Post on 15-Jun-2020
Alyssa Pearson, Associate CommissionerBrenda Bautsch, Accountability Specialist
Andy Swanson, Turnaround Support ManagerAshley Piche, Turnaround Support Manager
4/18/2017 2
Remarks from Commissioner Anthes
Background District Accountability
School Grants and Support
Review of Conditions for Success
Overview of Commissioner’s Recommendations for 3 Schools Rationale for Recommendations
CDE Evaluation of School-Level Plans
State Review Panel Recommendations
Alternative Pathway Options
Summaries
Next Steps
4/18/2017 4
Year 2010 2011 2012 2013 2014 2016
Final Rating
Accredited w/ Priority
Improvement Plan
Accredited with Turnaround Plan
Accredited w/Priority
Improvement Plan
Accredited w/Priority
Improvement Plan
Accredited w/Priority
Improvement Plan
Accredited with Improvement
Plan
% of Points Earned
44.240.4 46.2 48.9 46.8 48.3
Year on Clock
Year 1 Year 2 Year 3 Year 4 Year 5 Off Clock
Number of PI/T Schools
14 17 11 13 15 7
Pueblo 60 District Accreditation Ratings Over Time
4/18/2017 5
Grades Served 2016 RatingInnovation Status
Bessemer Elementary
K-5 (in 2016-17),Previously K-8
Priority Improvement(Elementary = Turnaround)
No innovation plan
Heroes Middle School
6-8(connected to
Heroes K-5 Academy)
Priority Improvement
In process
RisleyInternationalAcademy of Innovation
6-8 Turnaround
Approved;Part of district
Innovation Zone
4/18/2017 6
• CDE has worked with all three schools through the Turnaround Network• 3 year engagement designed to support schools in Priority
Improvement and Turnaround in implementing turnaround best practices
• CDE has provided feedback and technical assistance on turnaround strategies, grant opportunities and the UIP for all three schools
• Commissioner Anthes took a tour of the schools and met with district leadership in November 2016
• CDE staff reviewed early drafts of innovation plans for Heroes (in progress) and Risley (approved Sept. 2016)
4/18/2017 7
HeroesRisley
CDETurnaround
Network
Reading Ignite Literacy Grant School Improvement Support
Tiered Intervention
Grant
Pathways Early Action Grant
Bessemer
4/18/2017 9
• Bessemer Elementary School, Heroes Middle School, and Risley International Academy of Innovation will enter their 6th consecutive year of Priority Improvement or Turnaround on July 1, 2017.
• The State Board of Education is required to direct action to the district’s local school board prior to June 30, 2017
• The Commissioner has made three distinct recommendations for the three schools in Pueblo 60
4/18/2017 10
Bessemer Innovation Management Management ________
HeroesManagement
/Charter
Innovation
Management and
Innovation
Managementand
Innovation
________
Risley InnovationManagement
and Innovation
Managementand
Innovation_________
State Review Panel Recommendation
Commissioner Recommendation
District Proposal
State Board of Education Decision
Commissioner's Recommendation is based upon:• Review of the school’s data, leadership, culture, academic systems, Unified Improvement Plan, and
the history of grants and supports provided to the school• The Commissioner’s visit to the schools in November 2016 & many staff visits and support • The State Review Panel’s final recommendation
4/18/2017 11
While the specific needs are different, all three schools need to focus on the following conditions for success:
• Academic Systems
• Community Engagement
• School Leadership
Additionally, all three schools need systematic supports from the district
4/18/2017 13
• Bessemer Elementary School currently serves nearly 300 students in grades K-5• Prior to 2016-17 the school served grades K-8
• Serves a higher proportion of at-risk students (specifically minority and economically disadvantaged students) than either the district or the state
85%
11% 16%
84%91%
16%25%
82%76%
11%7%
73% 77%
15% 10%
73%
47%
11%17%
45% 46%
11%19%
43%
0%
20%
40%
60%
80%
100%
% Minority % IEP % ELL % FRL % Minority % IEP % ELL % FRL
Elementary Middle
% o
f St
ud
ents
Bessemer (Elementary N=335; Middle N=88) District (Elementary N=9,704; Middle N=3,253)State (Elementary N=404,229; Middle N=202,838)
