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DPS Board of Education Presentation April 20, 2015

Staff Recommendations New Innovation School Plans

Existing Innovation School Reviews

1. Context for Innovation Recommendations A. Overview of New Innovation Plan & Innovation Review Recommendations

B. Innovation as a strategy for school improvement

C. New innovation plans: Policy & Process

D. Innovation review: policy and process

2. Recommendations: New Innovation Plans A. Place Bridge Academy

B. Kepner Beacon Middle School

3. Recommendations: Innovation Review A. Montclair Elementary

B. Creativity Challenge Community (C3)

C. Grant Beacon Middle School

D. Cole Arts and Science Academy

E. West Leadership Academy

F. West Generations Academy

4. Appendices A. Appendix A: New Innovation Schools Approval Criteria (DPS Policy AI & State

Statute)

B. Appendix B: Innovation Review – Performance Data, Goals, Plan Elements

C. Appendix C: Innovation Plan Reviewers

Content of Presentation

Overview of Recommendations

3

Decision Type School Recommendation

Innovation

Plan

Approval

Kepner Beacon Middle

School

Approval of Innovation Plan

Place Bridge Academy

Approval of Innovation Plan

Innovation

Status

Extension

Montclair Elementary Extension of Innovation Status – 3 years

Creativity, Challenge and

Community (C3)

Extension of Innovation Status – 3 years

Grant Beacon Middle

School


Cole Arts and Science

Academy


West Leadership Academy Extension of Innovation Status – 2 years

West Generations

Academy

Extension of Innovation Status – 1 year

Innovation as a

Strategy for School

Improvement

Innovation Planning Connected to Denver Plan

Strategy and the CAIO/CSO Strategic Plan

5

De

nve

r P

lan

Leadership

• Plans focus on readiness and capacity building

Teaching

• Plans focus on adapting and aligning the instructional program and teacher development

Culture

• Staff, family, and community involvement throughout process

Flexibility

• Waivers align with school design and needed autonomies

CA

IO/C

SO

Str

ate

gic

P

lan

Instructional Core

• Plans address core instruction through curriculum, PD, school schedule to improve student achievement

Personalized Learning

• Plans include elements of differentiation to meet needs of each targeted student population

Professional Learning

• Plans include aligned PD to school needs based on data

Flexibilities

• Waivers are used to build staff and leadership capacity and are aligned to the school design

6

Improving Authorizing Practice

DPS innovation schools currently lag traditional schools on many SPF metrics. While

this is in part due to serving a larger high-needs population, the District is working to

strengthen our approval and oversight processes, often by borrowing best practices

from our charter authorizing work, including:

Improving process for screening schools entering the planning process

Increasing rigor of the application review for approval

Ensuring schools implement plans with fidelity through year-1 site visits

Focusing on capacity when determining flexibilities, both at initial approval and review cycles

Differentiating renewal recommendations based on need and performance

Providing professional development on implementing innovation plans

7

Functions Description Strengths Improvement Areas Rating

Authorizing Consistently applying

statute and DPS policy

in innovation approval

and renewal processes

-Established clear standards

for plans and replacement

policies

-Timing of innovation renewal

cycle to better align with

budgeting and hiring

Meets

Innovation and

Empowerment

Supporting schools in

developing and

implementing

innovative practices

-Encouraging schools to

share, adopt, and adapt best

practices

-Emergence of some unique

and innovative models

-Adaptation of District systems

based on school feedback

(i.e., FNE sub pool)

-District systems still need

improved flexibilities to be more

responsive to innovation (e.g.

extended year and flexible District

support)

-Satisfaction with level of site

based empowerment varied

across schools

Approaching

Capacity

Building and

Support

Providing support to

leaders of innovation

schools to build

capacity to lead in an

innovation environment

-Placement of leadership

residents in innovation schools

at a high rate is building

pipeline

- Planning and review

supports, peer-to-peer

learning across schools

- Optional PD for plan

implementation

-Timing and content of PD for

new teachers and leaders

-Differentiated and innovation-

specific leadership PD for all

innovation schools

Approaching

Accountability Providing consistent

oversight and holding

schools accountable for

improving student

achievement

-SPF and Tiered Support

Framework hold all schools to

consistent standards

-Differentiated innovation

extension recommendations

-Clear framework for setting

annual school specific goals for

schools not meeting expectations

Approaching

Improving Authorizing, Support, and

Accountability (District Self Assessment)

New Innovation

Plans:

Policy & Process

9

DPS Policy for Innovation Approval

• Plans for meeting academic standards

• Autonomies to lead to improved performance

• Leadership capacity to implement the plan

• Leadership succession plan that engages the school’s parents and teachers

• Robust and participatory school governance structure

• Professional growth opportunities for teachers

• Policies to promote student health and safety

• Fiscal sustainability

• Compliance with state, federal and local laws

• Equitable access to high quality support services for all students

• Commitment to disseminate innovation and best practices

Innovation Plan - DPS Policy & State Statute

Criteria & Process

Statute Guidance for Innovation Approval

• Additional parameters specific to state statute

• Support from a majority of administrators, teachers, and the school’s CSC

• Support from the surrounding community

• List of waivers and replacement policies

• Process to review plans, outlined in state statute:

• The local board shall either approve or disapprove an innovation plan within 60 days

• Following approval, a local board shall submit a plan to the state for review and comment by the commissioner and the state board

• Within 60 days after receiving a local board’s plan, the state board shall approve the plan, unless it concludes the plan is likely to result in decreased academic achievement, or is not fiscally feasible

• If either board rejects a plan, it shall provide a written explanation to the school

• A school can resubmit an amended plan at any time

10

School Design

Innovation

Plan &

Waivers

The School Design Includes the Innovation Plan and Waivers

Elements of the school design that require waivers, are detailed in the innovation plan

REVIEW CRITERIA: DPS Policy AI and State Policy as well as best practice in detailing replacement policies

The school design is the entire plan to the school

REVIEW CRITERIA: the School Quality Framework is used to review the comprehensive school design (same as in the Call for New Quality Schools process)

11

Office of School Reform and Innovation (OSRI)

• School Support – Answers staff and CSC questions; provides application process guidance; offers feedback on the application using the SQF rubric, provides access to DPS content experts; supplies planning materials and other planning materials when requested; collaborates with Unions on staff votes.

