SCHOOL IMPROVEMENT PLANNING FORMS - Denver · PDF fileSCHOOL IMPROVEMENT PLAN . ... NCLB Identified Yes Yes Yes ye s NCLB Status ... Teaching and Learning Goal 2—Reading

DENVER PUBLIC SCHOOLS

SCHOOL IMPROVEMENT PLANNING FORMS

DENVER PUBLIC SCHOOLS SCHOOL IMPROVEMENT PLAN

School: Hill Campus of Arts & Sciences Principal:Don Roy SIP Years: (3 years) 5/25/2007 – 5/25/2010

Instructional Superintendent: Pat Slaughter

Title I School: Yes No If Title I School: xTargeted Assistance or Schoolwide Program

Area 2005-2006

2006-2007

2007-2008

2008-2007

2009-2010

NCLB Identified Yes Yes Yes yes

NCLB Status No No No

SAR Rating Low Low Low

average

NCLB Area(s) for Improvement

2005-2006

2006-2007

2007-2008

2008-2007

2009-2010

Whole School Math

Subgroup Math Math

Subgroup Reading Reading

School Improvement Planning Team (Include names and titles): Administrators: Don Roy; Theresa Dansky

Teachers: Gary Bagstad; Mike Untermayer, Martha MacCormack, Greg Scott, Anne Sinn

Support Services: Lynne Lake

Parents: Ilise Meyers; Kyle Davis; Martha MacCormack

Students: Elsie Salazar, Justice Kelley;

Others:

Peer Review Feedback Team (Include names, titles, and affiliations):

Frank Gonzales Amanda DeBell

Principal Signature Date

Instructional Superintendent Signature Date

ACADEMIC VALUE PROPOSITION

Hill Campus of Arts & Sciences is a diverse school where students of all races and socio-economic backgrounds are offered exceptional academic instruction and rich, varied elective arts opportunities. We have passionate, dedicated teachers in every classroom, and we work as a team with parents, students, and school staff.

Hill Campus Mission Statement:

In partnership with parents and community, we, the staff of Hill Campus, strive to provide a safe, supportive learning environment that promotes in each child academic excellence, self-discipline, appreciation of diversity, and respect for others.

COMPELLING STORY Hill Campus is quickly becoming a popular choice for neighborhood families as well as families from throughout the city who are interested in a safe, stimulating environment, where students receive a very strong academic foundation in preparation for high school and beyond. Fifth grade students who "shadow" at Hill report a very positive experience, saying that they like the teachers and students, and that they enjoy the "active" learning environment and the balanced diversity of the student body. The size of Hill's Honors program has increased steadily since the 2004-2005 school year.

% Proficient all Content Areas

Percent of Students Scoring Proficient or Above CSAP, 2005 - 2009

Hill Campus Demographics 2009

Hill Campus Enrollment 2006 – 2009

Needs Assessment Results Report May, 2009 Findings

• Staff scored lower on academic, career, and personal questions. This indicates that staff feel students are at a lower level of understanding/performance in these three areas than students said they were.

• Sixth graders scored higher on most questions in all three domains, indicating that they feel more confident in their skills than the seventh or eighth graders. • The questions (see attached example questionnaire) are difficult to understand and may have caused the results to be skewed due to their length and

difficulty level.

Action Plan Teaching and Learning Goal 1—Math The number of students scoring proficient or advanced in CSAP math will increase by a minimum of 8 percentage points per year for a three year period, beginning in Spring, 2008. The overall increase will be from 37% to 61%. Math Objective 1 (Revised) The percentage of students scoring proficient or advanced in math on the spring, 2010 CSAP will increase from 50% to 58%. Strategy 1 supporting Math Objective 1 Achievement data will be examined and differentiated to expose relative amounts of progress toward proficiency being made by various subgroups, so that specific instructional strategies can be developed to support those sub-groups

Activity Persons Responsible

Timeline Budget Professional Development

Examine “Demographic Subgroup Summary” data and write developmentally appropriate instructional strategies to address deficiencies

Math teachers and administration

August, 2009 NA Data analysis Core Matters

Provide more incentives, rewards, recognitions to all students for improved effort and achievement.

Administration PTA Teachers

Throughout 2009/10 school year

PTA Dollars-a Day; School Incidental Account N/A

Strategy 2 supporting Math Objective 1 Supplement the CMP curriculum with additional skills opportunities for students Academic teachers will participate in learning labs, focused on observation and implementation of research-based “best practices”

All academic teachers

throughout 0910 School year

Title I funds used to purchase substitute teachers

Provided by Hill instructional coach, and Hill administration

Math Data Team meetings and SMART goal development will include conversations about specific strategies that effectively

Math teachers

2009-2010 school year

N/A Hill Administration DPS math facilitator

reinforce basic math skills Math Objective 2 (Revised) The percentage of students scoring unsatisfactory in math will decrease at least 6% over 2009 results, as measured by Spring, 2010 CSAP. The decrease will be from 21% to 15% or lower. Strategy 1 supporting Math Objective 2 Provide additional support to students at the Unsatisfactory and Partially Proficient levels with instructional strategies to make abstract concepts more concrete



After-school tutoring made available to all students on Mon, Tues, Thurs, Fri; DPS Success targets Math Cusp students in Unsatisfactory.

Hill Homework club teachers; all classroom teachers

Mon, Tues, Thurs, Fri throughout year

Title I Core Matters

Examine master schedule to add additional support to targeted students for the Spring 2010 semester.

Administration & counseling department

Starting in spring, 2010

General budget

NA

Strategy 2 supporting Math Objective 2 Provide additional support and motivation to students at all proficiency levels



Track and post student growth results using data from Benchmarks and unit assessments

All CMP teachers

On-going n/a Core Matters

Math Data Team / SMART goals / 4 cycles

Math teachers

2009-2010 school year

N/A Hill Administration

Milestones: Benchmark Progress from BM 1 to BM 2

CMP unit assessments SMART goal results from Cycle I and Cycle II Teaching and Learning Goal 2—Reading The number of students scoring proficient or advanced in CSAP reading will increase by a minimum of 8 percentage points per year for a three year period, beginning in Spring, 2008. The overall increase will be from 37% to 61%. Reading Objective 1 (Revised) The percentage of students scoring proficient or advanced in reading on the spring, 2010 CSAP will increase from 59% to 67%. Strategy 1 supporting Reading Objective 1 Implement new Lang Arts Curriculum (Springboard) with fidelity.