Demographic Enrollment at Bessemer Elementary School in 2015-2016, by Disaggregated Group
4/18/2017 14
2010 2011 2012 2013 2014 2016
Turnaround TurnaroundPriority
ImprovementTurnaround Turnaround
Priority Improvement
(Turnaround for the elementary level)
Bessemer Elementary School -Trends on Academic Achievement and Growth, for English Language Arts and Math
Bessemer Elementary School - Official School Ratings over Time
EMH Level IndicatorContent
Area2010 2011 2012 2013 2014 2016
2016 Participation
Rates
Elementary
AchievementReading DNM DNM DNM A DNM DNM 100.0%
Math DNM DNM DNM DNM DNM DNM 100.0%
GrowthReading DNM DNM DNM DNM DNM A
Math DNM DNM DNM DNM DNM DNM
Middle
AchievementReading DNM DNM DNM DNM DNM DNM 98.8%
Math DNM DNM DNM DNM DNM DNM 100.0%
GrowthReading DNM DNM E A A M
Math DNM DNM A A DNM A
Legend DNM=Does Not Meet A=Approaching M=Meets E=Exceeds
4/18/2017 15
Achievement Percentile Ranks at Bessemer Elementary School in 2016, by Disaggregated Group
Median Growth Percentiles at Bessemer Elementary School in 2016, by Disaggregated Group
123
17
48 4
19
592
135
112
14
20
99
ELA Math ELA Math
Elementary Middle
Per
cen
tile
Ran
k
All EL FRL Minority IEP
50
15
85
47
24.5
5145
59.5
40.547
24
49 45.547
23.5
51.544
0
99
ELA Math ELA Math
Elementary Middle
Med
ian
Gro
wth
Per
cen
tile
All EL FRL Minority
50
35
65
4/18/2017 16
Research on turnaround shows that schools on track to improve student achievement are likely to show strong evidence of highly-functioning:
• Leadership & staff
• School culture
• Academic systems
• District support and flexibility
• Board and community relationships
4/18/2017 17
• 3rd Year Principal at Bessemer Elementary School
• 3rd Year Assistant Principal
• Majority of teachers are novice teachers (1-3 years of teaching experience)
• Between the 2014-15 and 2015-16 school years, over 80% of the staff were not asked to return
• Staff retention has stabilized between the 2015-16 and 2016-17 school years
4/18/2017 18
• Student enrollment at Bessemer Elementary School has declined to 303 students, down from 346 students in 2013-14 school year
• Student attendance between 91% and 94%
• Teacher training over the past two years has focused on creating strong relationships with students, classroom engagement strategies, and strategies for teaching in a high poverty community
• Families and community members are engaged in extracurricular and planning activities
4/18/2017 19
• STEM focus through project-based learning
• STEM funding expires at the end of 2016-2017
• Bessemer Elementary School is currently working with a reading consultant to provide school-wide instructional coaching for teachers through the Reading Ignite grant program
• Consistent high quality instruction is not yet evident
• With a novice teaching staff it is increasingly necessary to build instructional capacity with a sense of urgency
4/18/2017 20
Bessemer’s pathway plan must address the following
conditions to instill confidence that the school is on track to
attaining an Improvement rating or higher:
Academic Systems• Build school and district leadership capacity to develop a coherent instructional
model • Establish data-driven instructional supports and assessments in alignment with
the school’s instructional model
Community Engagement• Continue community outreach cycles to engage and elicit feedback from all
stakeholder groups in school decisions and progress• The district should provide community engagement and communications support
to the Bessemer leader
District Systems of Support and Flexibilities• District to provide leadership training from a recognized turnaround leadership
development program • Ensure school’s leadership has the autonomy and support from the district to
recruit, hire, and sustain the strongest possible teacher force• District principal supervisor should provide support and accountability
4/18/2017 21
The Commissioner recommends a partnership with an external organization as the best pathway for Bessemer Elementary School to achieve the needed conditions for success