• Quality Review- Conducts preliminary school readiness assessment; coordinates IRT & SRT; seeks specific input from content experts.

Innovation Review Team (IRT)

• School Design Evaluations – Evaluates each application against the School Quality Framework Rubric (Culture, Leadership, Teaching, Educational Program, Governance and Budget); provide applicants with iterative feedback;

• Waivers / Replacement Policies Evaluations - Confirms or denies replacement policies or provides applicants with iterative feedback.

Senior Review Team (SRT)

• Vets each Board recommendation;

• Provides DPS thought-partnership on improving policy and practice.

Superintendent

• Recommends approval or denial of each innovation plan to the Board.

DPS Board of Education

• Considers recommendations, public comment, and votes to approve or deny each innovation plan.

Roles of New Innovation Plan Reviewers

Innovation Review:

Policy and Process

Innovation Review: Statute and Policy

13

CO State Statute requires schools to apply for a renewal of innovation status every three years.

“Every three years….the local school board shall review the level of performance of the innovation school and…determine whether the innovation school is achieving or making adequate progress toward achieving the academic performance results identified in the school’s Innovation Plan.”

“If a local school board finds that the academic performance of students enrolled in the innovation school is not improving at a sufficient rate, the local school board may revoke the school’s innovation status.” (C.R.S. §22-32.5-110)

DPS Board Policy AI outlines the District’s commitment to quality and accountability for innovation schools:

“The Board of Education may revoke a school’s innovation status if a school is showing significant decreases in academic achievement or is not financially viable. Revocation of innovation status shall be consistent with the Innovation Schools Act.”

Purpose of Innovation Review Process

14

•State statute requires schools to apply for renewal of innovation status every

three years.

•The Innovation Renewal Process serves three key purposes:

Provide Recommendation for Innovation Renewal

Based on improving student achievement

Implementation of Plan and Waivers

Provide opportunity to Review and/or Revise

Innovation Plan & Waivers

Opportunity to revise plan and/or

waivers to best leverage innovation

and meet District standards

Opportunity for staff and community buy-

in

Provide Formative Feedback to School &

District

Inform School Efforts to Best

Leverage Innovation

Inform District supports for Innovation

Capturing Lessons Learned and Best Practices to Share

Differentiated Innovation Review Framework –

Oversight and Supports

15

Is the Innovation School meeting their goals and

demonstrating academic growth

Continue for 3 Years

and provide optional

enhanced support on

leveraging innovation to

drive achievement

Yes Continue Innovation for 3 year

Yes

School on

track to

improve

No

Continue Innovation for

1-2 Years with enhanced

supports through Tiered

Support Framework

Is the Innovation School implementing innovation plan

effectively to improve student achievement?

Or

Have significant changes to the innovation plan or

school leadership been made that will lead to

improvement?

Is Innovation Status negatively contributing to the

School’s ability to improve student achievement and/or

is the school financially not viable?

Revoke Innovation Status OR propose

that school remove a subset of waivers

and resubmit plan; refer to Tiered

Support Framework for support and

intervention

No

No

Innovation statute contemplates a three year review

period for all schools, not any longer, although it does

allow for an interim review earlier than three years.

Innovation Review: Evidence Collection

Data Analysis

• Determine if the school is meeting innovation plan goals and improving student achievement per statutory criteria

• Assess effectiveness of innovation plan implementation through review of key data points, including HR and financial data points

Innovation Plan Review

• Review of both current and revised plan

• To monitor fidelity of implementation and understand if school is leveraging innovation status to improve student achievement

Stakeholder Interviews

• Interviews with teachers, staff, leaders, community members, IS, and partners

• To monitor fidelity of implementation and level of buy-in, as well as identify areas for plan revision

Renewal Application

• Opportunity for school to reflect on progress towards goals and implementation of innovation plan

Recommendations:

New Innovation Plans

18


19

Open Date August 2008

Grades & Region ECE-8, Southeast Denver

Enrollment

(at capacity)

1100 students

Demographics 96% FRL, 9% SPED, 74% ELL

Leadership

Brenda Kazin, Principal


20

Community Input in the Planning & Designing

Process The Place Bridge Academy Steering Committee began the Innovation planning

process in October 2013, submitting an innovation plan in September, 2014 and

resubmitting in March, 2015 after significant revisions were made based on

district feedback. The following identifies some of the key activities in the

process:

• Teacher Surveys

• 18 Member Core Planning Team weekly meetings including administrators, parents,

community members and paraprofessionals , and teachers

• Curriculum piloting in all core courses and newcomer center

• School-wide PD focused on creating a vision and aligning school systems and

structures

• Core areas for innovation (Curriculum, Interim Assessments, and PD) identified and

explored in great detail with district support staff in key departments T&L,

Differentiated Roles

• Community outreach and input using the school’s Navigators

The CSC, administration, and staff recommend the approval of this innovation plan. Teachers voted to approve this plan on April 10th.

Culture

Mission /

Vision

• The applicant’s mission focuses on providing a rigorous, enduring, standards-based education to a diverse student

population while removing barriers to academic success, and creating lifelong learners.

School

Culture &

Targeted

Student

Population

• The applicant projects a student population of 96% FRL, 9% SPED, and 78% ELL, which is consistent with their current

population.

• The applicant fosters school culture through their BRIDGE Way character traits with intentional school culture building

lead by a Positive School Climate and Culture Team who oversee PBIS, socio-emotional wellness programs, restorative

justice, a peace ambassadors program, and culture days.

• The applicant leverages community navigators to recruit new students and has a waiting list of 43 students in transitional

grades.

Community

Support &

Engagement

• The applicant collected 5 letters of support from parents and community members and has established partnerships with

the Colorado African Organization, Denver Kids, Jewish Family Services, the Boys and Girls Club.

• The applicant held 25 planning meetings with the community and planning team.

• The applicant promotes ongoing parent/guardian engagement by providing families with transpiration to school events,

in-house interpretation, community navigators, a parent welcome center, housing partnerships, and a parent education

program.

Leadership Brenda Kazin- Principal

Leadership

and Staff

Structure

• Brenda Kazin has experience as an the founding principal at Place Bridge Academy, and has served as a principal in

DPS and Adams County for 21 years. She also served as an assistant principal and taught elementary and middle school

for 9 years.

