDTeaching as a TeamMajor imp strategy - targeting this - well managed schoolInfocus


School Role


more? Notice? Wish? Wonder? Challenges StrengthsSarah Milner ES Teacher - Avid is a focus

- Student focus for growth on mat and ELA

- Using AVID strategies to strengthen instruction-uses SIOP to support instruction- Social Emotional support- In Focus

- Affective needs- High free and reduced lunch numbers-Meeting needs of diverse learners

-Boys and girls club site- focus on community- making collaboration a priority

Sarah Milner ES Audience Boys & Girls ClubWell managed school trainingIn FocusPeace Keeper Circle

Great focus on family Needs of population is changing Meeting the needs of the 30% not on free and reduced lunch?

Love that they are implementing AVID learning organization in AVIDBoys and Girls Club on siteCommunity engagement

Sarah Milner ES BOE/parent

Organizational strategies of AVID"Professional Learning Communities" Home visit programon-site Boys and Girls club

Title I school33% minorityPUIP: focus on reading AND math, disability students

Add'l programs & RESOURCES to help w/ poverty issues/ challengesimproving social and emotional learning skillsBefore school Boys & Girls program

SIOP, complementing AVID Boys & Girls Club after school program at capacity14% special education

Thompson Valley HS Teacher TVHS use of AVID to support all students.

- student pathway ownership- using AVID strategies to support many aspects of teaching

How do you match kids to the many opportunities at TVHS?

Post secondary workforce readySupporting critical thinking

AVID skills school wide Common Planning :)

Thompson Valley HS Teacher AVIDAgriculture / FFA88.3 graduation 40% in college classesMTSSTVStrong

Root causestargeted learning common plan - department collaborationstudent personal learning

CCSS - empower students career ready and college


School Role


more? Notice? Wish? Wonder? Challenges StrengthsThompson Valley HS Parent Like the visual graphic -

would like to see it close up#Tvstrong-glad to see social emotional learning and focus

AVID Program4 6 --> 110 students implementing AVID strategies use visual graphic to see vision transitioning to SAT went well

High School shave more to cover -> give them more time to presentExplain AVID, Wicor, Wickerizing?So much info to process - covered a lot - > give out data sheet so we could look at it

Concurrent enrollment through FRCC or ?Explain AVID -do parents know & understand

Hard as a parent to understand all the acronyms and process with quick presentation

Bringing parent SAC chair with him. Common plan time across content - good idea

Thompson Valley HS Parent What social emotional challenges?

I don't understand almost anything that was said…too fast, all jargon and not clear.

Thompson Valley HS Principal TVHS is working hard to provide opportunities to personalize the journey for students - many options in AVID, AG, AP classes

Many opportunities within a comprehensive 4 year high school

How are special offerings impacting grad rate, post secondary enrollments and career readiness - is there data to support the work in terms of student outcomes?

Too think? So many programs

Thompson Valley HS A lot of root causes listed - how do you keep a focus on them all?

Personalized learning!

Thompson Valley HS Parent The choice to make a priority common planning times. How have you worked the schedule to make this possible?

I noticed the climate of the buildings starting with the foot prints and "Strong" as I entered the building.

The whole school could benefit from AVID, even if just the note taking portion. It is such a great skill for all.

What is your plan for the AVID program? What percent of your student body do you plan to reach with AVID and the skills it promotes?

The AVID program. I have seen it benefit both high achieving students and struggling students.

Thompson Valley HS Parent Graphic organizer is awesome for demystifying SUIP. 1200 student AVID strategy

SAC involvement "TVStrong" Permeates

Hass - Smith - Elementaries? Common Planning = Finding timeSocial / emotional Issues88.3 Grad rate

SAT/PSAR --> Grad rates up


School Role


more? Notice? Wish? Wonder? Challenges StrengthsThompson Valley HS BOE/pare

ntAVID: History, success stories and rates

2 concrete strategies for improvement

Raising grad rates even in higherincreasing AP even higher

Grad stats: TVHS vs State vs. Fed

- added responsibilities (w/o added resource)

Strong AP performance (65% 3 or +)

Walt Clark MS Principal Did not shy away from reality of data - math. - SPF went down

Plus days? Collaboration among teams with GT - how to extend to my school?

How to reverse trend of student coming in from elementary that are well below grade level expectations.

- Focus on Social/Emotional wellness for students -PLUS days as ? PD for staff- Action steps focused and strategic

Walt Clark MS Teacher 14% Read PlanAVIDWow - SM - WC - TV

Root causes by grade level belowcommon vocabularyprogress monitoring - iReady data points

14% Read plan25% minorityPriority ImprovementDrop in math

STEM focusPBLAVID

Walt Clark MS Parent STEM block twice a week to explore passionsAVID - goes back down through feeder schools

13% GT25% minoritySTEM focus a part of the AVID program-gave students a chance to take AVID classesTargeted interventions oversee progress monitoring

Hard to navigate all the acronyms -> AVID trainings - how does the training continue with teacher turnover

Still would like to understand AVID

Two page document still hard for a community or new parent to grasp

increase social emotional opportunities-common plan time

Walt Clark MS Parent Why don't they target content all the time instead of just once a month/once a week? Interventions should be the standard.

Why isn't data being fed up from elem. Schools? Why does it take time to assess?

I have no idea what much if this content means…jargon & too fast.


School Role


more? Notice? Wish? Wonder? Challenges StrengthsWalt Clark MS Teacher -Passion learning during

block scheduling - success of AVIDCover classes with social emotional learning to support teachers analyzing data

STEM - Project based learning Drop in dataiReady has changed how teachers think about kids

Do all teachers get a chance to collaborate with data?

Math growthSocial emotional Identifying behind students early

School-wide focus on STEM and AVID

Walt Clark MS What progress monitoring tools are happening weekly for Tier I students?

Plus and ROARs days to build common vocabulary and aligned instructional practices.

Walt Clark MS Parent All students could be exposed to AVID skills even if just note taking. I have seen it work when integrating it into teachers lessons as a skill to help learning.

Have you seen benefit in you Plus Days? What did you tweak this year from last?

Collaborating across grade levels in to Elementary and High School to benefit students.

Walt Clark MS Parent Personalized learning - Identifying student who are qualified for 499 studetns. AVID even though numbers aren't there.

Relationship between TVHS and WCMS is strong.Commitment by leadership to teaching while staff is collaboration.

Why such a significant challenge in reading and math?

Drip in rank - Huge drop in minority testing scores

Hook them young - expose to opportunities.

Walt Clark MS Audience Going to continue with AVID?

Targeted learning using iReadyPLUS days

Social / emotional listed as a challenge-How is it being addressed

Logistics of managing all of the individualized learning

iReadySTEMPlus DaysCollaboration


School Role


more? Notice? Wish? Wonder? Challenges StrengthsWalt Clark MS BOE/pare

ntTouring local businesses --> coolAVID math outperforming other tracksHearing more about iReady at MS level

499 enrolled25% minority

Programs catch readers up to grade levelAVID succeeds in prep for high school

Priority UIP- Criteria- Severity- Historyi.e. - at 79% <80% puts school on PUIP

Incoming readers at below - grade levels

Positive attitude toward growth

Documents

District Accountability Committee 10/10/2017 Location