• Culture has improved, but there is little evidence that the current leadership team has the capacity to implement a rigorous and consistent cycle of teaching and learning
• Through the Turnaround Network and Reading Ignite grants, Bessemer’s leadership team and staff have been able to foster productive, working relationships with external partners
• Community participation in partnership selection and planning will help to more deeply engage parents and stakeholders
4/18/2017 22
The 2015 State Review Panel (SRP) report: • Recommended Innovation School Status for Bessemer
Elementary School within a larger Innovation Zone established by the district
SRP Site Visit Summary 2015Capacity Level*
1. The leadership is adequate to implement change to improve results. Developing
2. The infrastructure is adequate to support school improvement. Developing
3. There is readiness and apparent capacity of personnel to plan effectively and lead the implementation of appropriate action to improve student academic performance.
Developing
4. There is readiness and apparent capacity to engage productively with and benefit from the assistance provided by an external partner. Effective
5. There is likelihood of positive returns on state investments of assistance and support to improve the performance within the current management structure and staffing.
Developing
6. There is necessity that the school/district remain in operation to serve students.Yes
*Capacity levels include: Not Effective, Developing, Effective and Highly Effective
4/18/2017 23
• The Commissioner recommends that Bessemer Elementary School partner with an external organization to bolster academic systems
• CDE believes the management pathway aligns with work Bessemer Elementary School has started through participation in the Turnaround Network and Reading Ignite grant
• Bessemer’s leadership team and staff have been able to foster productive, working relationships with external partners thus far
• CDE believes conversion to a charter school could be an alternative option if a high quality charter management organization (CMO) agrees to work with the school and community
4/18/2017 25
• Heroes Middle School currently serves about 270 students in grades 6-8
• Serves a higher proportion of IEP and economically disadvantaged students than either the district or the state.
• Heroes Middle School is housed in the same building as Heroes Academy (K-5), and resources are combined across both schools in the style of a K-8 school
Demographic Enrollment at Heroes Middle School in 2015-2016, by Disaggregated Group
73%
22%11%
87%78%
15%10%
82%
46%
11%20%
43%
0%
20%
40%
60%
80%
100%
% Minority % IEP % ELL % FRL
% o
f St
ud
ents
Heroes 6-8 (N=355) District Middle Schools (N=3,342)
State Middle Schools (N=191,271)
4/18/2017 26
Heroes Middle School - Trends on Academic Achievement and Growth, for English Language Arts and Math
Heroes Middle School - Official School Ratings over Time
2010 2011 2012 2013 2014 2016
Turnaround Turnaround Turnaround Turnaround TurnaroundPriority
Improvement
IndicatorContent
Area2010 2011 2012 2013 2014 2016
2016 Participation
Rates
AchievementReading DNM DNM DNM DNM DNM DNM 95.7%
Math DNM DNM DNM DNM DNM DNM 93.3%
GrowthReading DNM DNM DNM DNM DNM A
Math DNM DNM DNM DNM DNM A
Legend DNM=Does Not Meet A=Approaching M=Meets
4/18/2017 27
Achievement Percentile Ranks at Heroes Middle School in 2016, by Disaggregated Group
Median Growth Percentiles at Heroes Middle School in 2016, by Disaggregated Group
614 13 13 11 1
0
99
ELA Math
Per
cen
tile
Ran
k
All EL FRL Minority IEP
50
15
85
44 42
30.5
20
41 403932.5
39
24
0
99
ELA Math
Med
ian
Gro
wth
Per
cen
tile
All EL FRL Minority IEP
50
35
65
4/18/2017 28
School Leadership
• Heroes Middle School shares resources with elementary school
• Current principal has been at Heroes since the 2014-15 school year
• Principal completed RELAY Graduate School of Education’s National Principal Academy Fellowship during the 2016-17 school year
Teaching Staff
