April 26, 2017 Dr. Angelika Schroeder Chairwoman, Colorado State Board of Education 201 E. Colfax Ave. Denver, CO 80203 Dear Chairwoman Schroeder: The Adams 14 School District respectfully submits this Pathways Proposal for an External Management Partnership to fulfill requirements of SB 163 regarding accreditation for school districts and schools that exceed five consecutive years with an accreditation rating of Priority Improvement or Turnaround. The District takes its commitment to students and ensuring their academic growth and achievement seriously. To that end, we’ve engaged in significant whole-district turnaround work in consultation with leadership staff from the Department of Education. We’ve also conducted several comprehensive data analyses to address areas of academic deficiencies while exploiting our strengths. We realize there needs to be a dramatic change in our district and schools in order to meet state and local expectations. We are very enthused to work with an external management partner to make meaningful and powerful changes in our instruction, curriculum, assessments and interventions. We anticipate within two years all Adams 14 schools and the district will be off the accountability clock. By 2020 we expect all schools and the district to be among the highest rated in the state. We are proposing a management partnership with Beyond Textbooks, a non-profit organization stemming from the work of the Vail (AZ) School District which was a struggling district with schools that were chronically under-performing. The district conducted an intensive study and realized they lacked a consistent framework across the district for curriculum instruction, assessment and intervention. By implementing these frameworks with fidelity they were able to transform from one of the lowest to highest performing districts in the state. Today, they share their improvement system with other partner schools and districts to support their turnaround efforts. The proposed partnership has the following specific and actionable goals:  By the end of 2018, all Adams 14 schools will attain Improvement Status  By the end of 2019, all Adams 14 schools will attain a rating of Performance Status.  By the end of 2020, the district will attain a rating of Accredited with Distinction. There will be an increase of students meeting or exceeding expectations on the PARCC test by 20 percent each year. By 2019, 75 percent of the students in Adams 14 will meet or exceed expectations on the PAARC test. There will be a reduction of students on a READ plan by 20 percent each year with the ultimate goal of no students on a READ Plan in the year 2022. To accomplish these goals, the district proposes these priority actions:  Improve and sustain student growth  Recruit, develop, retain and sustain leaders/teachers  Community focused on student learning  Engage all stakeholders  Customize and Target Supports A full work plan detailing the actions associated with these priority areas as well as the anticipated outcomes is attached. As a district we realize this is a work-in-progress and look forward to your recommendations to strengthen this plan. The Beyond Textbooks external management partner will provide direction to school and district accountability efforts through a dedicated Beyond Textbooks Liaison who will report to Beyond Textbooks executive leadership and who will work with the superintendent and chief academic officer to impact meaningful and significant change. Beyond Textbooks will be responsible for the evaluation of the implementation of the programming at all levels and will have the authority to make directives, make decisions and enforce implementation by providing direction to the superintendent. Beyond Textbooks will also provide extensive professional development, customized instructional calendars as well as frameworks for instruction, assessment, curriculum and intervention. In addition, Beyond Textbooks will include existing curriculum materials used in Adams 14 as well as provide access to more than 40,000 educator-vetted lessons. For the 2017-2018 school year, Beyond Textbooks will be rolled out to the schools that are in most need of structures and frameworks. Other schools will be following similar structures used by Beyond Textbooks, however they will be managed by the district. The district leadership, board of education and staff are fully committed to this work and to be relentless in our pursuit of achieving our goals as outlined in our Pathways Proposal. We stand shoulder to shoulder with our community, parents and district staff at all levels in our dedication to ensuring this plan results in success for all students. Thank you for your consideration. Dr. Javier Abrego, Superintendent David Rolla, Board of Education President C: State board of education members, commissioner of education, Adams 14 board of education members 1 Adams County School District 14 Pathways Proposal External Management Partnership Submitted to the Colorado State Board of Education April 2017 2 Adams 14 – Management Proposal Introduction District Goal Expected Outcomes About Adams 14 Adams 14 Mission Adams 14 Vision Board of Education Strategic Imperatives The Board of Education Believes Rationale for Management Organization External Partnership with Beyond Textbooks 5 5 6 7 7 7 8 8 8 9 Background Adams County School District Adams City High School Why Adams City High School? Why Rose Hill Elementary? Why Central Elementary? 10 10 11 13 14 15 What is Beyond Textbooks? Beyond Textbooks – Program Data Why does Adams 14 need Beyond Textbooks? How is our partnership different than traditional partnerships? 15 16 16 18 Expected Outcomes & Targets State Level Outcomes CMAS Academic Achievement – All Students (minimum targets) ACHS Preliminary Scholastic Aptitude Test (PSAT) % Meeting College Ready Benchmark CMAS Academic Growth – All Students (minimum targets) Dropout Rates – 9th & 10th Grade Students (minimum targets) Local Level Outcomes STAR Interim Assessment 20 21 22 22 22 22 23 23 How the partnership works A partner embedded within select Adams 14 schools The Adams 14 implementation of BT will include a focus on Instructional Technology School & District Accountability Authority Providing comprehensive instructional supports Philosophy of “set to mastery” Partnership Structure Expanding the use of BT across other struggling schools in Adams 14 3 25 25 26 28 29 30 31 33 33 Inter-Governmental Agreement Requests for autonomy District Systems School Design Plan: Aligning to the Needs of Our Schools District-Wide Turnaround Strategies Annual Accreditation Targets: 34 34 34 35 37 40 Academic Systems Beyond Textbooks Instructional Framework District-Wide Turnaround Systems and Structures To date, the district… Culture of Performance –Meeting the Needs of the Students District calendar and schedule Family and Community Engagement Talent Management Induction for Teachers and Principals Expanding recruiting efforts Engage pre-service teachers to build a pipeline of potential talent 41 41 41 42 42 44 44 45 45 46 46 Appendix A: District Performance Data 48 Appendix B: Barriers & Solutions 52 Appendix C: 2015 State Review Panel Recommendations Form 54 Appendix D: Beyond Textbooks Evidence of Academic Achievement 57 Appendix E: Survey Results 58 Appendix F: Example Curriculum Calendars 61 Appendix G: Service Agreement 61 Appendix H: Sole Source Letter 62 Appendix I: 2017-2018 Annual Fee 72 Appendix J: 2018-2019 Annual Fee 73 Appendix K: District wide Turnaround System and Structures 74 Appendix L: Student Services Special Education Strategic Five Year Plan 2016-2020 76 Appendix M: 2017-2018 District Calendar 104 Appendix N: Superintendent and Parent Forums 105 4 Adams 14 – Management Proposal Introduction Adams 14 has consistently not met local and state expectations in content achievement or in growth. Consequently, Adams 14 has received a rating of Priority Improvement or Turnaround on the Colorado District Performance Framework for five consecutive years and has been identified as one of the lowest performing districts in the State of Colorado. Nine of eleven schools are also on the clock: Adams City Middle (Entering Year 1); Alsup Elementary (Entering Year 2); Central Elementary (Entering Year 4), Dupont Elementary (Entering Year 3); Kemp Elementary (Entering Year 2); Monaco Elementary (Entering Year 1); Rose Hill Elementary (Entering Year 1); and Adams City High School (Entering Year 6) (Appendix A). Following a thorough analysis of the district’s data including the district’s Unified Improvement Plan (UIP), academic achievement, academic longitudinal growth and post-secondary college and career readiness, teacher effectiveness, and an examination of past instructional frameworks, the district leadership team identified five priority challenges as barriers to achievement and growth (Appendix B). The barriers to achievement and growth are: ● High turnover at the building/central leadership and teacher level ● Lack of instructional resources aligned to the Colorado Academic Standards ● Decision making that is not data-driven and/or monitored for effectiveness ● Inconsistent implementation of researched-based best first instruction through the lens of a culturally and linguistically diverse student population ● Inconsistent school calendar To address the district’s leadership gaps, it has hired a new superintendent, chief academic and innovation officer, director of human resources, manager of teacher effectiveness, director of federal programs and a manager of family and community engagement. In response to the lack of instructional resources aligned to the Colorado Academic Standards and to the inconsistent implementation of researched-based best first instruction through the lens of a culturally and linguistically diverse student population, the district has: ● ● ● ● Purchased a research-based reading program for K-5 aligned to the Common Core State Standards/Colorado Academic Standards Implemented a research-based biliteracy program in grade levels K-2 and Spanish language arts in grades 6-8 Created the opportunity for students to earn the Adams 14 Seal of Biliteracy upon graduation Providing cultural competency training to all its employees District Goals: ● ● Improve and sustain student growth and achievement across all schools Customize and target supports to meet needs 5 ● ● ● Recruit, develop, retain and sustain highly qualified school leaders and teachers Engage all stakeholders – families, community and partners Build a strong community intensely focused on student learning Expected Outcomes: ● ● ● ● ● ● ● Students meet or exceed performance expectations on achievement and growth as measured on PARCC by 2018-2019 school year Students are college and career ready Students have the competencies and skills to be successful Attendance increases Negative behavior decreases Students create and monitor educational and personal goals – Individual Career Academic Plan (ICAP) beginning in middle school Graduation rate increases The district also received feedback from the State’s Review Panel (SRP) which evaluated Adams 14 and Adams City High School (ACHS) in May, 2015. The SRP identified areas the District would likely need support for meeting expectations. While over the course of the last two years, the district has explored using the innovation zone pathway as supported by State Review Panel (Appendix C). After deep and thorough analysis, the district feels a more effective and immediate pathway to accelerate student achievement and growth is to partner with an external management organization. The guidance provided by Lisa Medler, CDE, helped district leadership to refocus and examine each pathway option with greater objectivity. To this end, district leadership is proposing the pathway of an external management partnership with Beyond Textbooks for Adams City High School, Central Elementary and Rose Hill Elementary and districtwide turnaround strategies for Alsup Elementary, Dupont Elementary, Hanson Elementary, Kemp Elementary, Kearney Middle School and Adams City Middle School. Our plan will strengthen our work by creating a collaborative culture of continuous improvement and high expectations. Our plan maintains a consistent focus on improving instruction by implementing effective and researched based strategies at all schools: ● ● ● ● Implementing researched-based instructional strategies On-going assessments Data-driven decision making and Providing extended opportunities to learn Our plan provides a sustainable systems framework that will have significant, immediate and positive impact on student growth and achievement. Our plan is unique and specific to the needs of the district and its schools. It provides targeted layers of support to all schools while concurrently supporting and honoring the work being done by building leadership. 6 About Adams 14 Located just north of downtown Denver lies the community of Commerce City most noted for its rich mix of cultures, heritage, history and traditions. The 33,000-resident community is served by the Adams 14 School District and caters to the historic neighborhoods in the community. The district serves more than 7,500 students who speak over 25 languages. It has a significant bilingual population. As a community located in the beautiful Rocky Mountain area and just a short 15-minute drive to the heart of downtown Denver, the Adams 14 School District has all the conveniences of a metropolitan school district with the small-town feel. Residents enjoy knowing their neighbors, sharing traditions with family and friends who’ve grown up together, and having bonds with the people who established the community’s history and hospitality. The Adams 14 School District’s portion of Commerce City is home to the Colorado Rapids, the state’s professional soccer team that calls Dick’s Sporting Goods Stadium its home turf. Commerce City also lets wild animals roam free – at least it does within the Rocky Mountain National Arsenal Wildlife Refuge located adjacent to the Adams City High School grounds. And to add to its great outdoor amenities, Commerce City has plenty of room to enjoy the sunshine with about 300 acres of play areas and parks. The city also offers walkers 14 miles of walking trails. Senior citizens also enjoy the use of a robust senior center, which is housed within the city’s 67,000-square-foot recreation center. Adams County School District 14 is Colorado’s 26th largest school district, serving more than 7,500 students annually. Adams 14 is comprised of two high schools, two middle schools, seven elementary schools, and two preschools. The composition of the district’s student population consists of 88% students of color, 84% students qualifying for free or reduced lunch (FRL), and 49% students who are English Language Learners. The district embraces equity to ensure diversity among students, staff and the entire community is celebrated as strengths in the organization. Adams 14’s culture is based on high expectations for all students and employees, combined with one that supports both academic and social growth for all students. We’re fully committed to inclusive excellence for all students and will inspire, educate and empower all students to succeed. Adams 14 Mission Inspire, Educate, Empower Adams 14 Vision The work of the vision began with the end in mind – where do we want to go and what do we want for our students? Using the input provided by the parents, community members and school leadership during the Superintendent’s Parent Forum, a special vision building session was held and the vision was created. Adams 14 students, families, staff, community members and partners will unite to 7 ensure that our students will graduate with the Adams 14 Seal of Biliteracy, two years of college or an associate’s degree, an apprenticeship certificate or an alternative pathway while demonstrating critical thinking, communication, collaboration, creativity and cultural global competency skills in an ever-changing world. Board of Education Strategic Imperatives ● ● ● To dramatically improve academic performance, and move the District from Priority Improvement to Accredited with Distinction by the year 2020. To significantly empower all families and community members to become engaged partners in their child’s education, by creating welcoming environments District-wide that reflect and support a culturally diverse population. To intentionally increase and improve communication District-wide, both internally and externally, as well as enhance the resources offered to our current clients and community members. The Board of Education Believes When the community, students and staff are involved, all students do learn and succeed. As shown, the school board and district stakeholders are committed to academic excellence. We are working together to realize our mission, vision, strategic imperatives and beliefs about our students. The district has worked diligently to address and correct barriers to the academic achievement and growth of its students as specified in this proposal. Rationale for Management Organization After deep and thorough analysis, the district has thoughtfully chosen to move away from the pathway of Innovation Status to Change in District Management as its pathway for the district and three of its eleven schools (Rose Hill Elementary School, Central Elementary School, and Adams City High School). The Education Accountability Act outlines a pathway whereby a district may change internal management structures and/or governance of low-performing schools through a partnership with a private or public entity. Under this pathway, a district would bring in an external organization to manage an entire school or district or to manage targeted operations at the district, a particular school, or a cluster of schools. If partnering with an external organization only for targeted operations, the external partner must have contractual authority and accountability. This pathway represents a continuum within which there are many variations to fit the unique context of a given district and its schools. The district board chose not to pursue innovation status since the district is not in need of waivers of state law or regulations and the district already allows schools the autonomy to make decisions at the school level. The district opted not to pursue charter school conversion, an option not supported by the State Review Panel (Appendix C). The State Review Panel does not recommend conversion to a charter school due to the 8 effectiveness of the district leadership. Converting the high school, a single school to a charter school also would not address the systemic issues impacting the districts performance, and would be unlikely to remove the district from the accountability clock. It should be noted that this is the only district’s comprehensive high school. Currently, families and students have the option to enroll in a charter school, which is available to students living within the physical boundaries of Adams 14 (Community Leadership Academy and Victory Preparatory Academy authorized by the Colorado Charter School Institute and HOPE Online Learning Academy authorized by Douglas County School District within the World Impact Academy for students in grades K-8). District leadership developed a strategic plan for rapid school improvement that eradicates the barriers that have consistently contributed to poor student achievement and growth. Charter school conversion would reverse efforts and create uncertainty and undue stress in our school district. Our district has experienced high turnover, an Office for Civil Rights review, distrust and lack of vision for far too long. School closure is also not a viable pathway. The district does not have the capacity to serve its students in remaining schools if it closed any of its schools. The 2015 State Review Panel’s agreed: The State Review Panel does not recommend closure, as across the entire district, the schools are already 6% above capacity. It would not benefit the students if they were redistributed across fewer schools. Closure would potentially divide families and the entire community. The district has seen leadership turnover at the building level, and has taken the appropriate steps to ensure strong leaders are in place at its buildings. Closure would stop the positive momentum and be potentially ineffective for students. External Partnership with Beyond Textbooks Adams County School District 14 has elected to partner with an external organization to manage a cluster of schools for targeted operations with the scope of academic systems. Beyond Textbooks (BT) will fulfill the role of an external management partner by assuming contractual authority and accountability associated with the following components of school turnaround: ● School and District Accountability ● Authority ● Providing comprehensive instructional supports ● Existing as a partner embedded within select Adams 14 schools Our expected outcome with this partnership is to realize significant increases in student achievement within the first two years of implementation with sustained achievement and growth over subsequent school years. It is our expectation that three selected schools, Rose Hill Elementary School, Central Elementary School, and Adams City High School (ACHS) will earn an accountability rating of Improvement or Performance on their 2019 School Performance Frameworks. At that time, Adams 14 will evaluate the effectiveness of BT as an external management partner in consideration of maintaining 9 and expanding the partnership. Adams 14 will consider options for scaling up the partnership to potentially include additional Adams 14 schools as well as additional grade levels at ACHS. The following plan will document the details of Adams 14’s partnership with Beyond Textbooks for both the District and Adams City High School and how we seek to achieve identified outcomes as listed herein. Background Adams County School District During the 2014-2015 school year, the Commissioner of Education for the State of Colorado directed the State Review Panel (SRP) to conduct a 2-day site visit in May of 2015. After the site visit, the SRP identified areas where the District would likely need support for meeting turnaround expectations and improving student achievement (Appendix C). Regarding the leadership team, the SRP stated “…there is an apparent capacity to engage productively with and benefit from the assistance provided by an external partner, and there is a likelihood of positive returns on state investments of assistance, and support to improve the performance within the current management structure and staffing." The SRP found that leadership could be strengthened and benefit from engaging with external support for identifying and implementing effective turnaround strategies. Committed to do all that is necessary to turn performance around, the District has opted to leverage an external partner to focus on managing the academic systems component of the school improvement process. This was determined after a comprehensive strengths, weaknesses, opportunities, threats (SWOT) analysis of schools and departments in Adams 14, consideration for the vision of a new superintendent, and a deep analysis of historical school performance and root causes, the District has elected to support Rose Hill Elementary (entering year 1 of Turnaround), Central Elementary School (entering year 4 of priority improvement), and Adams City High School (entering year 6 of priority improvement). The implementation of an external partner at the school level is critical for achieving significant improvement in academic systems, which will positively impact student performance. Adams 14 recognizes the value an external partner will bring to supporting the district’s efforts to provide differentiated supports with a focus on best first instruction to its most underachieving schools. The selected external management partner is Beyond Textbooks. Beyond Textbooks provides both an instructional leadership framework as well as an instructional framework that focuses on curriculum, assessment instruction, and intervention. The lack of framework structures has been identified as contributing to the underlying challenges for Rose Hill, Central, and ACHS. All lack consistency with expectations for the delivery of best first instruction and in the uses of research-based Multi-Tiered Systems of Support (MTSS). As referenced in the Turnaround Plan, MTSS is a critical element for ensuring all students are supported in every aspect of success not only academics. Beyond Textbooks’ frameworks provide strong systems and structures that remain resilient and consistent despite changes in personnel, particularly changes in leadership. 10 Whereas other district schools are also on the accountability clock, BT has been selected as an external management partner for three identified schools based on their unique needs. The school will receive support with curriculum, instruction, assessment, and enrichment/reteach support in a manner that will be frequent, intense, and targeted. In addition to BT as an external management partner, these schools will also receive district-wide supports as described in the District Turnaround Plan. While Adams 14 plans to focus on three schools with BT, all District schools will benefit from district supports as outlined in the broader District Turnaround Plan: ● professional development in cultural and linguistic diversity ● systematic English Language Development ● constructing meaning ● multi tiers system of supports (MTSS) ● teacher/leadership retention and growth Adams City High School In April of 2016, Adams City High School (ACHS) underwent a rigorous State Review Panel (SRP) visit. As ACHS was seeking to request the state pathway of Innovation, the SRP identified areas of strength associated with using data to inform instruction, frequent classroom observations, utilization of the academy structure to support career pathways, and efforts associated with aligned professional learning based on the professional growth needs of the staff. The identified strengths did not transfer as evident in the 2016 performance data (Appendix A). Adams City High School will be entering year six on the Accountability Clock on July 1, 2017. To eradicate the trend of underperformance and accelerate performance at Adams City High School, the following ‘flooding’ model of support will be in fully implemented in the 2017-18 school year: ● ● ● ● ● ● External Management Partnership with Beyond Textbooks New Leadership Team – Principal and four Assistant Principals (AP) ➢ AP- Curriculum, Instruction and Counselors ➢ AP- English Language Development ➢ AP- Attendance, Restorative Justice, Deans ➢ AP – Career Technical Education Math, English Language Arts, and English Language Development Coach Special Education Coordinator English Language Development Coordinator One full-time counselor for each grade 9-12 Adams 14’s new superintendent advocated bringing on an external management partner to support academic systems during the transition and establishment of a new leadership team. ACHS will pursue a state pathway of external management with Beyond Textbooks that targets providing systematic comprehensive support and accountability for grades 9-10 in the areas of curriculum, instruction, assessment, and enrichment and reteach. These same comprehensive supports and accountability will be provided for grades 11-12 through the district turnaround strategies. The 11-12 grades were not 11 chosen to participate in the BT rollout since these grades have mostly completed their core credits and will be concentrating their final years with concurrent enrollment in community colleges and career and technology education. In considering the academic needs of ACHS, the district has taken a no-nonsense, no-excuse approach. It is using the concept of ‘wraparound support’ or ‘flooding model’. With new leadership, clearly defined roles and responsibilities, an external management partner and the on-going continuous support by CDE, the expectation is that ACHS will be transformed into a high performing, high achieving school. As illustrated above, each assistant principal (AP) will be responsible for a specific area. The AP assigned to curriculum, instruction, and the counselors will be responsible for monitoring BT implementation (grades 9-10), the data driven instructional cycles and progress monitoring as documented in Infinite Campus (grades 9-12). The AP, counselors and MTSS problem solving teams will use the DATA to assign students to specific and targeted daily 30 minute reteach and enrich blocks or before and after school tutoring cycles. Professional development will be driven by state and local data. The ELD AP will be assigned to work with the ELD Director in order to ensure that teachers are supported and that the needs of the ELLs are being addressed through correct identification, placement, implementation of researched-based instructional strategies (i.e. constructing meaning), and extended opportunities to learn. The ELD AP will work with the ELD coordinator, ELD coach and ELD teachers to monitor student progress in growth and achievement as measured by local and state assessment. The ELD AP will also develop and provide ongoing professional development to all staff on compliance and researched-based instructional practices with regards to the culturally and linguistically diverse student population. The AP assigned to student attendance will use the district’s data dashboard to monitor attendance in grades 9-12. The MTSS problem solving team will use the data and menu of research-evidence based strategies to provide additional support to students and parents identified as at risk (yellow) or highly at risk (red) as a result of poor attendance. The AP assigned to attendance will be charged with creating an attendance task force to revisit, restructure and monitor implementation of the district’s attendance policy. Considerable work has begun to improve career and technical education in Adams 14. As a part of the leadership restructuring, an assistant principal will be dedicated to oversee and lead the district in actualizing its goal of providing a vast array of career and technology options. These options are aligned to the recommendations from the Adams County Workforce council based on the jobs forecast. Students will be able to access concurrent enrollment and many will graduate with an immediate employable skill. A career and technology education task force that includes multiple departments as well as representation from the Adams County Workforce Readiness counsel has been meeting to lay the expectation for this new assistant principal. This will apply to all grade levels regardless of the BT participation. 