Alyssa Pearson, Associate Commissioner Brenda Bautsch ...file/CD… · Alyssa Pearson, Associate Commissioner Brenda Bautsch, Accountability Specialist Andy Swanson, Turnaround Support

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


Improvement Plan


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%


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



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


50

15

85

44 42

30.5

20

41 403932.5

39

24

0

99

ELA Math

Med

ian

Gro

wth

Per

cen

tile


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


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


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



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


50

15

85

35 3237

3235 33343029.5 30

0

99

ELA Math

Med

ian

Gro

wth

Per

cen

tile


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


Developing

6. There is necessity that the school/district remain in operation to serve students.

Yes


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

Documents

Alyssa Pearson, Associate Commissioner Brenda Bautsch ...file/CD… · Alyssa Pearson, Associate Commissioner Brenda Bautsch, Accountability Specialist Andy Swanson, Turnaround Support