• The leadership team consists of the principal, 2 Assistant Principals, a Curriculum and Assessment Team, Positive

School Climate and Culture Team, PD Team, and Grants and Community Outreach Team.

Leadership

Coaching and

Evaluation

• The principal is provided with coaching and PD from the Instructional Superintendent as well as coaching from the

BUENO Center for Multicultural Education and the Colorado Association of Bilingual Education (CABE).

• The Instructional Superintendent evaluates the Principal using the Leadership Framework for School Leaders (which

includes 50% student growth).

Place Bridge Academy– Quality Review Analysis

21

Innovation E-8 SE Positive Language and Character

Education; Newcomer Center 1100 Students at

Capacity

Education

Program Place Bridge Academy– Innovation Plan

Curriculum

• The educational philosophy focuses on rigorous core content supported by language development in every subject.

• The school selected curricular materials with input from district staff that provide consistency and access to grade level

materials in English and Spanish in all classrooms. Non adopted curricular materials include REACH for ELD, Reading

Wonders, EnVision 2.0 , Connected Math, My World Social Studies, and Laser Science.

• The school is phasing-in a 1:1 laptop program that utilizes the digital resources in each new core content.

• The school calendar is modified to align Blue/Green PD days with the school’s data inquiry cycle and PLC structure.

• The school day is 8 hours long four days per week and 4 hours long every Friday allowing 2 hours 45 minutes of PD every

week for teachers and extended learning opportunities for students.

• The school year aligns with the district calendar and provides 172.5 instructional days and 185 teacher reporting days.

Progress

Monitoring and

Assessment

• Student progress is measured through the the STAR Custom benchmark system in all core contents.

• There are systems to analyze and respond to student data on a weekly basis, analyze interim data on a six-week cycle and

provide targeted re-teaching as necessary.

• The school’s Curriculum and Assessment team provide teachers with timely interventions based on STAR assessment data.

ELL Instruction • The applicant’s ELL plan meets DPS criteria, including the process for identifying, involving parents/guardians, progress

monitoring and exiting/re-designation, providing teacher and administrator PD, offers at least a 45-minute ELD Block using

research-based curriculum (REACH) for its ELL students and well-defined TNLI and Newcomer programs.

SPED

Instruction and

RtI

• The applicant identifies a continuum of services based on the needs student’s with IEPs.

• The staffing plan provides one SPED teacher for every 19 students with disabilities.

• The applicant describes detailed strategies to support students in Tiers I,II and III, including tiered interventions on a 6 week

cycle with fluid student groupings.

• The discipline plan has systems to guard against disproportionality and clear roles for the Dean and School Culture Team.

Teaching

Teacher

Coaching and

Evaluation

• Teachers receive informal observations and PD weekly through one of ten content specific PLCs with identified roles and

responsibilities for supporting each differentiated PLC.

• Teachers are evaluated on LEAP Rubric, 50% of which is based on student growth.

• While the school has designed a robust PLC structure, the specific process for implementing the PLCs is in progress..

Professional

Development

• A year-round professional development priorities are included and focus on PLCs, horizontal and vertical planning, school

culture, curriculum implementation, high impact instructional moves, and data analysis.

• Teachers platoon in either Literacy/Social Studies or Math/Science allowing for intensive content PD and support.

• PD is evaluated each trimester by the Professional Development Team with feedback from teachers.

Finance

Budget • The applicant’s budget balances and includes reasonable revenue and expense assumptions and curricular expenses.

• The applicant is hiring a Grants Coordinator and will have the ability to seek sponsorships and use budget flexibilities. 22

In order to implement the school’s model in a way that fits community needs and supports

student achievement, PBA has identified the following needs for innovation:

Curriculum: PBA needs the ability to implement curriculum across the school that

leverages resources for English language learners and provides continuity between the

school’s Newcomer center, general education, and special education classrooms using

non-adopted texts; The school needs flexibility in administering interim assessments that

align with the schools curriculum;

Professional Development: PBA needs has defined leadership roles and

responsibilities to provide differentiated PD to teachers through the school’s Professional

Learning Communities and needs the ability to opt out of district PD to provided targeted in

house PD;

Time: PBA needs to have flexibility in their weekly schedule to ensure teachers have

extended PD time every Friday to implement the school’s plan; PBA needs to have

flexibility in is district PD days to align with the school’s data cycle.

Human Resources: PBA needs flexibility to create unique job descriptions in order to

fully implement the school’s plan;

Budget: PBA needs flexibility in budgeting to ensure the school is able to direct

adequate resources to classroom instruction and will have the flexibility to leverage

innovation budget flexibilities; PBA needs the flexibility to establish school-based

sponsorships that allow the school to secure additional revenue and establish a Grants

Coordinator to support this effort. 23

PBA: Need for Innovation Status

24

School Name Meets Quality

Review Standards

Satisfies District &

State Criteria for

Innovation Status

Recommendation

Place Bridge

Academy

Yes Yes Approve

Place Bridge Academy Recommendation

On 4/10/15 the Place Bridge staff voted 53-26 (67%) in favor of the Innovation

Plan

25

Kepner Beacon Middle School

26

Opening Date August 2016

Grades 6-8, Southwest Denver

Enrollment

(at capacity)

450 students

Demographics 98% FRL, 17% SPED, 72% ELL

Leadership

Alex Magana – Executive Principal;

• The Beacon Network Leadership Team (NLT) will consist

of: Executive Principal, School Principals, and Beacon

Network Directors (Operations, Blended Learning, Student

Culture, ELO).

Kepner Beacon Middle School

27

Kepner- Prior Board Decisions

• DPS issued a Supplement to the 2014 Call for New Quality Schools requesting applications to address persistent achievement gaps and the need for high quality schools in the Kepner community.

• Denver Public Schools convened ten public meetings in the Kepner community to discuss the creation of new high quality schools at Kepner.

• The District also formed a Kepner Thought Partner Group, made up of 27 parents/guardians and community members, who participated in these meetings, developed a set of desired characteristics for new programs on the campus, and provided specific feedback on each applicant for placement at the Kepner facility.

• The Kepner Thought Partner Group presented its findings to the DPS Board of Education on May 12, 2014.