12 A Secondary Education Director working closely with the superintendent will provide direct supervision of the leadership team at Adams City High School, and work collaboratively with the BT liaison, and the district leadership. This director will closely monitor student progress through the data cycles of both BT and non-BT grade levels. As of April 26, 2017 five of the six positions have been filled. The district’s goal is to have a high school principal and secondary Education Director hired by May 10, 2017. Adams 14 recognizes that the Beyond Textbook roll out for 9th and 10th grade only, does not address the needs of the entire school. As noted above the restructure of the leadership support all grade levels as well as following the district turnaround strategies will address school wide issues such as attendance, engagement, achievement and career and technology education. BT will have great influence at the high school as similar structures will be in place at all levels. Why Adams City High School? Adams City High School has failed to move beyond a rating of priority improvement or turnaround since 2010. In addition to disruptions in leadership, ACHS has failed to implement effective academic systems. As seen in the graph below, ACHS will be entering year 6 of the accountability clock on July 1, 2017. Beyond Textbooks promotes alignment of expectations across teachers, coaches, and administrators relative to standards, instruction, assessment, and interventions. Through daily extended learning 13 opportunities (reteach and enrichment), students will receive differentiated support. Beyond Textbooks provides an instructional framework that focuses on curriculum, assessment and extended leaning opportunities that build strong academic systems and structures that remain resilient and consistent despite changes in personnel, particularly changes in leadership. Why Rose Hill Elementary? Since 2009, when Colorado began issuing accountability ratings, Rose Hill’s performance has fluctuated dramatically, reflecting changes in leadership and inconsistency in expectations with the school being assigned to the turnaround clock for 5 of the 6 rated years (see graph below). Changes in leadership negatively impacted the flow of learning for students and created a less than ideal culture and climate for parents, community, staff, and students. Beyond Textbooks’ frameworks provide strong systems and structures that remain resilient and consistent despite changes in personnel, particularly changes in leadership. 14 Why Central Elementary? Central Elementary School has failed to move beyond a rating of priority improvement since 2012. In addition to disruptions in leadership, Central has failed to implement effective academic systems over the course of the last four school years. This has contributed to chronic stagnation in student performance. The graph below depicts the trends in school performance framework ratings. The lack of improvement has continued across the years with a downward trend in points earned from 2012 through 2016. Beyond Textbooks provides an instructional framework that focuses on curriculum, assessment, and intervention to build strong academic systems and structures that remain resilient and consistent despite changes in personnel, particularly changes in leadership. What is Beyond Textbooks? In 2001, Beyond Textbooks (BT) was developed by the Vail School District (VSD), in Vail, Arizona, as a turnaround strategy in support of its struggling schools. BT was designed to prioritize and support highquality instruction aligned to standards. Given the widespread and impressive success within its own district, VSD began providing consultation and management services to other turnaround districts and schools across the nation. As a Colorado Pathway, BT will fulfill the role of an external management partner by assuming responsibilities associated with the following components of school turnaround: 15 ● ● ● ● School & district accountability Authority Providing comprehensive instructional supports and Existing as a partner embedded within select Adams 14 schools Alongside consultation and management support, BT provides its partner districts and schools with a web-based instructional framework that targets rigorous instruction, progress monitoring of standards mastery, technology enhanced resources and identifiable and measurable outcomes. The BT instructional framework centers on the idea that “teaching and learning transcends textbooks and state standards to strengthen support for communities of teachers, facilitate teaching and learning, and improve student achievement” (Beyond Textbooks Website, 2017). Simply put, BT provides a partnership with the district that clearly identifies the “what” of teaching - specific standards at identified intervals in the school year, while teachers provide the “how” of teaching – selecting from 40,000+ pre-identified high-quality resources or district-provided resources that meet established rigor thresholds. As a district of schools, Adams 14 leadership will benefit from the management support provide by BT. The district has created a structure for accountability of implementation that involves facilitating key stakeholder feedback regarding implementation and student progress. The district leadership team has committed to participating in two annual BT events that promote effective district leadership practices through the lens of BT as a partnership in school/district turnaround. First, Adams 14 will participate in an offsite conference held by Vail School District in Tucson, AZ. BT administrators and principals will attend two days of trainings and work sessions designed to support effective implementation and monitoring. Second, Adams 14 will receive direct support from the Vail School District assistant superintendent in a day-long session that facilitates an open conversation around PARCC assessment data, BT action plans, and coordinated school-walk through sessions that culminate in clarity around progress and action. See timeline on page 26. Beyond Textbooks – Program Data In 2002, the Vail School District was one of the lowest performing districts in the state of Arizona. Within four years of the creation and implementation of BT, the Vail School District climbed from less than 20% of students proficient in math to over 80% of students proficient in math (as measured by the annual Arizona summative assessment). More importantly, the significant increases in student performance were not only sustained, but continued to increase over the years. Vail consistently outperforms the state by 20-30 percentage points and remains in the top 5 highly rated districts for the state. Why does Adams 14 need Beyond Textbooks? Like other turnaround schools and districts, Adams 14 has historically struggled with foundational components of successful turnaround efforts that generate significant gains in student achievement within the first two years of introducing turnaround efforts and ensuring sustainability of turnaround efforts beyond the initial implementation (Peurach & Neumerski, 2015). 16 Across all three schools, changes in leadership and inconsistent implementation of academic systems have negatively impacted instructional programming. These have also disrupted the flow of learning for students and created a less than ideal culture and climate for parents, community, staff, and students. Beyond Textbooks’ frameworks provide strong systems and structures that remain resilient and consistent despite changes in personnel, particularly changes in leadership. The district is under its third superintendent in five years. As evidenced in graph below, Adams 14 has had a history of turnover rates greater than the state average. Beyond Textbooks addresses four (of the five) district barriers as outlined in the District’s Turnaround Plan, and as seen below: Solutions Barriers High turnover at the building and teacher level Once established, BT personnel and the instructional framework can function in the absence/transition of school leadership as well as on-board new staff. Lack of instructional resources aligned to the BT provides a partnership with the District that clearly 17 Colorado Standards identifies the “what” of teaching – specific standards at identified intervals in the school year, while teachers provide the “how” of teaching – selecting from 40,000+ pre-identified high-quality resources or districtprovided resources that meet established rigor thresholds. Decision making that is not data driven and/or monitored for implementation or effectiveness BT provides resources in the analysis of student data (results of common assessments) for instructional planning and identifying students that need increased learning opportunities. Inconsistent implementation of researched based best first instruction. BT provides its partner districts and schools with a webbased instructional framework that targets rigorous instruction, progress monitoring of standards mastery, technology enhanced resources, and identifiable and measurable outcomes. For evidence of Beyond Textbook’s success in other districts, please refer to Appendix D How is our partnership different than traditional partnerships? In its attempts to implement comprehensive turnaround, Adams 14 has had a long history of working with partners such as the University of Colorado’s Bueno Center, University of Virginia’s School Turnaround Program, Celebrate the Beat, and others that provided a targeted support to a specific group with a specific need. BT serves to provide a holistic approach as an external management partner through a comprehensive Statement of Work and legally binding contract that articulates how BT will manage and authorize the following components of school turnaround at focus schools: ● ● ● ● School and district accountability Authority Comprehensive instructional support and Existing as a partner within select Adams 14 schools Dr. Abrego, superintendent for Adams 14, a proven experienced and successful turnaround superintendent in other districts, has advocated for the BT partnership as a key lever to turning around failing educational systems. With Dr. Abrego beginning his tenure in Adams 14 in the fall of 2016, little time remained for vetting unknown and unproven vendors considering the rigorous expectations set forth in the CDE published rubric for selection of an external management partner. Therefore, Dr. Abrego opted to invite the Adams 14 Board of Education, district leadership and school leadership and teachers from select schools to determine if BT met the criteria for a partnership. Upon approval by the Board of Education and leaders and teachers, the district moved forward with urgency to secure a partnership with BT (Appendix E:). In addition to moving forward with BT as an external partner, BT itself 18 maintains rigorous considerations and expectations for potential partnerships. It does not accept every request for services. Instead, it has its own vetting process to ensure a match with a potential client and its ability to provide information, its willingness to make the work a priority and internal support to ensure success. It first completes an internal evaluation for determining if a partnership opportunity by a requesting school or district is given. On two occasions, BT executive staff visited Adams 14 to evaluate and determine readiness for a partnership. BT funded the expenses associated with both “Gaining the Vision” sessions used to determine readiness of key school and district leaders and teachers from selected sites. Prior to offering the opportunity to partner with them, BT executive staff shared that Adams 14 met or exceeded expectations for a partnership by demonstrating capacity in all levels of instructional leadership, the skill and the will to bring about positive change as well as ensuring technical capacity of district systems and structures. As seen below, BT executive staff identified areas where the district and its instructional leadership were prepared to move forward with a partnership in addition to areas where BT executive staff would focus attention prior to launching the partnership. On January 11, 2017, BT executive staff conducted the first 3.5 hour “Gaining the Vision” session with district leadership and school leadership representatives from Rose Hill and Central elementary schools. On January 25, 2017, BT executive staff conducted a second 3.5 hour “Gaining the Vision” session targeted for secondary school leadership and staff that was hosted by Adams City High School. Having completed these two sessions, BT extended a partnership opportunity to Adams 14 for Rose Hill Elementary, Central Elementary, and ACHS. Should the District determine the need for additional schools to be added to the BT agreement, BT will again come to Adams 14 to evaluate readiness for implementation of BT. Through the use of a rigorous practice for choosing partners ready to initiative change, BT partners have been set up for success. Partners testifying to their success in utilizing BT for turnaround efforts have reported the greatest impact to be around prioritization. While a district or school may have many different priorities, as illustrated in the arrows to the right, having a common focus and priority established around increasing student achievement has helped BT partners turnaround failing systems. Another testament from other BT partnerships that demonstrates what BT does to effectively support turnaround efforts is the rich and robust 40,000+ item resource bank that includes lessons, resources, and documents that support instructional delivery. Resources in the bank are vetted carefully by a group of trained educational experts. These educators ensure standards alignment, higher order and critical thinking and questions as defined by Depth of Knowledge (DOK) and Bloom’s Taxonomy of Learning Domains and formatting for multiple programs teachers may utilize such as PowerPoint. 19 Expected Outcomes and Targets Based on the consistency for which BT partners demonstrated significant increases in student achievement within the first two years of implementation with sustained achievement and growth over subsequent years, Adams 14 expects that once BT is implemented, the focus schools will begin to show significant increases in student achievement and growth within the 2017-18 school year. It is our expectation that the three selected schools (Rose Hill Elementary School, Central Elementary School, and Adams City High School) will earn school plan types of Improvement or Performance on their 2019 School Performance Frameworks. Adams 14 also realizes there are other incredibly important indicators that provide the foundation for moving the needle on student achievement other than traditional student achievement indicators. The district will monitor the following indicators: Gifted and talented identification rates, referrals to student services, absenteeism of both teachers and students, and truancy rates. The district developed a data dashboard to assist with monitoring behavior, academics, attendance, and truancy data. The system was developed to identify students that may need wraparound support. MTSS is a critical component of Adams 14 turnaround efforts. As seen in the images, the locally developed customizable solution provides individual and aggregate reporting at the fingertips of counselors, deans and attendance liaisons. Adams 14 piloted this new data dashboard system on a small scale during the 2016-2017 school year and will fully implement it at schools in the 2017-2018 school year. Adams 14 has determined the 2017-18 and 2018-19 targets listed below for academic achievement and growth as measured by Colorado-required summative assessments in the areas of math, literacy, language acquisition and science. Baselines were established using the Colorado School Performance Frameworks for 2015. Targets were identified based on percentile cut scores identified by the Colorado School Performance Framework rubrics. 20 The district as well as Beyond textbooks will have access to this data dashboard, that will be used by problem solving teams to determine students at risk and provide levels of supports. This will be critical for the Multi-tiered Systems of Support (MTSS) process. Specific data cycles for academics, attendance, behavior and health will be determine by the district and rolled out to the schools. For the schools who are using Beyond Textbooks these cycles will be jointly determined. The district will also provide protocols, supports and professional development on how to interpret this data. In addition, the district will provide the action steps to implement the additional supports. The focus is on prevention. For example, as students are identified at risk with three absences, there will be immediate follow up utilizing the resources already established in the schools such as the health clerk, attendance liaison and/or the parent liaison. 21 State Level Outcomes CMAS Academic Achievement – All Students (minimum targets) Content/School ELA Central Rose Hill ACHS Math Central Rose Hill ACHS Science Central Rose Hill ACHS 2016 SPF PR 2018 SPF PR 2019 SPF PR 4 4 11 15 (approaching) 15 (approaching) 15 (approaching) 50 (meets) 50 (meets) 50 (meets) 10 1 10 15 (approaching) 15 (approaching) 15 (approaching) 50 (meets) 50 (meets) 50 (meets) 5 5 22 15 (approaching) 15 (approaching) 25 (approaching) 50 (meets) 50 (meets) 50 (meets) ACHS Preliminary Scholastic Aptitude Test (PSAT) % Meeting College Ready Benchmark Subject 2016 2018 2019 Math 14.2% 20% 25% Evidence-Based Reading and Writing 37.8% 45% 50% CMAS Academic Growth – All Students (minimum targets) Content/School ELA Central Rose Hill ACHS Math Central Rose Hill ACHS ACCESS Central Rose Hill ACHS 2016 SPF MGP 2018 SPF MGP 2019 SPF MGP 38 39.5 45 50 (meets) 50 (meets) 50 (meets) 65 (exceeds) 65 (exceeds) 65 (exceeds) 37 24 33 50 (meets) 50 (meets) 50 (meets) 65 (exceeds) 65 (exceeds) 65 (exceeds) 34 21 38.5 50 (meets) 50 (meets) 50 (meets) 65 (exceeds) 65 (exceeds) 65 (exceeds) Dropout Rates – 9th & 10th Grade Students (minimum targets) School 2016 2018 2019 ACHS 9th 5.4% 2.0% (meets) 0.5% (exceeds) ACHS 10th 2.3% 2.0% (meets) 0.5% (exceeds) 22 Local Level Outcomes STAR Interim Assessment STAR Math, Reading, and Early Literacy Average Percentile Rank (minimum targets) Math 2016 2018 2019 ACHS 44.2 50 60 Central 44.2 50 60 Rose Hill 39.2 50 60 45 50 Reading ACHS Central 33.5 45 50 Rose Hill 32.3 45 50 Central 45.1 50 60 Rose Hill 44.6 50 60 Early Literacy STAR Math, Reading, and Early Literacy Median Growth Percentile (minimum targets) Math 2016 2018 2019 ACHS 49 55 65 Central 46 55 65 Rose Hill 36 55 65 55 65 Reading ACHS Central 50.5 55 65 Rose Hill 51.5 55 65 Central 44 55 65 Rose Hill 42 55 65 Early Literacy 23 Gifted and Talented and Special Education Referrals (minimum targets) Program/School 2016 2018 2019 GT Central 7 +10% +10% Rose Hill 18 +10% +10% ACHS 7 +10% +10% SPED Central 17 -10% -10% Rose Hill 10 -10% -10% ACHS 4 -10% -10% READ Plans (minimum targets) School 2016 Ave. SS 2018 Ave. SS 2019 Ave. SS 688.5 725 (PARCC Level 3) 725 (PARCC Level 3) Central 703.3 725 (PARCC Level 3) 725 (PARCC Level 3) Rose Hill Absenteeism - Students ATTENDANCE RATES (MINIMUM TARGETS) School 2016 2018 2019 ACHS 87.33% 90% 94% Central 92.69% 94% 96% Rose Hill 92.90% 94% 96% 2016 2018 2019 ACHS 8.84% 6% 3% Central 4.64% 3% 1% Rose Hill 3.41% 3% 1% Truancy Rates (minimum targets) School 24 How the partnership works A partner within select Adams 14 schools By reorganizing the district’s senior leadership roles and responsibilities, a BT District Liaison position has been assigned. As described by the 2015 state review panel, the district has historically struggled to identify resources, both people and funds that target the specific needs of focus schools. By reallocating roles and responsibilities, the BT District Liaison will have the following primary duties: 1. Report to the Superintendent and Chief Academic and Innovation Officer. 2. Serve as the district point person between BT executives and Adams 14 regarding scheduled trainings, feedback and general communication. 3. Be responsible for contract negotiation, maintenance and all associated terms of service agreements. 4. Negotiate the relationship between BT schools and all district departments for school leadership to maintain focus on instruction. 5. Complete annual evaluations pertaining to BT implementation. 6. Monitor the implementation of BT through qualitative and quantitative reporting. 7. Manage policy and procedures for BT schools. 8. Support school-based coaches, teacher leaders and individuals responsible for data monitoring to provide guidance and ensure fidelity to implementation. BT will work directly with the District Liaison as well as each focus schools’ principal. All BT related activities will occur in the focus schools to facilitate the partnership being fully engaged in the school’s instructional context. This will require a level of autonomy for the focus schools to fully engage with BT and the District Liaison specifically with regards to school BT implementation and accountability, evaluation, professional development and early release days. As the teaching competencies and skills range from beginner to expert within schools and across Adams 14, the district will use the partnership with BT to ensure support is differentiated based on teachers’ needs. BT will conduct six school walk-throughs each year of the partnership. BT has the capacity to send three BT administrative staff to each school for walkthroughs that target areas of identified need on the school action plan (created at the first BT leadership session). Areas of concern will be noted for principal and district leadership to respond to in the form of supplemental professional development outside of baseline BT requirements. As illustrated in the timeline below, the district used Pathway Grant funds to explicitly seek stakeholder input during the fall of 2016 through Superintendent Forums (Appendix N). On-going community and stakeholder communication regarding pathway implementation and progress monitoring will continue to flow through the semi-monthly Superintendent Forum meetings. Various meetings from January through March of 2017 sought to provide context and further communication about the external management selection of BT. The District Accountability Advisory Committee and the local Board of Education were engaged during this time to communicate intentions and collect feedback. Additional meetings to ensure feedback loops were conducted with staff as well as with the teacher’s union 25 representatives. As seen above, schools selected to become partners with BT will host parent meetings to explicitly share details about how BT will support their schools. Schools will communicate with their communities regarding BT during events such as school-based registration for new students in July of 2017, Building Accountability Advisory Committee meetings in August, back-to-school events for all students in September, and other events appropriate for discussing BT implications for school improvement. The Adams 14 implementation of BT will include a focus on Instructional Technology The BT instructional framework will guide teachers and school leaders, ensuring that rigorous instruction, curriculum and assessment are the cornerstones of the classroom experience and the focus of schools. Adams 14 will capitalize on the instructional resource bank maintained by BT and its partner schools by launching a 1:1 Chromebook Initiative that will utilize pre-designed and implemented lessons that highlight effective use of instructional technology. Every student in grades 3-5 and 9 will have access to a Chromebook which will facilitate growing 21st century skills of critical thinking, communication, collaboration, and creativity simultaneously as children become proficient readers, 26 writers, mathematicians, and scientists. Digital literacy and 21st century skills will be facilitated on the G-Suite platform. G-Suite for Education will enable the students at focus schools to concurrently engage and learn with technology. This is another step in preparing children for the global economy they will enter upon graduation. While Adams 14 has been using Google Apps for the past 6 years, it was during the 2016-17 school year, that the District made G-Suit available to all teachers and students. Adams 14’s Board of Education strongly advocates for the use of 1:1 instructional technology in its classrooms. During the 2015-16 school year, the Board allocated nearly $500,000 to special projects for technology in anticipation of launching a 1:1 initiative to begin the following school year. These funds were used to double the bandwidth as well as to add a wireless access point to every classroom in the entire district. With a sound technological infrastructure in place, the board again allocated another $500,000 to beginning the 1:1 initiative during the 2016-17 school year. Over 1200 touch-screen Chromebooks have been purchased and will be deployed to BT schools beginning in the spring of 2017. With the Board of Education’s continued funding and support for further implementation of 1:1, Technology Services anticipates adding grade levels of Chromebooks each year according to this preliminary plan: School Year of Deployment 2017-18 Grades Schools 3-5 Rose Hill Central Hanson Kemp ACHS ACMS KMS ACHS Monaco Alsup Dupont ACMS KMS ACHS Monaco Alsup Dupont Hanson Kemp ACMS KMS 2018-19 5 5 9 6 2019-20 10 5 7 2020-21 11 3-4 8 2021-22 – first refresh year BT Schools 27 While the vision for a 1:1 initiative will take time to accomplish, the District will continue using a computer lab and pod model for supporting instructional technology for students whose grades and/or schools have not yet migrated from labs or pods of computers to 1:1. During the 2013-14, 2014-15, and 2015-16 school years, the District invested heavily in creating modern, up-to-date lab areas for schools that meet the expectations for all required online state testing. Students in grades K-2 will have greater access to lab time once students in grades 3-5 have access to 