academy district 20 dac meeting minutes tuesday ... meeting minutes tuesday, november 15, 2016 the...

Academy District 20 DAC Meeting Minutes

Tuesday, November 15, 2016 The meeting was opened at 9:04 a.m. by Dr. Jim Smith, Assistant Superintendent for Administrative Services. Welcome, Good Things and Notecards Dr. Jim Smith welcomed everyone to the meeting. Good Things:

TCA Boys Soccer won the state championship.

The bond passed!

LHS won the state band championship. Notecard Questions: 1. Educator Effectiveness – Will/Can SB191 lead to the implementation of pay-for-performance in D20? SB 191 does not prohibit school districts from implementing a pay-for-performance salary schedule. Academy District 20 is not presently considering a pay-for-performance policy. 2. Can we add SEL to the acronym list? Social, Emotional, Learning and SELCC (Core Competencies) Yes. 3. How come we don’t use the chip readers on the bus like was originally funded? The company that produced the software for the RFID cards that scan a student on and off the bus was notified of problems with the system that did not accurately report the correct students riding the bus. We recorded manually the students riding the bus and compared it with the scan report and the report was not accurate. At the time, we were charging by each one way trip to and from school and generating bills for parents that were inaccurate. After working with the company for several months to try to fix their program, we decided to move to our current semester pass and single ride ticket program. We send transportation staff members to trade shows looking for reliable student tracking programs. We have not found a product that will integrate with our routing software and will track students accurately. We continue to look for new technology to track students riding buses. 4. I live in an area with lots of growth. A hot topic is the district’s policy on school placement. (Specifically families moving in during the school year not having a spot, and being sent to an overflow school). This is a flash point for new families unfamiliar with the area that assumed they would go directly to the neighborhood school. Can you please help me to understand this policy and how to explain it? The most common questions I get asked are:

“Didn’t they know we were coming?” “Why didn’t they plan ahead?” “Why is it done differently here than where I came from?” “I feel tricked, it is too hard to transition twice.” “Why does the district do it this way?” “Don’t they prepare for military move-ins?” Thanks for your help!

Schools save seats for new families moving into their neighborhood.

We don’t know who is actually moving in. Example, if a family has a set of triplets, that is 3 seats from that particular grade level.

If we have to temporarily overflow a student, when a seat opens up we give the parent the option of staying at the current overflow school, transferring student immediately when seat became available or waiting until the following school year to move student to neighborhood school. We try our best to not upset the education process or the emotional well-being of the student.

If we have to overflow a student we will also try and get the elementary siblings in the same school.

Dr. Smith shared that there a presentation on Choice will be made to DAC in the future which may further address these questions. 5. Do SAC’s get to advice principals on spending in school activities fund? The SAC can make recommendations on expenditures but does not "advise" the principal. The principal has responsibility and authority to make budgetary decisions. Through the open dialogue offered through the upcoming DAC resource priority activity, there will be opportunities for the SAC to discuss the focus of resources in 2017-18. 6. Does the BOE get briefed on overall results of Educator Effectiveness Evaluations (i.e., how many teachers/administrators are in each category)? In accordance with Colorado Revised Statute 22-32-103(2) school district board members may access all district records. Accordingly, a board member may request an opportunity to review effectiveness evaluations of staff members. However, individual content of personnel evaluations are not normally submitted to the board of education for review unless some action is required pursuant to state law. Approval of October Minutes Jackie Walls made a motion to approve the October 18, 2016 minutes; Tiana Clark seconded the motion. The committee unanimously approved the minutes as presented. BOE Liaison Update

District Accountability Meeting November 15, 2016

Board of Education Update

November is a time of transition. In Colorado it can bring warmth and sunshine or even the occasional early blast of winter. Most often we get a little of all of it, occasionally all in one day. Perhaps, then, it is fitting that election day occurs in November, as voting is a bit like that, too. When the final results are tallied, we almost always get some things we want and some things we do not. However, what defines the American system of governance is a social contract, rooted in law, that no matter who wins or who loses, we all agree to accept the outcome of each and every election without limitation. And we also maintain the right to change it in the next election if we so choose. This is, perhaps, the most important lesson in civics our children can ever learn, for America will remain a free, democratic republic just as our founding fathers envisioned it only if the majority of Americans continue to agree on this principle and abide by it. How fortunate that this process occurs during the school year so that we may discuss and model for our children the essence of democratic citizenry: passionately support your ideals; disagree if you must; but in all matters be fair, respectful, and gracious. The Board has held two meetings since the DAC last met. Our next meeting is Thursday, November 17. We invite you and all members of the public to attend this meeting or any other and observe the work of your elected officials. The meeting schedule and all approved minutes are available on the district’s website www.asd20.org. Following are a few items of note:

Yes on 3A- The district’s bond issue, 3A, passed with 60% of voters approving, the highest percentage of “yes” votes on a district issue in over 20 years. The board extends a heartfelt “THANK YOU” the entire community for supporting $230 million in improvements, additions, and new school construction in Academy District 20. These projects will occur over the next several years and will positively impact the educational experience for thousands of children for many years to come. We also wish to thank the citizen-led campaign committee, all the folks who volunteered their time, and the many individuals and local businesses who contributed funds for advertising and promotional materials. Academy District 20 is excellent because of the involvement and support of our community. Please watch for upcoming information about how the district will proceed with the sale of bonds, hiring of the construction management team, commencement of projects, and appointment of oversight and boundary committees. There is much work to be done, but we are excited to have the opportunity to do it for the kids.

New Summit Charter School Application- The Board of Education held its first hearing on the New Summit Charter Application at its November 3 regular meeting. A second hearing will be held at this Thursday’s meeting. The DAC will present its report and the board will ask questions prior to the vote on December 8. We greatly appreciate the work the DAC subcommittee is putting into evaluating the application, and we look forward to receiving the report Thursday.

Accreditation- At its October 20 regular meeting the Board voted to accredit all Academy District 20 schools, per Colorado law. The decision was based on the 2016 School

http://www.asd20.org/

Performance Framework (SPF), Site Plans, and the verification of Absolutes. The Board was pleased to learn that the 2016 DPF designated Academy District 20 as “Accredited with Distinction”, the highest possible rating, for the 7th consecutive year. We offer a sincere thank you to our outstanding staff, students, and parents for their hard work in earning this honor once again.

On behalf of the Board of Education, thank you for all you do for the children of this community. We are truly grateful for your contributions and wish you a wonderful, blessed Thanksgiving. Respectfully Submitted, Linda Van Matre Director, Academy District 20 Board of Education Charter School Application, Part II/Final Review Mrs. Laurie Uddenberg shared that the subcommittee reviewed the New Summit Charter Academy application and that she will be providing the Board with the subcommittee’s finding at the November 17th Board meeting. Mrs. Uddenberg explained the subcommittee’s rating for each area reviewed. She shared that the subcommittee did not have an overwhelming “approve” or “deny” opinion of the application. The subcommittee’s final review is included in these minutes. Budget Subcommittee Update Mr. El Hill shared that the budget subcommittee received an IT growth and development update from Mrs. Kooser. He learned that D20 own its own fiber infrastructure. Mr. Hill informed the DAC that with the bond passing, IT is looking at three categories of needs:

Wiring and infrastructure

Switches, routers, and data ports

Upgrading the wireless environment – critical to this item is accommodating the multiple devices an individual may carry and the impact this will have on the district’s wireless network.

Mr. Hill shared that the subcommittee requested a PERA 101 presentation from Mr. Gregory, Deputy Superintendent/CFO. Mr. Gregory has accepted that challenge and will provide a presentation to DAC in the near future. Budget Priorities Worksheet 2017-2018 Mr. Tom Gregory, Deputy Superintendent/CFO, presented this item. He shared the “Resource Priorities for DAC for School Year 2017-2018” form with the DAC. This will help the DAC look at resource priorities for the next school year. This handout will provide an opportunity to have a conversation with school administrators about which resources should be prioritized to achieve school goals and needs. Mr. Gregory reminded the DAC that in addition to money, people and time are resources as well. He informed the DAC that school administrators have received this form electronically. The form is due back to Mr. Gregory’s office by January 6, 2017.

Bond Next Steps Mr. Gregory shared that in terms of tax questions, this year’s bond was a huge success as it passed 60%-40%. Now that the bond has passed, there are two next steps happening simultaneously: 1. The district has to prepare a credit rating presentation. The district has to make a case

for itself to show that it is a financially viable organization. A credit rating will be assigned

to the district and this will influence the interest rates it has to pay. Mr. Gregory stated

that the district is in better financial position now than it was during the last bond so he

is hoping the district will receive the highest possible credit rating. He is hoping that sale

of the bonds will occur on January 10, 11, or 12, 2017. Bonds will be sold in $5,000

increments.