February, 2014

• Resolution 3541: Approval of new district school at Kepner.

• Resolution 3548: Approval of facility placement of STRIVE MS #7 at Kepner.

June 12, 2014

• Resolution 3584: Approval of the temporary placement of Compass Academy at Kepner for up to 3 years.

November 20, 2014

28

Community Input in the Planning & Designing

Process The Kepner Beacon Planning Team began the Innovation planning process in

August 2014, submitting the Beacon Middle School Network Innovation Plans for

both Grant Beacon and Kepner Beacon Middle Schools in March 2015. The

following identifies some of the key activities in the process:

• Kepner Thought Partner Presentations

• Kepner Collaborative School Community (CSC) presentation and feedback

• Grant Beacon SLT and CSC presentations and feedback

• Community Meeting at Kepner with over 40 parents from Kepner and feeder schools

Presentation and Feedback

• Department of Justice & Colorado Hispanic Educators Association Presentation and

Feedback

• Southwest Great School Community Conversation with Board Member

• Kepner CSC – Present Innovation Plan Presentation and Feedback

• Community Meeting at Kepner - Present Innovation Plan

• Kepner Thought Partner Presentation of Final Plan

The CSC, administration, and staff recommend the approval of this innovation plan. Teachers will vote on this plan on the first day of summer PD.

Culture

Mission /

Vision

• The vision of the Beacon Middle School Network is for students to be among the highest in academic growth in the state, well-

rounded in their interests and abilities, and recognized in the community for outstanding leadership.

• The school will onboard ELA-S staff in 2015-16 and will begin phase-in 6th grade in 2016-17 as the Kepner MS phases out.

School

Culture &

Targeted

Student

Population

• The school projects a student population of 98% FRL, 17% SPED, and 72% ELL which aligns with current Kepner population.

• The school will serve as the regional TNLI zone school replacing the program at Kepner.

• The school will employ an Community Outreach Coordinator beginning in year-0 to engage the founding staff with the Kepner

community and will have a model classroom set up at Kepner Beacon for families to visit the school’s 21st century classroom.

• The school engages parents through participation on the school’s School Advisory Board, Spanish-speaking parent group,

family nights, open houses, and in house interpreters.

• The applicant fosters student leadership and character development through their five traits: Leadership, Perseverance,

Integrity, Curiosity and Kindness which are taught during a daily advisory course and a school-wide PBIS program.

Community

Support &

Engagement

• The applicant collaborated with both Grant and Kepner Community in developing the application and provided letters of

support from Kepner’s principal Elza Guajardo, Kepner’s CSC, Congress of Hispanic Educators, DTR, the Boys and Girls

Club, and Grant Beacon staff.

• The applicant provides multiple outreach and recruitment strategies with identified support from the school’s Outreach

Coordinator and ELA-S teachers during their onboarding year.

• The applicant has identified plans for ongoing parent/guardian participation in the school’s programing throughout year-zero.

Leadership Executive Principal – Alex Magana

Leadership

and Staff

Structure

• Alex Magana has nine years experience as a principal, of which he lead Grant Beacon from Yellow to Green on the SPF in

under 3 years leading the second highest MGP of all district middle schools and taught at Kepner Middle School.

• The Beacon Network Leadership Team (NLT) consists of unique job descriptions which include the Executive Principal, two

School Principals, and Beacon Network Directors (Operations, Blended Learning, Student Culture, ELO).

• The school will onboard founding ELA-S teachers through a residency program focused on developing school culture and the

school’s TNLI/blended learning instructional materials in Spanish with support from the DPS ELA Department.

• Teachers are hired on annual contracts through a school-determined hiring process and timeline.

Leadership

Coaching and

Evaluation

• The Executive Principal oversees the Beacon Network and has primary authority over employment decisions, coaching and

evaluation of the network leadership team.

• The IS evaluates the Executive Principal using the DPS evaluation process including 50% of the evaluation based on student

achievement, and provides regular coaching based on the unique needs of the innovative plan.

Kepner Beacon Middle School– Quality Review Analysis

29

Innovation 6-8 SW

Blended Learning/TNLI 450 Students at

Capacity

Education

Program Quality Review for KBMS

Curriculum

• The school is implementing a Blended Learning model with a focus on Transitional Native Language Instruction (TNLI).

• The school uses an extended school day to offer all students enrichment, intervention, or advanced programming including a

College Bound Program with pre-AP courses.

• The school day is 8.5 hours 4 days per week for students and 6 hours on Friday which allows for 2 hours of PD including

network-wide PLC time each Friday.

• The school will follow the DPS calendar with modifications determined annually with input from parent/guardians on the CSC.

Progress

Monitoring and

Assessment

• The applicant uses network led data teams to analyze interim student data, share resources across campuses, develop

consistent instructional practices, and identify students for targeted groupings for intervention and acceleration.

• The school is opting-out of DPS interims and will monitor progress through the school’s assessments system Engrade.

• Daily intervention courses are scheduled in small groups during ELO and instruction is provided by core content teachers.

ELL Instruction • The applicant’s ELL plan meets DPS criteria, including the process for identifying, involving parents/guardians, progress-

monitoring and exiting/redesignation, providing teacher and administrator PD, and supplying at least a 45-minute English

Language Development block using research-based curriculum (Inside), and a TNLI model are provided for its ELL students.

• Students with ACCESS levels of 1 or 2 will receive a double block of ELD daily and the school will offer Spanish Heritage.

SPED

Instruction and

RtI

• The applicant identifies a continuum of services based on the needs of students with disabilities as indicated in their IEP.

• The staffing model meets DPS guidelines for mild/moderates teachers with a ratio of 1:21 at full-build, and will serve one of

the two existing center-based programs at Kepner. (decision on center program will be decided with DPS this summer)

• The applicant outlines strategies to support students in Tiers I, II, and III, including tiered interventions based on the needs of

each student, and utilizes Accelerated Reader, SpringBoard, Read 180, Wilson, System 44, Ten Marks, Math 180 and

FASST Math.

Teaching

Teacher

Coaching and

Evaluation

• Teachers receive weekly coaching from the Beacon Network with a focus on the network’s pillars (blended learning,

expanded learning opportunities, student leadership, and TNLI).

• Teachers receive formal observation annually from the principal using the LEAP framework (which includes 50% student

growth).