• Heroes’ teaching staff is currently a mix of novice and veteran teachers as there was a large amount of turnover between the 2014-15 and 2015-16 school years
• Staff implement strategies focused on best practices around data driven instruction, observation and feedback and student culture
• Teachers receive consistent coaching and feedback from both the school’s leadership team
4/18/2017 29
• Overall, enrollment at Heroes Middle School has been declining over the last few years, from 348 in 2011-12 to 271 in the current 2016-17 school year
• Average daily student attendance has fluctuated over the past few years between 88% and 93%
• At the beginning of the 2015-16 school year, the leadership team adopted a school culture rubric
• Heroes has partnered with the district to offer the Advancement via Individual Determination (AVID) curriculum
• School has increasingly been able to engage families and community members in extracurricular and planning activities
4/18/2017 30
• Heroes Middle School began a partnership with the Achievement Network at the beginning of the 2016-2017
• This has built a strong assessment system and culture, data systems, and coaching for high quality, standards-based instruction
• Heroes is in its second year of implementing a more robust school-wide lesson planning protocol
4/18/2017 31
Heroes’ pathway plan must address the following conditions to instill confidence that the school is on track to attaining an Improvement rating or higher:
Academic Systems• Expand upon the data-driven instructional supports and assessments
that have been implemented in the 2016-2017 school year
• Ensure that the professional development is focused on the academic system needs for the school
• District Systems of Support• District should provide turnaround leadership training and consistent
follow-up coaching from a district partner to support the leadership team’s continued growth
• Ensure that Heroes leadership has the autonomy and support by the district
• Community Engagement• Establish robust community outreach cycles
• District should provide community engagement and communications support
4/18/2017 32
The Commissioner recommends Innovation with membership in Pueblo City Schools’ Innovation Zone, and External Management for Heroes Middle School
• Innovation status will provide increased flexibility around staffing, scheduling and programming
• The new Innovation Zone is starting to show positive results
• An external management organization with a proven track record of successfully supporting low-performing schools can build capacity within academic systems
• An external management entity can focus the school’s efforts through targeted project management and establish a strong performance management system with school and Zone leadership, as the district does not currently have the capacity to provide this support for a school with as pervasive challenges as Heroes Middle School
4/18/2017 33
• In 2015, the State Review Panel recommended two different pathways for Heroes: (1) management by a private or public entity other than the district or (2) conversion to a charter school
• In 2016, the Panel recommended Innovation status for Heroes
• Different Panel members reviewed the schools in 2015 and 2016
*Capacity levels include: Not Effective, Developing, Effective and Highly Effective
SRP Site Visit Summary 2015 Capacity Level* 2016 Capacity Level*
1. The leadership is adequate to implement change to improve results.
Developing Effective
2. The infrastructure is adequate to support school improvement. Developing Developing3. There is readiness and apparent capacity of personnel to plan effectively and lead the implementation of appropriate action to improve student academic performance.
Developing Developing
4. There is readiness and apparent capacity to engage productively with and benefit from the assistance provided by an external partner.
Developing Effective
5. There is likelihood of positive returns on state investments of assistance and support to improve the performance within the current management structure and staffing.
