winter 2019 core framework updatefile/core aps board...jan 22, 2019 · prior year core focus...

Winter 2019 CORE Framework Update

Presented by:

Dr. DJ Loerzel, Director of Accountability and Research

January 22, 2019

Every Student Shapes a Successful Future


Winter 2019 CORE Update

▪ Why is this topic on the board agenda?▪ To keep the board apprised of the status/progress of our

schools on the State’s Performance Watch with specific information on CORE focus schools

▪ What are we asking the board to do with this information: This information represents recommendations for CORE

strategies, and where necessary, to approve the recommendation for a Turnaround Strategy

▪ How is this linked to the Strategic Plan, Vision, Mission, goals and core beliefs? ▪ This information will inform the board of the status of our

CORE focus schools and the progress of our school improvement efforts

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Communities Organized to Reach Excellence

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Communities Organized to Reach Excellence

Two Part Presentation:I. Progress update on schools previously identified within CORE work• Aurora Central High School (Yr. 8)

• Paris Elementary School (Improvement)

• Fletcher Community School (Improvement)

II. Update on current CORE Focus schools that are in Year 3 or beyond on the clock or in Turnaround status• Aurora Hills (Yr. 3)

• Virginia Court (Turnaround, Yr. 4)

• Gateway HS (Yr. 4)

• North MS (Turnaround, Yr. 4)

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CORE Focus School Update

Aurora Central High SchoolPriority Improvement (37.4/42), Year 8• Innovation Status: Member of the ACTION Zone since 2016 (Year 3) • 5.6 point increase in School Performance Framework (SPF) rating from 2016 to 2018• 7% increase in 4-year Graduation rate and 5.7% improvement in Dropout rate 2016 to 2017

Paris Elementary Improvement (Off of Performance Watch)• Innovation Status: Member of the ACTION Zone since 2016 (Year 2) • 9 point increase in CMAS English Growth and Meets rating on ELP Growth

Fletcher Community School Improvement (Off of Performance Watch)• Conversion to Charter: 3-year transition to Rocky Mountain Prep Charter School • 9 point increase in CMAS Math and 4.5 point increase in CMAS English Growth from 2016

to 2018

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CORE Improvement Options

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A Sample of School Improvement Models

1. School leadership

2. Curricular shift

3. Mentoring and coaching programs

4. Change in grade configuration

5. Changes in categorical funding

Expectations:

Implementation of a School Improvement Strategy should yield identified results in one year.


Prior Year CORE Focus School Update

Jewell Elementary SchoolPerformance (62.4) • Increased CMAS Growth (English +18.5/Math +10) and 8.9 point increase in CMAS English

Proficiency• Collaborative planning structures supporting grade-level data analysis, planning, and re-teach• Enhancing teacher content knowledge through targeted professional learning• Intensive student intervention program throughout the school• Currently in their second year of UVA Leadership Development

Lansing Elementary SchoolImprovement (42.2)• 10.5 point increase in CMAS Math Growth• Conduct weekly planning and data analysis meetings to respond to student data through re-

teach and extension lessons• Implementation of tight coaching plan to enhance teacher instructional skills and content

knowledge• Targeted professional learning plan and entered UVA beginning at the 2018-19 school year

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Prior Year CORE Focus School Update

Kenton Elementary SchoolImprovement (42.3)• 14 point increase in CMAS Math Growth• Administrative leadership participated in Relay Leadership Development which allowed

leaders to implement observation feedback and coaching cycles for teacher development and effectiveness

• Weekly planning and data meetings to respond to student data through re-teach and intervention lessons for reading and math

• Ongoing, school-based professional learning for teachers

Lyn Knoll Elementary SchoolImprovement (45.3) • 19.5 point increase in CMAS English Growth and 4.8 point increase in English Proficiency • Teacher use of iReady data to plan targeted lessons and interventions to meet student needs• Enhanced teacher content knowledge through targeted professional learning and coaching

from support team• Ongoing professional learning delivered by CLDE consultant in the area of English Language

Development

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Aurora Hills Middle School

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Aurora Hills Middle School Snapshot