Professional

Development

• The schedule allows for 2 hours of professional development weekly and collaboration between Grant and Kepner staff.

• The network PD calendar is being developed with support from the DPS ELA Department and will be finalized in June 2015.

Finance

Budget • The budget balances and revenue and expense assumptions are aligned with current district estimates.

• The budget is supported with an additional $460,000 in central start-up funding for the Blended Learning/TNLI model.

• The school is fully funding their Extended Learning Opportunities out of SBB and is projecting salary savings by budgeting

on estimated actual salaries.

In order to implement the school’s model in a way that fits community needs and

supports student achievement, KBMS has identified the following needs for

innovation:

Curriculum: KBMS needs the ability to implement a blended learning/ TNLI curricular

model using both DPS resources and non-adopted supplementary materials through the

school’s online Moodle;

Professional Development: KBMS needs flexibility to direct more PD time for teachers

and administrators to effectively implement the school’s personalized learning program;

Time: KBMS needs to extend the school day to offer network professional development

every Friday and provide students with an additional hour of targeted instruction,

intervention/acceleration, or student chosen activity daily.

Human Resources: KBMS needs the flexibility to establish an Innovation Management

Organization with unique job descriptions that serve multiple campuses. KBMS also

needs flexibility to recruit and select teachers that demonstrate effectiveness in providing

English and Spanish language instruction with a focus on blended learning. All teachers

will be hired using annual contracts to ensure the school is attracting and retaining high

quality teachers. The school will provide appropriate supports to address poor

performance.

Budget: KBMS needs flexibility in budgeting to ensure the school is able to direct

adequate resources to classroom instruction and will budget on actual teacher salaries. 31

KBMS: Need for Innovation Status

32

School Name Meets Quality

Review Standards

Satisfies District &

State Criteria for

Innovation Status

Recommendation

Kepner Beacon MS Yes Yes

(staff vote 8/16)

Approve

Kepner Beacon MS Recommendation

On 4/13/15 the Grant Beacon Staff voted 32-1 (97%) in favor of the GBMS

Innovation Plan which included the shared Network Structure

Innovation Review

Recommendations

Montclair Elementary School

34

SPF Ratings 2012 2013 2014

Recommendation 3 Year Extension of Innovation Status

Rationale The School’s performance has consistently met expectations. The

School’s staff and community felt strongly that curricular flexibilities have

greatly contributed to academic performance.

Improving Student

Achievement?

Yes. In 2014, the School’s TCAP growth and status outpaced similar

schools in all subjects.

Significant Changes to

Plan?

-All teachers will be at-will moving forward

-Better alignment of curriculum with the Common Core

Consent of Staff and

Community:

Yes. 61% of staff voted in support and SAC and administration also were

in support.

Creativity Challenge Community (C3)

35

SPF Ratings 2012-Not Yet Open 2013-No SPF Rating 2014 (Early Ed SPF)


Rationale While the School has limited performance data, the available data shows

strong performance trends. In addition, the staff strongly supports

innovation status and feel that flexibilities, especially around scheduling

and partnerships, are essential to achieving the school’s mission.

Improving Student

Achievement?

Yes (based on limited data.) In 2014, the School’s growth on both STAR

and DRA met expectations. In addition, third graders met expectations for

TCAP proficiency.


Plan?

-No significant changes


Community:

Yes. 100% of staff voted in support and the Innovation Advisory Board and

administration also were in support.

Grant Beacon

36

SPF Ratings 2012 2013 2014


Rationale The School has seen its academic performance improve in all key areas

since being granted innovation status. In addition, the School credits

flexibilities with being critical in implementing the blended learning model in

use at the School.

Improving Student

Achievement?

Yes. The School has moved up to meeting SPF expectations during the

period of innovation. In 2014, the School’s growth outpaced similar schools

in all subjects while TCAP proficiency rates outpaced the peer group in

reading and math.


Plan?

-Revisions to reflect new Beacon network structure.


Community:

Yes. 97% of staff voted in support and the CSC and administration also

were in support.

Cole Arts and Science Academy

37

SPF Ratings 2012 2013 2014


Rationale The School’s SPF rating has declined from Meets Expectations to

Accredited on Watch during the most recent innovation status period.

However, they are still performing above their similar schools cluster in

many areas.

Staff and community were strongly in support of innovation and the District

believes that proposed curriculum changes will lead to increased

performance.

Improving Student

Achievement?

Yes. In 2014, the School’s growth outpaced similar schools in reading and

writing while TCAP proficiency rates outpaced the peer group in all

subjects.


Plan?

-All newly hired teachers will be on annual contracts

-Better alignment of curriculum with the Common Core


Community:

Yes. 100% of staff voted in support and the CSC and administration also

were in support.

West Leadership Academy

38

SPF Ratings 2012-Not Yet Open 2013 2014


Rationale The school has had mixed performance and saw its performance decline from

2013 to 2014. However, staff and community support innovation and feel some

flexibilities are critical to the school’s future success. A two year renewal will

allow for more clarity in the data to inform future programming decisions.

Improving Student

Achievement?

Mixed. In 2014, the School’s growth outpaced similar schools in reading and

writing, and in both years of operations student growth in reading and writing has

met or exceeded SPF expectations. However, proficiency rates still lag behind

similar schools in all subjects.


Plan?

-No significant changes to program; plan revised to show changes already

occurred including elimination of year-round calendar


Community:

Yes. 100% of staff voted in support and the SAC and administration also were in

support.

West Generations Academy

39

SPF Ratings 2012-Not Yet Open 2013 2014


Rationale The school has had low performance since opening and has also experienced

significant leadership and programmatic transition. A one year renewal will allow for

current leadership to establish itself and future decisions to be made based on a

more comprehensive data set.

Improving Student

Achievement?

Mixed. In 2014, the School’s growth outpaced similar schools in reading but fell

below District expectations in math and writing. Proficiency rates lagged behind

similar schools in all subjects and either decreased or remained constant from the

previous year.


Plan?

-No significant changes to flexibilities needed; plan revised to show changes already

occurred including elimination of year-round calendar and reduced relationship with

Generation Schools.

-School focus on improved implementation with new leadership and introduction of

Early College and CTE programming.


Community:

Yes. 70% of staff voted in support and the SAC and administration also were in

support.