Utilize online assessments for SpringBoard and monitor student’s progress toward achieving proficiency Colorado State Standards.

Lang Arts Springboard teachers

On-going n/a All Lang Arts teachers participated in summer training for Springboard

Work to create increased motivation and rewards for students who improve their reading skills

Strategy 2 supporting Reading Objective 1 Achievement data will be examined and differentiated to expose relative amounts of progress toward proficiency being made by various subgroups, so that specific instructional strategies and SMART goals can be developed to support those sub-groups Language Arts Data Team / SMART goals / 4 cycles reading

Administration Beginning in Spring, 09

DPS September, 2009

Implement 6 Minute Solution into Language Arts classes

Language Arts Springboard teachers; Douma

On-going Title 1 Some provided by district; on-going support provided by Hill instructional coach

Reading Objective 2 (Revised) The percentage of students scoring unsatisfactory in reading on the spring, 2010 CSAP will decrease from 17% to 11%. Strategy 1 supporting Reading Objective 2 Provide additional support classes to ELA students who are rated below proficient on the Reading portion of the CSAP.



Offer Shining Star for ELL students who are below proficient in CSAP reading

Accola 0910 school year

Title I funds

Utilize embedded assessments in Shining Star to monitor student’s progress toward achieving proficiency on the Colorado State Standards and CELA standards.

Accola 0910 School year

Title I funds Provided by Hill administration and instructional coach; Rebecca Guerro

Strategy 2 supporting Reading Objective 2 Provide additional individual or small groups support to identified students who are rated Unsatisfactory on the Reading portion of the 2009 CSAP. Provide individual academic assistance to Special Education and Unsatisfactory students in a resource setting

Harned 0910 School year

Title I funds 0.33% of Harned salary

Offer Wilson Reading or Language+ to non ELL students who are scoring below proficient in reading

Goodfriend, Fine, Gamble, Smith

0910 School year

General Budget

Summer training provided by DPS

Milestones: Star reading results as of December Benchmark progress from BM I to BM II

Wilson Assessment of Decoding and Encoding Teacher-made assessments and curriculum unit assessments SMART goal results from Cycle 1 and Cycle II

Attendance Goal The attendance rate at Hill will improve from 90%% to 96% by the end of the 2009/10 school year Attendance Goal Objective # 1 The attendance rate at Hill will improve to 94% during the 2009-2010 school year. Strategy 1 to Support Attendance Objective 1: Improve communication with students and parents to promote the importance of consistent student attendance.



Social worker and counselor work together to identify and support students with poor attendance

Carol Bubes Jenny Marks

Throughout year

n/a n/a

Students with perfect attendance will be rewarded at the end of each semester

Carol Bubes Jenny Marks

Twice per year

Principal’s Incidental Fund

n/a

Consistent attendance will be discussed with parents

Administration Spring each year

Title I parent involvement

n/a

Strategy 2 Supporting Attendance Objective 1: Assist students and families in identifying resources and services to aid them in overcoming the barriers that cause students to arrive late or miss school.



AmeriCorps members will collaborate with schools to identify students with

AmeriCorps staff Bubes (social worker)

Throughout year

Funded through AmeriCorps

n/a

habitual attendance problems. Members assigned to the Mobile Engagement Education Tents (MEET) will engage students who present as a high risk of dropping out via direct contact, phone, and/or home visits.

Marx (school counselor)

program

Milestones 6 7 8 2005-06 90.05% 89.37% 87.07% 2006-07 91.91% 89.65% 89.45% 2007-08 92.93% 90.48% 87.06% 2008-09 92.64% 91.66% 90.19% 2009-10 93.61% 92.87% 91.90%

Parent Involvement Goal Parent involvement at Hill Campus will improve consistently beginning in the 0708 school year, through the 0910 school year; The number of actively engaged parents will increase by 6 percent each year. Parent Involvement Objective 1 (Revised) Parent Involvement will increase during the 0910 school year to include at least 15 new, actively involved parents. Strategy 1 supporting Parent Involvement Objective Develop new activities and modify existing activities to more effectively welcome and engage parents



Increase the number of parents who use Infinite Campus by conducting on-going training sessions. Title I funds

Lynne Lake and Bill Hill

On-going throughout 0910 school

Title I NA

will provide for a para to assist parents and teachers in the use of IC and parent portal

year

Schedule at least one parent meeting to explain Title I programs, such as SES, School/Parent Compact, our request for parent volunteers, etc. (3-Sept-2009)

Administration

Fall, 2009 Costs for food provided through Title I and PTA funds. Costs for materials from Title I or PTA funds.

NA

Send weekly messages by e-mail and phone dialer.

Hill administration

2009 school year

Provide training to teachers on how to utilize and manage parent volunteers. Establish and maintain a list of teacher needs and parent volunteers

Hill administration/ outside trainers PTA

Early 2009-10 school year Year-round

Schedule training in one of the teacher training sessions held early in the 2009-10 school year

Strategy 2 supporting Parent Involvement Objective Schedule additional opportunities for parents to meet at school Activity Persons

Responsible Timeline Budget Professional Development

ScheduleThursday seminar time slot in Back-to-School Night.

Teachers Hill administration

Registration, 2009-10

No cost, scheduling issue only

NA

Milestones: As of 12/2009 we have met our parent involvement goal

APPENDICES

APPENDIX A: School and Parent Compact

PARENT COMPACT

Appendix A

SCHOOL PARENTAL INVOLVEMENT AGREEMENT (POLICY) Hill Campus of Arts & Sciences will:

1. Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way. 2. Involve parents in the joint development of any school wide program plan, in an organized, ongoing, and timely way. 3. Hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and to explain the Title I, Part A requirements,

and the right of parents to be involved in Title I, Part A programs. The school will convene the meeting at a convenient time to parents, and will offer a flexible number of additional parental involvement meetings, such as in the morning or evening, so that as many parents as possible are able to attend. The school will invite to this meeting all parents of children participating in Title I, Part A programs (participating students), and will encourage them to attend.

4. Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request

of parents with disabilities, and, to the extent practicable, in a language that parents can understand. 5. Provide to parents of participating children information in a timely manner about Title I, Part A programs that includes a description and

explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet.

6. On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in

decisions about the education of their children. The school will respond to any such suggestions as soon as practicably possible. 7. Provide to each parent an individual student report about the performance of their child on the State assessment in at least math, language arts

and reading.

8. Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002).

Other School Responsibilities

To help build and develop a partnership with parents to help their children achieve the State’s high academic standards, Hill Campus of Arts & Sciences will:

1. Recommend to the local educational agency (LEA), the names of parents of participating children of Title I, Part A programs 2. who are interested in serving on the State’s Committee of Practitioners and School Support Teams.

3. Notify parents of the school’s participation in Early Reading First, Reading First and Even Start Family Literacy Programs operating within the

school, the district and the contact information.

4. Work with the LEA in addressing problems, if any, in implementing parental involvement activities in section 1118 of Title I, Part A.

5. Work with the LEA to ensure that a copy of the SEA’s written complaint procedures for resolving any issue of violation(s) of a Federal statute or regulation of Title I, Part A programs is provided to parents of students and to appropriate private school officials or representatives.

* * * * *

Appendix A

SCHOOL-PARENT COMPACT

Hill Campus of Arts & Sciences and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and th e means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards. This school-parent compact is in effect during school year 2008/09

REQUIRED SCHOOL-PARENT COMPACT PROVISIONS

School Responsibilities

Hill Campus of Arts & Sciences will:

Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards. Teachers will use data such as the results of benchmark assessments and unit tests to inform instructional decisions.

Hold parent-teacher conferences during which this compact will be discussed as it relates to the individual child’s achievement.

Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports for the core academic and elective classes at the midpoint and conclusion of each semester.

Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents during their daily planning periods and after the conclusion of the academic school day, from 2:45 to 3:15.

Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities; parents are asked to sign in at the main office and obtain a visitor’s pass whenever visiting classes or school activities.

We, as parents, will support our children’s learning in the following ways:

Parent Responsibilities

1. Monitoring attendance. 2. Making sure that homework is completed. 3. Monitoring amount of television their children watch. 4. Volunteering in my child’s classroom. 5. Participating, as appropriate, in decisions relating to my children’s education. 6. Promoting positive use of my child’s extracurricular time. 7. Staying informed about my child’s education and communicating with the school by promptly reading all notices from the school or the school

district either received by my child or by mail and responding, as appropriate. 8. Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part A parent representative on the school’s School

Improvement Team, the Title I Policy Advisory Committee, the District wide Policy Advisory Council, the State’s Committee of Practitioners, the School Support Team or other school advisory or policy groups.

Appendix A

ADDITIONAL PROVISIONS

Student Responsibilities

We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, we will:

1. Do my homework every day and ask for help when I need to. 2. Read at least 30 minutes every day outside of school time. 1. Give to my parents or the adult who is responsible for my welfare all notices and information received by me from my school every day.]

APPENDIX B: PROFESSIONAL DEVELOPMENT

Launching Professional Study for the Year Focus for Professional Study

Using data to strategically inform instructional decisions, and to set SMART goals and monitor short and long-term progress toward these goals Increasing working knowledge of EduSoft software

Increasing understanding of the relationship between SIP Goals, SIP Objectives, Student Growth Objectives, and Data Team SMART goals, and how these work together to drive academic improvement

Implementation of Discipline with Love & Logic and Olweus program components and monitoring school climate

Working collaboratively in grade level teams to track students’ academic and social progress and to develop appropriate interventions

Working collaboratively in data teams on implementation of best practices in standards-based instruction Implementation of best practices in effective communication and teamwork

APPENDIX C: TITLE I SCHOOLWIDE BUDGET

Staff purchased with Title I funds ( Hill, Tabb) will support students in making progress toward learning goals.: Math skills classes; Literacy skills classes; homework club; tutorials in the computer lab; individual remediation.

#REF! #REF!

Fd BR Account Description Job Code

RATE REQUEST FTE,

DAYS, HRS or

$

Extended Total

INSTRUCTIONAL

Regular Instruction

26 #### 110020401020110 Title I Teacher 3301 73,688 2.00 FTE $ 147,376

26 #### 110020401020111 Daily Substitutes 3314 103.62 Days $ -

26 #### 110020401020120 Long-Term Substitutes 3313 22.73 Hrs per Yr $ -

26 #### 110020401040111 Para: Reading / Writing 7037 16.22

Hrs per Yr $ -

26 #### 110020401040111 Para: General Assignment 7047 16.22

Hrs per Yr $ -

26 #### 110020401040111 Para: ELA Reading / Writing 7110 16.22

Hrs per Yr $ -

26 #### 110020401040111 Para: ELA General Assignment 7009 16.22

Hrs per Yr $ -

26 #### 110020401020150 Instructional Extra Hours - Teachers 21.13

Hrs per Yr $ -

26 #### Dollars $ -

26 #### Dollars $ - Materials, Purchased Services and Other Expenses 26 #### 110020401000339 Instructional Non-Staff Personnel (Storytellers, etc.) Dollars $ - 26 #### 110020401000515 Instructional Transportation (Out-of-District Vendor) Dollars $ - 26 #### 110020401000550 Instructional Out-of-District Printing Dollars $ - 26 #### 110020401000580 Instructional Fees and Dues Dollars $ -

26 #### 110020401000610 Instructional Supplies 6,522 Dollars $ 6,522

26 #### 110020401000614 Instructional In-District Printing (IKON) Dollars $ - 26 #### 110020401000851 Instructional Transportation (DPS) Dollars $ -