2. The first position for the Building Fund Management Team has been posted. This

executive director position will then help hire the remaining staff needed. This is a sunset

position and this information will be shared with candidates from the very beginning. Mr.

Gregory sees this executive director position lasting no less than six years, maybe more.

Ideally, the position’s start date will be January 2, 2017. Mr. Gregory anticipates 10

positions in the Building Fund Management Team. Five of these will be project managers

and there may be some crossover with existing district staff.

Mr. Gregory informed the DAC that the district also needs to start the process of changing ownership of the land that the two new elementary schools will be built on from the developers to the district. While master plans have set aside land for schools, the district does not own these properties yet. The new middle school will also be built using first issuance funds, however the district already owns the site for the new middle school. Mr. Gregory stated that once the Building Fund Team is in place, it will take the Board’s framework and start constructions. The framework created by the Board has been posted on the BoardDocs and on the district website. This document provides a general overview of projects that will be addressed during each issuance. The Building Fund Team will provide more details about the projects as things progress. Mr. Gregory informed the DAC that proceeds from the bonds have to be spent in a timely manner as funds from each issuance needs to be spent within three to four years. Additionally, Mr. Gregory shared that two other committees will be formed in relation to the bond. These are the Citizens’ Oversight Committee (or the Bond Oversight Committee) and the Boundary Committee. The Boundary Committee will address the issue of updating school boundaries as the new schools are built. Information on how to be involved with these committee will be shared with the community. Out-of-district advertising may be utilized in order to connect with individuals from the D20 community who do not have

students in the district. It is important to note that a long-term commitment is necessary to be a participant in these committees. Mr. Gregory informed the DAC that all schools have submitted their priorities and work is being done to determine when each school will receive their funds. Once funds from bond sales are posted, it is available to disperse to the schools. Mr. Gregory shared that he is working with Mrs. Allison Cortez, Director for Communication, to determine a way to thank the D20 community for their support of the bond. There are no detailed plans yet but the intention is to utilize social media, the district website, and signs in front of project areas throughout the district. A DAC member asked if there were plans in place to make sure that existing district facilities staff will not be burdened with the additional projects covered by the bond. Mr. Gregory stated that many of the projects on the list will be out-sourced. Accreditation Subcommittee Update Mrs. Jennifer Wilson thanked the DAC members for doing their homework in preparation for today’s work. She stated that the work today will be meaningful to all schools. Mrs. Wilson encouraged the DAC to send any feedback on today’s process to Dr. Smith. He will summarize the feedback and share this with the DAC. District Improvement Plan Review Mrs. Jolynn Patterson, Director for Assessment, presented this item. She provided highlights to the district’s 2016 DIP and these are included in these minutes. Mrs. Patterson stated that the DIP was created through a collaboration between Learning Services and Dr. Smith. They looked that the district’s performance framework, as well as information received from the state. Mrs. Patterson stated that the district is evaluated on academic achievement, academic growth and post-secondary workforce readiness. Additionally, Mrs. Patterson shared information on the district’s performance, which included areas of excellence and areas of performance challenges, and strategies to improve root causes of some of performance challenges. SIP and Site Plan Review The small groups were dismissed to work on their assigned site plans and SIP reviews at 10:20 a.m. Adjournment Small groups were dismissed and completed their work, but no small group worked past 1:00 p.m. The minutes were submitted by Katrina Adad, Secretary to the Board of Education.

Summary of the DAC Subcommittee’s Review of the

New Summit Charter Academy Application for a Charter School

The Academy District 20 District Accountability Committee (DAC) Charter Application Subcommittee

met Thursday, October 13, 2016 and again on November 10, 2016 to review the application submitted

by the proposed New Summit Charter Academy on September 30, 2016. When reviewing the

application, the DAC subcommittee used a rubric that includes all the elements that Colorado statute

requires a charter school application to include, per C.R.S. 22-30.5-106. Below are the ratings and

comments from the DAC Charter Application Subcommittee.

The rubric aligns to statutory guidelines, as well as guidelines from the Charter School Institute, the

Colorado League of Charter Schools and the National Association of Charter School Authorizers.

Required Element Rating Comments

Executive Summary Meets Standard The section would be stronger if the narrative developed

more fully the personal education the application

mentions.