Schools Pending Final Review

•Trevista –Expected to be brought forward to DPS Board in June, 2015

–Delayed due to leadership and grade configuration changes being made for 2015-16

–No significant programmatic changes planned

•Manual –Expected to be brought forward to DPS Board in August, 2015

–Delayed due to new leadership and programming changes being made for 2015-16

–Plan will reflect new programming being planned, including CTE partnership

40

Appendix A: New Innovation Schools Approval Criteria

(DPS Policy AI & State Statute)

42

Innovation Criteria Evidence

Evidence that the plan will ensure schools meet or

exceed academic standards

PBA expects to exceed the average Growth (MGP) and sets

ambitious goals using CDE’s Adequate Growth Measures.

Evidence that autonomies will lead to improved

student performance

PBA specifies how innovations in education program,

professional development, leadership, and budgeting will

allow the school to operate a program consistent with it’s

mission and vision.

Leadership capacity to effectively implement the

innovation plan

PBA identifies a qualified principal, assistant principals, and

4 leadership committees that share leadership

responsibilities.

A detailed leadership succession plan which

engages the school’s parents and teachers

The school provides key leadership roles around the school

mission and is also implementing teacher leader roles to

develop the leadership capacity of teachers.

Evidence that a robust and participatory school

governance structure will provide accountability

and support to the school

PBA’s CSC and SLT and involves parents, teachers and

community representatives in all key decisions of the school.

The SLT also has increased responsibilities including

recommending final principal candidates if there is a change

in leadership.

Evidence that the school will support the

professional growth of all teachers

PBA plans to leverage both DPS development opportunities

as well as school-specific PD in order to implement the

school’s educational program.

Applying District Criteria to PBA’s Innovation Plan

43


Evidence that all school policies promote the health

and safety of students.

PBA’s model emphasizes BRIDGE Way character traits

with intentional school culture building lead by a Positive

School Climate and Culture Team who oversee PBIS,

socio-emotional wellness programs, restorative justice, a

peace ambassadors program, and culture days and

leverages community navigators. PBA will also comply with

district discipline policy and standards for health and safety.

Evidence of fiscal sustainability PBA is funded similar to other district school programs.

PBA has worked with a District budget partner to create a

balanced budget that incorporates cost of start-up and

serving a unique educational program and materials in the

coming years. The school will have the ability utilize

innovation budget flexibilities.

Compliance with all state, federal and local laws. PBA will comply with all state, federal and local laws and

specifies replacement policies for any requested waivers.

Promote equity of access to high quality support

services for all students

PBA is in compliance with all admissions and enrollment

policies with the DPS Choice Office. The innovation plan

includes serving a newcomer center for refugee students.

A spirit of collaboration to promote dissemination of

best practices

PBA will collaborate with district on sharing best practices

and communicating challenges with implementing the

school model including curricular decisions, PD, and

serving students in their newcomer center.

Applying District Criteria to PBA’s Innovation Plan

44

Criteria Evidence

Support for the innovation plan from a majority

of administrators, teachers, and the school’s

CSC

Unanimous support from the CSC, and leadership,

Favorable staff vote on April 10, 2015

Support from the surrounding community The PBA Steering committee, SLT, and CSC met

regularly with parents, teachers, and community members

during the innovation planning process. These meetings

created connections and were opportunities to exploring

the community’s goals and values. Through this open

community process, each of the key elements of the

school design and innovation plan were vetted and

developed.

List of waivers and proposed replacement

policies

A full list of waivers and corresponding set of replacement

policies were provided and reviewed by DPS counsel and

Human Resources.

Applying State Criteria to PBA’s Innovation Plan

45


Evidence that the plan will ensure schools

meet or exceed academic standards

KBMS expects to exceed district (MGP) expectation in all

categories and improve Kepner to “Meeting Expectations” within 3

years.

Evidence that autonomies will lead to

improved student performance

KBMS specifies how innovations in education program, professional

development, human resource management, leadership, and

teaching will allow the school to operate a program consistent with

it’s mission and vision.

Leadership capacity to effectively

implement the innovation plan

KBMS identifies a sustainable and unique leadership structure

including an Executive principal, Principal, and network staff

between Kepner and Grant.

A detailed leadership succession plan

which engages the school’s parents and

teachers

KBMS’s CSC/KBMS School Advisory Board will provide the district

final principal applicants and participate in the hiring process. The

school also is implementing a network leadership model that builds

the leadership capacity of teachers.

Evidence that a robust and participatory

school governance structure will provide

accountability and support to the school

KBMS’s CSC/KBMS School Advisory Board involves parents,

teachers and community representatives in all key decisions of the

school. The CSC/KBMS School Advisory Board will also have

increased responsibilities including recommending final principal

candidates, reviewing the school’s annual budget, determining the

school’s master calendar and schedule.

Evidence that the school will support the

professional growth of all teachers

KBMS plans to leverage both DPS development opportunities as

well as school-specific and network-led PD in order to implement

the school’s educational program.

Applying District Criteria to KBMS’s Innovation Plan

46


Evidence that all school policies promote the health

and safety of students.

KBMS’s model emphasizes student leadership, and the

Beacon network core values and will also comply with

district discipline policy and standards for health and safety.

Evidence of fiscal sustainability KBMS is funded similar to other middle school programs.

KBMS has worked with District budget partner to create a

balanced budget that incorporates cost of start-up and

serving a unique educational program and materials.

Compliance with all state, federal and local laws. KBMS will comply with all state, federal and local laws and

specifies replacement policies for any requested waivers.

Promote equity of access to high quality support

services for all students

KBMS is in compliance with all admissions and enrollment

policies with the DPS Choice Office. The innovation plan

includes serving as a center-based program to serve

students with significant disabilities.

The school will implement a TNLI model to serve ELLs with

Spanish instruction, support, and materials within the

Blended Learning model.

A spirit of collaboration to promote dissemination of

best practices

KBMS will collaborate with district on sharing best practices

and communicating challenges with implementing the

Innovation Management Organization and Blended

Learning/TNLI Model.

Applying District Criteria to KBMS’s Innovation Plan

47

Criteria Evidence

Support for the innovation plan from a majority

of administrators, teachers, and the school’s

CSC

Evidence of support from Kepner CSC, from leadership

at both Grant and Kepner, and staff at Grant.