TOTAL INSTRUCTION $ 153,898

INSTRUCTIONAL SUPPORT

Training and Extra Hours to Attend Inservices/Training 26 #### 222217401020110 Facilitator, Elementary, Humanities/Soc.Studies 181 3335 83,352 - FTE $ - 26 #### 222215401020110 Facilitator, Elementary, Math/Science 181 3334 83,352 - FTE $ -

26 #### 222213401020150 Staff Development Extra Hours - Teacher In Service 21.13 Hrs per Yr $ -

26 #### 222213401040111 Staff Development Extra Hours - Para In Service 16.22

Hrs per Yr $ -

26 #### 222200401030110 Pro-Tech Employees: (Call 720-423-8203 for JC & Rate) FTE $ - 26 #### 222200401030110 Pro-Tech Employees: (Call 720-423-8203 for JC & Rate) FTE $ - 26 #### 222222401040110 Library Tech:(Call 720-423-8203 for Rate) 7300 FTE $ - 26 #### Dollars $ - 26 #### Dollars $ - Materials, Purchased Services and Other Expenses 26 #### 222213401000339 Staff Development - Non-Staff Personnel (Consultants, etc.) Dollars $ - 26 #### 222213401000550 Staff Development - Out-of-District Printing Dollars $ - 26 #### 222213401000580 Staff Development - Registration Fees Dollars $ - 26 #### 222213401000610 Staff Development - Supplies Dollars $ - 26 #### 222213401000614 Staff Development - In-District Printing and Copying (IKON) Dollars $ - 26 #### Dollars $ - 26 #### Dollars $ - TOTAL INSTRUCTIONAL SUPPORT $ -

PARENT INVOLVEMENT

26 #### 333300401020150 Parental Involvement Extra Hours - Teachers 20.43 Hrs per Yr $ -

26 #### 333300401040111 Parental Involvement Extra Hours - Para 16.22 1,425 Hrs per Yr

$ 23,114 William Hill

26 #### 333300401060111 Custodial Extra Hours 11.35

Hrs per Yr $ -

26 #### Dollars $ - 26 #### Dollars $ - Materials, Purchased Services and Other Expenses

26 #### 333300401000339 Parental Involvement - Non-Staff Personnel (Community Resources) Dollars $ -

26 #### 333300401000441 Parental Involvement - Site Rental Dollars $ - 26 #### 333300401000515 Parental Involvement - Transportation (Out-of-District Vendor) Dollars $ - 26 #### 333300401000533 Parental Involvement - Postage and Mailings Dollars $ - 26 #### 333300401000550 Parental Involvement - Out-of-District Printing and Copying Dollars $ - 26 #### 333300401000580 Parental Involvement - Admission, Registration, Fees and Dues Dollars $ -

26 #### 333300401000610 Parental Involvement - Supplies 1,788 Dollars $ 1,788

26 #### 333300401000614 Parental Involvement - In-District Printing and Copying (IKON) Dollars $ - 26 #### 333300401000851 Parental Involvement - Transportation (DPS) Dollars $ -

TOTAL PARENT INVOLVEMENT $ 24,902

TOTAL EXPENDITURES:

$ 178,800

TOTAL TITLE I ALLOCATION: #REF!

Principal:_____________________________ 1% OF THE ABOVE TOTAL ALLOCATION MUST BE BUDGETED FOR PARENTAL INVOLVEMENT #REF!

Date:_________________________________

#REF!

BALANCE REMAINING:

#REF! #REF!

#REF!

APPENDIX D: Highly Qualified Teacher Plan

Title I Schoolwide Programs

Appendix D Highly Qualified Teacher Plan

Strategy 1 Hire teachers that are highly qualified for the positions for which they apply. Action

Steps to support strategy

The Human Resources department screens all applicants for positions and only allows interviews for those who are qualified.

Timeline This process follows the staffing timeline both for in-district and out of district applications.

Resources and Budget General fund—HR department

Professional Development in Support of the Strategy HR generalists and the recruiters are trained to understand the NCLB HQT requirements. Principals receive training on position and schedule control

Assessment to Measure Strategy % HQ teachers in a building.

Strategy 2 Use professional development to retain highly qualified teachers (both new and veteran)

Action Steps to support strategy Assign mentors to newly hired teachers Develop, with the professional development committee required by the DCTA Agreement, a professional development plan that meets the individual needs of the school staff.

Timeline A minimum of 20 hours contact throughout the school year Fall of each school year

Resources and Budget Multiple sources

Professional Development in Support of the Strategy Mentors receive training in the support of the new teachers. New teachers attend a series of professional development activities as a part of their induction program. This is PD

Assessment to Measure Strategy % of new teachers who stay in a building. Teacher retention rates as measured by the Balanced Scorecard.

APPENDIX E: SCHOOL INFORMATION LITERACY AND TECHNOLOGY PLAN

School Information Literacy and Technology Planning Overview I. Three Year

ILT Plan Sections

1. Define how your school’s ILT Plan is aligned with your school’s School Improvement Plan. a. How is it linked to enhancing student performance? Hill’s ILT provides all students with multiple points of access to up-to-date technology, including classrooms, LMC, and three computer labs. Language Arts classrooms have additional computers so that students are able to take accelerated reader quizzes without leaving the classroom. b. How is it linked to the school’s overall budget, staffing and resource allocation decisions? The Carmel Hill Foundations has supported this endeavor by providing matching funds for the acquisition of classroom computers in the Language Arts classrooms. School-wide fundraisers also provide funds for computers and related technology.

2. What are two measurable, academic goals defined in your SIP and how does this ILT plan support these goals? 1.The number of students by grade level scoring proficient and advanced in math will increase a minimum of 10 percentage points per year over 2007 CSAP results as measured by CSAP Spring, 2010. 2The number of students scoring proficient or advanced in reading will increase by a minimum of ten percent per year for three continuous years, beginning in spring, 2008. The growth in reading will be from 42% to 72%. Our Accelerated Reader Program is computer-based, as is all of our access to student data in Edusoft, IC, etc.

a. What are the expected improvements, as driven by your school’s ILT program, that will lead toward accomplishing your SIP’s

academic goals? Students will use instructional technologies in many aspects of their learning, including math remediation, Accelerated Reader, and on-line research.