1:1 devices. School and District Accountability The selected schools will be required to participate in all BT professional development offerings. BT staff will continually gauge and provide technical reporting to the District Liaison regarding fidelity to the implementation of BT’s instructional framework. Required sessions will include (anticipated dates TBD based on contract negotiations): ● ● ● ● ● ● ● ● ● Gaining the Vision, Part 1 – January 2017 (district and school leaders) Gaining the Vision, Part 2 – February 2017 (school teachers) Beyond Textbooks Leadership Retreat – April 14, 2017 Beyond Textbooks 101: What is BT? – April 28, 2017 Beyond Textbooks 102: Understanding the BT Website and Resources – September 2017 Beyond Textbooks – Building a Cultural of Success through Reteach and Enrich – December 2017 Beyond Textbooks – Utilizing PLC to build Assessment & Data Literacy among teachers and leaders – Spring 2018 Classroom walk-throughs – 3 times per semester o September 7, 2017 o October 26, 2017 o December 14, 2017 o February 1, 2018 o March 15, 2018 o April 26, 2018 Beyond Textbooks Custom offerings designed to progress monitor implementation: o Classroom walk-throughs – 3 times per semester o Administrator data analysis supports – 2 times per semester o Daily Math Skills Training – as needed o Balanced Math, Balanced Literacy, and Classroom Management – as needed The BT District Liaison is accountable for providing transparency and availability of progress monitoring implementation and reporting of student data relative to school performance. Adams 14 will continue to utilize the Renaissance Learning STAR assessments for progressing monitoring both achievement and growth three times throughout the school year. Baselines will be established during the fall window and targets for improvement will be set for each BT school for increasing the percent of students at benchmark and for the percent of students scoring a percentile rank of 60 or higher. The BT District Liaison will communicate the data, the specific targets, and the delta for each for the winter and spring 28 administrations of STAR assessments in reading and math. Additionally, the Liaison is responsible for ensuring accurate accounting and reporting of attendance for required professional development sessions hosted and required by Beyond Textbooks. The BT District Liaison will report absences to the superintendent, CAIO, and building principal as applicable. Steps will be taken according to appropriate board policy relative to employees who fail to complete assigned duties. Authority To ensure fidelity of the implementation of the Beyond Textbooks platform, and adhering to the management aspect of the negotiated contract, a schedule of status meetings has been developed and implemented to allow for frequent progress monitoring and to ensure accountability at all levels. These meetings will be held between the following team members at the identified frequencies: Personnel Superintendent & Colorado Department of Education (CDE) Liaison Meeting frequency Weekly for first 6 months Monthly thereafter Mode In-person/ conference call Purpose Discussion of external management plan status, review of relevant student data, and support for needed resources Superintendent, CDE Liaison, and BT CEO/Director Monthly In-person/ conference call Superintendent & Local Board of Education Superintendent & State Board of Education Superintendent & District BT Liaison Monthly In-person Annually In-person Weekly In-person District BT Liaison & BT School Principals/Coaches Weekly In-person Superintendent, BT Liaison, BT CEO/Director Every three weeks Conference call Superintendent & BT School Principals Every other week In-person Site Visits: BT CEO/Director 3x/semester In-person Discussion of external management plan status, review of relevant student data, and support for needed resources Status reporting on implementation of BT, progress of student performance Status reporting on implementation of BT, progress of student performance Provide status update on school-level implementation and identify needs and successes Discuss upcoming weeks of implementation, review CFA and Interim data, develop action plans for challenges Provide status update on school-level implementation and identify needs and successes Discuss successes and challenges with implementation, identify needed resources Provide classroom walk-through observation data, confer with principals and district leadership regarding effectiveness of program and opportunities for continued growth The BT Liaison will be responsible for ensuring student achievement data is collected and reported and 29 evidence of meetings and artifacts are documented monthly. As a measure of accountability, Beyond Textbooks maintains the right to exit from the negotiated contract should the district fail to fulfill the agreed upon terms which include the pre-arranged professional development and agreed upon fee payments for services and online website usage. Prior to agreeing to contract terms, Beyond Textbooks staff met with Adams 14 central office staff, school leadership, and school staff with the dual purpose to share the context of Beyond Textbooks and to also determine if the district was prepared to enter into a partnership with BT. Beyond Textbooks notified the district on January 13, 2017 that it had determined the district and its identified schools met readiness criteria and they looked forward to welcoming the district to the BT partnership. Providing comprehensive instructional supports Alongside consultation and management support, BT provides its partner districts and schools with a web-based instructional framework that targets rigorous curriculum and instruction, progress monitoring of standards mastery, technology enhanced resources, and identifiable and measurable outcomes. The BT instructional framework centers on the vision that “teaching and learning transcends textbooks and state standards to strengthen support for communities of teachers, facilitate teaching and learning, and improve student achievement” (Beyond Textbooks Website, 2017). Simply put, BT provides a partnership with the district that clearly identifies the “what” of teaching – specific standards at identified intervals in the school year – while teachers provide the “how” of teaching – selecting from 40,000+ pre-identified high-quality resources or district-provided resources that meet established rigor thresholds. BT allows for creation and implementation of systems to identify and monitor students who are on/offtrack. BT provides an instructional framework focused on four key components of curriculum, instruction, assessment, and intervention. It also capitalizes on the importance of a culture of support for students. Through utilization of the district’s awarded MTSS grant, schools engaging with BT as an external management partner will also participate in the district’s engagement with MTSS as many of the components already exist within BT, as evidenced by the instructional framework’s focus on enrichment and reteach opportunities. As Adams 14 serves a culturally and linguistically diverse student population, it is critical that the implementation of BT not overshadow the importance of knowing and responding appropriately to the unique needs of our student population. As outlined in the District Turnaround Plan, all teachers will be required to complete training necessary for receiving and holding a Cultural and Linguistic Diverse (CLD) certificate. Teachers at BT schools will also fulfill this requirement. Adams 14 BT teachers will continue to use the Systematic ELD EL Achieve and Constructing Meaning strategies the District has invested in 30 over the last two school years as the methodologies for teaching language while using Benchmark and BT materials as content vehicles. Both the strategies and the training that leads to the CLD certificate are in place to ensure ELL instruction is supported. Biliteracy classroom teachers at BT schools will continue to utilize the Benchmark curricular resource as well as have access to BT professional learning and resources. BT supports the refinement of the focus schools’ academic systems and structures by outlining the 7 Key BT Starting Points. By seeking to answer DuFour’s four questions relative to student outcomes, BT addresses the methods to be used to improve school performance and student achievement: 1. Exactly what is it we want all students to learn? 2. How will we know when each student has acquired the essential knowledge and skills? 3. What happens in our school when a student does not learn? 4. What happens in our school when a student meets proficiency? Philosophy of “set to mastery” BT focuses not only on student learning, but also on the quality and rigor of the instruction provided by 31 teachers. With a focus on mastery teaching and mastery learning alongside managed consultation, the BT system establishes a philosophy of teaching and learning to mastery. The systems and structures built into BT support both enrichment and re-teaching as an explicit tool for providing students with opportunities to learn in a variety of ways and at differing paces but ultimately ending with the ability for students to demonstrate mastery of standards (Appendix F). The utilization of common formative assessment (CFA) is a critical component of how the BT instructional framework is administered with fidelity for not only delivery of rigorous instruction, but also the progress monitoring of rigorous instruction. Each instructional cycle follows a general pattern for instruction, assessment, and intervention. After approximately 2-3 weeks of instruction, BT classrooms administer a CFA designed to measure the level of mastery for each student for the identified standard. Teachers meet in a PLC-style group to review data from each instructional cycle’s CFA. Students scoring at least 80% are assigned to an enrichment section that strives to take standards mastery to a deeper level often involving real world application. Students scoring less than 80% are assigned to a reteach section with a teacher who has had proven success supporting students to reach mastery on a given standard or skill. The fluidity of the reteach and enrichment sections will be key to ensuring student academic needs are being met and continually challenged. BT schools have reorganized their master scheduled to include a 30-minute block of time for the reteach and enrich instruction to occur. Adams 14 utilizes the “alt 2” section of its student information system (Infinite Campus) for tracking intervention courses and fluidly moving students to sections assigned to the teacher with the best-matched skill set for supporting increased student achievement. Utilizing this option will allow the District to track and report minutes of reteach and enrich time for students at BT schools. 32 Partnership Structure As a Colorado Pathway, Beyond Textbooks (BT) assumes the role of external management/partnership. Due to several years of failed attempts for increasing student achievement to levels that meet state expectations, Adams 14 is pursuing a state pathway referred to as External Management. Adams 14 will partner with Beyond Textbooks’ management team to assist with the alignment of all priorities and initiatives associated with classroom instruction at select schools. Using this pathway (C.R.S. § 22-11-209(2) & C.R.S. §22-11-210(5)), a district may contract with a public or private entity (external to the school district itself) to manage an entire school or to manage targeted operations at the district, a school or a cluster of schools. The Colorado Department of Education has expanded the definition of “management” to include and qualify “partnerships” as a component of external management to meet the state’s intention of offering this avenue as a pathway for supporting districts with schools that have the lowest performance and the greatest needs over time. Beyond Textbooks staff will provide the partnership and management aspects for implementing changes to the academic systems at Rose Hill, Central and ACHS. Here are three examples of activities that the management/partnership will support: ● ● ● The BT administration team will oversee implementation of the instructional framework as the authority for determining quality of implementation. The BT administration team will work with the superintendent and CAIO to address and provide support for areas of concern and to celebrate successes throughout the implementation of the Beyond Textbooks framework The BT administrative team will be given access to Adams 14 data in compliance with federal and state privacy laws Adams 14 will pursue an external management contract with Beyond Textbooks in order to implement an instructional framework that focuses on identifying essential standards, defining mastery of standards, aligning instructional and curricular sequencing to the school calendar, selecting appropriately rigorous curricular resources, conducting appropriate interim assessments (STAR) designed to measure student content knowledge mastery, conducting common formative assessments designed to determine enrichment and intervention needs, and establishing identified time during the school day to deploy intervention and enrichment opportunities for students. Expanding the use of BT across other struggling schools in Adams 14 As other schools have expressed interest in implementing BT, there will be differentiated support for focus schools as a priority. Current plans are to only implement BT at the identified focus schools until the start of the 2018-19 school year. During the year of implementation, BT will be closely monitored in quantitative and qualitative means. Students will still participate in the district benchmark assessment of STAR, close attention will be paid to student performance on common and formative assessments, and students grades. Students and teachers will be surveyed regarding their satisfaction with the teaching and learning cycles supported by 33 BT and frequent debriefing with school leaders will be conducted. Using the targeted data on pages 1820, the progress monitoring data throughout the year and satisfaction data, the district will make a decision regarding the return on investment. Inter-Governmental Agreement Adams 14 has established a Service Agreement Vail Unified School District for Beyond Textbooks ● 2016-2017 Service Agreement (Appendix G) ● Sole Source Letter (Appendix H) ● 2017-18 Annual Fee (Appendix I) ● 2018-19 Annual Fee (Appendix J) Requests for autonomy BT schools will require greater autonomy from district policy and procedure to fully engage with BT as an external management partner. The District BT Liaison will manage the following requests: 1. The district’s educator evaluation measures and metrics relative to determining weights and measures for the collective and the individual attributes that are more closely aligned with the expected outcomes outlined herein. The district is not seeking a waiver from the board approved evaluation system. BT schools will use the same evaluation system. 2. The district’s required curriculum for BT schools to utilize all resources as supplemental 3. The district’s required local formative assessments to utilize the assessments required by BT 4. The district’s required professional development to accommodate the required BT training and professional development mutually agreed upon in the contract 5. Building staffing flexibility to implement BT effectively. District Systems The district is committed to developing, implementing and sustaining policies, systems and structures that build capacity. The newly hired Chief Academic Innovation Officer (CAIO) is leading district work and implementation of standards-based instructional maps, common interim assessments, data-driven decisions, extended learning opportunities for students (tutoring and summer school), and professional development. Staff from human resources and teacher effectiveness are studying and developing a plan to recruit, develop, retain and sustain talent. They have restructured the principal / teacher induction program and the mentoring / mentee program. Professional development is targeted at defining expectations and job-embedded learning including coaching, mentoring and observation (including peer observation). Staff is also developing a systems framework for vetting and analyzing the effectiveness of program implementation aligned to each schools UIP. A new tutoring and summer school program are being designed to meet district goals and expected outcomes. In response to the need for a common resource aligned to the Colorado Academic Standards and state 34 assessments, the school board allocated $1.2 million from reserves to purchase Benchmark Reading resources for grades K-5 in 2016-2017. The school board also allocated one-time funding of $1 million tax refund to Curriculum and Instruction to support the external management partnership with Beyond Textbooks. The district is restructuring staffing and resources to meet the district’s goals and expected outcomes. By reallocating roles and responsibilities, a Beyond Textbooks District Liaison position has been assigned. Beyond Textbooks will work directly with the District Liaison to facilitate implementation of the Beyond Textbooks framework at the focus schools. The district will continue restructuring staffing and resources to best serve the needs of the students and schools. School Design Plan - Aligning to the Needs of Our Schools The district fully understands the urgency to move the district and its schools from priority improvement and/or turnaround to performance. There is not a simple solution or a one-size-fits all approach. The work must be strategic, sustainable, targeted and it must build capacity within staff to be successful. IT is important to align district support to the specific needs of each school. District leadership considered the experience of each building principal, current support, improvement strategies (UIP) and progress monitoring. Through this process the district decided to use a tiered model of support that allows for school flexibility while increasing instructional rigor and accountability. Rose Hill Elementary School, Central Elementary School, and Adams City High School were selected to engage in an external management partnership with Beyond Textbooks for several reasons: ● High leadership turnover over the course of the last three school years ● Building leadership have less than one year of experience as a building principal ● Adams City High School is entering year six on the accountability clock 7-1-2017 ● Central Elementary is entering year four on the accountability clock 7-1-2017 ● Rose Hill Elementary is entering year one on the accountability clock 7-1-2017 The school principals at Alsup Elementary, Dupont Elementary, Kemp Elementary, Monaco Elementary and Adams City Middle School have greater than three to five years of administrative experience at their respective schools. They will be supported by the district turnaround strategies and CDE Grants: ● ● ● ● Dupont is currently being supported by the Connect to Success Grant Monaco is currently being supported by the Turnaround Network Grant Adams City Middle school and Kearney Middle School is currently being supported by the Diagnostic Review Grant During mid-year reviews with the CAIO, principals shared winter STAR data indicating growth towards school goals as defined in the UIPs 35 TIERED SUPPORT DEFINED BY SCHOOL NEEDS: S C H O O L S D E S C R I P T I O N External Management Partner Beyond Textbooks Commence 2017-18 • Central Elementary • Rose Hill Elementary • Adams City High School grade 9 and 10 *NOTE The Biliteracy classroom strands at Central Elementary and Rose Hill Elementary will continue to follow the Biliteracy framework. Beyond Textbook brings accountability, frameworks and structure to support teachers in aligning their planning and resources, in addition to providing a cohort of students with 1-1 technology, and incorporating a “re-teach/enrichment” cycle after assessing each standard Grant Partners ● Connect to Success ● DUPONT Elementary ● Turnaround Network ● MONACO Elementary ● Schools Turnaround Leaders Development Elementary: ➢ ALSUP ➢ CENTRAL ➢ DUPONT ➢ KEMP ● Diagnostic Review ➢ Adams City Middle (ACMS) ➢ Kearney Middle The Connect to Success supports school and district leadership in strengthening their Title I programs by implementing strategies shown to be effective through the high achieving schools study. The School Turnaround Leadership Grant Program, made possible through SB 14-124, establishes and promotes leadership training specifically for the turnaround environment and is an integral part of Colorado’s state-wide strategy to improve the performance of students in the lowest performing schools in the state. The Turnaround Network will accelerate student achievement for select schools through strategic and targeted support, resources and flexibility. The Network is a highly-collaborative and accountable endeavor between local schools, their districts and the Colorado Department of Education. 36 District Turnaround Strategies Elementary: ➢ ALSUP ➢ DUPONT ➢ HANSON ➢ KEMP ➢ MONACO Middle: ➢ ACMS ➢ Kearney Targeted, research based best practices for achievement and success. These strategies are focused on five elements: 1) Best first instruction 2) Embedded professional development and supports 3) Frequent progress monitoring 4) Enrichment and intervention 5) Multi-tiered systems of support In addition to the CDE grants, building leadership is supported through bi-weekly principals’ meeting with district leadership, district professional development, observation of instructional practices with pre-brief and debrief for next step planning in consultation with Isabel Cordova, Instructional consultant, and district principal PLC time for planning and collaboration. District-Wide Turnaround Strategies There is not a simple solution to the challenges before the district. A multi-faceted approach is needed. In addition to an external management partnership with Beyond Textbooks at three schools (Rose Hill Elementary School, Central Elementary School, and Adams City High School), district leadership developed a strategic turnaround plan for rapid school improvement. It is important to note that BT and the district turnaround strategies are similar. Each provides a systematic framework of instruction, monitoring (assessment, walkthroughs, teacher evaluation/effectiveness, professional development) and extended opportunities for students to learn (enrichment/reteach). BT, however, will add an external layer of laser-focused support and accountability for the district and participating schools. Schools engaging in an external management partnership with BT will not be required to implement the district’s standards-based instructional maps and common assessments. In addition, BT schools will not be required to participate in the district’s planned professional development. In addition to the district turnaround strategies, Alsup Elementary, Dupont Elementary, Hanson Elementary, Kemp Elementary, ACMS and Kearney Middle School are being supported by grant partnerships provided by CDE. The following is required at all schools: ● The biliteracy classrooms at all schools will continue to follow the required programming. All teachers will continue to receive professional development in systematic English language development (ELD), constructing meaning and content language objectives as applicable. biliteracy, systematic ELD and constructing meaning are research based strategies and frameworks on best instructional practices to meet the linguistic and diverse needs of our districts student population ● All students will have extended enrichment and reteach learning opportunities through a daily scheduled 30-minute block and one week after school tutoring sessions every 3-4 weeks based on the instructional cycle ● All new teachers and administrators will participate in the district’s induction and mentoring program. Adams 14 teacher/leadership induction and mentoring program has been redesigned. Specific topics relevant to how Adams 14 operates, programs and expectations will be addressed during monthly scheduled induction / mentoring sessions 37 ● Teacher effectiveness evaluations will be used as a tool to identify potential school leaders and provide differentiated professional development learning opportunities based on the areas of strengths and weaknesses identified through this process ● The district is not asking for waivers to differentiate BT and non-BT schools with regards to a professional development calendar, school year calendar or teacher evaluations systems. BT will follow the same calendar with the specific professional development that is related to BT. The same teacher evaluation progress established through board policy will be implemented for all teachers, regardless of the BT status  The CAIO will work directly with K-5 building leadership at all schools (BT and NON BT Schools) and the Director of Secondary Education will work directly with 6-12 building leadership in order to ensure the implementation of BT and district turnaround strategies and progress towards improved student achievement and growth as measured by local and state assessments  All school and district leaders will attend a summer retreat to map out the exact targets with BT and non-BT schools, determining actionable goals, benchmarks, assessment tools to determine success, and accountability measures. After this exhaustive review, a detailed plan will be submitted to the CDE. District data show it has consistently not met local and state expectations in content achievement and growth (Appendix A). A close analysis of the data identifies specific barriers also addressed in the root cause analysis of the district’s Unified Improvement Plan: Barriers High turnover at the building/central leadership level and teacher level Root Cause Analysis - UIP School leadership has not consistently developed a high-level professional staff through professional learning, supervision, evaluation and commitment to continuous improvement Calendar that lacked uninterrupted instructional time /unstructured school day K-5 Lack of instructional resources aligned to the Colorado Standards The district has not consistently implemented curriculum that is aligned to Colorado Academic Standards and ensures rigorous, effective instructional planning Decision making that is not DATA driven and/or monitored for implementation or effectiveness Inconsistent implementation of researched based best first instruction Instructional staff does not consistently provide researched-based instruction that 38 through the lens of a culturally and linguistically diverse student population engages students cognitively and ensures that students learn to mastery The urgent need for instructional transformation is obvious in the data. Achievement and growth has been stagnate. A clear, consistent, framework on best first instruction is not evident or consistently implemented. “It takes best first instruction and appropriate, aligned interventions in order to ensure that students catch-up and keep-up.” (Colorado Department of Education) “To improve instruction, schools should use data to set instructional improvement goals, make changes to immediately and directly affect instruction, and continually reassess student learning and instructional practices to refocus the goals.” (IES Practice Guide) Driven by data provides a central component of the district-wide turnaround strategies. Therefore, the district-wide turnaround strategies maintain a consistent focus on improving instructional practices through researched-based best first instruction and strategies, talent development, on-going assessment, MTSS, and extended opportunities for students to learn as summarized below: Turnaround Goals Turnaround Strategies • • • • Improve and sustain student growth and achievement across all schools • • • • • • • Customize and target supports to meet needs - MTSS • • • Expected Outcomes Frequent Progress Monitoring Require cultural and linguistic certification for all our teachers Biliteracy Embedded Professional Development Calendar K-5 Balanced Literacy and Math Structured K-5 School Day Extended K-12 learning opportunities Data-driven decision making • Develop a District wide Board Policy for utilizing MTSS Develop and implement databased