Favorable staff vote expected in August 2016

Support from the surrounding community KBMS included letters of support from Kepner’s principal

Elza Guajardo and Alex Magana, Kepner’s CSC,

Congress of Hispanic Educators, DTR, the Boys and

Girls Club, and Grant Beacon staff.

List of waivers and proposed replacement

policies

A full list of waivers and corresponding set of

replacement policies were provided and reviewed by

DPS counsel and Human Resources.

Applying State Criteria to KBMS’s Innovation Plan

Appendix B: Innovation Review – Performance Data,

Goals, Plan Elements

Montclair: Academic Performance

49

68

56.5

66

56 62

57 57 55

64

0

10

20

30

40

50

60

70

80

90

100

Reading Math Writing

Med

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wth

Perc

en

tile

Montclair: TCAP Growth

2012

2013

2014

64 61

73

57 62

54 53 49 50

0

10

20

30

40

50

60

70

80

90

100

2012 2013 2014

Perc

en

t P

rofi

cie

nt

Montclair: TCAP Status

Reading

Math

Writing

Montclair: Performance Relative to School

Created Goals

50

School’s Goal Met? Notes

Academic Status Reading-73%

proficient/advance;

Math-70% P/A; Writing-

60% P/A

Partially Met in Reading in 2013-14 with 73%

proficient; Did not meet in other subjects

but met District expectations and

outperformed similar schools cluster

Academic

Growth

MGPs above 65 Partially While the School has not met the goal in

most categories each year, they have

exceeded District expectations across

subjects in each year of the innovation

period.

NOTE: Goals originally only set for 11-12 and 12-13 years; School also

set interim assessment targets that are not valid for accountability

purposes.

Montclair: Innovation Plan Elements

51

Component Original Plan Updates

Education Program -District curriculum -Engage NY for literacy

Schedule/Calendar -Extended School Year None

Human Resources -Newly hired teachers at will -All teachers at will

Budget -Budgeted on actuals -None

Governance -Replace CSC With SAC None

Grant Beacon: Academic Performance

52

68

58 53 51.5

68

59 57 55

64

0

10

20

30

40

50

60

70

80

90

100


Med

ian

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Grant: TCAP Growth

2012

2013

201442 45 47

35 39

43

31 36 37

0

10

20

30

40

50

60

70

80

90

100

2012 2013 2014

Perc

en

t P

rofi

cie

nt

Grant: TCAP Status

Reading

Math

Writing

Grant Beacon: Performance Relative to

School Created Goals

53

School’s Goal Met? Notes

Academic Status Reading-50% P/A;

Writing-40% P/A; Math-

55% P/A

Partially While the school fell short of goals, their proficiency

rates did increase each year of innovation status.

Academic Growth Reading MGP 60; Writing

MGP 65; Math MGP 60

Partially While the school fell short of goals in the most

recent year, their MGPs still exceeded District

expectations each year of innovation status

ELL Performance 60% of ELLs will move up

a level on CELA

Partially 35% of ELLs moved up a band; ACCESS MGP of

50

Student

Engagement

95% attendance rate; 90%

Satisfaction Rate

Does Not

Meet Attendance Rate of 91%; Satisfaction Rate of 87%

Student Enrollment 100% enrollment; 90%

Re-Enrollment

Partially 100% Enrollment; 85% Re-Enrollment (Does

Exceed Similar Schools)

Parent Satisfaction 90% Satisfaction; 80%

Response Rate

Does Not

Meet 77% Satisfaction Rate; 69% Response Rate

Grant Beacon: Innovation Plan Elements

54


Education Program -Blended Learning Model Using

DPS Curriculum

None

Schedule/Calendar -Extended Day None

Human Resources -Newly hired teachers on annual

contracts

None

Budget -Budget on actuals None

Governance -School Advisory Board

replaces CSC

-Addition of network structure

with Executive Principal

C3: Academic Performance

•The School first administered TCAP in 2013-14 and had proficiency rates that exceeded District

expectations:

–Reading: 80%

–Math: 78%

–Writing: 49%

•The School has also demonstrated strong performance on the DRA:

–89% of students on grade level in 2013-14

–85% of students meeting DRA growth targets in 2013-14

55

C3: Performance Relative to School Created

Goals

56

Goal Met? Notes

Academic Growth One Year’s Growth In

Each Subject

Not Yet

Applicable

Academic Status 85% reading

• 85% math

• 70% writing

Partially The School had proficiencies of

80% in reading, 79% in math, and

49% in writing. These did not meet

goals but exceeded District

expectations.

Student Engagement 95% Attendance; 95%

Satisfaction

Partially Meets Attendance Goal but not

Satisfaction Goal

School Demand 100% Enrollment; Re-

Enrollment Exceeds

District

Partially Fully Enrolled; Re-Enrollment Rate

Not Yet Available

Parent Engagement 95% Satisfaction; 90%

Response Rate

Partially Did Not Meet Goals But Exceeded

District Expectations

C3: Innovation Plan Elements

57


Education Program -District curriculum

supplemented with additional

resources

None

Schedule/Calendar -Block scheduling

-Slightly increased day

None

Human Resources -All teachers on annual

contracts

None

Budget None None

Governance -Replace CSC With Innovation

Advisory Team

None

Cole: Academic Performance

58

55 57 57 52 55

51 47

38

57

0

10

20

30

40

50

60

70

80

90

100


Med

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wth

Perc

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Cole: TCAP Growth

2012

2013

2014 36 36 40 39 40

54

28 22

27

0

10

20

30

40

50

60

70

80

90

100

2012 2013 2014

Perc

en

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nt

Cole: TCAP Status

Reading

Math

Writing

Cole: Performance Relative to School Created

Goals

•When Cole wrote their original innovation plan, the School did not

set explicit goals for student achievement. These have been added

to the plan during this year’s renewal process and will be used to

assess innovation status moving forward.