3. Describe how your school will offer teacher professional development focused on student learning and the district’s ILT

standards. We offer on-going professional development and support to all teachers through William Hill and Mike Untermayer. Some is offered via web-based training, but we also conduct inservices at our Wednesday Professional Development sessions.

4. Describe how your school will address any of the areas on the ILT Evaluation Rubric where your school falls into the Unsatisfactory or Partially Proficient categories.

NA

5. Describe how your school will ensure that all teachers and students meet the district’s defined ILT standards. On-going professional development in the area of technology ensures that teachers have the necessary skills to guide and encourage their students in the various applications of technology.

6. For elementary, K-8 and middle schools: describe how your school is addressing the ILT included on the district’s standards

based report card. NA

7. List the members of your school’s ILT Planning Committee involved in the writing of this plan:

a. Teachers—Mike Untermayer, Greg Scott b. Administrators—Don Roy c. Librarian—none, but we have a Library Tech, Peter Harris d. Technology Teacher—Mike Untermayer e. School support staff—Lynne Lake f. Community Member(s)—Ilise Meyers g. Students—Elena Gutierrez; Elsie Sandoval

8. Outline your school’s three year ILT budget and purchasing plan and how these purchases will connect with your school’s instructional programs.

Year 1

(2007-8) Budgeted Amt. and Source

Year 2 (2008-9)

Budgeted Amt. and Source

Year 3 (2009-10)

Budgeted Amt. and Source

1. Hardware (students):

30 computers, 1 printer Peripherals – microscopes, calculators

Repurposed 3,000

30 computers Peripheral – probes, calculators

Repurposed $3,000 grant

20 computers Peripherals - calculators

Repurposed8i $2,000

Instructional purposes

Replace aging LMC computers Meet ILT goals

Mini labls in Math & Language Arts classroom Meet ILT Goals

Mini labls in Math & Language Arts classroom Meet ILT Goals

2. Hardware (teachers):

10 Computers $12,000 General Fund




IC and Edusoft – data mining Use with LCD projectors for class Locate and use curriculum resources



3. Software

Math, Language Arts & Productivity software Online Licenses

$2,000 grant, fundraising

Math, Science, social studies and productivity software

$3,000 Language Arts software $3,000


To help meet our SIP goals To help meet our SIP goals To help meet our SIP goals

4. Library Resources

Books $11,000 Books $10,000 Books $11,000


Research and Reading



5. Teacher PD In house Technology Professional development – Technology Facilitator TIE conference participation

$9,000 Grant

In house Technology Professional development – Technology Facilitator TIE conference participation

$7,000 Grant

In house Technology Professional development – Technology Facilitator TIE conference participation

$8,000 Grant


Train, team teach and help teachers with resources



6. Staffing (FTE’s) and Support

Para – STR 2 technology teachers

$24,000from General Fund and Mil Levy $111,000 2 FTE teachers


$14,000 $116550


$22,000 $122,000


Teach students basic computer skills, Support, repair and maintenance.



Budget Total, year 1 172,000

Budget Total, year 2 166,550 Budget Total, year 3 $181,000

Yearly ILT Evaluation Rubric

Denver Public Schools

SCHOOL INFORMATION LITERACY AND TECHNOLOGY PROGRAM // EVALUATION RUBRIC 2008-2009 SCHOOL YEAR

School 407 Evaluator Roy/Untermayer/Scott

CATEGORY UNSATISFACTORY PARTIALLY PROFICIENT PROFICIENT ADVANCED

INFORMATION LITERACY AND TECHNOLOGY INSTRUCTION Teacher /

Librarian / Technology

Teacher Collaboration

The teacher librarian and the Technology Teacher conduct their classes independent of the other classroom teachers. Example: The teacher librarian is doing a unit on location skills and the Technology Teacher is doing a unit on search engines.

Independent Instruction

The teacher librarian OR the Technology Teacher cooperates with teachers and students providing a variety of resources and services. Example: The teacher librarian provides a list of primary sources on the Reconstruction to the American History teacher as requested OR the Technology Teacher provides a bookmarked list of web sites.

The teacher librarian OR the Technology Teacher initiates interaction with classroom teachers in coordinating instructional activities that are taught separately. Example: The teacher librarian, the Technology Teacher and the American History teacher are all working with Reconstruction primary source materials. They have planned their lessons independently.

The teacher librarian AND the Technology Teacher assume a leadership role in planning collaborative instructional activities that result in co-teaching. The Teacher Librarian provides a wide range of ideas that support teachers in providing effective instructional units. Example: The teacher librarian, the Technology Teacher and the American History teacher co-planned the lesson using primary source materials from the Reconstruction. They each play an integral part in the delivery and evaluation of the

Cooperation Coordination

lesson. They share responsibility for student growth against the lesson objectives.

Collaboration x


INFORMATION LITERACY AND TECHNOLOGY INSTRUCTION - CONTINUED Instruction

21st Century information and technology skills instruction being taught sporadically in the library media center and in the technology lab.

The teacher librarian and the Technology Teacher both introduce students and staff to 21st Century information and technology skills, the LION catalog and district databases.

The teacher librarian and the Technology Teacher sometimes present 21st Century information and technology skills and uses active learning strategies. They each teach students and staff how to effectively use the LION catalog, district databases, the Internet and other technological resources.

The teacher librarian and the Technology Teacher presents 21st Century information and technology skills consistently and uses a variety of methods of presentation to make the lessons rich with learning enabling students to become independent learners. They teach students and staff how to use the most effective questions, search strategies, and resources for their learning needs using the most appropriate technologies. They are always searching for new ways to use current and emerging technologies to enhance the learning experience for students.

x STUDENT ACCESS TO INFORMATION LITERACY AND TECHNOLOGY RESOURCES

Resources Students do not have regularly scheduled or “as needed” access to computers, the library media center, or other Information Literacy and Technology (ILT) tools and resources

Students have regularly scheduled access to computers, the library media center, or other Information Literacy and Technology (ILT) tools and resources via scheduled class times.