problem-solving and decision Create a District MTSS model at the central administration level Sustainable professional development Development menus of research • 39 • • • • • • • • • Students meet or exceed performance expectations on achievement and growth as measured by PARCC Students are college and career ready Students have the competencies and skills to be successful Attendance increases Negative behavior decreases Students develop and monitor goals Graduation rates increase Establish academic and behavior interventions and roll out the trainings Collaboration with Community Engagement and Family Liaisons regarding tiered supports Building MTSS Leadership Teams Health Clerks/Nurses and Attendance Liaisons implement identification procedures • Develop, retain and sustain highly qualified school leaders and teachers • • Engage all stakeholders – families, community and partners • • • • • • • Build a strong community intensely focused on student learning • • • • based intervention practices Develop a train-the-trainer model with new PD for Induction Facilitators Developing supports and structures for Induction Facilitators Ensuring every initial teacher, Principal and AP gets the professional induction Superintendent Parent Forum Parent University Parent Teacher Home Visits Parents to Paraprofessional Regular and reliable communication with all community members and parents. Regular and reliable communication with staff Monthly professional learning communities On-going formative assessments Common Assessments Interim Assessments (STAR) Data-driven decision making (rooted in what students need to learn based on analysis of assessment results) • • • Formative assessments in the classroom that are observable Classroom management is observable Student engagement is observable • Families, community members and school partners engaged in students’ learning progress, interests, and goals • Students meet or exceed performance expectations on achievement and growth as measured by PARCC Students are college and career ready Students have the competencies and skills to be successful Attendance increases Negative behavior decreases Students develop and monitor goals Graduation rates increase • • • • • • As detailed above, the external partnership with Beyond Textbooks and the district-wide turnaround strategies provide a systems framework that is sustainable, targeted, and builds capacity within staff to be successful and move the district off the accountability clock. Annual Accreditation Targets: The leadership team recognizes that significant improvement is needed and has established overall annual accreditation rating goals over a three year period for the district, elementary, middle, and high schools. The expectation is that the external management partnership with BT and the strategies, systems and structures in the district’s turnaround plan are realistic enough to ensure student achievement and growth to move the performance category as outlined below: 40 Superintendent Dr. Abrego has made a commitment to the local school board, teachers, parents and community that by the end of the 2019 school year, all schools will be performing schools. Academic Systems Currently, the district is pursuing an external partnership with Beyond Textbooks at three focus schools: Rose Hill Elementary School, Central Elementary School, and Adams City High School. Beyond Textbooks Instructional Framework ● ● ● ● ● ● Identifying essential standards Defining mastery of standards Aligning instructional and curricular sequencing to the school calendar Selecting appropriately rigorous curricular resources Conducting appropriate interim assessments designed to measure student content knowledge mastery, conducting common formative assessments designed to determine enrichment and intervention needs establishing identified time during the school day to deploy intervention and enrichment opportunities for students District-Wide Turnaround Systems and Structures (Appendix K): ● Teaching schedule is designed to provide quality instructional time 41 ● Three week instructional pacing guide are based on the Colorado Academic Standards ● Common assessments are based on the pacing guides ● Enrichment and reteach opportunities for all students that is data-driven ● Classroom assessments are frequent, rigorous and aligned with standards ● Teachers analyze student work as well as test results to assess student progress and achievement, identify achievement gaps, and make changes to instruction ● Instructional strategies are planned, delivered and monitored to meet the changing needs of a diverse student population ● Through the MTSS framework, wraparound services are provided to students to address individual needs and to close learning gaps To date, the district has: • • • • • • • • • Purchased Benchmark an English and Spanish literacy program that is aligned with the Colorado State Academics standards that came with long-term onsite professional development Developed and implemented an English Language Development and Bi-literacy plan Expanded bi-literacy programming at the pre-k and elementary levels. Bi-literacy programming uses paired literacy instruction to teach reading and writing, students learn to read and write in two languages simultaneously starting in Pre-K and kindergarten. More on our bi-literacy plans and program can be found in the section Turnaround Strategies. Opened the first cohort of students to receive Spanish Literacy Instruction, grades 6-8 at the Middle School Level Doubled student enrollment at ACHS in the “Seal of Bi-literacy” pathway and nearly doubled the number of students who will graduated with the Seal of Bi-literacy Received a Multi-Tiered Systems of Support Grant Organized Instructional Time for the 2016-17 school year for Grades K-5 to allow for extended learning opportunities Developed a three-week teaching/assessment cycle Developed a five-year strategic plan to address the specific needs of the exceptional student population (Appendix L). Culture of Performance –Meeting the Needs of the Students Our plan also embraces the academic achievement and social well-being of ALL students, particularly of our culturally and linguistically diverse population, including English-Only students from culturally diverse backgrounds. Starting in the 2015-2016 school year, Adams 14 has taken small but steady steps to implement research-based biliteracy programs in grade levels K-2, Spanish language arts in 6-8, and graduating high schools students with the Adams 14 Seal of Biliteracy. Adams 14 is committed to ensuring that every teacher is highly qualified to meet the needs of its culturally and linguistically diverse student population. Adams 14 is requiring that every newly hired teacher meet CDE’s minimum CLD Certified requirement. The district is offering all staff members the opportunity to become CDL certified through its partnership with The University of Colorado Boulder Center and will assist teachers with one-third of the tuition cost. 42 The University of Colorado Boulder BUENO Center for Multicultural Education provides teachers with an opportunity to earn a Culturally and Linguistically Diverse (CLD) Endorsement and a Master of Arts Degree in Education Equity and Cultural Diversity (EECD). Recruitment for this program will begin in spring 2017 and the program will begin summer or fall semester of 2017. The Masters of Arts degree and CLDE endorsement program will consist of 31 hours of graduate coursework. Teachers who complete the program will not only earn the Master’s degree in Education, Equity and Cultural Diversity, but will also earn a Culturally and Linguistically Diverse endorsement also known as the “ESL “ Endorsement. CU-BUENO Program, Adams 14 and each individual will pay a third of the tuition costs. The district is committed to creating a positive culture of high expectations for all students by ensuring that Adams 14 employees are trained on effective cultural pedagogy. Cultural Proficiency training began in the fall with district leadership. It will continue the spring and fall of 2017. The training is provided by the Colorado Department of Education and is a dynamic and engaging training that brings reflection and strategies as well as helpful resources. The district is committed to meeting the needs of the exceptional student. District leadership developed a strategic five year plan. The plan addresses over identification of students with special needs and how to correctly develop an individualized education through process and ongoing training. The district is committed to improved and increased professional development for K-12 reading instruction. Since 2012, the number of students on reading plans has increased for K-3. This is a trend unique to Adams 14 as most districts see a continued decrease. The Colorado Department of Education provides a READing Foundations Academy for all K-3 teachers. These eight (21 hours total) classes provide the foundations on the science of how children learn to read. All K-3 teachers are currently participants in the READing Foundations Academy and will have completed all seven classes by August 9, 2017. In collaboration, CDE’s Reading Foundation and the English Language Department at Adams 14 planned for an eighth session specifically to address biliteracy reading instruction. This shows the commitment Adams 14 has made to equip every teacher with strategies and practices for best first instruction. As illustrated, the district is committed to providing teachers with professional development that ensures best first instruction in: ● ● ● ● ● K-3 Reading Foundations K-5 Systematic English Language Development 6-12 Constructing Meaning K-12 Content Language Objectives Culturally Linguistic Diversity NOTE: By end of the 2017-2018 school year all 6-12 teachers will be certified in Construction Meaning. The district is committed to on-going assessments and extended opportunities for students to learn in 43 order to meet the needs of all students. There is a daily reteach/enrich block for grades K-12, and eight before or/after school tutoring sessions scheduled at three to four week intervals for K-12. The district is able to offer extended learning opportunities as part of the restructuring of resources. The Beyond Textbooks instructional framework and the district-wide turnaround strategies include reteach/enrich opportunities for all students as determined by assessment data. District calendar and schedule The district will implement a new 2017-2018 school calendar. The school calendar includes six additional instructional days and three teacher work days. There is a one-week fall break following the end of the first grading quarter, a two-week winter break following the end of the second grading quarter and a one-week spring break following the end of the third grading quarter. The calendar also includes early release days and professional development days (Appendix M) Family and Community Engagement Adams 14 is invested in its community and sees its families as partners in education. The district is committed to the work of family and community engagement because it understands that the work of turnaround cannot be done alone and that it takes all its stakeholders to ensure that every child can succeed. In July 2016, district administration launched Superintendent Parent Forums. The forums are a great way for the Superintendent to communicate and connect with parents across the district. The purpose of the Superintendent Parent Forum is to: ● Provide an opportunity for open dialogue with the parent community ● Share key district initiatives ● Provide information that will help parents better understand how to best support their child’s success both at school and at home ● Give parents the tools to disseminate information learned at the forums ● Share with the school leader and the wider parent/school community including, but not limited to, DAAC, BAACs and other parent leadership groups Superintendent Abrego will host six Superintendent Parent Forums from topics selected by parents. Four parent forums have been held focusing on: ● Improving our schools together for student success ● Defining Family and Community Engagement in Adams 14 ● Charting a new path forward through Innovation ● Exploring a path to College and Career at Auraria Campus The district believes to achieve its vision – college and career ready graduates – we need to educate, engage and empower families and the community. At the Superintendent Parent forums, the district received input from parents regarding what kind of schools they'd like to see in Adams 14 school (Appendix N). Parent feedback is woven into the district's turnaround plan and is rooted in its efforts to engage its stakeholders as partners. Feedback from the forums has enabled the district to introduce its first parent satisfaction survey slated for this spring. Aligned to the National Family and Community 44 Engagement Standards, the district believes such feedback will help bridge the connection between the school and the home and implement high impact family engagement that is linked to student achievement. Additionally, parent input and information collected from parent interest surveys has driven what type of programming parents would like to see during the 2016-17 school year. The top three activities selected by parents include: ● ● ● Supporting their child's learning Parent volunteering Positive parenting This year, the district launched its first parent volunteer to paraprofessional program. Seventeen parents are providing small group reading intervention for more than 70 students in grades K-3. Also new this year is the district-led family literacy and math nights and the first Families Empowered Institute Resource Fair and Parent University. As one of the many activities, we've also started a pilot at Dupont Elementary with wrap-around high impact family engagement activities. More than 50 staff were trained in the National Parent Teacher Home Visit Project. In support of the National Parent Teacher Home Visit Project, the superintendent, the chief academic and innovation officer, and Dupont Elementary Principal Almeida, participated in home visits. The pilot is funded by a Rose Foundation and Climb Higher Colorado grant. The district continues to ensure accountability and transparency through its district and school accountability committees. Every school has a Building Advisory Accountability Committee and the District continues to maintain its District Advisory Accountability Committee. Talent Management Staff from human resources and teacher effectiveness are studying and developing a plan to recruit, develop, retain and sustain talent. The team has restructured the principal / teacher induction program and the mentoring / mentee program. The two programs are now structured with accountability and recognition of completion for principals and teachers. Professional development for both teachers and principals is targeted at defining expectations and job-embedded learning including coaching, mentoring and observation (including peer observation). Induction for Teachers and Principals Ensuring our teachers and leaders begin with the best possible experience will help the district retain talent. A well-designed and implemented induction program will support that effort. To help us achieve a more effective induction, our model is: ● Develop a train-the-trainer model with new professional development for induction facilitators ● Develop supports and structures for induction facilitators ● Ensure every initial teacher, principal and assistant principal receives the professional induction support Principals and teachers are receiving professional development on formative assessments, effective and 45 authentic feedback as well, they are learning and perfecting Content Learning Objectives (CLO). CLO’s will be one form of formative assessment and it will support lesson planning and formative assessment. This is important as formative assessment has a direct connection to the instruction at that moment and informs the teacher of next steps for increase in rigor of reteach opportunities. Coaches, teachers and principals as of Jan. 9, 2017, were trained on Content Language Objectives. This includes the content knowledge students should know as well as the language form, function and success criteria. CLO work supports constructive meaning instruction which supports our students learning English. Our measurement tool for evaluating the effectiveness of our new induction includes: • • • • CLO Observation tool Formative assessments in the classroom that are observable Classroom management that is observable Student engagement that is observable Expanding recruiting efforts The district is expanding its efforts to recruit bilingual and CLDE certified teachers and administrators. These efforts are intended to build capacity to continue and grow the biliteracy program and to assure that the needs of our culturally and linguistically diverse student population are being met by recruiting the most highly-qualified and talented individuals. Adams 14 school district is now attending job fairs across Colorado and New Mexico. Recruitment is taking place at the following conferences: ● CO-ALAS (Colorado Latino Administrators and Superintendents) conference and job fair, ● La Cosecha (Bilingual and Biliteracy Conference New Mexico), ● CABE (Colorado Association of Bilingual Educators) and various Colorado Universities). Adams 14 has partnered with CU BUENO in recruiting efforts. CU BUENO graduates dozens of CLDE endorsed graduates every year. The partnership was created in order to create a pipeline for CLDE endorsed teachers and/or Bilingual teachers. Engage pre-service teachers to build a pipeline of potential talent Adams 14 has partnered with Metro State University and the University of Colorado/Boulder in hosting pre-service teachers for field experience and student teaching experience. Adams 14 will become a lab district that will educate and support pre-service teachers. Pre-service teachers will observe first-hand the commitment the district has to students and teachers. The partnership benefits the pre-service teachers as well as the district. Our expectation is that we will be able to identify talented pre-service teachers and hire them at Adams 14. Strategies to support strategic evaluations and retention of highly effective teachers The Adams 14 leadership team will identify specific actions beyond the ones listed above to provide strategic evaluations and retentions of highly effective teachers. Such strategies that have been considered include tighter feedback loops using short cycle “look fors” addressing aspects of the state 46 teaching standards, teacher leadership opportunities for career advancement, and stipends for additional district leadership work. Conclusion Adams 14 has woven a district and school turnaround plan that incorporates researched-based effective turnaround strategies. It is unique in that it does not propose a simple one-step solution. It proposes a multi-faceted approach for rapid and sustainable improvement. As shown, the turnaround plan details an external management partnership with Beyond Textbooks at Rose Hill Elementary School, Central Elementary School and Adams City High School and district turnaround strategies for all other schools. Simultaneously, through the different CDE partnership grants, building principals will be strengthening and sharpening their turnaround leadership skills. We believe our plan is foundational in creating a collaborative sustainable culture of continuous improvement. Our plan is results driven. It includes on-going program progress monitoring, and a culture of high expectations and professional growth for district leadership, building leadership, staff and students. Equally important, we believe our plan will result in significant improvement that will be reflected on the 2018-2019 Adams 14 district and school performance frameworks. 47 Appendix A: District Performance Data Note: H.B. 15-1323 created a one-year hold on school plan types and district accreditation ratings for 2015. 48 All Grades Data ELA Per-cent Met Expectations Dr Above 100.3315- 60.056 IDAH 1139!: lT?l-i "-13 a?u? i I Gil D-l'l INN-2015 DH mamas-a. High Grades ELA 49 14.3515- ELA Percent Met Dr All-[we BEBE-E HEIDI-E Elm-E 111.495: lam-a 211.335 I 19191-1015 113' 50 IE 11 All Grades Math Math - Percent Met Expectatlens er Abeue 100.0515. Ell?'i'? 110.095 Jill?'il? 15-195- mm 11.596- 11.135. 11? 1-: 113% 15% 539?: FEE-57.055 '33 U5 Imia?fme. ?3 ?Heals-20140 11 High Grades Math 51 12 Math - Percent Met Expectetiens er Abeve 1mm. mug-a EDIE-E Mill-E EDIE-E 3.2% 5.3% 95' 1th emu-1015 11 Il?Eii IJ?nli'l .. n=35 n= 13 52 Appendix B: Barriers & Solutions An important step was to identify barriers to the fruition of the vision and solutions to address the barriers. Based upon the analysis of data that includes academic achievement, academic longitudinal growth and post-secondary college and career readiness, teacher effectiveness and an examination of past instructional frameworks, the leadership team identified five priority challenges as barriers to achievement and growth and key strategies to strategically rectify the academic achievement of all students at Adams 14. Solutions Barriers 1 High turnover at the building/central leadership level and teacher level Establish recruiting, hiring and retention policies that support individual growth and opportunities for professional advancement. 2 Calendar that lacked uninterrupted instructional time The adopted calendar reflects student needs - 5 additional student days and uninterrupted time to learn 3 Lack of instructional resources aligned to the Colorado Standards ● Math -K -12 ● ELA 6-12 Research based and rigorous academic Prek-12 instructional Math resources will be researched (201718); purchase (2018-19); implemented (2019-20) ELA – 6-12 Beyond Text Books 4 Decision making that is not DATA driven and/or monitored for implementation or effectiveness Analysis of student data (results of common assessments) for instructional planning and identifying students that need increased learning opportunities 5 Inconsistent implementation of researched based best first instruction through the lens of a culturally and linguistically diverse student population On-going embedded research based professional development supported throughout by district and building leadership. ● Bi-literacy ● Systematic English Language Development ● Constructing Meaning ● Collaborative and Strategic Reading ● Content Language Objectives ● Reading Foundations ● ● ● 88% students of color, 84% students qualifying for free or reduced lunch (FRL), 49% students who are English Language Learners. The table are structures / systems to be implemented in K-12 for significant, immediate, and positive impact on student learning. 53 Appendix C: 2015 State Review Panel Recommendations Form 2015 State Review Panel Recommendation Form School & District Adams 14/0030 State Review Panelists: Lisa Escarcega and Mark Payler Recommendation June 12, 2015 Meeting Date: Panel’s Recommendation: The State Review Panel recommends Innovation Zone status for the Adams 14 School District, based on an analysis of compiled data and documentation, as well as a site visit conducted on May 6, 2015. Evidence and Rationale: The State Review Panel (SRP) recommends Innovation Zone status for the Adams County School District 14 because the district has been rated as Effective in the following areas: leadership is adequate to implement change and improve results, there is a readiness and apparent capacity to engage productively with and benefit from the assistance provided by an external partner, and there is a likelihood of positive returns on state investments of assistance, and support to improve the performance within the current management structure and staffing. The district is rated as Developing in the following areas: the infrastructure is adequate to support school improvement, and there is a readiness and apparent capacity of personnel to plan effectively and the implementation of appropriate action to improve student academic performance. Innovation Zone status would maintain the district’s agreement with the Classified Union, maintain the agreement with the Teachers’ Union, add flexibility in the student calendar and in staff workday to accommodate sustainable teaching planning time, add flexibility to pursue creative compensation and incentive opportunities, add flexibility in the evaluation system, and add flexibility in the accountability system. In addition, the Governing Board, as well as the Superintendent and Deputy Superintendent, have indicated a district-wide interest in the Innovation Zone option, as expressed in the submission of CDE SRP District Stakeholder Input Form dated May 13, 2105, to the Colorado Department of Education. Adams County School District 14 currently has a strong leadership team in place and has acted effectively as a change agent, as evidenced by the establishment of a guaranteed and viable curriculum, the implementation of a data-driven implementation model, and ongoing academic support such as the hiring of additional Instructional Coaches and math educators. The SRP recommends that the district consider creating an Innovation Zone as a pilot program with several district-identified schools prior to 54 creating an Innovation District, as there may not be adequate resources and capacity to move the entire district to the Innovation District level at the same time. Nonetheless the district has laid a solid Innovation Zone foundation with key stakeholder input and agreements, including the union, which would allow the district leadership to work around current barriers through the use of waivers for some staffing issues, costs will be reduced through synergies and economies of scale, and curriculum and instruction will have consistency in rigor and objectives. Adams 14 is already pursuing a status of District of Innovation in STEAM and Project-based Learning through Driven by Data and Equity programming. All schools would benefit from the Innovation Zone status as they would have more flexibility around hiring, schools could have extended academic time and create an academically focused calendar. The district realizes, and has articulated, a need for time for planning. The district has stated, “Innovation status as an option may not benefit our students if Adams 14 is not given the time to effectively plan for innovation prior to execution.” Likewise, the SRP also believes that the district would benefit from the support of an external partner, such as the CDE Turnaround Network, to support and guide their work toward the creation of an Innovation Zone. Membership with a partner such as the Turnaround Network would provide enhanced diagnostic review and planning support, working with a cohort of external peer school partners, performance management support, and customized professional learning opportunities to support the leadership of Adams 14. The current district administration has significant Board and community support and has extended the superintendent’s contract an additional five years to ensure the continuity of leadership within the district. The SRP, while acknowledging the strong leadership within the district, would also like to ensure that the entire community of stakeholders within Commerce City has a voice in the creation of the Innovation Zone, and ultimately Innovation District, to ensure its success. The State Review Panel does not recommend management by a private or public entity other than the district as there is no evidence that district leadership is lacking in effectiveness. The district leadership is forward- thinking and has a data-driven plan to increase student achievement, as evidenced by the existence of an accreditation timeline document and a number of Driven by Data documents that have been put to use across the district. District leadership is currently working with a number of partners such as the National Center on Time & Learning on a number of initiatives designed to maximize student learning time, redesign the school day and increase the impact of teacher professional development days. There is currently a strong and positive academic momentum within the district and management by an outside management organization would potentially create an atmosphere that would hinder or push back the current positive direction within the district’s leadership role and potentially be counterproductive. The State Review Panel does not recommend conversion to a charter school due to the effectiveness of the district leadership, as well as individual school leadership. For example, the high school, which has significant academic challenges and yet is the center of the district, is led by a new principal that acknowledges the school needs to increase proficiency at all levels. While the new principal has great potential, the outcomes have yet to be realized as the leader has only been there a short amount of 55 time. Likewise the alternative high school is also putting structures together, such as clear policies around attendance and behavioral expectations, which should help support its academic goals. If either of the high schools (traditional or alternative) were to be converted to a charter, there would also be a need of feeders schools at the elementary and middle school levels in order to successful and this may not be possible under the charter model. The district currently has a positive relationship with several outside partners and conversion of a school, at any level, to a charter school could potentially push the district back and lose the positive academic momentum that is currently in place across the district. The State Review Panel does not recommend closure as across the entire district the schools are already 6% above capacity. It would not benefit the students if they were redistributed across fewer schools. Closure would potentially divide families and the entire community. The district has seen leadership turnover at the building level, and has taken the appropriate steps to ensure strong leaders are in place at its buildings. Closure would stop the positive momentum and be potentially ineffective for students. The State Review Panel does not recommend district reorganization as an option for Adams County School District 14, as the State Review Panel was able to document the continuation of proven leadership. Additionally, the district has focused on English language development, STEAM and Projectbased Learning through Driven by Data and Equity, and best first instruction, which have the potential to raise achievement levels within a district serving a unique student population. Repeatedly the SRP heard that the school district is the heart and centerpiece of the community. The Commerce City community continues to rally around its schools, with the district being a stable factor in a community that is in transition. Past missteps in terms of hiring practices have been reviewed and appropriately corrected. The net effect is that potentially effective personnel are now in place to move the district forward in a positive direction. District leadership is evolving away from being “about people” to becoming a results oriented organization. District leadership has implemented numerous district-wide talent retention and staff development programming including tuition reimbursement for staff completing English Language Development certification or endorsement, professional development training for teachers new to the district with topics which include district expectations such as understanding the staff evaluation tool with embedded professional standards for developing learning targets and utilizing interim assessment data, and on-going Pacific Education Group “Beyond Diversity” professional development for all leadership team members. In closing, the district has voluntarily selected a bold course of action by articulating movement toward becoming an Innovation District, and the SRP supports this decision. Reorganization of the district would be detrimental to the innovation effort, and therefore is not recommended. 