Not Effective Effective
6. There is necessity that the school/district remain in operation to serve students.
Yes Yes
4/18/2017 34
• The Commissioner recommends continued Innovation Status for Heroes Middle School as a part of the Pueblo City Schools’ Innovation Zone along with support from an External Management entity
• With being part of the new innovation zone structure and receiving support from an external provider, Heroes will be able to make substantial changes and improvements in academic success
• CDE believes that both innovation and management together are necessary for the school to make needed improvements• Either pathway alone will leave too many conditions
unaddressed
4/18/2017 36
• Risley International Academy of Innovation currently serves just under 300 students in grades 6-8• Serves a higher proportion of minority, IEP, and economically
disadvantaged students than either the district or the state
Demographic Enrollment at Risley International Academy of Innovation in 2015-2016, by Disaggregated Group
84%
21%17%
97%
78%
15%10%
82%
46%
11%
20%
43%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
% Minority % IEP % ELL % FRL
% o
f St
ud
ents
Risley (N=271) District Middle Schools (N=3,342) State Middle Schools (N=191,271)
4/18/2017 37
Risley International Academy of Innovation - School Trends on Academic Achievement and Growth, for English Language Arts and Math
Risley International Academy of Innovation - Official School Ratings over Time
2010 2011 2012 2013 2014 2016
Turnaround Turnaround TurnaroundPriority
ImprovementTurnaround Turnaround
IndicatorContent
Area2010 2011 2012 2013 2014 2016
2016 Participation
Rates
AchievementReading DNM DNM DNM DNM DNM DNM 95.2%
Math DNM DNM DNM DNM DNM DNM 94.2%
GrowthReading DNM DNM DNM A DNM A
Math DNM DNM DNM DNM DNM DNM
DNM=Does Not Meet A=Approaching M=Meets
4/18/2017 38
Achievement Percentile Ranks at Risley in 2016, by Disaggregated Group
Median Growth Percentiles at Risley in 2016, by Disaggregated Group
5 36 85 24 21 10
99
ELA Math
Per
cen
tile
Ran
k
All EL FRL Minority IEP
50
15
85
35 3237
3235 33343029.5 30
0
99
ELA Math
Med
ian
Gro
wth
Per
cen
tile
All EL FRL Minority IEP
50
35
65
4/18/2017 39
• Risley International Academy of Innovation had consistent leadership until spring of the 2015-16 school year, when Charlotte Macaluso was named to district leadership
• In summer 2016, a new principal was hired to lead the school
• The district sent an assistant principal through the Relay Graduate School of Education’s National Principal Academy Fellowship during the 2016-17 school year
4/18/2017 40
• Enrollment at Risley declined to 271 students for the current school year from 350-375 over the last few years
• Student attendance is between 85-89%
• Suspensions (~200) and office referrals (~600) for behavior issues rose slightly in 2015-16
• Family engagement in extra-curricular activities but has been unable to solve issues related to creating parent partnerships in students’ education on a consistent basis
4/18/2017 41
• Risley began a partnership with the Achievement Network at the beginning of the 2015-2016• Focus on standards-based grading, assessments, and coaching
• Building data systems and coaching for high quality, standards-based instruction
• Innovation status used to create time within the school day for teacher collaboration and an annual calendar which includes professional development days before and during the school year
• Risley is a Middle Years Program (MYP) school as part of the International Baccalaureate (IB)
4/18/2017 42
• Risley originally received innovation status prior to the 2013-14 school year
• Risley is currently a part of the newly developed Innovation Zone receiving:• differentiated professional development and can opt out of some
district meetings
• regularly scheduled times to meet together to share best practice and collaborate to solve issues within their schools
4/18/2017 43
Risley’s pathway plan must address the following conditions to instill confidence that the school is on track to attaining an Improvement rating or higher:
• Academic Systems: Data-Driven Instruction• Continue to bolster coaching and support for standards-based, data-
driven instruction in all classrooms
• The current external support organization, Achievement Network (A-Net), has been supporting the school this year
• Leadership• District and community should develop clear and rigorous leadership
competencies for the unique context of the Risley community
• School leadership needs training from experts in turnaround leadership
4/18/2017 44
Risley’s pathway plan must address the following conditions to instill confidence that the school is on track to attaining an Improvement rating or higher:
• Innovation Zone District Supports• School needs district leadership to continue to refine systems and
enact supports in order to fully implement the approved Innovation Zone plan