Principal: Marcella Garcia Status: 2nd Year and Continuing 2019-20

2018-19 SPF Status: Priority Improvement Year 3 Title 1: Yes

Number of Students: 826 Enrollment to Capacity: 74% F/R Lunch: 78.2%

ELL: 50% ESS: 16% GT: 2.3% Homeless: 4.1%

Academic Achievement (2017-18) : CMAS/PARCC Average Met-Exceeded Expectations

School Climate: 2018-2019 (Quarter 1):• Average Daily Attendance: 93.2% • % Students Chronic Absence: 22.3%• Suspensions/Expulsions: 53/0

Grade 6 Grade 7 Grade 8

District School District School District School

ELA 21.1% 13.7% 27.9% 18.7% 27.1% 8.1%

Mathematics 13.1% 5.9% 13.1% 5.6% 19.6% 4.5%


Aurora Hills Middle School

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Systems and supports that facilitate school improvement: ● Systems of Support: Working with School by Design, the Aurora Hills team implemented a

new schedule that provides focused student learning in Math, Literacy, Science, and Social

Studies with a built-in intervention block (flex-time), and targeted teacher collaborative

structure (Mustang U).

● Collaborative Structures:

○ The new schedule affords teachers one full day per week to collaboratively

participate in content specific professional learning, data analysis cycles, and grade-

level planning resulting in standards-aligned lesson plans and student-specific,

targeted re-teach and extension lessons in direct response to student data.

○ Conduct quarterly interim data analysis cycles to identify opportunities for

intervention with a plan of response for student intervention and teacher coaching .

● Leadership Development: Participating in the UVA Leadership Development cohort using

the instructional infrastructure strategy to build systems for curriculum, instruction, and

assessment. (Year 2)

● Curriculum Components: Providing equitable access for all students to grade-level

standards and content through Mustang U planning and classroom instruction.


2019 CORE Focus School Longitudinal Data –Aurora Hills Middle School

District Analysis of School Performance

DATA TRENDS Trend Data

ATTENDANCE 2015-2016 2016-2017 2017-2018 2018-2019(Q1)

ADA / Chronic Attendance 92.5%/27.9% 91.7%/29.6% 90.8%/33.3% 93.2%/22.3%

BEHAVIOR 2015-2016 2016-2017 2017-2018 2018-2019(Q1)

Suspensions / Expulsions 57/1 62/2 103/0 53/0

ACADEMIC ACHIEVEMENT 2014-2015 2015-2016 2016-2017 2017-2018

PARCC/CMASAchievement (M+)/Growth (1yr+)

Math: 7.1%ELA: 16.3%

Math: 7.5%/42ELA: 17.7%/49

Math: 5.2%/38ELA: 16.1%/38

Math: 5.3%/42ELA: 13.5%/40

ACADEMIC PROGRESS (17-18) Math Average Scale Score Gains Reading Average Scale Score Gains

Interim: I-READY Diagnostic (6-8)(August to May Assessment)

+12.5 +12.7

HUMAN CAPITAL 2014-2015 2016-2017 2017-2018 2018-19 (YTD)

Teacher Turnover Rate 32.8% 55.2% 41.1% 8.9%

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Recommendation

School Improvement Strategy Turnaround Strategy

Continue participation in UVA Leadership Program and grant additional year with district supports

N/A


Virginia Court Elementary School

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Virginia Court Elementary School Snapshot

Principal: Kim Pippenger Status: 2nd Year and Continuing 2019-20

2018-19 SPF Status: Turnaround Year 4 Title 1: Yes


ELL: 60% ESS: 13.3% GT: 1.1% Homeless: 2.8%

Academic Achievement (2017-18) : CMAS/PARCC-Average Met or Exceeded Expectations

School Climate: 2018-19 (Quarter 1):• Average Daily Attendance: 93.6%• % Students Chronic Absence: 22.1%• Suspensions/Expulsions: 6/0



English Language Arts 21.3% 14.7% 26.9% 17.6% 29.8% 11.5%

Mathematics 19.6% 6.4% 17.3% 7.8% 17.3% 2.3%


Virginia Court Elementary School

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Systems and supports that facilitate school improvement:

● Curriculum Components:

○ Aligned and rigorous instruction; teaching to the level of rigor called for in the

standards, planning support, and differentiated supports to help students access

grade level work

○ Strategic professional development and coaching model supported by two teaching

partners (ELA & Math) to build content knowledge and instructional skills

● Data Systems and Structures: Built a sustainable data culture where data is used to drive

all instructional decisions, both in the classroom and throughout the school

● Leadership Development: Participating in the UVA Leadership Development cohort using

the instructional infrastructure strategy to build systems for curriculum, instruction, and

assessment (Year 2)

● Collaborative Structures:

○ Conduct weekly planning and data analysis meetings to respond to student data

through re-teach and extension lessons

○ Conduct quarterly interim data analysis cycle to identify opportunities for

intervention with a plan of response for student intervention and teacher coaching


2019 CORE Focus School Longitudinal Data – Virginia Court



ATTENDANCE 2015-2016 2016-2017 2017-2018 2018-2019(Q1)

ADA / Chronic Attendance 94.3%/17.6% 94.5%/16.6% 92.8%/26.0% 93.6%/22.1%

BEHAVIOR 2015-2016 2016-2017 2017-2018 2018-2019(Q1)




Math: 3.3%ELA: 10.4%

Math: 8%/36ELA: 11%/45

Math: 9%/33.5 ELA: 16%/42

Math: 5.4%/33.5 ELA: 14.4%/42

ACADEMIC PROGRESS (17-18) Math Average Scale Score Gains Reading Average Scale Score Gains


+15.1 +24.5


Teacher Turnover Rate 25.7% 22.6% 46.2% -

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Recommendation


Continue participation in UVA Leadership Program and grant additional year with district supports

N/A


CORE Turnaround Options

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“A turnaround strategy is any approach that emphasizes ‘dramatic and comprehensive intervention in low-performing schools that produces significant

gains in achievement within two years and readies the school for the longer process of transformation into a high performance organization’” (Mass Insight

Education; Education Commission of the States)

APS administration has adopted the framework recognized and used by the state and federal government for identifying “turnaround strategies.”

Potential Turnaround Models:1. Closure2. Convert to a Charter3. Innovation Status (State approval)4. External Management Partner


Gateway High School

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Gateway High School Snapshot

Principal: Mehrad Ahmed Status: Interim Principal, First Year 2018-19

2018-19 SPF Status: Priority Improvement Year 4 Title 1: No




School Climate: 2018-19 (Semester 1):• Average Daily Attendance: 86.4% • % Students Chronic Absence: 43.5%• Suspensions/Expulsions: 144/1

Grade 9PSAT

Grade 10PSAT

Grade 11SAT


English Language Arts 394.6 376.1 418.8 400.2 453.2 437.8

Mathematics 400.9 448.0 413.8 398.7 445.6 416.4


Gateway High School

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Systems and supports that facilitate school improvement:

● Collaborative Structures/Data Systems & Structures:

○ Conduct weekly PLC meetings focused on planning to develop daily lessons

and weekly/interim data analysis cycles to respond immediately to student

needs through targeted re-teach and extension lessons

○ Provide targeted Professional Learning and coaching to support identified

teacher needs as identified through assessment data

● Curriculum Components: Lesson planning and instruction designed to provide

equitable access for all students to grade-level standards, IB standards and

practice, and SAT domain(s)

● Culture and Climate: Refined structures and strategies to promote positive

attendance and behavior

● Leadership Development: Participating in the UVA Leadership Development

cohort employing the instructional infrastructure strategy to build systems for

curriculum, instruction, and assessment (Year 2)


2019 CORE Focus School Longitudinal Data – Gateway HSDistrict Analysis of School Performance


ATTENDANCE 2015-2016 2016-2017 2017-2018 2018-2019 (S1)

ADA / Chronic Attendance 86.0%/47.6% 87.5/44.8% 85.3%/49.7% 86.4%/43.5%

BEHAVIOR 2015-2016 2016-2017 2017-2018 2018-2019 (S1)