56 Appendix D: Beyond Textbooks Evidence of Academic Achievement The spreadsheet with partner data is a separate attachment. 57 Appendix E: Survey Results Central Feedback on Beyond Textbooks 06 Please indicate your level of support for Beyond Textbooks. Answered: 28 Skipped: 3 I strongly support I support the I do not support 0% 10% 20% 30% 40% 50% 50% 70% 80% 90% 100% Answer Choices Responses I strongly support the implementation of Beyond Textbooks at my school 39-29% support the implementation of Beyond Textbooks at my school 53-57% I do not support the implementation of Beyond Textbooks at my school 7-1470 Total 58 28 Rose Hill Feedback on Beyond Textbooks QB Please indicate your level of support for Beyond Textbooks. Answered: 43 Skipped: 1 I strongly support support the I do not support 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Answer Choices Responses I strongly support the implementation of Beyond Textbooks at my school 55'12% I support the implementation of Beyond Textbooks at my school 34-33% 0.00% I do not support the implementation of Beyond Textbooks at my school Total 59 Adam?s County High School Feedback on Beyond Textbooks 06 Please indicate your level of support for Beyond Textbooks. Answered: 4? Skipped: 8 I strongly support I support the I do not support 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Answer Choices Responses I strongly support the implementation of Beyond Textbooks at my school 121.1% support the implementation of Beyond Textbooks at my school 68'09?7? I do not support the implementation of Beyond Textbooks at my school 19'15% Total 60 32 47 Appendix F: Example Curriculum Calendars Curriculum Calendars **Curriculum Calendars provide the WHAT, WHEN and HOW CALGEN - Calgen Has-u Lagr- Calendar lHni-na alarm Em Healer ErlleBMl?'l Tn: WW5 an will I. in all M1 I can identifyI 5 Own enpreulnn. 81'le Inn EFHTI. seiner-d graph linear aquarium and 5 In one unable. 2! an a an: EIT Unit a. Sh: Muml??m?lur?] in Gap ET Lin]: Al 1. Standards 1 1 Di? M1315 Minds I an un- Functlan Ind 5am I function 5 [hp Hill-H gun "pulmd ulna. E'l' Uri: .ldni' Minimal 1 Dam ?'33 ET Llri: Gil} Put-I: ma Ian calculi? and disc-1h: H1: I119 Inf-change Inf 3 5 Eh}: inphartabl! jun specll'li: Intervals. mam ~91 Inn man ll'id graph mlqul?an 2 'rarlables. T. I I :31; Em??mhm?i ii is 3?2- ge 61 Appendix G: Service Agreement SERVICES AGREEMENT Vai Uni?ed Sensual Eilsttiel AND Adams ?aunt!?I Eehe-el District THE BEYOND THIS AGREEMENT is made by and between "u"ell Llnl?ed Echeel Disuiet Ne. El] sf Firna Smut}:- {haraina?er sealed and Adams Gaunt}! ?shnet District Me. '14 at Adams Ceunt?y {hereinafter called the WITNESSETH: WHEREAS. Ihe AGEN GT. thrcugh its chemlng Beard. and the threugh its Ewing Eleerd. are empewered and semen-teed tc faculty and start. and preside educet?anel eeursas andl'er pregrerns. it meld further the public Interest if this educetlcnel end deueicpment app-driunitf is presided by the te pre?de curricular rnelerlets. assessments. and staff deuelepment fer the DISTRICT students and teachers. and WHEREAS. the and the desire tc enter Intc an Agreement fer the Irnptementalrcn and administratlen ef the edueallenal prugrarn described herein: THEREFDFEE, in sansld-eratidn ef the mutual emananls centelne-d herein. the end the DISTRICT de herebyI agree as fellews: AHTIGLE I. PU HPCIEE The purpsse at this Agreement is far the ta grail-lee speci?ed eurrisuiar materials. assessments, and stel?ir deualaprnent ta lhe students and teaehers parlieipate In the Bay-and Teslbnehs plegram (hereinafter :aJIed the This Agreement is based ugen Hie mutual desire cf the end the DISTRICT pmvide high quality eun?ieuisr rescurces. assessments. and staff develeprnent ta students and teachers. The teaehers must lhe required ET stair-rings te- gaEn assess in the mnieular materials and assessments. ARTICLE II. UBLIGATECIHE OF THE DISTRICT THE DISTRICT AGREES: A. Te require staff when will be implementing the ET anagram ta parlielpata in the fallen-ring" prescribed ete?? trelnihge. which shall he held crI Dletrict sweeter. pricrtc- June 3D. Eli-1T: ET Leadership Retreat and ET 101. E. Te abide by the Tent-Is cf Use is {curl-d en the ET Kieth-rent:r System. Additimelly. the District agrees Ic- reculre Its ample-sees tc- use the ccllebcrelive features ef the ET Elee?hmlc ?ElI'nf-El'jt' S?lei?h as autlined in the user Use F'eliey' which is found an the ET Electrenie Dell-wary System, These are epecitieeltyr inearperated Intd this Agreement. and may be amended in uniting them time tc- time by mutual consent ef the Agency and the DielricL (Tense of Use l'J'clJ'cJ?r is attached as Exhibit A Appraprfate Use Feiiey is attached as Exhibit EU Te preside a building Isl-rel fer each cf the participating er sites. Te prauida adminislralive suppert far all eduealienal and staff develept?nent activities required te Implement ??le terms at thle Agreement. including but limited tc i'encui'tgir crienteliche fer the ET. program seerdinatien ant;E dlreelhen le- staff and faculty. E- Te empiayees using lite sellsberetitre features ef the ET Electr-chic Delivery System. as in Ihe Terms er Use Pulley. te receive the Agency in the term at 62 rnenetay prise-s. which 1.tvill he te eutslanding eentnhutiens frern lime te line and in the sets dieeretien at the Agency. ARTICLE DBUGATIDHE Ell-F THE AEEN C?t" THE AGENCY AGREES: A- E. Te prevlda the DIETHIBT with access It: instmetlenal calendars and the ET Eleetrenit: Delivery System eentainlng mrtt'utiurn densernenls. assessments. medel preduet mttries. and lustre-ethane] reseurnes. Ta previde a set etr surrtaulun't aalendars. uslng the AGENCY Inetmstienal sequence. which ?ts the DISTHIETH yaarty calendar. Te repert any prize rneney diehuhutea ta a ample-yea pursuant te Attieie II. Eeatien at tl'tls Agreemertt te lite Inten'tal Revenue Servlee en a lawn 10-99. as spell-table. W. STANDARD PHDUIEIDNE A. Eeeh party shall retain [nameplate eentrel end aver sueh pregrants elr Its men that are eutside at this Agreement. and nething in the etteeulten at We Agreement er in Its perfen'rtanee shall he aanstmett ta establish a taint venture at the parties herate. The partles te this Agreement agree that they will net dlseriminate agalnst any emeleyee er applicant due te race, eeler, rellgien, sett. natlenal e-rigin, e-r disability and in this regard they will IIrrith. all applleahle federal and state emplayment tel-vs1 miles and reguiatiens, including the Americans with Disabilities Act. The term et? Agreement shall eemntenee en the ?let ei Anti. EMT. shall expire en the at June. 311?. The eanttnuatlen and renewal at this Agreement shall require a new Agreement and shall he etheat ta appreval by the DISTHIET Gevarning Beard and subject tn the apprepriatien and at suf?cient times by the and the DISTRIBT ta and suppert the anagram. In the event euh'lelent funds are net available er appreprlatad at any time. the may eaneel the Agreement by delivering tvritlen netiae Ie the Upen terminatien at this Agreement. equipment tarnished er nu rehasetl by the [er the pregnant shall be retained by the DISTRICT. and equipment er perenased by the shall he retained lay the The Agreement shall be subject la and interpreted Under the lattrs at the Etate ef Au?iset?ua. Any aantreverey er elalm arising net at er relating ta Agreement. Its eniaraement er tnlerpratatien. er heeause at an alleged hreseh. default. er rnisrepresenletlen in eenneetien 1ultrith at Its previsiens. shall he suttrnitted te arbitration. te be held in Pirna Eeunty. Ariadne. n with the Unitenn Arhilratien Ant. A.FLE. 12-1501 at sea. The arbitrate-r shall be selected by mutual agreement at the parties: if then by shit-ting heat a list prevld-ed by an entity sueh as. the Amerieen Assentatlen- In the event elther party institutes arbitraliea under this Agreement. the party In any sueh arbitratien shall be en?tledI in additien ta all ether rallef. te teasenahie attemeys' lees relating te- sueh arbitratien. The party shall he respenedhte ier all eests at the but net limited to. the arbitra?en fees and aeurt repartar fees. The deelslen at the arbitrater shal be ?nal and binding upen the partles. Te the extent stint-ruled by law, the AllEEI'ttlIt?tIr agrees te indemnify and held hartnte-ss the DIETHEGT treat all injuries ta persens er preperty aaused by acts er emissians at the ef the AGEHETs aettvitles uncle' Agreement This indemni?ce?nn shalt survlve tanntnatien ef the Agreement and remsln In e?eaL H. The students. faculty, and stai?lr Elf the DISTRICT participate In this pnegra-rn shall net he eensidered as er students efthe AGEMEV. and agents er ef the AGENCY shall net he censiderad empieyaes cit'the DISTRICT- Aseerdingly. empleyess cifene party shall net be entitled tn empieyee bene?ts nermelly praylded te hens ?de cf the ether party. Hething In this Agreement or its parts-manna shall he censtruad to result it any parser. being the e?ieer. agent. ernpleyee. dr servant at either party when such persen. absent this Agreement and the perfen'nenee thereet. Hewitt net in law have such status. I. The AGENCY shaII campiy with the requirements [if ARE- 5 regarding the ?ngerprinting hf ample-me. at the Its subsenlraeters el euery liar and 1trier-riders when are liltely td have unsupenrised eentaet with pupils as determined by the DISTRICT. in its sale and ehselute diseretlen. The shall he fer payment at all pests assdelated with with A.H.S. ?IS?512th]. the Superintendent nrey eaternpt free-I this requirement eentrecter whum the Superintendent has determined Is net titteiy te have independent eceess er unsuperyise-d eentact with students as part at thetr nerntal duties white per-farming senriees tn the The exemplien shall be In writing and a may tiled in the af?ne. J. FEES. The DISTRICT shaI pay the AGENCY lees [er the senI'Iees provided hereunder es tells-us {please nute these fees will tie prerated eased upen less than a full yeeret service}: Basic Annual Administrative Fee: Elli-?u a. End at year ET implementaticun. There will he we charge fer the 'thI? sehedl year annual fee. Annual Fee will he applied tn the 1?.i1? scheel year. 2. Student Lisa Fee: $100 a. End at year implementstierL There will he nu charge fer the Student fee. Student Lise Fee will he applied during the ?che-pl year. (Mute: Every year-as a ET Partner this i'et-el ameunt sheli be based en net less than the stigma] number efstedents ?'em when the District ?rst became a BTPs-n?ner} im'h'ei' is 1553 students. 3. Training Sesslen Fees: each sesslen {up- te 3t] participants} plus reasenahI-e ll'auel fees subject he district preappreuaL it. Tetal payments by the are due and payable withtn Et'r days at the executed agreement and shall net ernpunts set lerth In Sestten it. Each party will he seiely reepcnsiiale fer the expenses related te Its perfentrance ehllgatlens under this AgreemenL L. Assignment and Deiegatlen. He right cIr Interest In this Agreement and he deiegatlen at any ehligetiun shred. er at the perferrnenee at any ehtlgatleh. shall be assigned witheut written agreement bettitreen the parties. Int. Mudit'icatidn. This Agreement may he rnedi?ed in writing by mutual agremttent signed by bath at the parties. H. Breach. Failure by either party te perientt at the time and In the manner described In this Agreement shall censtitute a breach by that party of this Agreement. GI- Netices. All written eemmunisatlens shall be addressed and mailed er delivered perseneily tn- the respee?ue parties. as felluws: 64 DISTRIET Te: Dr. .JeuIer Abregn, Superintendent Ademe ?eunty Dietriet 5291 East ??th Avenue Cummeme my. 3012.122 BEE-32M. AGENCY Te: Kevin Eemeyr Ehiet Etteeu?ue EtlTTeer ef Beyend Teutbenlte 1dell Unl?ed Etehnel District #211 13301 E. Beneen Highway Bent BEIEI ?u?eil. A2 {52m- Eeulnge clause. Shnuld anyI part at this Agreement he held te be invalid er amid. the remelnder ef the Agreement shall remain In lull I'd-me end effect el'lendh?lg pedtene emitted. Thle deeument eentelne the entire Agreement between the parties and me? net he med'r?ed. amended. ellered er extended exeept threugh mitten amendment by the parties. IN ?1e pertlee heme exeeuled li'Iie. Agreement en thie denyI [If .21] HAIL UNIFIED DISTRICT NC). El] By: Its: Gt?ef EJteeutI?I-r? ?t?eer er Beyentl Tertbeeke DISTRICT: ADM-I13 14 By: Its: Kai Attemer fer 65 Eirhibit A: Say-and Testbed-its: USE PLEASE READ SAREFU BEFEIFIE USING THIS ELECTRCIHIIS SYSTEM. Eh" ACCESSING AND USING THIS DELIVERY THE DISTRIIZT AGREES TID EIE SDUND B't" THE TERMS AND SUN DITIDNS SET HEREIN. IF THE DISTRICT DUES NUT AGREE. THE DISTRICT I'triA't'r NUT USE THIS SYSTEM. I. Grant nf Rights. Pursuant tn an agreement [the ?Subscriber Agreement?? between Seynnd Teslhneits Fragrarn and the subsuibing entity a subscripticn tn ET streaming?. ST has granted tc Subscriber, and the sutJ-iarlzad adminisb'atcrs and students under the Subscriber Agreement tar. as de?ned In the Subscriber Agreement, herein referred tn as Ihe the term at the applicable Subscriber Agreement. a limitedr nan-exclusive. tenrlinableI ncn-lransferabte ticense In access the Eeynnd Texlticalt Delivery System {the "Elecb'bnlc Delivery System") and any and all centent Included therein {the 'Scntent']. and tar ticl'il'r?lti?tl. and edit the Sapient pursuant tn the terms and candlliene set tenth in the Subscriber Agreement and these Ten'ns cf Use. such grant cf rights subject In ELT's rights theretc. All rights nat espresshr granted ta Subscriber and its Users pursuant ta the Subscriber Agreement are reserved ta ET. and a! uses at the Santent by Subscriber and Its Users nat expressly pannittad hereunder are ll. Permitted and Prohibited tlses. it. Use fer Edusetlnnel. Duly. Subscriber and its Users may use the Eleclrenic Delivery System and the Sentenl inr buns tide educatinnal and research nnly. and may net use them it any nemmerc'?l nr fer-prntit manner. ET reserves lhe right. in its sale and discreticrn. tn limit Subscriber's endinrr any Users? use nfthe Delivery System in the event that ST. in Its sale and absniute discretinn, deems Substa'iber's mdier such Users' use therenf Id be with ad ucatinnal and. research purpcsas, incensislent with these Tenrrs nf Use. b. Dawnlnadlng nf Cnntent. Users may fer insb'uclinnai use1 including lessnn prisms. nnples nt [It images and {ii} videns and viden clips designated nn the Delivery System as dewntcadabie. Scales must be deleted er erased after use er espireiicn at the Term, whichever nccurs ?rsL Such shall be far individual User cpnvenience duly. and Users may net-[1] systematically dawnieed any at the Gentent. create distnbutlan 'llbreries?, cr lransier, sell. or rent any cf ?d'ie Ccntenl In any third party wines bitten-vise required by lavr. e. Editing Bantam. Users may edit ccnlent eclaiy In ccnnacticn claserccm ar ether reiated prelects. Such cantent. as edited by User. as well as any merit centainlng User-edited videcs er ytdec clips. rney net cnntain any llbeiaus dr unlavdul materials er ccntanl er any ccenmerclal advertising materials. will net infringe upen any party's proprietary rights. including but net limited In statutary ar cnn'lmcn-larnI capyright. trademark and right at privacy. and may nat vialala any Iatv. regulaticn er right at any I.rrl'ratscavar ar give rise in any acttanabla claim ar liability. User rnuel maintain all trademark and pruprielsry entices included with. attached tn nr embedded alt editable videns end vldee clips urilhaul madiilcaticn. abstractlen nr deielien. d. Disseminatinn nf Sentient. In the enursn at using any Centent as pen'nittnd hereunder. Subscriber and Its Users may eat melts the Gmtant. ar any part there-at. available ta anyr party when is rent a Subscriber er User. except as permitted herein. Subscriber and its Users n'iust ensure that the Ennlent Is et all limes itepl en a secure sery'arI viewable anly by Subscribers endinr Its Uslers. If Subscriber wishes ln Use a third party in its-st lite Cantent. ET must the use at each heat in advance and In writing. and ET shall have the right In sperms the terms 66 of agreement henseen such host and Subscriber. In addition. any Subscriber or User using the Local Host support option must use the Electronic Delivery System. rather than a local directory. to search for and access the Content. e. Prohibited Liens. Ertcept as expressly set forth herein. neither Subscriber nor the Users may [it copy. reproduce. alter. modify. transmit. perform. create derivative works of. publish. sub-license. distribute. or the Electronic Delivery System. the Content. or any portion thereof: disassemble. decomp?e. or reverse engineer the Electronic Delivery System or any portion thereof. or use a robcL spider. or any similar device to may or catalog the liZ-chlierrt or any portion thereof; t?io? anyr actions. whether intentional: or unintentional. that may circumvent. disable. damage or impair the Electronic Delivery Syaham?a or the Eor1tent?e control or security systems. nor allow or assist a third party to do so; or [iv] use the Gentant in a manner that disparages the Electronic Delivery System. the Courtent or ST or its content providers, or in any manner li'rat EIT may. in its sole discretion. deem ill. ?wnership. its between Subscriber. the Users. and ET. the Eiectronio Delivery System and the Sorttent are the property of ET. and are protected by United States and intemallenal copyright and trademerlt law. Ety using the Electronic Delivery System and the Eontent. even as permitted hereunder. neither Subscriber nor any of Its Users gain any ownership interest In the Electronic Delivery System or the SentenL IV. Security and Use of Passwords. Each User shall have a valid username. password. and passcede fer the purpose oi accessing the Delivery System and the Content {the ?L-og-In Inl'ormetion']. Subscribet' and its Users must: Iteep all Log-In Inion'nalion stricliy con?dential. and oil Log-In Inion'nalion may be used only by the assigned User. Subscriber and its Users are responsible [or maintaining the security and con?dentiality of all Leg-in Information. and for preventing access to the Eiecircmic Delivery System andior the Content by unauthorized persons using a User's Log-In Information. ?if. Citations. User must include citation information. including ST or the applicable content provider identi?ed] as the source. for all portions of the Content used in any end product. it"l. User-Generated Contributions ET allows users to post their own materials. which may be viewed by other Users. Users may only submit materials where the User has the right to do so shall not submit any motorists that belong to other people urriess they have granted the right to do so. In submitting user?generated materials to ET. the user agrees to the following terms and conditions: For good and valuable certsideiation. the receipt and suf?ciency of which are hereby acknowledged. the Subsoibar grants BT and its successors a non-esciuslve. perpetual. royalty-tree. fully paid up license to use and distribute. perform. display. and reproduce Subscriber?generated materials submitted hereunder. which shalt include without limitation alt materials submitted by Subscriber {the 'User Submiseien']. as further described below. Subscriber acknowledges and agrees that the Subscriber shell not be entitled to share in any revenue that the ET may or may not earn or generate through its use of the User Submission. BT's Hightto Use- The User Succession- Subscriber grants ET the noo?enolusiv'e right to Use and distribute and license others to use and distribute. perform. display. reproduce and create derivative works from. the User Submission. or any podiens. reprodUciions or versions thereof. on BT to the users of ET. creamnce of?cer Submission for the are Use. Subscriber represents and warrants that User Submission is original work and that Subscriber has secured any and all rights. releases and pennissions necessary for the ET use and distribution of your User Submission hereunder. including without limitation those related to any people. places. music. parlonnances of dance or music. video. photographs andtior 67 graphics In :User Subrnissitm [mllec?vely. the 'Etemenls'i. Subscriber represents and Warrants- that. in the best at Subscribers knowledge. nu further permissicns er tees are due fer ET's u5e and distributicn cf the User Submisaicn cr any Elements therein. Subscriber further represents and 1.ri.ratT.s.nta that any statements made by Subscriber er athers in the User are true tn the best bi Subscriber ltnewledge and that neither they. nar any Element cf Liser Submissien, will 1.I'ictlate any law cr regula?cn cr viclate er Infringe upon the rights cf any third party. Assess; Sacictng tip ?r'aur UsarSubrnissian. We went hard in matte ET a secure and stable envlrunmant. Heweyer, as with any eemputar system, there is always the ris?lt cf data less and that data may be made available tc diners despite security saieguards. Subscreter maintain angles at all materials, so that it the event at test data effecting ST. User Submissions will act be last. Subscriber enculd include any can?dentlel materials as part at User Submissicns. Release- enci Wait-ten indemni?caticn. Subscriber acknewiedges that ET will rely an the faregaing terms and candttiene potentially at substantial ccet ta titers. and hereby waive the right tc assert any claim at any nature vii-latenever against any party relating is the exercise the rights and perrnissicns granted hereUnder. Subscriber alsc waives the tight in assert any claim cf any nature against any party relating la the less bf data [vihe'il'ter Subscriber's er scmeune eise's date. Including User Submissicris] stared cn. cr by EIT er relating tn the access by any party in User Submissicns er the laiiure at any technelegy designed in limit access in User Submissicns. agrees lc indemnity. deiend and held harmless ET irem any and all claims arising tram the'r use and disbibulicn cf User Submissicn as penalties herein er the access. by any party in User Submissicns. Furthermere. Subscriber agrees nut in large headers cr otherwise manipulate identi?ers. in urdet?te disguise the Dfigll'l cf any center-it transmitted ctrcugh ST. ?v'll. USE DF HATEHIALs Except User Submissicns. the materials avaieble tc Subscriber thrcuah Eteycnd Tel-climatic are the creperty cf Eeycnd er its er cf ether users at Beycnd Tel-climactic. and are pretected by copyright. trademant and ether Intellectual prep-arty taws, are free in disslay and print fer nan-eammarsial use intarrnatian received Eleycnci Tet-discuss. Etut Subscriber may net ethenivise recrcduce any at the materials witheut the utter written censent cf the cwner. Subscriber may nut distribute scales at materials lcund en Seyend Testbc-etrs in any fem-I [Including by e-n-tal er ether electrenlc means}. pricr written permissicn item the cwner alts-apt as in the Agreement. HID SDLICit'tth Subscriber agrees tc use Seycnd tc advertise. cr ic- sclicit anycne in buy cr sell [abducts er services. ear in adicil anyone to matte denatiens at any itind. withcut cur express written II. Ecmmunica?ana tram ST. ST may pericclieeliy amtact Users fer custcmer servlce burp-uses. Ely accessing the Delivery System and the Gentent, Users cansent tc receive sach Subscriber shell previde ST with any and all interrnaticn regarding its Users. speci?cally names and email addresses. tc generate Icgins. Subscriber agrees that may reference its business with Subscriber In its marketing cur sales materlals. it. changes Terms c-f the. ET reserves the right ta change these Terms cf Use annually. Such changes will became effective when ET pasts the revised Terms at Use an the Delivery System. Users shuulcl checlt the Terms cf Lisa fram time tc timer as they are bcumd by the Terms at Use pasted an the Elecb'enic Delivery System at the time at access. Any revised Tenns cf Use shalt supersede all crevices veraicns. It. Terminatlcn cftha Suhacrlbas'ingreamant; Effect cf'l'erminab'cn Expirattun In the event that Subscriber breaches any term at the Subscriber Agreement. cr Subscriber andiar any at Its Users breach it'lasa Terms af Lisa, and such breach is net cured l.II.I'iIi'Iin 'l'El clays alter receipt cf tharaaffrem ST. ST may terminate the Subscriber Agreement in 1silt-rite at In part immediately ubcn written 68 natiee ta Subscriber. the feregahg. there shall be he sure parted far any Event at Dateuit that 15 net eureeIJIe. Upert aspiration er pttarterminetidn at the Subscriber Agreement. all rights granted herein shall reyert ta all access be and use at the Eleetmnh: DeIItrery System and the Centent by Deere must ell meteriele dewnleeded from the Eleetrenie Delivery System muet be erased. deiated. er destreyeti: and all staraga deyiees ereyided by ET. ineluding witheut Ilmltetlen the sewers and drives preutuied in with the Leeal Heat aptleh. must be Immediately retumed tn ST at its bustInee-s Ill. Nb Warrantiae. Limitatien ef Liability. THE DELWERY SYSTEM AND THE CUNTENT ARE PROVIDED AS IS. AND ALL WARRANTIES CF ANY KIND, PAST CIR PRESENT. WHETHER STATUTDRY. DR FRCM A CCURSE CF DEALING CR USAGE CF TRADE. INCLUDING LIMITATICN IMPLIED WARRANTIES CF MERCHANTABILITY. FITNESS FCR A PARTICULAR PURPDSE. SECURITY AND. ERCE PT AS MAY BE DTHERWISE STATED IN THIS AGREEMENT. NDN- INFRINGEMENT. ARE ENPRESSLY DISCLAIM ED TD THE PERMITTED BY LAW. ST DDES NCT GUARANTEE CR MAKE ANY REPRESENTATICNS REGARDING THE USE CR ACCURACY CF THE DELIVERY SYSTEM CR THE CCNTENT. NC CRAL DR WRITTEN DR ADVICE GWEN BY BT CR ITS SHALL CREATE A WARRANTY DR IN ANY WAY INCREASE THE SCCPE DF CBLIGATICNS HEREUNDER. AND SUBSCRIBER MAY NCT RELY DIN ANY SUCH DR IN ND SHALL BT BE LIABLE FCR ANY LDST DATA. LDST PRCFITS. BUSINESS INTERRUPTIDN. REPLACEMENT SERVICE CIR DTHER SPECIAL. INCIDENTAL. CDNSEDUENTIAL. PUNITIVE DR INDIRECT DAMAGES. HDWEYER CAUSED AND RESARDLESS CF THECRY CF LIABILITY. SERVICE LEVEL AGREEMENTS FRDM MINEITDUEH AND DNELDGIN. DUTLINING UFTIMES, CAN BE FDLIND ERHIBIT E- 69 B: Beyend Teeth-pelts: Apprepriate Llee Pelicy CDNTENT LA The resource er idea: Must be cengnrent tn the stated performance cbjetdiye e! ll1e Delivery System page. Must have been successfully used min the classroom by the teacher prier tc papulaling the en en Eleclrenlt: Delivery Eyelem page. TECHNICAL RITERIA The er Idea: - Gen he pepulated en en Eleclrenlc Delivery System page by any "u'all er BT partner certl'l'led staff. . Hea ?le etteehmente that are printed te PDF ?le lipnlyI used fer I'Wcr?its deeumentaj er archived la a tile (used fer all ether decrements} le ensure accessibility ant-es District eemputer systems. - ls preparly fermalted in match the existing Eleetrenle Delluery System page - Hes. ?le attachments. medle attachments. and comments lhel ere preperly Ilnltetl tc: ensure Ieng-ten?n acces-aib?lty. lF'leaae he aure tc type a brief d?eripllen ef' Ihe reecIUree. and inelude yeur?ret and last name ee well as yeur acheel'e name.) . la made up at, er te. quality primary spuree materials. 