Students have regularly scheduled and “as needed” access to computers, the library media center, and other ILT tools via an open library media center and open labs.

Students have regular and “as needed” access to computers, the library media center and other ILT tools via ongoing open availability to ILT resources in classrooms, library and labs. Technology and information resources in the library are a regular part of every curricular assignment.

x Routines There are no rituals or

routines for handling library materials, technology and student behavior.

There are few rituals and routines for handling library materials, technology, and student behavior.

Rituals and routines for handling library materials, technology, and student behavior have been established and function relatively well.

Rituals and routines for handling library materials, technology, and student behavior are seamless with students assuming major responsibility for efficient operation.

x

CATEGORY UNSATISFACTORY PARTIALLY PROFICIENT PROFICIENT ADVANCED STAFFING FOR INFORMATION LITERACY AND TECHNOLOGY (ILT) Elementary Schools

<350 students Teacher Librarian

The school employs no licensed teacher assigned to the library.

The school employs a .5 licensed Teacher Librarian OR

The school employs a .5 Teacher Librarian who is also skilled in technology

The school has a .5 Teacher Librarian AND The school employs a .5 Technology

Technology Teacher School Tech Rep (STR)

>351 students

Teacher Librarian

Technology Teacher School Tech Rep (STR)

The school employs no licensed teacher assigned to the computer lab The school employs no staff person acting in a School Technology Representative (STR) capacity. ____________________ The school employs no licensed teacher assigned to the library. The school employs no certified teacher assigned to the computer lab The school employs no staff person acting in a School Technology Representative (STR) capacity.

The school employs a .5 Technology Teacher. The school has a staff person serving as an STR. __________________ The school employs a 1.0 Teacher Librarian OR The school employs a .5 or 1.0 Technology Teacher. The school has a staff person serving as an STR.

The school has a staff person serving as an STR. ___________________ The school employs a 1.0 Teacher Librarian who is also skilled in technology The school has a staff person serving as an STR.

Teacher The school has a staff person serving as an STR. __________________ The school employs a 1.0 Teacher Librarian AND The school employs a 1.0 Technology Teacher The school has a staff person serving as an STR.

K-8s and Middle Schools

Teacher Librarian

Technology Teacher

School Tech Rep

The school employs no licensed teacher assigned to the library. The school employs no licensed teacher assigned to the library. The school has no one acting in a School Technology Representative (STR) capacity. Additionally, the school has no one overseeing the school’s 6th grade keyboarding program.

The school employs at least a .5 licensed Teacher Librarian OR The school employs a .5 Technology Teacher in addition to CTE classroom teachers. The school has a staff person serving as an STR. The school has a .5 teacher overseeing the school’s 6th grade keyboarding program.

The school employs a 1.0 licensed Teacher Librarian. AND The school employs a .5 Technology Teacher in addition to CTE classroom teachers The school has a staff person serving as an STR. The school has a .5 technology support FTE

The school employs a 1.0 licensed Teacher Librarian AND The school employs a 1.0 Technology Teacher in addition to CTE classroom teachers. The school has a staff person serving as an STR. The school has a 1.0 technology support FTE

x

CATEGORY UNSATISFACTORY PARTIALLY PROFICIENT PROFICIENT ADVANCED STAFFING FOR INFORMATION LITERACY AND TECHNOLOGY (ILT) - CONTINUED High Schools

<1500 students Teacher Librarian

The school employs no licensed teacher assigned to the library. The school employs no Technology Teacher

The school employs at least a .5 Teacher Librarian assigned to the library. AND The school employs at least a .5

The school employs a 1.0 licensed Teacher Librarian AND The school employs a .5

The school employs a 1.0 licensed Teacher Librarian AND The school employs a 1.0

Technology Teacher

School Tech Rep ___________ >1501 students

Teacher Librarian

Technology Teacher

School Tech Rep

assigned to the computer lab The school has no School Technology Representative (STR) or tech support capacity. ____________________ The school employs at least a .5 Teacher Librarian assigned to the library. AND The school employs at least a .5 Technology Teacher assigned to the computer lab in addition to CTE classroom teachers The school has no School Technology Representative (STR) or tech support capacity.

Technology Teacher assigned to the computer lab in addition to CTE classroom teachers The school has a .5 staff person serving as an STR and technology support __________________ The school employs a 1.0 licensed Teacher Librarian AND The school employs a .5 Technology Teacher in addition to CTE classroom teachers The school has a 1.0 staff person serving as an STR and tech support.

Technology Teacher in addition to CTE classroom teachers The school has a 1.0 staff person serving as an STR and tech support. ___________________ The school employs 2.0 licensed Teacher Librarians AND The school employs a 1.0 Technology Teacher in addition to CTE classroom teachers The school has a 1.0 staff person serving as an STR and tech support.

Technology Teacher in addition to CTE classroom teachers The school has a 1.0 staff person serving as an STR and tech support. __________________ The school employs 2.0 licensed Teacher Librarians AND The school employs 2.0 Technology Teachers in addition to CTE classroom teachers The school has 2.0 staff persons serving as an STR and tech support.


TECHNOLOGY EQUIPMENT GUIDELINES Designated Student Use:

Computer Ratio Greater than 1:7

1:5 to 1:7

1:2 to 1:4

1:1 or better

x Teacher Computers Able to access DPS Student

Information System but not simultaneously with other programs. Windows: Windows XP and 128 MB RAM Apple: OS X and 128 MB RAM

Able to access DPS Student Information System while simultaneously using other software and web-based applications. Windows: Windows XP and 256 MB RAM Apple: OS X and 256 MB RAM

Able to access DPS Student Information System while simultaneously using other software and web-based applications. Windows: Windows XP and 512 MB RAM Apple: OS X 10.3 or higher and 512 MB RAM

Able to access DPS Student Information System while simultaneously using other software and web-based applications. Is connected to a computer projector or TV set for class presentations. Windows: Windows XP or Vista and 2 GB RAM Apple: OS X 10.5 and 2 GB RAM

x Average Age of Computers Older than five years Four to five years old Three to four years old Two years old or less

x Computer Replacement Every five years or more Every four to five years Every three to four years Every three years

x Current Average Computer

Specifications Windows: GX150-240 running Windows 2000-XP Apple: G3 running 9.2-OSX

Windows: GX240 running Windows XP Apple: G4 running OSX 10.3

Windows: GX620 running Windows XP Apple: G5 running OSX 10.4

Windows: GX740 running Windows XP or Vista Apple: Intel running OSX 10.5

x Inventory The school does not have a

current inventory of Computers (including OS, RAM, ROM), Printers, Peripheral devices (digital cameras, computer projectors, etc.) and Software licenses

The school only has a partial inventory of its technology equipment and software.