ACADEMIC ACHIEVEMENT/C & C SUCCESS

2014-2015 2015-2016 2016-2017 2017-2018

• PARCC/CMAS 9th GradeAchievement (M+)/Growth (1+ yr)

• PSAT- 10th Composite (1520)• SAT – 11th Composite (1600)• ACT-11th Composite (36)

CMAS Math: 7.4%CMAS ELA: 14.7% ACT 11th: 16.1

CMAS Math 9th: 9.4%/48 CMAS ELA 9th: 18.5%/40PSAT 10th: 804.3 ACT 11th : 16.2

CMAS Math 9th: 8.6%/48CMAS ELA 9th: 14.8%/52PSAT 10th: 825.2 SAT 11th: 848.8

PSAT 9th: 750.6/38.9PSAT 10th: 798.9/39.5 SAT 11th: 854.3/35.5

• Graduation Rate• On Track Rate

55.9%59.3%

56.5%64.7%

60.3%62.9%

67.5% (ASCENT included)59.0%


Teacher Turnover Rate 14.6% 29.5% 35.5% -

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Recommendation


- External Management Partner


North Middle School

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North Middle School Snapshot

Principal: Brian Duwe Status: 1st Year and Continuing 2019-20

2018-19 SPF Status: Turnaround Year 4 Title 1: Yes




School Climate: 2017-2018 (Quarter 1):• Average Daily Attendance: 93.8% • % Students Chronic Absence: 21.4%• Suspensions/Expulsions: 27/0



ELA 21.1% 5.7% 27.9% 10.1% 27.1% 18.1%

Mathematics 13.1% 4.9% 13.1% 4.5% 19.6% 11.8%


North Middle School

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Systems and supports current in place to facilitate improvement:

● Curriculum Components:

○ Differentiated instruction to help students access grade-level work with the

support of two teaching partners

○ Building-wide professional learning NME (Neurosequential Model in

Education) facilitated by Jessica Pfeiffer SSW understand the SEL state of

individual students to provide access to curriculum

● Data Systems and Structures: Building-wide interim assessment engagement and

review to enhance the effectiveness of the re-teach strategies in literacy and

math

● Leadership Development: Participating in the UVA Leadership Development

cohort using the instructional infrastructure strategy to build systems for teaching

and learning (Year 1)

● Collaborative Structures: Weekly grade-level teams focused on MTSS and content

teams focused on PLCs and DDI effectiveness


2019 CORE Focus School Longitudinal Data – North MS



ATTENDANCE 2015-2016 2016-2017 2017-2018 2018-2019(Q1)

ADA / Chronic Attendance 91.4% /32.7% 89.8%/38.3% 89.0%/41.6% 93.8%/21.4%

BEHAVIOR 2015-2016 2016-2017 2017-2018 2018-2019(Q1)




Math 12.0%ELA 16.6%

Math 9.6% / 37ELA 12.5% / 41

Math 9.0% / 42ELA 16.1% / 48

Math 7.0% / 42ELA 11.2% / 48

ACADEMIC PROGRESS (17-18) Math Average Scale Score Gains Math Average Scale Score Gains


+6.8 -4.7


Teacher Turnover Rate 46.4% 47.4% 58.5% 6.3%

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Recommendation


- External Management Partner


North Middle School Turnaround:Needs Identified

The following needs have been identified through RMC Audit November 2015 Diagnostic Review, State Review Panel Site Report - May 2018, UVA Leadership School Readiness Report – May 2018, and Self-Study November 2018:

• Implementation of consistent vertical and horizontal collaboration, planning and articulation through aligned Professional Development to meet student needs

• Data teams and Professional Learning Communities (PLCs), sharpened focus on assessment practices and responses

• Framework for and support of data-driven instruction strategies to raise teachers’ awareness of and planning for more rigorous and appropriate grade-level academic rigor for students at every level

• Defined process and structure to ensure consistency in instructional practice and the expectations

• Strategies for differentiation of instruction, interventions, increased depth of knowledge, critical thinking opportunities for students

• Linguistic strategies/language development opportunities across all classrooms.