1 la free at earneeaive er inapprepriale atlyer?eemenl. unrequeeterl pep-ups. antli'er unrelated d'eslraeting content. CRITERIA - The belng peeled is being used and wimin lhe rules- ef educatienal fair-use. - It the reseuree Is It enly Indude a te the material, net the actual dewnleedetl materials. CDMM EMT EH ITERIA - If an aneaher parse-1's pepulated er idea, ataff aheuld wet-l: te insure that peputated eernments are pesilhre in nature. 70 Appendix H: Sole Source Letter January 16, 2017 Teresa Hernandez, Director of Assessment and Technology Adams School District #14 5291 E. 60th Ave. Commerce City, Colorado 80022 Dear Ms. Hernandez: This letter is to provide notification that Beyond Textbooks is a sole source product, manufactured, sold and distributed exclusively by the Vail School District located in Vail, Arizona. No division of Beyond Textbooks, nor any other company, makes a similar or competing product. There is no other like item(s) or product(s) available for purchase that would serve the same purpose or function and there is only one price for the above names item(s) or product(s) because of exclusive distribution or marketing rights. If you desire additional information, don’t hesitate to contact me at (520) 260-0421 at any time or visit our website at beyondtextbooks.org. Thank you for your interest in Beyond Textbooks. Sincerely, Justin Chesebrough Director, Beyond Textbooks Vail School District 520-260-0421 71 Appendix I: 2017-2018 Annual Fee Beyond Textbooks - Vail Uni?ed School District #20 i 1 textbooks 13801 E. Benson Highway 0 09 569 PO. Box 800 ??xem Vail, AZ 85641 (520) 879-3965 http:ffbeyondtextbooks.org BILL To Javier Abrego Adams County School DATE PLEASE PAY DU DATE Dist riot 02fD3/201 7 $1 2,500.00 044? 041? 201 7 5291 East 60th Avenue Commerce City. CO 80022 DESCIPTION QTY RATE AMOUNT Training FeeszLeadership Retreat 1 3,000.00 Travel 2 1 ,000.0 2,000.00 Leadership Fletreat Travel Including Hotel, Mileage and Meals 0 Training FeeszBT 101 3 1,500.0 4,500.00 0 Travel 3 1 .0000 3,000.00 ET 101 Travel Including Hotel, Mileage and Meals 0 161'17 School Year Please direct questions to: TOTAL DUE $1 2,500.00 Valerie Alvarado Executive Assistant - Beyond Textbooks THANK YOU. (520) 879-3985 Make checks payable to: Vail Unified School District PO Box 800 Vail, AZ 85641 Coming Together to Improve Education Thank you for being part of the future of education! 72 Appendix J: 2018-2019 Annual Fee 33?: textbooks i?the Beyond Textbooks - Vail Unified School District #20 1 571 13801 E. Benson Highway PO. Box 800 Vail, AZ 85641 (520) 879-3965 BILL To Javier Abrego Adams County School District 5291 East 60th Avenue Commerce City, CO 80022 DESCIPTION 1 W1 8 Annual Fees Annual BT Administrative Fees Annual Student Fee Training Fees:BT 102 Travel ET 1 02 travel including Hotel, Training Fees:Reteachi'Enrich ravel Fteteachi? Enrich travel including Hotel, Mileage and Meals Training ravel PLC travel including Hotel, Mileage and Meals 17318 School Year Please direct questions to: Valerie Alvarado DATE PLEASE PAY DUE DATE 07f01l2017 $39,000.00 03f30i?201 7 QTY RATE AMOUNT 1 3,000.3 3,000.00 1,500 9.00 13,500.00 3 4,500.00 3 1,000.0 3,000.00 Mileage and Meals 0 3 1500?) 4,500.00 3 1,000.3 3,000.00 3 1500?) 4,500.00 3 1,000.3 3,000.00 TOTAL DUE $39,000.00 THANK YOU. Executive Assistant - Beyond Textbooks [520) 879-3965 Make checks payable to: Vail Unified School District PO Box 800 Vail, AZ 85641 Coming Together to Improve Education Thank you for being part of the future of education! 73 Appendix K: District wide Turnaround System and Structures Subject Breakfast/Character Education Balanced Literacy Math 30 180 60 Minutes Science Social Studies Extended Learning Art, Music, Physical Education, other Lunch 30 30 30 45 30 Description PBIS, Morning Meeting, MTSS – listening, speaking, reading and writing 20 minutes of whole group 20 minutes of guided practice 20 minutes of independent and/or small group practice Integrated integrated Data Driven Specials 2017-18 School Year Instructional MAP Teaching and Assessment Cycles - DRAFT Assessment Daily/Weekly Formative Assessments Common Assessments Interim Assessments Description Purpose Formative assessment, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. Daily formative assessment will be used to inform daily instruction and to post student progress on the Infinite Campus/Parent Portal 3-week cycle Common assessment and/or interim assessments will be used to monitor student mastery of content standards as identified in the standards maps and will be used for identifying students qualifying for extended learning opportunities – intervention/enrichment. Interim benchmark assessments will be used to measure target goals in order to make revisions when necessary to ensure the trajectory toward improvement is on course. Interim benchmark assessment will align to PARCC. A common assessment is any means of measuring student performance that meets these criteria for: Content of the test, Timing of the test, Use of the results An interim assessment is a form of assessment that educators use to (1) evaluate where students are in their learning progress and (2) determine whether they are on track to performing well on future assessments, such as standardized tests or end-of-course exams 74 Expected Outcomes Students will show growth and achievement as evidenced by formative assessments, end of unit assessments, common assessments and/or interim assessments. Students will show growth and achievement as measured by CDE School Performance Framework and Individual student reports. K-5 Schools-DRAFT Cycle 1 Common Assessment DATA Disaggregate / Student Grouping Tutoring Notices go Home Cycle 1 TUTORING August 21-September 11 September 12 September 12 September 14 Return September 15 September 18-22 Cycle 2 Common Assessment DATA Disaggregate / Student Grouping Tutoring Notices go Home Cycle 2 TUTORING September 18-October 6 October 9 October 9 October 10 Return October 11 October 23-27 Spiral Cycle 1-2 Cycle 3 Common Assessment DATA Disaggregate / Student Grouping Tutoring Notices go Home Cycle 3 TUTORING October 23-27 October 30-Nov. 17 Nov. 20 Nov. 20 Nov. 21 Return Nov. 22 Nov. 27-Dec 1 Cycle 4 Common Assessment DATA Disaggregate / Student Grouping Tutoring Notices go Home CYCLE 4 TUTORING Nov. 27-Dec.112 Dec. 13 Dec. 13 Dec. 14 Return Dec. 15 Dec. 18-21 Spiral Cycle 1-4 Cycle 5 Common Assessment Data Disaggregate / Student Grouping Tutoring Notices go Home Cycle 5 Tutoring Jan. 10-12 Jan. 16-Feb. 5 Feb. 7 Feb. 7 Feb. 8 Return Feb. 9 Feb. 12-16 Cycle 6 Common Assessment Data Disaggregate / Student Grouping Tutoring Notices go Home Cycle 6 Tutoring Feb. 12-Mar. 6 Mar. 7 Mar. 7 Mar. 8 Return Mar. 9 Mar. 12-16 Spiral Cycle 1-6 Cycle 7 Common Assessment Data Disaggregate / Student Grouping Tutoring Notices go Home Cycle 7 Tutoring Mar.12-April 4 April 5-April 24 April 25 April 25 April 26 Return April 27 April 30-May 4 Cycle 8 Spiral Cycle 1-8 Common Assessment Data Disaggregate / Student Grouping Summer School Notices go Home SUMMER SCHOOL April 30-May 18 May 21-25 May 29 May 29 May 30 Return May 31 June 4-June 22 75 Appendix L: Student Services Special Education Strategic Five Year Plan 2016-2020 DRAFT TURNAROUND PLAN 76 Introduction The Student Services department in Adams County School District 14, serves all students with a focus on students who qualify for special education under the Individuals with a Disability Act (IDEA) and the Exceptional Children’s Education Act (ECEA) of Colorado. Nearly 1 in 5 individuals have a disability (U.S. Census Bureau 2012) and approximately 10-13% will qualify for an educational disability (NCES 2015). In 1975 the Education for All Handicapped Children’s Act, now called IDEA, was enacted to provide children with disabilities the same opportunity for education as those students who do not have a disability. This act was a response to Congressional concern that more than 1 million children with disabilities were denied access to an educational system and appropriate education (USDE 2000). In 2002, the update of the Elementary and Secondary Education Act, or No Child Left behind, placed emphasis on subgroups and achievement. One such subgroup are students in special education (Klein 2016). The purpose of breaking out the subgroups was to focus on overlooked populations. It was discovered that students with disabilities are underperforming at alarming rates. The most recent achievement targets in the area of reading is greater than 29% and for math greater than 26% of students with a disability scoring proficient on state testing. Currently students with a disability when including elementary, middle and high school in Adam’s 14 are proficient at 9% in reading and 8% in math (CDE Indicator Profile, 2014 Appendix A). In addition, the Colorado Department of Education (CDE) adopted the rigorous Common Core State Standards (CCSS). According to the white paper, CCSS Application to Students with Disabilities, a culture of high expectation must be implemented for students with a disability by providing instructional supports, accommodations and assistive technology taught by a special education teachers and/or related service provider (CCSS 2010). The purpose of this strategic plan is to address long term goals with the primary purpose of increasing achievement for students with a disability, thus increasing graduation rates and post-secondary achievement. EXECUTIVE SUMMARY Student Services has an opportunity to contribute to the districts innovative turnaround efforts by increasing the academic achievement of students with a disability. After completing a SWOT analysis, data indicates that the special education staff has been lacking in support and feedback with instructional practices from the identifying process, developing an individual education plan and supporting access to the general education core. As a result students with a disability are greatly underperforming with over identification of second language learners. By restructuring the current ESS supports for school special education programs, student services can provide daily support in classroom from a highly qualified special education peer-administrator, thus holding special education accountable for high expectations and academic achievement. In addition, building based staff do not currently have special education procedures to properly implement IDEA and ECEA. This puts the district at risk for potential legal issues. Student services must develop these guidelines and provide training at the 77 building level from a peer-administrator. Finally building based special education staff are not equipped with the necessary skills to evaluate and communicate to a major portion of students who speak Spanish as their primary language. Specific strategies will be implemented to develop and recruit bilingual special education staff. ORGANISATIONAL TENETS Background: Student Services currently provides a broad spectrum of educational services from age 3 to 21 years old, that include academic, social, emotional, communicative, vocational, health and physical supports for all students, especially students with a disability. Student Services currently employs the following positions to provide these supports. ● ● 34 special education generalist teachers serving mild to moderate needs students 14 early childhood special education teachers working in inclusion preschools serving both general and special education populations ● 9 special education specialist teachers working with students with severe to profound needs that includes students with hearing, vision, intellectual disabilities, autism and serious emotional disabilities ● 11.5 speech language pathologists who focus on communication development for students with speech and language disabilities ● 29 mental health providers that include school psychologists/social workers who are providing related services to students with a disability and community based therapists providing wrap around services (connections to community mental health supports) for all student ● 5.5 school nurses, 1 audiologist, and 12 health clerks who provide school wide health related supports as well as related services for students with a disability ● 3 occupational therapist and 1 physical therapist ● 52 paraprofessionals who provide additional adult supports for students with a disability that include health, emotional, and social needs of students ● Support and technical staff that include 1 interpreter that coordinates interpreting/translation services for all families who speak/read a language other than English and 4 administrative assistants that support preschool child find, federal programs, purchasing, and Medicaid billing ● 4 special education coordinators, who are teachers on special assignment that focus on special education compliance and instructional supports and 1 school to work alliance coordinator who supports high school students in school to work transitions ● 2 student service administrators who are the required lead educational authorities and liaison to the Colorado Department of Education Organizational Vision The student services vision is to increase student achievement for students with a disability through the development of sustainable systems, specially designed instruction and well written individual education plans (IEP). 78 Mission Statement It is the mission of student’s services that all students with a disability will receive standards based specialized instruction and access to rigorous general education content with deliberate attention to cultural diversity and linguistic differences. Values Strength’s based – by focusing on the strengths of students with a disability, we can leverage skills and knowledge to address needs Equity- historically students with a disability, have been marginalized in the public school system; by bringing increased awareness of this population we can work towards educational equity for all students Community- it takes more than the school to supports students with a disability; this requires strong partnerships with parents and community resources STRENGTHS, WEAKNESS, OPPORTUNTIES, THREATS (SWOT) ANALYSIS Organizational Strengths 1. Adequate staffing to address the unique needs of students in Adams 14 (2015-16 SY Staffing) a. School Aged Special Education Teacher Ratios of 1:20 students (excludes preschool) b. Speech Language Pathologist Ratios of 1:33 students c. Mental Health Ratios of 1:250 students d. Physical Health Ratios of 1:280 students e. Paraprofessional Ratios of 1:120 students 2. Model programming a. Model inclusive early childhood programming that blends general and special education under the direction of an early childhood special educator; one of the first fully inclusive preschool programming in the Colorado b. Model programming for autism that meets the CDE performance indicators and is often a host for others wishing to see a model program c. Near model programming in 2/6 significant needs classrooms that typically serve students with intellectual disabilities d. Top assistive technology department that supports accessibility in general education e. Health clinics in schools f. Access to community based therapists in schools g. Stable preschool curriculum resources materials in use for more than 6 years 3. Meets or exceeds the CDE state performance targets in the following indicators (CDE Indicator Profile, 2014 Appendix A). a. High participation of students with a disability on state testing (exceeds state targets) b. High number of students with a disability included in general education or receives services in general education (exceeds state targets) 79 c. 100% of preschoolers with disabilities are attending general education preschools (exceed state targets) d. Preschoolers with disabilities are exceeding state growth in social emotional skills, language skills and behavior development 4. Adequate educational resources for students with a disability a. Ample resources provided to teachers and related services for students with a disability that cover the majority of needs of students 5. Established parent work group that advices special education through the special education advisory committee (SEAC) 6. Very low turnover rate of preschool paraprofessional staff and over 90% of preschool paraprofessionals are bilingual Organizational Weakness 1. Lack of accountability for student success and achievement of special education teachers and related services a. Achievement levels are not adequate for students with a disability for the 13-14 school year (CDE Resource Report Performance 2015). Based on a survey of special education staff in Adams 14, 72% desire additional supports on specially designed instruction for students with a disability. A predominance of research indicate that students with a disability who have access to the core general education curriculum have higher levels of achievement (Danial 1997, Hanushek 2002, Baker 2004, Soukup 2007, Lee 2010, Deshler 2010). Over 81% special education staff are requesting more training on coteaching, a method to increase access to general education, and over 65% of special education staff are not fully familiar with the core instruction or the Colorado State Academic Standards (CSAS). Reading Writing Math Elementary (% proficient) Middle (% proficient) High (% proficient) (State Expectations 71.52%) (State Expectations 54.72%) (State Expectations 50%) 11-12 sy 11-12 sy 12-13 sy 13-14 sy 11-12 sy 12-13 sy 13-14 sy 4% 4.1% 3.9% 8.5% 8.2% 15.2 % 11-12 sy 12-13 sy 13-14 sy 11-12 sy 12-13 sy 13-14 sy 3.8% 6.6% 4% 3.1% 5.4% 5.1% 11-12 sy 12-13 sy 13-14 sy 11-12 sy 12-13 sy 13-14 sy 0% 1.9% 2.9% 0% 0% 0% 5.1% 11-12 sy 6.9% 11-12 sy 2.7% 12-13 sy 13-14 sy 11.7% 8.8% 12-13 sy 13-14 sy 13.9% 13.1% 12-13 sy 13-14 sy 2.8% 7.8% b. Interviews with principals and assistant principals all requested support in special education instruction, law, and evaluative feedback for both special education teachers 80 and related services. Only two school leader had a background in special education. The most common comments was, “I don’t know if what they are doing is effective.” School leaders receive minimal training in special education. 70% of special education staff surveyed requested specific training for school leaders in special education processes and law. Providing peer administration supports for school leaders will provide in school supports and elevate pressure for daily special education related issues and concerns. c. In the 15-16 school year only 1% of students with a disability have an active behavior intervention plan. Each student with an identified behavior related disability such as autism, AD/HD, and serious emotional disability should have a functional behavior plan which is around 9% of students. After completing an Internal audit of a sample Functional Behavior Assessments and Behavior Intervention Plans using the Diana Wright FBA Audit Rubric indicated considerable concerns with the creation and implementation of the behavior plan. It is clear that special education teachers and related services do not know how to develop and implement an effective behavior intervention plan. 60% of the special education staff indicated that coaching on improving behavior supports in schools will have a positive impact. Indicators of an Effective FBA/BIP (Wright-Browning 2016) Adams 14 Outcome Identified behavior concern in measurable terms 20% Effective 80% Partially Proficient Data analysis 60% Ineffective 40% Partially Proficient Analysis Methodology 20% Effective 80% Partially Proficient Determination if behavior is impeding learning of other students 100% Ineffective Indications of Multi-tiered systems of support in place prior to the FBA 100% Ineffective Description of the antecedents (causes of the behavior) 60% Partially Proficient 40% Ineffective Environmental adjustment to reduce behavior 100%Partially Proficient A hypothesis as to the function of the behavior 60% Partially Proficient 40% Ineffective Functionally equivalent replacement behaviors identified 60% Partially Proficient 40% Ineffective Clarity of the plan with clear next steps 60% Partially Proficient 40% Ineffective 81 d. Adam’s 14 has weak central oversight of special education. Historically there has only been one individual with an administration license overseeing over 191 employees working for Student Services. Recently a second administrator was added. Accountability of a large number of employees is not possible with such as high ratio, as administrators are the only employees who can evaluate certified staff and provide feedback for improvement. A survey of special education staff indicate that having a peer-administrator will provide better mentoring for new staff (61%), provide instructional coaching (59%), and support building leadership with staff evaluations (38%) and IEP development (39%). By converting the current TOSA coordinators into peer-administrators, special education teams will have access to a highly qualified special education coach, evaluator and appropriate legal support. There is no extra cost to the district and all positions are grant funded. This chart on administration to special education student ratios was collected individually with each district by either face to face communication, data on their website or data from the CDE School View site. School Districts (similar size to Adams 14 where data was accessible in 13-14 sy) Adams 14 (1) RJ 27 (4) Westminster 50 (4) Mapleton (3) Englewood (2) Littleton (3) Sheridan (1) Licensed Administration to Sped Student Ratios (13-14 sy) Students with a Disability Achievement Rates in Reading 1:850 students 1:415 students 1:264 students 1:273 students 1:159 students 1:270 students 1:165 students 9% 15.28% 13.30% 23.45% 16.67% 34.97% 8.6% e. Through interviews, observations and review of job descriptions from human resources and the Integrated Services handbook, Child Advocates who are school psychologists and school social workers have acted as a Director designee on IEP meetings and are responsible to writing student IEPs and Prior Written Notices. This is not the role of school psychologists and school social workers. This must be done by case managers who can only be a speech language pathologist or special education teacher. Freeing up the school psychologists and school social workers will allow for more time to work directly with students, developing behavior intervention plans, and supporting the positive behavior supports in buildings. According to Visible Learning by Hatti, focusing on classroom behavior has a .80 effect on student achievement and by focusing on disruptive behavior has a .34 effect on student achievement (Hattie, 2009). f. Through interviews, observations, review of the Kids First contract and review of IEPs, school nurses have not been serving as a related service on the IEP as outlined by IDEA 82 and ECEA. By including the school nurse as a related service, we will increase our identification of other health impaired and support students who need direct instruction to manage their health needs. In addition, Adams 14 doesn’t have a comprehensive health agenda, although a committee is working on suggested board policy regarding health supports. Students who are healthy will achieve better in schools (CDC 2014). g. Through interviews, observations and review of IEP’s special education teams have not been following the least restrictive environment standard for transportation and the transportation department has never attended IEP meeting of students who qualify. Transportation is a related service and should attend IEP meetings when appropriate. 2. Over identification of second language learners with a disability and stagnate growth of students with a disability who are second language learners a. External audit conducted by Dr. Henrietta Pazos with New Horizons/Nuevos Horizontes indicated a lack of dominant language testing for cognitive and academics skills. Only 18% of the students who were second language learners complete the appropriate prereferral process. (Pazos, 2015, Appendix B). Adams 14 must conduct cognitive and academic evaluations in both languages as required by IDEA title I/B/612/a/6/B statue. b. According to the Adams 14 ELD Plan 2015-2016 23.99% of identified special education students are non-English proficient and an additional 9.26% are limited English Proficient (ELD Plan 2015-16). The standard of identification in any subgroup should be around 10%. c. WIDA Access Achievement and Growth Results of students with a disability for the past three years have been stagnate (median growth percentile 2013 is 26%iles, 2014 is 29%ile and 2015 is 27%iles- well below the stage average around the 50%ile) (CDE Resource Report Performance 2015) d. Survey of the special education staff, 14% indicated that they can speak Spanish fluently. The number of special education teachers and related services are significantly lower at less than 1%. 3. Poorly written individual education plan (IEP) a. According to the 2014 Colorado Department of Education Results Driven Accountability audit 8% of the IEP evaluated did not meet the standard for present levels of academic achievement, annual goals and objectives and 11% did not meet the standard for the prior written notice. By not meetings these standards at 100%, we run the risk of a potential due process complaint from a parent or outside agency. 