• District leadership must prioritize weekly coaching and accountability to plan implementation at the school
• Community Engagement• Establish robust community outreach cycles to engage and elicit the
feedback from all stakeholder groups in school decisions and progress
4/18/2017 45
The Commissioner recommends continued Innovation Status for Risley International Academy of Innovation as a part of the Pueblo City Schools’ Innovation Zone along with support from an External Management entity
• The new Innovation Zone is in the first year of full implementation and needs time to develop
• If leadership at the school and district level can fully and rigorously implement the plan, then Risley’s students can achieve the same success as students in the other Zone schools
• Risley needs to continue to implement its revised innovation plan that was put into place at the start of the 2016-17 school year
4/18/2017 46
It is imperative that implementation of Risely’sinnovation plan occurs with outstanding leadership and in partnership with an External Management entitythat:
• Focuses the school’s efforts through targeted project management
• Establishes a strong performance management system with school and Zone leadership
• Urgent implementation and achievement goals are established
• Leadership is consistently assessing current status versus goals
• Quick, data-driven adjustments are made
4/18/2017 47
• New plan includes more aggressive waivers than Risley’s
original innovation plan
• Level of collaboration between schools supports
improvement
• Includes strong instructional, organizational, teacher
development practices learned through turnaround
leadership partnerships
• Reflects learning from past successes and barriers in
innovation
• Needs significant performance management support from
external management partner
4/18/2017 48
The 2015 State Review Panel (SRP) report:
• Recommended Innovation School Status for Risley within a larger Innovation Zone established by the district.
SRP Site Visit Summary2015
Capacity Level*
1. The leadership is adequate to implement change to improve results. Highly Effective
2. The infrastructure is adequate to support school improvement. Developing
3. There is readiness and apparent capacity of personnel to plan effectively and lead the implementation of appropriate action to improve student academic performance.
Developing
4. There is readiness and apparent capacity to engage productively with and benefit from the assistance provided by an external partner.
Effective
5. There is likelihood of positive returns on state investments of assistance and support to improve the performance within the current management structure and staffing.
Developing
6. There is necessity that the school/district remain in operation to serve students.
Yes
*Capacity levels include: Not Effective, Developing, Effective and Highly Effective
4/18/2017 49
• The Commissioner recommends continued Innovation Status for Risley International Academy of Innovation as a part of the Pueblo City Schools’ Innovation Zone along with support from an External Managemententity
• CDE recommends that Risley continue to implement its revised innovation plan that was put into place at the start of the 2016-17 school year
• CDE additionally recommends the school partner with a targeted external management partner that can support the school leader with maximizing the innovation waivers to meet the needs of Risleystudents
4/18/2017 50
Bessemer Innovation Management Management ________
HeroesManagement
/Charter
Innovation
Management and
Innovation
Managementand
Innovation
________
Risley InnovationManagement
and Innovation
Managementand
Innovation_________
State Review Panel Recommendation
Commissioner Recommendation
District Proposal
State Board of Education Decision
Commissioner's Recommendation is based upon:• Review of the school’s data, leadership, culture, academic systems, Unified Improvement Plan, and
the history of grants and supports provided to the school• The Commissioner’s visit to the schools in November 2016 & many staff visits and support • The State Review Panel’s final recommendation
4/18/2017 51
• If directed by the SBE:• Complete Innovation planning process for Heroes• Develop Management Plans and secure Management Partner for
all three schools
• Progress monitoring• CDE will remain involved in monitoring the progress of the
schools• CDE will receive annual reports from the District regarding the
implementation of the agreed-upon scope of work and interim student data for the schools
• CDE will continue to support all 3 schools and the district through the Turnaround Network, turnaround support managers and implementation of various grants
• Annual updates to the State Board until the schools come off the clock
• The Board may request additional progress monitoring through the written determination