The school has a complete inventory of its technology equipment and software. The inventory is updated yearly.

The school has a complete inventory of its technology equipment and software. The inventory is maintained in a database and is updated yearly.

x

CATEGORY UNSATISFACTORY PARTIALLY PROFICIENT PROFICIENT ADVANCED LIBRARY MEDIA CENTER RESOURCE COLLECTION

Plan

There is no evidence of a collection development plan in place. The

The LMC contains an adequate collection, built by following the DPS

The LMC contains an exemplary collection of materials that meet most

The LMC houses an excellent collection of diverse materials that is responsive to the

Guidelines

Size (Volumes--single titles, exclusive of textbooks, and multiple copies or

big books purchased for classroom use.)

Average Age of Collection

LMC contains a minimal collection of older, outdated items of varying quality and condition. The collection is not balanced. Curricular needs are not considered in purchasing. Inter-library loan, electronic databases, and Internet are never used. Less than 10 volumes per student, or 3,500 volumes – whichever is greater. Average age is 1998 or older.

Collection Development Policy. The collection provides some required curricular resources. Inter-library loan, electronic databases, and Internet are seldom used. The library collection development plan includes a current collection map. The written collection development plan, including a plan for weeding, is based on the findings in the collection map. Some areas of the collection reflect recent curriculum changes. 10 volumes per student, or 3,500 volumes—whichever is greater. Average age is between 1990 and 1992

curricular needs of the students and staff. Inter-library Loan, electronic databases, and Internet are available, and used occasionally. The plan includes a current collection map. A written collection development plan, including a plan for weeding, is based on the findings in the collection map. Collection supports current curricular practices and subject areas. Elem/K-8 under 500 = 23vps Elem/K-8 over 500 = 15vps MS under 500 = 25vps MS over 500 = 16vps HS under 500 = 34vps HS 500-1000 = 19vps HS over 1000 = 14vps Average age is between 1993 and 1994

curricular and recreational reading needs of the students and staff. The collection is regularly enhanced through Inter-library Loan, electronic databases, and the Internet. The plan includes a current collection map. A written collection development plan, including a plan for weeding, is based on the findings in the collection map. Collection meets or exceeds current curricular practices and subject area needs. Elem/K-8 under 500 = 31vps Elem/K-8 over 500 = 20vps MS under 500 = 30vps MS over 500 = 19vps HS under 500 = 51vps HS 500-1000 = 25vps HS over 1000 = 17vps Average age is within 10 years of current date.

x


LIBRARY AND TECHNOLOGY RESOURCE BUDGET Technology Funding

The school allocates less than $18.00 per student from 1998 mill levy or general fund for technology resources.

The school allocates at least $18.00 per student from 1998 mill levy or general fund for technology resources.

The school allocates at least $22.00 per student from the 1998 mill levy and matches it with $5.00 per student from the general fund for technology resources.

The school allocates at least $22.00 per student from the 1998 mill levy and matches it with at least $10.00 per student from the general fund and other funding resources for technology purchases.

x

Library Funding

The school allocates $0.00 funds from general fund for library resources. The only library budget is the $6.00 per student allocated centrally.

The school allocates $0.00 funds from general fund for library resources. The only library budget is the $6.00 per student allocated centrally. The school applies for Library Mill Levy Boost Funds.

The school allocates $6.00 per student in funds from general fund for library resources in addition to the $6.00 per student allocated centrally. The school applies for Library Mill Levy Boost Funds to bring the collection to the Achieving Level.

The school allocates $12.00 per student in funds from general fund for library resources in addition to the $6.00 per student allocated centrally. The school applies for and receives Library Mill Levy Boost Funds to bring the collection to the Target Level.

x School Hill Campus of Arts & Sciences Evaluators—Mike Untermayer, Greg Scott, Don Roy

APPENDIX F: DENVER PUBLIC SCHOOLS BOARD OF EDUCATION

POLICY KB – PARENT INVOLVEMENT and School-Parent compact

CONTRACT FOR SUCCESS HILL CAMPUS OF ARTS AND SCIENCES

STUDENTS

ACADEMIC SUCCESS IS PRIMARY Will understand that academic growth and knowledge for every student is the primary goal of Hill Campus of Arts and Sciences Will strive for personal best in all classes Will understand that homework is required and is a critical component of each class Will work hard to master the skills necessary for high school Will understand that extra classes will be required if performance is below grade level

COMMUNICATION

Will deliver promptly to parent/guardian all school correspondence Will actively seek help when needed

BEHAVIOR

Will come to school/class on time and prepared to learn Will comply with the school dress code and understand if in violation of the code, students cannot attend class Will understand that bullying behavior, inappropriate language, and/or a negative attitude will result in adverse consequences Will follow the Skyhawk Creed while on school grounds, the bus, and during field trips Will keep cell phones turned off and out of sight Will leave campus at the end of the school day unless registered for after school enrichment classes or sports Will understand that students will be asked to leave the school permanently if conduct is not a fit with the academic goals, philosophy, and behavior guidelines of the school

PARENTS

ACADEMIC SUCCESS IS PRIMARY Will understand that academic growth and knowledge for every student is the primary goal of Hill Campus of Arts and Sciences Will support the Hill Staff in demanding the best from all students; will attend academic conferences when necessary