62% of special education teams surveyed are unsatisfied with the guidance they have received from ESS on writing an effective IEP. With a ratio of special education administration and students with a disability is 1:850, providing assistance with effective IEP’s is strained. b. While the Results Driven Accountability only looks at compliance, it doesn’t look at quality of educational programming. An internal audit of a sampling of IEP indicated a profound lack of quality of the educational plan. This is another example of a lack of accountability of the school based special education teams. Only one educational plan 83 came close to meeting the quality standard for an IEP. This student happens to be performing close to grade level in district standard assessments. Quality Indicator of effective education plans for Results students with a disability Educational strengths indicated in the present level report 15% Superior 15% Somewhat Effective 68%Inefficient or Ineffective Educational needs clearly indicated in the present level report 39% Effective 30% Somewhat Effective 31% Inefficient or Ineffective Body of evidence is adequate to determine the needs 23% Effective 31% Somewhat Effective 30% Inefficient or Ineffective Quality of the body of evidence 46% Somewhat Effective 54% Inefficient or Ineffective Measurable educational goals aligned with needs that are standards based with a strong learning trajectory 8% Effective 31% Somewhat Effective 61 % Inefficient or Ineffective Supplementary supports and aids identified with plans for implementation 8% Effective 30% Somewhat Effective 62% Inefficient or Ineffective Reasonable service times that are aligned to the needs and goals of the students 8% Effective 46% Somewhat Effective 46% Inefficient or Ineffective Bilingual needs identified if applicable 35% Inefficient or Ineffective 4. Over identification of speech language impairment and under identification of other heath impaired a. There is an over identification of students with a speech language delay (district 25.26% vs nation/state 19%) with almost half of these students are second language learners. b. There is an under identification of students with other health impaired -ADD, depression, diabetes, etc. (district 7.33% vs nation 11%). c. 33% of our student with a transition plan for post-secondary outcomes are out of compliance with Indicator 13 through the CDE results driven accountability 84 Organizational Opportunities 1. Adams 14 and Commerce City has a rich pool of individuals who are bilingual, some of whom work for the school district in classified position. In addition, some high school students are working on certifications to show they are bilingual. This pool should be tapped as a resource to support students with a disability in bilingual programming a. Adams 14 Students Services can explore “grow your own grants” that can cover a portion of tuition costs for current staff and community members to obtain their associates, bachelors and possible master’s degrees in educational field related to education, especially to work with students with a disability. b. Adams 14 Student Services can partner with a local university to develop a teacher residency program. Using current classified staff who have a bachelor’s degree, a teacher residence program can use the CDE alternative licensure pathway to infuse bilingual teachers in the district. Adams 14 master teachers and administrators can work as adjunct facility for a teacher residency program. c. Work study and scholarship possibilities for high school students who wish to pursue a career in education either as a paraprofessional or professional. 2. Adams 14 has the opportunity to develop model biliteracy supports for students with a disability that speak two languages. When a student is identified with a disability, it occurs in both languages. If any of these students are in biliteracy programs, most of them are getting their special education services only in English. By providing supports in both languages, we are better preparing students for post-secondary employment opportunities. a. This will require recruitment and training of bilingual special education teachers, paraprofessionals and related services. b. Student Services, along with the English Language Department need to identify appropriate resource materials in Spanish to use with students with a disability. 3. Adams 14 has an opportunity to provide model programming for students with significant needs and students with serious emotional needs, through partnerships with the community and the Colorado Department of Education. a. Model nursing services with the support of Kids First that includes the school nurse as a related service provider supporting students with health needs. b. Model affective needs programming by partnering with Community Reach Center in the development of mental health programs for students who might otherwise attend an out of district placement. c. Model programming for students with intellectual disabilities that sees them learning the exact same content as their general education peers but is taught in vastly different ways. d. Bring back deaf and hard of hearing services to Adams 14 that focuses on language and listening skill development in their neighborhood schools instead of sending students to neighborhood schools. 85 e. Develop a model transportation program of students with a disability that looks at transportation the same as we look at access to general education that includes having transportation attend problem solving meetings and participate in positive behavior supports training. 4. Adams 14 has an opportunity to increase the achievement of students with a disability that can pull the district out of turn around status. a. Majority of students with a disability fall into the mild needs range (26% with a speech language disability and 43% with a specific learning disability). This chart indicates the number of students who were partially proficient on state testing. If the district can convert these students to proficient in increments over the next three years, special education will be able to contribute to the turnaround efforts of the district. Math % of students who scored partially proficient on state testing in the 13-14 school year Elem 29.4% Reading Middl e 22.9% High 24% Elem 31.8 % Writing Middl e 30.5% High 37.7 % Elem 44.9 % Middl e 72% High 52% 5. Adams 14 has an opportunity to develop a model for a continuum of services for students with a disability at the high school level to reduce dropout rates and increase graduation rates. a. With a strong course catalogue for students with options for graduation, it would be a good opportunity to revamp the course options for students with a disability that supports their needs. Moderate needs students as well as students with autism, affective needs and higher performing students with intellectual needs can take the case course work offered to general education students but in an alternative setting taught by a highly qualified special education content teacher. b. Offering transition skills electives for students with intellectual disabilities can be organized around competencies and expanded into the transition program. c. Foundation classes can be revamped to maximize growth in reading, writing and math skills for moderate needs students following a competency based model with acceleration. d. As a part of a long term plan, there is the possibility of restructuring how schools are providing services to students by re-allocating position, increase the number of paraprofessionals becoming teachers, and decreasing the needs for central supports with stronger guidance for procedures in place, then schools can increase the number of special education teachers to allow for co-teaching, resource rooms and cross category 86 center programming in each building. This will reduce transportation costs, a need for out of district services, and a need to specific center based programs. e. By investing in assistive technology, all 850 students will have access to technologies that will increase their access to the general education curriculum which has been indicated above to improve academic achievement. f. According to the 13-14 Results Driven Accountability review of graduation rates of students with a disability, Adams 14 is well below state targets. By revamping the high school options, these graduation rates will improve. Graduation Rates Adams 14 Rate State Target State Performance Percent of students with disabilities aged 14 – 21 who graduated with a regular diploma within 4 years of entering 9th grade 43.28% Percent of students with disabilities aged 14 – 21 who graduated with a regular diploma within 5 years of entering 9th grade 55.93% 63.10% Percent of students with disabilities aged 14 – 21 who graduated with a regular diploma within 6 years of entering 9th grade 50.91% 67.03% Percent of students with disabilities aged 14 – 21 who graduated with a regular diploma within 7 years of entering 9th grade 50.00% 68.83% Greater than or equal to 80% 53.80% Organizational Threats 1. One threat to the district are due process and civil rights complaints from parents of students with a disability. The Individuals with a Disability Act ensures that all parents have special due process rights. One of these is a right to dispute resolutions. When a procedural process has been violated, parents can request mediators and courts to support dispute resolutions. Each time a district has to enter a dispute resolution hearing, it has to pay a considerably amount of money. Most of the time when parents are not happy it is because of a lack of communication with the school or their child is making a lack of progress in their education. When they obtain an advocate or legal representation, they are looking for violations to the special education process. If found in violation, then the district must fix the problem that may end up costing 87 extra money or the state/federal government may fine the district. This is why there must be close accountability over the 850+ IEP’s developed each year. Common violations include the following that have been addressed this year in Adams 14. a. Failing to secure a general education teacher who must attend the entire IEP meeting. b. Failing to enroll a student with a disability until a special education team reviews the IEP. c. Failing to adhere to the times lines of 60 days to evaluate and 30 days to develop an IEP. d. Making a predetermination of a disability before the evaluation is complete and shared. e. Failing to receive input from parents regarding their child’s needs. f. Failing to make recommendations with sufficient clarity g. Failing to develop and implement a behavior intervention plan 2. Another threat to the organization are corrective actions from the Colorado Department of Education or the Federal Office of Special Education. Regular audits of IEP’s are conducted. If there is a large number of parent complaints then investigations are initiated. In addition, the district must make maintenance of effort in finically supporting special education and when accepting Title IV funds, specific requirements must be met. Adams 14 has already received one parent complaint that has been resolved and one visit from a principle consultant regarding transition services since January 2016. 3. When there is turn around in district leadership, especially in the field of special education, it can create major disruptions. It is critical for sustainability for Adams 14 to develop procedures that can be carried out regardless of leadership. Leadership must stick around long enough to develop and implement these procedures until they become habit. This would take a minimum of five years. 4. Recruitment, hiring and retaining qualified special education teachers and related services is a struggle across the country. In Adams 14 it is going to be critical that a majority, it not all staff, must be bilingual in both Spanish and English. MAJOR GOALS Root Cause and Hypothesis Using the SWOT Analysis, the following root causes of the lack of student achievement have been identified. 1. Special Education teams have not been held accountable to following disability identification standards thus the over identification of second language learners with a disability. 2. Special Education teams have not been held accountable to developing a quality education program for students with a disability from identifying strengths, needs, goals, supports and services across the continuum of from mild to profound needs students, thus the poor quality IEP plans and poor achievement. 3. Special Education teams and Related Services have not been held accountable for day to day duties as school based leadership doesn’t have the capacity, knowledge or skills in supporting special education. 88 4. Specialized service providers that support all students in a building, school nurses and mental health, have not been held accountable to the specific duties that require their expertise such as the development of a functional behavior analysis, behavior intervention plans and direct instruction on health needs. 5. High schools have not develop a continuum of services for students with a disability, thus low graduation rates for students with a disability. 6. Student Services has not been able to recruit and train qualified bilingual staff to support the needs of students with a disability, thus weak academic achievement for students who are second language learners. 7. Adams 14 is at risk for a federal or state complaint due to the lack of accountability of the procedural process that must be in place for all IEP’s. Major Goal 1 By providing oversite and accountability from a qualified administrator who has or is working towards their special education directors license and trained under a qualified director of special education, school teams will receive weekly support around identification of students with a disability, supporting in the determination of the least restrictive environment, following proper procedure, supporting school leadership in evaluation and feedback, modeling effective instruction, and provide direct oversite of special education and related services across the continuum of services, then there will be an increase in student achievement. ● Restructure the ESS staff supporting special education to increase peer-administration supports to buildings to increase IEP quality, provide academic coaching, and provide relief to school administration by supporting staff evaluations and to have a director designee in house. ● Develop a strategic plan to reduce reliance on out of district placement of students, which cost the district over 500,000 each year. Special Education will explore options to provide these services in district at a significantly lower cost. ● Restructure the ESS staff to provide direct oversight of related services ● Revise Kids First contracts and Community Reach contracts to better align with IDEA requirements ● Create guidelines for center placements ● Develop school leader training ● Develop a continuum of services for students with a disability at the secondary level with a three year plan ● Develop special education procedures aligned with board policy and the IDEA and ECEA 2015-16 ● Assigned peer-administrator to each school to work with school leaders on improvement plans for the school special education services o Peer-administrators provides academic coaching and direct feedback on instruction to special education staff 89 o Monthly evaluation of the peer-administrator role with adjustments Monthly meetings and professional learning for related services to support special education goals ● Provide strong oversight and accountability of Kids First and Community Reach services ● Evaluate center programs ● Increase the number of parents who attend SEAC and attend special education trainings in their neighborhood schools ● Present special education training to school leaders each month ● Implement year one of the plan for continuum of services in the secondary schools ● Restructure the role of the child advocate to school psychologist and/or school social worker; reduce team lead responsibilities and shift the role to a related service with MTSS and prosocial skill coordination responsibilities 2016-17 ● ● Begin to make adjustments of services in buildings to increase teaching in support across the continuum of services. ● Begin to make adjustments of related services by increasing efficiency and making adjustments to increase teaching supports in each building ● Review the Kids First and Community Reach services to ensure that Adams 14 is fiscally responsible and best aligned to supports for students ● Begin to reduce center placements and increase the number of cross-category center programs in half of the schools. ● Continue to increase the number of parents who attend SEAC and attend special education trainings in their neighborhood schools ● Develop a special education induction program for new school leaders; continue monthly school leader training ● Implement year two of the plan for continuum of services in the secondary schools 2017-18 ● Close all unnecessary center programs and open a cross-category center classroom in every elementary school. Prove a continuum of services in every high school. ● Continue to increase the number of parents who attend SEAC and attend special education trainings in their neighborhood schools ● Implement special education induction program for new school leaders; continue monthly school leader training ● Implement year three of the plan for continuum of services in the secondary schools 2018-19 ● ● Continue to increase the number of parents who attend SEAC and attend special education trainings in their neighborhood schools Implement special education induction program for new school leaders; continue monthly 90 school leader training Major Goal 2 By providing district procedures for foundational special education processes that include disability identification, functional behavior plans, determination of supplementary supports and aids that include paraprofessional allocation, discipline for students with a disability, we will reduce the number of second language learners qualifying for special education, decrease student dropout rates, increase independence skills and increase student achievement. ● Develop district procedural guidance to qualify students for special education in all of the 13 disabling conditions ● Develop district procedural guidance on all aspects of IDEA and ECEA ● Develop district procedural guidance to develop a functional behavior analysis and intervention plan ● Develop district procedural guidance in determining qualification for students with a disability who are second language learners ● Develop district instructional guidance for students with a disability based on needs ● Develop district instructional guidance for students with a disability who are second language learners ● Develop district instructional guidance for students who are twice exceptional (Gifted and have a disability) Major Goal 3 By providing increasing the number of student services staff who are bilingual including special education teachers, related services and paraprofessionals, we will decrease the over identification of students who are second language learners, see an increase in student achievement of second language learners and provide services that seamlessly merge with the bi-literacy implementation. ● ● ● ● ● Determine current staffing who are bi-lingual or could become certified bi-lingual Explore options for a “grow your own” alternative license program developing certified bilingual staff Explore options for scholarship funding for H.S. seniors who are bilingual to become student services providers Increase recruitment options for finding qualified bi-lingual staff Develop a retention plan for current staff who are qualified bi-lingual EVALUATION The following data based measures will be used to evaluate each goal with year by year benchmarks Major Goal 1 – restructure and accountability to increase achievement Measure 2016 Baselines 2017 Benchmarks 91 2018 Benchmarks 2019 Benchmarks Reduction in outof-district (ODD) placements of students with disabilities Reduction of students with a speech language impairment Increase in Other Health Impairment Reduction of students with NonEnglish or limited English proficiency qualifying for special education Increase WIDA Access scores Reduce students placed in a center program (LRE Code 303) Increase student achievement Increase parent participation and training offerings 28 students 24 students 20 students 15 students 26% of students with a disability 23% of students with a disability 19% of students with a disability Maintain 2018 benchmark 7.33% of students with a disability 33.26% of students with a disability 9% of students with a Disability 11% of students with a disability Maintain 2018 benchmark 23% of students with a disability 15% of students with a disability 10% of students with a disability 27%ile (median growth percentile) 1314 sy 15-16 Baselines are not available 6.91% Students in the most restrictive environment provided in Adams 14 15.2% Baselines are based on 13-14 school year 15 parents attending SEAC 4 Parent Trainings by Center Teachers TBD when the current scores are released TBD when the current scores are released 39%ile (median growth percentile) based on the genera education MGP No benchmarktwo year goal 5.95% Students in the most restrictive environment Maintain state average of 5.95% TBD when the current scores are released TBD when the current scores are released 30% 20 parents attending SEAC 8 Parent Trainings by Center Teachers 25 parents attending SEAC 12 Parent Trainings by Center Teachers 30 parents attending SEAC 16 Parent Trainings by Center Teachers 92 Major Goal 2- foundational procedures for instruction and compliance Measure Results Driven Accountability 2017 Benchmark 5% of the IEP evaluated not meeting the standard for present levels of academic achievement, annual goals and objectives and 6% not meeting the standard for the prior written notice 48% of special education staff unsatisfied with central supports on IEP writing 30% of Adams 14 IEPs meet the quality standards 2018 Benchmark 2% of the IEP evaluated not meeting the standard for present levels of academic achievement, annual goals and objectives and 4% not meeting the standard for the prior written notice 25% of special education staff unsatisfied with central supports on IEP writing 70% of Adams 14 IEPs meet the quality standards 0% of bilingual students have a complete assessment in both languages Internal Audits of 0% of the FBA/BIP FBA/BIP will meet quality standards Major Goal 3- increase bi-lingual staff 30% of bilingual students have a complete assessment in both languages 30% of the FBA/BIP will meet quality standards 60% of bilingual students have a complete assessment in both languages 60% of the FBA/BIP will meet quality standards 2019 Benchmark 0% of the IEP evaluated not meeting the standard for present levels of academic achievement, annual goals and objectives and 0% not meeting the standard for the prior written notice Less than 10% of special education staff unsatisfied with central supports on IEP writing 90% of Adams 14 IEPs meet the quality standards 80% of bilingual students have a complete assessment in both languages 90% of the FBA/BIP will meet quality standards Measure Number of bilingual staff serving students with a disability 2017 Benchmark 15% can communicate in Spanish 5% can provide services in Spanish 2018 Benchmark 20% can communicate in Spanish 15% can provide services in Spanish 2019 Benchmark 25% can communicate in Spanish 25% can provided services in Spanish Internal Audits of IEP Quality 2016 Baselines 8% of the IEP evaluated not meeting the standard for present levels of academic achievement, annual goals and objectives and 11% not meeting the standard for the prior written notice 68% of special education staff unsatisfied with central supports on IEP writing 8% of Adams 14 IEPs meet the quality standards Internal Audits of IEP Eligibility of Bilingual students 2016 Baselines 8% can communication in Spanish 1% can provide services in Spanish 93 CITATIONS Adams 14 ELD Plan 2015-16 Browning-Wright, Diana, “Rubric for Evaluating the FBA Report”, www.pent.ca.gov 2016, Web 30 March 2016. Baker, E.S., Wang, M.C., Walberg, H.J., Synthesis of Research/Effects of Inclusion on Learning, Educational Leadership Vol. 52 no 4, pg 33-35, 1994. Center for Disease Control, Health and Academic Achievement, retrieved from http://www.cdc.gov/healthyyouth/health_and_academics/pdf/health-academic-achievement.pdf , 2014 Colorado Department of Education, “Performance Plan Indicator Adams 14”, www.cde.state.co.us 2014. Web 29 March 2016. (Appendix A) Colorado Department of Education, District Dashboard State Data Resource Report, www2.cde.state.co.us/schoolview 2015. Web 29 March 2016 Common Core State Standards, “Application to Students with Disabilities” http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf 2010. Web 13 April 2016 Daniel, L.G., King D.A., “Impact of Inclusion Education on Academic Achievement, Student Behavior, and Parental Attitudes”, The Journal of Educational Research, Vol 91, issue 2, pages 67-80, 1997. Deshler, D.D., Schumaker, J.B., Teaching Adolescents with Disabilities: Accessing the General Education Curriculum, Corwin Press, 2010. Hatti, John, Visible Learning, Rutledge, 2009 Hanushek, E.A., Kain, J.F., Rivkin, S.G., “Inferring Program Effects for Special Populations: Does Special Education Raise Achievement for Students with Disabilities?”, The Review of Economics and Statistics, Vol 84, no 4, pages 584-599, November 2002 Klein, Alyson, “No Child Left Behind: An Overview”, Education Week, Vol 34 Issue 27 2016. Web 29 March 2016. Lee, S, Wehmyer, M.L., Soukup, J.H., Palmer, S.B., “Impact of Curriculum MOdifications on Access to the General Education Curriculum for Students with Disabilities”, Exceptional Children Vol 76 no 2 pg 213233, Jan 2010. McLaughlin, M. “Access to the General Education Curriculum”, Journal of Special Education Leadership, Volume 12, #1, 1999. National Center for Educational Statistics, “Children and Youth with Disabilities” www.nces.ed.gov 2015. Web 29 March 2016. 94 Office of Special Education Programs, U.S. Department of Education, “History: Twenty-Five Years of Progress in Educating Children with Disabilities through IDEA”, www2.ed.gov/policy/speced/leg/idea/history.pdf 2000. PDF 29 March 2016. Pazos, Henrietta “Adams 14 Special Education NEP Report” (Appendix B) Soukup, J.H., Wehmeyer, M.L., Bashinksi, S.M.,Bovaird, J.A., “Classroom Variable and Access to the General Curriculum for Students with Disabilities”, Exceptional Children Vol 74 no 1 pg 101-120, Oct 2007. U.S Census Bureau, “Nearly 1 in 5 People Have a Disability in the U.S.” www.census.gov 2012. Web 29 March 2016. 95 APPENDIX A CDE Performance Plan State Pet'i?nt'lnaure Plan Indiratm' Prn?le FFY 21113 AU Name: AU Code: I Adams 14 [Commerce City} 01330 I Indicator 1: Gt'adualinn Rates 1? 4 Slate SPP 3 Graduation Rn AU Rate 1 State P??f?l?manm Target Pereent of students with disabilities aged 14 11 ?he: graduated 1h . 43.28% 53.30% uttlt a regular dtple-tns mtlun 4 greats af enterntg '9 grace Percent of students with disabilities aged 14 21 who graduated . . . . [h 55.93% 63.10% will a regular drple-mt. 131111111 5 years af enter-111g grace aunuwa Percent of students with disabilities. aged 14 21 who graduated . . . ,h 511.91% 61.03% will a regular drple-ms 111111111 6 years at: enter-111g '9 grace Percent of students with disabilities aged 21 who graduated . . . . . 50.00% 68.33% uttlt a regular dlple-ms Within 7 areas af entering '9 grace I De?nitiun is aimed with E3311 3 Target set by O??ee of Federal Programs Administration. CDE fer ESEA 1? Does not include students in Eligible FatiLilies at State Operated Programs For more speei?e scheol nrdistrirt information please go to Sch-Jalviewnrg Tndicatm' I: ?ran?Out Rates: 5 St SPP St Drop-0m Rates AU Rate (L Target Perfurmanre giant of students with disabilities. aged 14 21 when dreer-ed I ?132% I 26.2%) 25.31% I 5 De?nition is signed wit]: IDEA Indicator SB 8: 3121: Assessment State SPP State Participation and Rates AU Rate urge-t Perturmanee 21' lid 1 '11 1' sb'h'li [tJ'Rei 1' a1 lemttuntaeu st ensu1 111st 1 es 1 11mg 98.54% 3195,0094 7.79% assessments Participation rate of students with disabilities ?at Math 97.32% 97.44% assessments Pro?eseney rate for Reading assessments CSAP .51 9.28%; 28.36% 22.56% Pro?ciency rate for Mari: assessments at 7.76%? 2 25.95% 19.50% Indicator 4B: 0' '13le state :ate students with disabilities with long-teml . . . . . . . i 0.437994 pc: 100 students 111111 dlsabtiities Signi?cant Discrepancy from State Median 2.627954 per 100 students with disabilities AU Rate 0 .T6 AU Rate Exceed lit] Does the have policies and procedures that DO contribute to No inapplupt'iat: 96 Indicator 5A 5B 5C: School Age Least Restrictive Environment (LEE) State SPP State Program!Ptoremrot Rate Target Performance Percent of stude1_ts a. 1th disabilities n1 regula1 class a. less. 83 A: 70.45% 271.30% 72.11% D: the tune Percent of students with iisab?ities in 1" ?at class less than .. . :31 4.71 We ?1 1300/0 119941 40% o: the time Percent of students with disabilities in separate sclmolsx'facilities. 