59

Cole: Innovation Plan Elements

60


Education Program -District curriculum -Engage NY for literacy

Schedule/Calendar -Extended Day and Year None

Human Resources -Teachers new to District at will -All new teachers at will (even if

coming from within District)

Budget -Budget on actuals -None

Governance -Cole Leadership Council replaces

CSC

-None

WLA: Academic Performance

61

51

29

49 48 55 53

0

10

20

30

40

50

60

70

80

90

100


Med

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WLA: MS TCAP Growth

2013

2014

79

44.5

58.5 54

43

53

0

10

20

30

40

50

60

70

80

90

100


Med

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Perc

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WLA: HS TCAP Growth

2013

2014

33 33 26

13

25 31

0

10

20

30

40

50

60

70

80

90

100

2012 2013 2014

Perc

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nt

WLA: MS TCAP Status

Reading

Math

Writing41

31 27

8

30

19

0

10

20

30

40

50

60

70

80

90

100

2012 2013 2014

Perc

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WLA: HS TCAP Status

Reading

Math

Writing

WLA: Performance Relative to School Created

Goals

62

Goal Met? Notes

Academic Growth Continuously Enrolled

Students With MGP of 65

Partially While MGPs have not

exceeded 65, they have met

District expectations in most

categories

Academic Status 7 percentage point

increases in proficiency

Does Not Meet Proficiency Rates Declined in

most subjects from year 1 to 2

ELL Performance 85% of students will

improve a proficiency

band

Does Not Meet 28% of ELL students improved

by a proficiency band on

ACCESS in 2014.

The School also set goals around Post-Secondary Readiness that are not yet available

for assessment.

WLA: Innovation Plan Elements

63


Education Program -Utilizing Springboard Math -None

Schedule/Calendar -Year Round Calendar -Extended Year and School Day

Human Resources Hiring and RIB Process Waivers -None

Budget -Budget on Actuals -None

Governance -Board of Advisors Replaces

CSC

-None

WGA: Academic Performance

64

32

9

20 23 22 23

0

10

20

30

40

50

60

70

80

90

100

2012 2013 2014

Perc

en

t P

rofi

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nt

WGA: MS TCAP Status

Reading

Math

Writing29 31

2 5

18

10

0

10

20

30

40

50

60

70

80

90

100

2012 2013 2014

Perc

en

t P

rofi

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nt

WGA: HS TCAP Status

Reading

Math

Writing

33 34 39

34 36 42.5

0

10

20

30

40

50

60

70

80

90

100


Med

ian

gro

wth

Perc

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tile

WGA: MS TCAP Growth

2013

2014

61

36

59 56

41 44

0

10

20

30

40

50

60

70

80

90

100


Med

ian

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wth

Perc

en

tile

WGA: HS TCAP Growth

2013

2014

65

Goal Met? Notes

Academic Growth Growth Exceeding 50

Annually

Does Not

Meet MGPs consistently below

50 at both MS and

Academic Status HS Proficiency- Reading

52%, Math 41%, Writing 40%

MS Proficiency- Reading

52%, Math 44%, Writing 42%

Does Not

Meet Status consistently below

goals, and also have seen

some declines

Student Engagement 85% Attendance Rate Meets Both MS and HS rates

above target

School Demand 100% Enrollment; Re-

Enrollment Above District

Does Not

Meet Not fully enrolled; Re-

Enrollment Below

Comparison Group

The School also set goals around Post-Secondary Readiness that are not yet available for

assessment.

WGA: Performance Relative to Goals

66


Education Program -District curriculum

supplemented by Generation

Schools model

-Still using District curriculum;

some minor modifications to the

relationship with Generation

Schools

Schedule/Calendar -Year Round Calendar and

Extended Day

-Extended Day and Year

Human Resources Hiring and RIB Process Waivers -None

Budget -Budget on Actuals -None

Governance -School Advisory Committee in

place of CSC

-Removal of Generation

Schools Rep from SAC

WGA: Innovation Plan Elements

Appendix C: Innovation Plan Reviewers

Innovation Review Teams

68

Senior Review Team • Laura Brinkman, IS

• Susana Cordova, CSO

• Ivan Duran, Elementary Education

• Antonio Esquibel, IS

• Molly Ferrer, Legal

• Devin Fletcher, Teaching & Learning

• Jennifer Holladay, OSRI

• Rob Kellogg, CEA

• Sarah Marks, HR

• Greta Martinez, PSR

• Bart Muller, Employee Relations

• Monica Nurrenbern-Dilts, IS

• Van Schoales, A+ Denver

• Shayne Spalten, HR

• Alyssa Whitehead-Bust, CAIO

• Josh Allen, DOTS

• Brittney Cardwell, Student Services

• Katherine Casey, Imaginarium

• Yolanda Castillo, DOTS

• Molly Ferrer, Legal

• Devin Fletcher, Teaching & Learning

• CJ Grace, ELA

• Kayla Grayson, Teaching and Learning

• Andrew Hammond, Finance

• Jennifer Holladay, OSRI

• Ian Kearns, Imaginarium

• Tonia Lopez, Diff Roles

• Cathy Martin, Teaching and Learning

• Sherry Martin, HR

• Megan Marquez, CAIO

• Fred McDowell, IS

• Carol Mehesy, HR

• Evan Mellman, Finance

• Mario Mrva, Finance

• Christine Muldoon, ELA

• Susan Olezene, Teaching & Learning

• James Scott, IS

• Sandra Stanfield, HR

• Daniel Villescas, CRM

Innovation Review Team Members

Innovation Review: Roles

69

Role in Innovation Renewal

IS • The School Review Team interviews the IS prior to the school review to gain

historical perspective and IS insight on school performance and innovation

implementation

• Invited to participate in site school onsite review if they wish

• IS works with principal to leverage innovation to support implementation of plan and

school improvement strategies

OSRI • Lead all aspects of the innovation renewal process

• Defining renewal process per statute and DPS policy

• Leading review process of revised plan (if applicable)

• Making draft renewal recommendations to Superintendent

HR • Provide data on HR practices

• Assess legal compliance of handbooks and replacement policies

Legal • Assess legal compliance of handbooks and replacement policies

• Provide support to innovation schools in implementing their HR related waivers

CAIO • Supporting OSRI in ensuring school is implementing ed program waivers with fidelity

• Review/approval of new education program waivers

School

Review

Team

• Interview key school stakeholders to answer essential questions: is school

implementing plan with fidelity? Is school leveraging innovation to drive gains in

student achievement? Is there staff and community support for the plan? How can

the district support the school in implementing innovation?

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