Will support homework requirements of the school and understand that homework is a critical component of each class Will support teachers and all classroom/school rules Will expect academic growth and success from student

COMMUNICATION

Will look for and read all school correspondence Will actively seek help from the Hill Staff to aid in student’s learning Will strive to be an active member of the parent community of Hill Campus of Arts and Sciences

BEHAVIOR

WILL ENSURE STUDENT IS AT SCHOOL ON TIME AND PREPARED TO LEARN Will support the dress code of Hill Campus of Arts and Sciences; understand that student cannot attend class if in violation of the code Will support that bullying behavior, inappropriate language, and/or a negative attitude will result in adverse consequences Will understand that students must leave campus at the end of the school day unless registered for after school enrichment classes or sports Will understand that students will be asked to leave the school permanently if conduct is not a fit with the academic goals, philosophy, and behavior guidelines of the school

DRESS AND APPEARANCE

Questions of inappropriate dress will be referred to the Student Advisor or administration. Students may be sent home and parents notified to correct attire and/or cleanliness.

No headgear, outside coats or backpacks are to be worn in the classroom. These should be removed upon entering and put in student lockers.

Shoes must be worn at all times. No flip-flops are allowed.

Bedroom slippers and/or pajamas are not acceptable clothing.

Clothing printed with objectionable words, designs or gang related symbols is not acceptable.

Muscle shirts, tank tops, cropped tops, see-through shirts, see-through blouses, tight clothes or other provocative clothing is not acceptable. No halter-tops, spaghetti straps or any article of clothing that reveals the bra, bra straps or middle to upper torso may be worn.

Any form of gang attire, as determined by school administration, will not be tolerated. This includes colored shoelaces (red and/or blue), bandanas and rags, dark glasses, inappropriate jewelry, logos, hats, one-color outfits, sagging pants and any clothing that may cause a disruptive effect at Hill.

Shorts and skirts must be of sufficient length to extend below the fingertips when arms are down. Straps on overalls and/or shorts are to be worn up, over the shoulders and fastened. Pants are to be worn with the legs down.

Long key chains worn around the neck or waist are not acceptable.

Parents will be contacted to bring appropriate clothing for the first offense. The second may result in more serious consequences.

PARENT STUDENT AGREEMENT

By signing this agreement, all parties – student, parent, and administrator agree to work together collaboratively in support of rigorous learning and success for all students. Parents are urged to keep a copy of this agreement and discuss it with your student. It is our intent to maintain a serious, academic environment from the first to the last day of school. Parent signature Date Student signature Date Administrator signature Date

POLICY KB – PARENT INVOLVEMENT

Denver Public Schools believes that parents (including those who are economically disadvantaged, have disabilities, have limited English, have limited literacy, are of any racial or ethnic minority background, or are parents of migratory children) are partners with teachers and other staff in the education of their children and that parent involvement and empowerment are essential at all levels throughout the school district.

Denver Public Schools believes that student academic achievement requires that parents have an understanding of curriculum, academic achievement standards, assessments, district/school policies and procedures, and of how to monitor their children's progress and work with educators to improve the achievement of their children.

Central Administration shall work in collaboration with parents and guardians and shall actively support the schools and parents in enhancing parent involvement by:

" respecting parents as partners in the education of their children;

" valuing diversity and the need for equity in each school;

" promoting parent involvement in district leadership and decision-making;

" fostering a welcoming and responsive environment for parents;

" ensuring accountability of the staff at all levels throughout the district in working with parents as partners;

" valuing the need for partnerships within public and private entities in the Denver community;

" ensuring flexibility and accessibility within Central Administration operations and flexibility within district-wide processes and procedures; and

" establishing and promoting communication as a source of trust and understanding between the district and parents.

Principals, teachers and all school staff shall work in collaboration with parents and guardians by:

" respecting parents as equal partners in the education of their children and honoring their role as first and life-long teachers;

" valuing diversity and equity in each child's learning;

" setting high expectations for excellent customer (student/parent) service;

" expecting high student achievement for all students;

" promoting parent involvement in site-based leadership and decision making;

" valuing partnerships within the public and private entities within the Denver community;

" ensuring flexibility and accessibility within school-wide operations and flexibility within school processes and procedures; and

" establishing and promoting communication as a source of trust and understanding between the school and parents.

Parents/Guardians are asked and encouraged to be involved in their children's learning and education by:

" taking the initiative to seek the best educational opportunities for their children;

" understanding and respecting the mission and values of the school;

" respecting teachers and supporting school staff as partners in the education of their children;

" demonstrating respect for the school as a whole, including the faculty and staff;

" developing jointly with the teacher, a school-parent compact for their child that outlines how the parents, the school and the student will share the responsibility for improved academic achievement;

" identifying and addressing barriers to parent involvement;

" understanding school procedures and opportunities to contribute or receive support;

" participating in the development of the school parent involvement plan and the review and evaluation of the plan;

" utilizing two-way lines of communication between parents, school staff and the district on the instruction, achievement and conduct of their children;

" participating in training opportunities that will include but are not limited to: strategies/reinforcing learning at home, discipline and understanding cultural differences;

" valuing diversity and the need for equity in each child's learning;

" participating in site-based leadership and decision making;

" volunteering in their children's schools; and

" supporting and engaging in developing partnerships within the Denver community.

A District-wide parent advisory council, made up of district stakeholders to be appointed according to procedures approved by the superintendent, shall be established to make recommendations to the Board regarding strategies to implement and ensure success of this policy. The Council shall draft regulations to address the requirements of Section 1118 of the No Child Left Behind Act, which shall annually be reviewed and revised, as needed, by the Board of Education and the Superintendent.

Current practice codified 1993 Adopted: April 1994 Revised: October 2, 2003 LEGAL REFS.: 20 U.S.C. 6318

Documents

SCHOOL IMPROVEMENT PLANNING FORMS - Denver · PDF fileSCHOOL IMPROVEMENT PLAN . ... NCLB Identified Yes Yes Yes ye s NCLB Status ... Teaching and Learning Goal 2—Reading