2.04%} {2 3.501% 163qu homebolmd or hospital Indicator ISA 6: 6B: Preschool LEE State State Target Performance- Progro mISPto cement All Rate Percent of children aged 3 5 with disabilities attending a regular early childhood program and receiving services in a 100.00%: 3 85.26% regular early childhood program Percent of children aged 3 5 with disabilities attending a separate special education class. separate school or residential 0.00%. 5 6.30%- 6.635% facility Indicator TA 7B ?1 Preschool Outcomes State SPP State Sumner: rJ.? .S'rtn'e'm {In Is All Rate Target Performance Outcome A: Positive social?emotional skills [including social relationships} 1} Of those children who entered or exited the program below age expectations in Outcome A. the percent who substantiallyr increased their rate of grouth by the true they exited the progra-u 95.50% 2 31.09% 81.19% 2] The percent of children who were ?mctionhig witlun age t] expectations in Outcome A by the time they exited the program '18'90 3 67.715 67.?6 If? Outcome B: Acquisition and use of knowledge and skills (including earl}.r languagelcommuuica?ou and early 1} Of those children who entered or exited the program below age ex ecta?ions in Outcome B. the ercent who substantiallv . .- . . - 95.50% 232.11% 82.11% increased that rate of growth by the true the}r exited the program 2} The percent of children who were fruictioning within age . . . expectations in Outcome by the time the}.r exited the program 51 ill] /o ?g 34 {f0 34 ISO Outcome C: Use of appropriate behaviors to meet their needs 1] Of those children who entered or exited the program below . tlf' 'Clt Ct] it bt t'll age "i 1.0115111 11 Elaine 151331031 Vi 1C fall 5 all 13 332.0396 le?aa? increased then rate of growth by the true they exited the program 2} The percent of children who u. ere fruiclioniug uilhiti age . . . . 3?7111'15? 72.119/ expectations 111 Outcome by the tune theyr exited the program i 97 indicator 3: Parent Involvement State SIT State Server Reactions All Rate Target Performance of res ondents to the arent re ortin that schools 13 1) Not ill surrey 2 51.00% 51.11% facilitated parent involvement to improve sent-net. and results Indicator 9: Diaproportionality? lChild 1With a Tlisahili . . AU State SIT State Disproparlwnahu' Results Target Performance Doe the distiict haitc representation of racial and eLhtLic groups in special edLealion anti tell-led scintices. 0.00% 0.00% 0.00% which is the result ofinappropiiate identi?cation? Indicator 10: Disprop ortionality Eliglh?lty Category . . AU Sta tc SPF Statc Dispropornooah?' Results Target Performance Does the distiict have dispropoitielnate representation of racial and ethnic g:e-ups in. speei?e disabilityr categorizs. which is the 0.00% 0.00%: 0.00% result of inappropriate identi?cation? Tndicator ll: Child Find St SPP St Eratuariom?Elfgib?r'i?i' Ifmelfaea All Rate a Target Performance Percent of children with pa:ental consent to evaluate. who were 9939f?) 00. 00 We 97.53% evaluated and eligibility was determined within I50 days Indicator 12: Early Childhood Transition State State- Part to Poi-1?3 All Rate Target Performance Percent of children referree by Part prior to a ge 5. whose eligibility was detenrined oath an IEP implemented by their 100.00 Wu 100.00% 93.23% third birthday (includes students found not eligible} Indicator 13: Secondary Transition St SIT St 1" transition All Rate 3" a Target Performance Percent of youth aged 15 and aloe-ire with an IEP which includes coordinated. measurable. annual IEP goals and transition 100.00%} 92.41% seri'ices that will ieasonahlsr enable the student to meet the post- seeondinir goals Tndicator 14: Foot?School Transition All Rate Sta tc SPP arget State Performance Percei't oF youth Totlto. titthin anciem' silencing high school had are to longer in secondaryr school. and have been: a} Enrolled in illEilCI education I Not in surrey I 3: 32.50% 26.5?% h} l-inrolleri in higher education or competitively e-iiployed I .?Nnt ill surrey I 2 I?ll .lillW-n 74.43% Ern?olltd in higher tducation or soint Oill?l? education: or i .?uot in sun-e3.- 69.00% 53.35% ec-iupclilis cl}; etiqs'loycd or in some other cilipluynicnl APPENDIX B Adams 14 NEP Report for Special Education To: Kim Jiron Date: 11/30/2015 RE: NEP Report An analysis of 44 out of 125 Elementary NEP student IEP’s were reviewed to identify areas of strength and need in the evaluation and report writing process for NEP students. The number of students (n=44) was chosen at the recommendation from the Adams 14 Assessment and Research Department so the results could be statistically significant. Below are the analysis results and recommendations for your review. I have also attached the data sheet for your review. Let me know if you have any questions. I look forward to continued work and collaboration in such an important project. Analysis Results: ● ● ● RtI at Initial: (Areas of Weakness) 18%: only 18% of students went through a Response to Intervention (RtI) process prior to their initial staffing. This was partly due to students whose initials were Part C to B (27%) in which an RtI process would not be appropriate. However, the majority of students were staffed at either Preschool/Kindergarten (45%) age or after Kindergarten in which RtI might have been appropriate. It must be noted that some of the Preschool/Kindergarten students did not receive RtI due to reasons such as referral made by parents/outside agency or due to prior health DX. Dominant Language Testing at Initial: 66%. (Area of Strength): The majority of testing conducted in the student’s dominant language was in Speech and Language testing. This is a strength found in the NEP IEP’s reviewed. A majority of Speech and Language testing was conduced in Spanish or Spanish and English. This is best practice to help reduce misidentification of disability of ELL students. Dominant Language Testing for other areas other than Speech and Language (Weakness): Although this was an area of strength for Speech and Language testing; there was significantly less testing in the dominant language in Cognitive and very few in Academic testing. Academic Testing: Although the students’ language of instruction could be assumed to have been in English; there were a large number of students who were tested during their first school experience (30%); which could make the academic testing in English not valid and an underestimate of the student’s ability. It has to be noted that some of these students were tested during their first school experience because of significant health dx or due to parent and/or agency referral however academic testing results could still potentially have been an underestimate. Cognitive Testing: In addition, there were a number of students that were tested with a Bilingual 99 Version of the KABC-II. However, further review of the KABC-II indicates that the Knowledge/ Crystalized ability section can only be administered in English although responses in Spanish do receive credit. (http://www.culturalfairness.com/why-kabc.asp). Lastly, KABC-II standardization norms specifically for ELL’s were not discussed within the reports. Although there is research that supports the use of KABC-II with culturally diverse students; it is unknown if it is appropriate to use with ELL’s, especially NEP Ell students. ● Initial at Preschool/Kindergarten: 47%: (Area of Potential Weakness) Almost half of the students were tested during Preschool or Kindergarten. When reviewing the data further, 27% were in Preschool and 20% in Kindergarten. Although this may be partly due to true disabilities identified appropriately due to under-identification during Part C; especially in the area of Speech and Language; there were a number of students who were identified with PSD although the only concern and/or testing conducted in Spanish was in Speech Language. Further analysis is needed (see recommendation section). ● CELA/ACCESS scores reported at Initial or Tri: 32%. (Weakness) The low number of CELA/ACCESS scores reported is in large part due to the age of the Initial assessment, since there was a total of 54% of students who were identified during Part C to B or Preschool; where formal proficiency test scores were not available. In addition, depending on when the student was assessed, proficiency scores would not be available for some Kindergarten students. However, there were a number of students who were identified between 1-5th grade whose CELA/ACCESS scores were not reported. Lastly, there was significant improvement of CELA/ACCESS score reported at students’ Triennials; especially when using the new CDE ENRICH forms. ● Number of Transfer within and out of State: 18%: (Weakness) This number is important since the majority of the Transfer IEP’s either did not include any ELL considerations and/or there was no report attached to the ENRICH system to identify if there were ELL factors considered at the student’s Initial. All the Transfers were accepted; with no evidence to support that ELL factors were considered by the other school district. ● TPBA used at Initial: 30%: (Needs further study) This data was included since most of the Part C to B and Preschool Testing was conducted utilizing TPBA with no mention of language used with a few exceptions. It appears that in these cases, the only Spanish testing utilized in most cases was in the Speech and Language area. More information is needed on TPBA best practices for ELL testing and identification. RECOMMENDATIONS: The following recommendations are divided into three categories: I) Pre-Referral Considerations II) PreAssessment Considerations III) Further Data Analysis. The recommendations for I-II are guided by the Colorado of Department of Education Facts Sheet “Critical Questions Regarding the Special Education Process for Culturally and Linguistically Diverse Students (August, 2015) and by Brown and Sanford’s (2011) Document Titled : RtI for English Language Learners: Appropriate Using Screening and Progress 100 Monitoring Tools to Improve Instructional Outcomes (National Center of Response to Intervention, 2011). I. Pre-Referral Considerations: According to CDE (2011) there are three important questions to consider at the referral process: 1) has the student had appropriate support, structure, instruction for sufficient time, with enough intensity, to acquire necessary language, academic, and behavioral skills? 
 2) Have we used appropriate accommodations in the classroom? 3) Have we considered the child’s academic history and personal experiences? 
 Recommendation 1: Based on the NEP review, one major area to develop is the use and/or documentation of appropriate Response to Interventions with ELL’s prior to referral and documentation of prior academic and language of instruction history. This is a major endeavor that will require multiple steps and collaboration between special education, general education, English Language Development Departments and other stakeholders. Below are some suggested steps: 1) Train school based teams on RtI best practices for English Language Learners. Teams ideally should have representation from special education, general education and English Language Development staff. 2) Develop and use a checklist to guide RtI referral process that is aligned with ELL screening, progress monitoring, and intervention best practices. 3) Collect data, at the pre-referral stage, that includes, but not limited to, student’s language proficiency through informal and formal measures, level of acculturation, history of academic/language of instruction, parent interview, ELD support, and classroom accommodations to guide the RtI process. II. Pre-Assessment Considerations: According to CDE (2011) there are three important questions to consider at the Pre-Assessment process are: 1) What are the English language skills of this student? How do we know? 
2) Which informal tools will be useful? Who will use them? 
 3) Are there appropriate tests in this child’s native language? Are the norms appropriate? Does the child require the tests in his/her first language? 
4) If we will use an interpreter, who will he/she be? Does he/she have the appropriate level of technical language to be able to correctly interpret the assessment? Has he/she been trained in the special education assessment process and interpreting procedures? 
 Recommendation 2: Identify and use a number of informal and formal language proficiency measures for ELL’s infancy-Kindergarten age to use at the Part C to B at the Preschool and Kindergarten screening and evaluation processes. Recommendation 3: Utilize both ACCESS and informal/formal measures of language proficiency for grades K-5th to guide language of assessment decisions and document in the Assessment report. Recommendation 4: Research and Identify TPBA best practices for English Language Learners. Obtain baseline for current use of best practices and develop plan to implement best practices for continued monitoring. Training of interpreters for the TPBA process is important due to the complex nature of the assessment. If an interpreter is used, document this in the Assessment report. 101 Recommendation 5: Upon receiving a transfer student, review IEP for ELL considerations and determine and document reasons for accepting or not accepting transfer based on ELL and other IEP relevant factors. . Recommendation 6: Research and identify academic and cognitive testing best practices for ELL’s and train staff. III. Further Data Analysis through ENRICH: Recommendation 7: Analysis of Disability Category and # of students exited from Special education might be helpful to determine if students who receive early interventions through Part C to B and Preschool/Kindergarten exit out of special education successfully and if so which disability category receives the highest rate of exit. This might help in determining if the high initial staffing rate at the Preschool level is effective and needed as an early intervention. Prepared by: Dr. Henrietta Pazos, New Horizons/Nuevos Horizontes 102 APPENDIX C Restructure of Adams 14 ESS Staff Retain the assistant director of special education to ensure the district has a CDE Lead Educational Authority (LEA) on site at all times. Convert 3 current TOSA postions to Special Education Manager postions (Preschool/Child Find, Autism and 3-4 schools, Significant Needs and 3-4 schools) Using a 5% increase in Title 6 Special Educaiton Funds to create a behavior focused manager (Affective Needs and 3-4 schools) 103 Appendix M: 2017-2018 District Calendar DAM 14 lrspum Edumtc (mpcver. ln'piia. EdutaJ?onalctc 0 DISTRITO ESCOLAR ADAMS 14 - 1 Calcndario Boole" dc Estudiantcs 2017-2018 1 a 2 8 2 DIAS 7 10 11 12 13 9 33?@ 3?3 15 uiAK-lz (JUIMO MA 10005 Los tbiuommtb 14158 16 17 18 19 20 16 331313313 22 TRABNOINTERNODEMAESTROS no HAYCIASES SALIDATEMPRANO 28 29 30 31 30 PROFESIONAI. - N0 HAY CLASIES PARTICIPACION DIRFCTA DF - un HAY DI: VERANO Fechas lmportanbes 1 Encrenamiemo de Nuevos Ma estros Julio 31 -Nzosto 4 15 15 17 18 Bienvemda -Imc:o de trnpieados Bde Agosto 21 22 23 24 25 articupacu?m Direct; da Padres en Ias tscuei as Agosto 11, were 25 29 3U 31 Plilm Din ?Iv Fu m-la Irma Fxludiantm 14 (lo-Mud" Vacaa ones dc Utoh'o lb-lu de uctubre 1 - I 25 Hr chlt?mhrr Vacaaones deanava?a I 26-30 deMarzo l'l?mn Dia parad Pr-rqnnal 1drlunio 5 8 7 10 11 12-5 14 15 16 tscuda deVaano 11-29de1unio Dias de Saiida Temprano Primaria 155 Ikmdaria 1:15 I Preparatoria 1234 ?r-p?vmhm 13, Nmin?wo Frhrorn 14, Mayo 7 1 2 3 6 7 $mtu8?101Muuc121tnuue MalmZZ 22232425262728 29 30 Dias do Trabajo Interno do Maostros Agosto 7 I Octubte 13 Diciembre 22 I Mano 23 IJunio 1 Graduaci?n 1 I 3 4 5 Continuacl?ndesocradodeKMSl 22 deMavo 7 8 9 10 11 12 ACME 73 rh- Mayn 14 15 16 17 18? Adams City High School IS?bado, 19 de Mayo. 2018 21 22 23 24 25 Leslie: Arnold Iligi School I Sa?bado. 19 de Ma yo, 2018 ler Inmestml 14 dehgosm? 11 deocmbreuz dias-23 3e: TlilmaluTrimu'c 2 dc Abril 31 do Have (43 :li'asi 24 30 31 5 6 12 13_ 1516171_6_ 19 2021 23 2526 27 3031 1516 111.8 1s! 2.92122 uxm?hww 1 DAMS ?l4 Insp impact. (data. rarwuc ADAMS 14 SCHOOL DISTRICT 2017-2018 Studenl Calendar HOLIDAY NO SCHOOL FIRST DAY 1: 12 LAST DAYALL STUDENTS TEACHER W0 RKDAY - EARLY RELEASE PROFBSIONAL DEVELOPMENT No STUDENTS VSCHOOL DIRECTED PARENI ENGAGEMENT - No STUDENTS 0 SUMMER SCHOOL A I lmporta nt Datcs ewTeadTer Induction July 31 -Au5usl4 Welcome Back Employee Kick Off I AugLst 8 School Directed Parent Engagement I August 11, January 9 First Day Back for Students I August 14 1-3" Break October 16-20 Winter Break I December 25-January5 Break March 26 30 last Day for Sludnnb I May 31 last Day tor Stat! lure 1 summer I June .11 - ?9 Early Release Elementary 1:55 MuddleSchool 1:15 Hi? School 12:34 8 MTWT 10111213141516 111213 20 27 7 14 21.22 28:29 1 1 1718 1 25 31 4 5 6 1171213. 1 25126 1112 1 14151 18.19 1 September 13, November 22, February 14, Nlay August 8-10 I October 12 I Januarys [Ma'ch 22 151617 18 19 20 21 2930 Teacher Work Days August? I October 13 I December 22 March 23 Hunt: 1 KMS 8th Grade Promotion I May 22 6th Grade Promotion May 2.1 Adams Clly High School I Saturday. May 19 . 2018 tester Arnold High School Saturday, May 19, 2018 End of Quarter Quarter I August 14-October 11 I42 clays] 2nd Quarter October 23 - December 21 (41 days) 3rd Quarte- January 10 March 21(49 days) 41h Quarter April 2 - Mav3?. (43 days) SMT TFS 1-345 6789101112 1716?! 24 26 13M. 15 1 20.2122 2 3.456 78 9 1d 16 17158 23 241 30 Appendix N: Superintendent Parent Forums Superintendent Parent Forum Parent Feedback 8: Evaluation Report October 20, 2016 106 OVERVIEW The Superintendent Parent Forum was held on Thursday, October 20, 2016 at Our Saviour Lutheran Church, 6670 Monaco Street, Commerce City, CO 80022. The topic was on: Defining Family and Community Engagemer Adams 14. We offered two identical sessions to accommodate our working parents: AM Session: 9:30?11:30am PM Session: 6:15?8:15pm NUMBER OF PARTICIPANTS We had approximately 71 total participants who attend the Superintendent Parent Forum. Atotal of 45 Parents Community Members attended A total of 26 District School Leaders/Staff attended 107 EVALUATION RESULTS item The information I received Frorn tod afs orese n'lati on elped me better Iu nderslancl the district commitment to lami lg an cl comm unity engagement in Ada 1.4 an the powe parents and commu nitI..r members have in shaping our schools. [115: S?tro right Agree Agree Neither Agree nor Disagree Disagree Strongly:I Disagree Com menls: Ii Ire that we covered district policy.r and I can em power myself. The information I received was useful to me as a parent in understanding the importance of family and community engagement in our schools and the district. {Erl 20] l0} Stro right Agree Agree hl either Agree nor Disagree DisagreeStronghr Disagree Com l'l'l nls: 0- It we 5 important for to know n1 n1: for district and schools- I?u-e been involved I.vrl'rth my child?s school. The table act'nlity on de?ning family and community engagement in Adams 14 was engaging and allowed me to understand how we can de?ne family engagement at home. the school and the district in order to measure tamilv engagement in our schools. :15] [ill Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly.I Disagree Com nls: It sea 5 helpful to see that others he: re the sa me thoughts. M-alce the questions or how to- cle the questions more simple so that the pa re participate more and nderstand. I will take the info-rrnati I learned tod ay- loa cl: to my! school and share it with my prin cipal, the BAAC a nd oth er parent groups- ll?l [11: tall S?tro Agree Agr ith er A gre nor Disagree Disagree Com nls: - She {my principal]- was here! The forum was easyr to access {forestarnple parki ng was east.I to ?nd, translation services were available, 113] [13: Ell S?tro Agree Agr ith er A gre nor Disagree Disagree Com nls: Hold the neat forum at this same lmenu-e next time. Ii lied the forum at the Catholic I.'.5hurch re room! Heed Childcare. Mo childcare rn ade it if'?cu It to hear and think about the questions and information. 108 5. Overall. how we uld you rate this Parent Forum? l1l {El [?ll {19] l?Poor E?Fair B?Good Iii?ye ry Good 5? Excel lent Ell-I'l'll'l'l EH I would like to see more- pa r-ent attendance. I- Thanlt Iyou. These confere noes are really good and than icy-on for keeping us in mind. Together, we viri II have the best students! Heed child?re for meeting. is the childcare? Children melting too much noise' hard for me to concentrate. Too crowded. No food or drinks for diab-eti-E. I- Maybe less time so the parents don't leave before the meeting ends. Thanl: you. Please keep these meetings going. They are very helpful to us pa rents. EUALUAT ON SUMMARY 30 participants responded. [Positive response includes ratings of agree and strongly agree 45 good through exceflent} I 93% of parents positively responded thatthe information received from the presentation helped them better understand the district oommitme nt to family and community engagement and the power parent and community members have in shaping our schools. I 95% of parents positively responded received was useful to them in understanding the importance of family and community engagement in our schools and the district. I 89% of parents positively responded that the table activ'rty on de?ning family and community engagement in adams 14 was engaging and allowed them to understand how we can define family engagement at home, the school and the district in order to measure family engagement in our schools. I 93% of parents positively responded that they will take the information they learned from the forum loa to their school and share it with their principal, the Isaac and other parent groups. I 92% of the parents positively responded that the forum was easy to access [for example: parking was easy to find, translation services were available, I 91% of the parents positively rated the forum. 109 PARENT FEEDBACK Defining Family and Community Engagement in Adams 14 Hoard-o you de?ne [anally In engagement at Hclne? 00 00000000 000000000000000 lleel happy- when they came home content tallti In; about their friends in class. Tall-cingabout your child's day. Help. hp with homework. Checking take home folders. administrationmtaffatt endirg comm unitir err-ems: ?aseball. [cloth-all. Eccergames a no Choir pe rt'onnances etc. Defined time for homework. Ele irwolirod with child's education. Head to and with trour children. Question your child as to what did theirI did at school today. Help our students-todo homework. He Ipr rug with reading. Tell them whir education is Important. Homework help. Commu nication. attend PTDEPI Events. Donate?upport 4- Time. Discipline.I Corrisequences, and Rewards. S-ummer Practice. Clean Wort area. Quiet Work area. CochIrtatale Work area. Fleadir?gand repetition. Familylnuolvement. Consistency of Homework. Commu nication with Child. it: my home. we go swimming picnic. and movies. We eat dinner together. hdults. help driildren With homework. edults. help teach children word of mouth wisdom and happiness. To here good communication i the family and with people at the school to foster relationships Iwith tam. Ip and ch. ldren. doing at home sup port your children. Studu?chedule. I: place where kids can study. Familytir?ne with children. Children helping cools. measuring etc. Encourapeto help mot iuate. Sending our kids to school eaten].- clap. Howdo you de?ne fan-liq engagement at the School? Regularly supporting the school with my Fa mil-II. Parent?eacher Co nferenc es. Uolu nteering?ICI aser and Field Trips. hIlore com munication between the tead'iers and parents. PTO meetings. Uolu nteer in the Classroom. Open o-or tor principals. Helping uoluntee at the school. with a te other, or ot'?ce staff. Whe there are activities at school parents should attend. Pare need to motivate their students. Attend events, celebrations. a nd confere nces. Uolu nteer help. Communication. Fundraise. Parenti'Teacher Partnership. Er lirgual Staff. Academic Preview for Parent From Te achers. Academic kecogniti on in artne rshi with FTC. Famr iIcade mic Night lmorel. Better Attendance for Comm un itv?S-c hool Meetings. Hesou tor P. 50!. EP. etc. ?1'qu nteerirlg. Weloomirig Environment. Help with the irwoluement of parent volunteers in the school. The doors at info rrnation and collabo ration are open in. the community. At school. I want teacher to In sten to me. I know rnuI child and I can help. Pare oome to meetings to get irwolued. Communit'rrnember involvement. Donation support. Dare ms working in the classroom. Actively partiopat-e in parent committees to support your schools andthe There are a lot of activities that you can participate based on your schedule. Engqe in Hill: How do you de?ne tamllg a went at the District? out. Parent Forum. District-wide esen l3. Encourage parents to become involved! -Go to Board Me etings -Consider Senior mentors ?from ?b?n ul: (Torn Itappe ?Ser ior I1 uh, federal Heights W. 90'? hirel Maybe have a parent class For math so parents can help their students._we eed classes. Eudget For lap-topsfcomputers so parents ca borrow the m. Communicatio n. DMC Sup po rt. Super int endenl eeti ng an attend. Report oncerns. Attendance at Corn munity meeti [hetterlmo re]. Keep Parent Forums go in; theyare very helpful to us paren is. nderstanding score 5 and data. Support forschools. Increase tamiltiI engagement. I really helieue there are changes happening From what is per ng oresented in the forums. To listen to parents and students. Col laboratiue. I wouldlilse more forumslist this a nd I would like the district to FollowI with our recommendations. More inuolLrem-ent from Mministration in the school?At prep rallies so leids know who is supporting them. War kin together. nit'y. Accountatu lint. l'ra nspare Communication in multiple Forms. lusten to parents and students. Administrators being: visible. Community Events. Strengt he elatio mhio with city. Its imponant for Tamil ies to he engaged to support them children a rid their Future. The dis'tnct col aborat? with other com munity' orga nizatiom. Be more engaged with busmesses. . .1- 110 Defining Family and Communiti,l Engagement in Adams 14 How ee- deti ne raml it loammunh?venaaeement ?Home? I ibmreall the desire to learnand become outstanding students something be the es we didn't haue as parent: is accm to higher education or university. I Encouragement. I Eloing things together as a famil'y ttrips, eating dinner, working toge theri. I Sitting and discussing. a Showing interest in each other and school. I lastening to each other and believing. I Encouragement. lupecting onea nother. feel happy and content. I learn a lot. I Wehat-etobeineolvedasparents. a Sadness when a lot of stude rib do n?t have parents attending their meetings. I Parent: ash ng their children about school and homework. I Fa milyis a tea l'l't? Worh'LiFe balance. Engage neighbors and grandparents. Talk about high etpectations forthe ir kids in school. Community needs to on It together to meet unique needs. Neighborhoo collaboratiues to Irchest rate cooperatives. Encourage structure. a Consistency. 0 Discipline with consequences. 0 Families talti ng with students about school and whattheir are doing. 0 Makingsurethefgoto schoolandareontirne daily. I Ma lte sure students are feed and dressed tor weather. I Matingsuremmemrtis done and turned in on time. I Parent information sheets so parents are aware of what is goi n; in and 3 Pier school. I Have afterscho ol sup port for he me wort a Help for pare-nts to help students with homework. Hewitt-e you de?ne family It :ernmunltv engagement lulu-I. II. II. Pare and Icids Feeling weloome. Being imluod at school euents [Co nferencesj?ack to ool]. Entourage pare to be on committeu. Tea cheriEtafF liste hing to parents a no students. ?roblem solui ng. Education teache rs about famil tr cultures. Tea chers as mentors. Tea chers and parents as partners. Del?mics it really good and with a lot of support. SECUFW in different situations. ?are are at school to help. Schools make it a warm a nd welcoming environment. Pare lookout For all kids. Staff are cmtorner-triendlg. There are strong relationships betwee parents and school adults. Schools are welcoming. MGM l'l'tlJl'lIt'itIDl'l Witi?l than just oonierences. Teacher visits to children homes. Be involved with all activities at the schools. Ta lit with Pn hcipal and deuelop relationship. 111 How rte-foo de?ne lummunlty engagement at the District? I Leadership actively-creates relationships with grou ps Ii ice pol ice. water and fire. a Whenotyorotthero?icialscometo them! I Honor as a partner with the district. I Communicat io n. I Computers for every student in Middle-{HS possibly donated bill mapr co rp-oration.