• Family and community engagement, involvement and communication

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North Middle School Turnaround:EMP Proposal

Engage External Management Partner (CDE Early Action Pathway) -MGT Consulting

• Ensuring Effective Teaching Practices: Establish systems to develop, support, and retain effective teachers and support staff through the development of a coherent instruction model

• Curriculum and Instruction: Create, monitor, and support the implementation of a rigorous, aligned curriculum

• Assessments: Ensure the alignment between instructional practices and Interim/State assessments and provide professional learning to ensure effective instruction and supports

• Effective Use of Data: Create sustainability systems and processes to allow for the collection, analysis, and utilization of data for action planning to establish and sustain universal practices and interventions

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Gateway High School Turnaround:Needs Identified

The following needs have been identified through RMC Diagnostic Review Audit - January 2018, State Review Panel Site Report - May 2018, IB Reauthorization Report (External) -Fall 2018, and UVA Leadership School Readiness Report – May 2017 and CDE Data:

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● Increase levels of Parent Engagement & Community Outreach Partnerships to provide the foundational support required for high quality and authentic educational experiences for all students

● Deliver consistent Social Emotional Learning supports and curriculum that meet the needs of both students, staff, and families to mitigate barriers that interrupt teaching and learning

● Hire experienced leadership who will make the necessary changes and create the

conditions that will urgently improve and achieve sustainable results

● Implement a research-based Instruction and Assessment Framework that enhance

rigorous and relevant student learning experiences and expedites school improvement

● Strengthen collaborative structures and professional learning time to ensure all components (Planning, Professional Learning, Data Analysis, Reteach, Intervention, and Coaching) are implemented consistently and with high fidelity

● Provide relevant College and Career Readiness experiences that align to classroom learning

expectations

● Increase persistently low 4-year graduation rates and chronic low attendance


Gateway High School Turnaround:EMP Proposal

External Management Partner (CDE Early Action Pathway) -Communities in Schools to support: Social Emotional Learning Implement a research-based Social Emotional Learning framework that provides curriculum and mental health supports designed to assist students and staff to mitigate the various non-academic barriers that inhibit student learning

The framework will also engage families, care givers, and community partnerships/mentorships to reinforce the learned social emotional competencies outside of the school environment and foster the overall development of student well-being that extensive research has shown increases:• academic achievement, • positive social interactions, • higher levels of self-confidence, • effective management of emotions, and • positive self-regulation of all learned competencies that last a lifetime.

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Gateway High School Turnaround:Additional Support Systems

• Freshman Academy: Implement a small, learning community environment focused on social emotional learning, student achievement, cognitive skills, college/career exploration and transition into high school

• College & Career Success Planning & Field Experience: Equip students to succeed in a knowledge-based, hyper-connected, digital age, global society through the implementation of a scaffolded CCS framework

• Schools by Design: Design schedule efficiency to address identified needs• Leadership Development: Continued support from University of Virginia

Executive leadership Program• Curriculum & Instruction: Professional Learning and Support to deepen skill

and content knowledge for faculty and staff• Service Learning Continuum: Partnering with the community, implement

service-learning projects that require students to utilize learned academic skills designed address community needs

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Gateway HS and North MS Recommendation: Turnaround StrategyDecision Process

• Conducted RMC audit, SRP site visits, and self-studies

• Identified needed targeted interventions

• Evaluated school improvement and turnaround options

• Assessed fit of potential external management partners

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Recommendation:

Seek Early Intervention Accountability hearings from the State BOE to implement External Management Partner Turnaround Strategies for North MS (MGT Consulting) and Gateway HS (Communities in Schools) which will commence in the 2019-20 school year.


Board Action

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There is currently no state or federal requirement for action. As such, the Board has latitude. Generally, the following options are available for Board consideration:

1. Accept the Superintendent’s recommendation

● Consent to the request for a State Board of Education hearing to present an Early Intervention Pathway for North Middle School and Gateway High School

● The Board approves Turnaround Strategy of External Management Partner

2. Reject the Superintendent’s recommendation

● Maintain the existing structures and supports at North MS and Gateway HS

● Superintendent and CAO will monitor implementation of the UIP and current improvement strategy


Thank You!

winter 2019 core framework updatefile/core aps board...jan 22, 2019 · prior year core focus...

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