Vision and Mission Meets Standard The section meets statutory language but the additional

information in the rubric speaks to a standard that is

measurable and researched-based. The language in the

vision is passive. The application would be bolstered by

an unshakeable statement of belief of who New Summit is

and what New Summit believes. The vision and mission

would also be bolstered if there was mention of character

education, addressed later in the application. School

Mission statements typically identify precisely what the

main purpose of the school is; i.e.: The mission of XYZ

School is to inspire each child to realize his maximum

potential and to vigorously pursue and implement proven

instructional strategies that….”

Goals, Objectives,

Student Performance

Standards

Meets Standard It would be more accurate to state that the goal is to meet

or exceed state performance averages.

Evidence of Support Partially Meets At this point in the process, the committee feels that the

best an applicant can achieve is to partially meet this

requirement. If approved, the school may be able to fully

meet the statutory and district language in this area. The

Board has the option of a conditional approval based on a

minimum enrollment by an identified date. The school has

based its budget on a projected pupil funded count of 317

for a viable operation. The committee notes that based on

experience with TCA, approximately one student enrolls

for every 3-4 Intent to Enroll forms completed. The

committee further notes that for the current school year,

TCA had two open seats in kindergarten.

Educational Program Meets Standard The commitment to a Core Knowledge Educational

program integrated with a focus on technology does not

set the educational program apart significantly from what

is currently offered in other schools. For New Summit

Charter Academy’s explanation of how they differ from

current offerings, please see:

http://newsummitcharter.org/new-summit-vs-tca-

comparison.

Plan for Evaluating

Pupil Performance

Meets Standard No comments

Budget and Finance Partially Meets New Summit’s budget is insufficient for a complete SPED

program. The school states that they will attempt to

negotiate services with BOCES in the event D-20 cannot

provide needed service/support. The budget summary

provided does not align with the six-year budget

projection provided for SPED services. Additionally, as

noted in the Evidence of Support section, the Board has

the option of a conditional approval based on a minimum

enrollment by an identified date. The school has identified

a projected per pupil funded count of 317 for viable

operation. The committee notes that based on experience

with TCA, approximately one student enrolls for every 3-

4 Intent to Enroll forms completed.

Governance Meets Standard No comments

Employees Meets Standard New Summit is committed to hiring 100% Highly

Qualified teachers and has a program in place to ensure all

teachers are licensed within two years of hiring.

Insurance Meets Standard No comments

http://newsummitcharter.org/new-summit-vs-tca-comparison

http://newsummitcharter.org/new-summit-vs-tca-comparison

Parent and

Community

Involvement


Enrollment Policy Meets Standard There is a comment in the narrative that speaks to a date

after which families will no longer be considered

founding families. The committee favors a waitlist

protocol rather than an annual Lottery. As described, a

family could find themselves at the top of the waitlist one

year and be well down the list the following year.

Transportation and

Food Service

Meets Standard If approved, it will be important for New Summit to work

with surrounding schools to agree upon acceptable and

safe starting and dismissal times to avoid traffic

congestion.

Facilities Meets Standard No specific security plan is listed for the facility.

Waivers Meets Standard No comments

Student Discipline,

Expulsion or

Suspension

Meets Standard Expulsion is mandatory only in cases of having a firearm

on campus, not for “serious violations in building.” The

school may establish grounds for automatic expulsion, but

if the school chooses to do so, the school should be

specific about such offenses: i.e.: distribution of

drugs/alcohol.

Serving Students with

Special Needs

Partially Meets New Summit Academy’s budget is insufficient for a

complete SPED program. The school states that they will

attempt to negotiate services with BOCES. The budget

worksheet provided does not align with the six-year

budget projection provided for SPED services. New

Summit projects revenue of $1,250 per student with

disabilities, and they estimate that 15% of their student

population will be students with disabilities. This does not

appear to be a conservative projection, as the percentage

of students with disabilities that the district serves is

approximately 8.5%.

Dispute Resolution

Process


ASD20 DIP Highlights 2016

1 LS/JNP 11/7/2016

Brief Description:

Academy District 20 is El Paso County’s educational leader serving more than 25,000 students

in 35 schools. Our teachers and staff members welcome many families who are connected with

our country’s service men and women. Our graduation rates are among the highest in Colorado.

Each of our elementary schools’ students learn a language other than English. As one of the

largest school districts in Colorado to consistently receive an Accredited with Distinction rating

from the Colorado Department of Education, we value our balanced education programs. We

strive to provide students opportunities in every realm from theatre to robotics. Among our

featured programs are STEM education for science, technology, engineering, and math; 21st

Century skills; specific support for students with significant needs; career and technical

education; International Baccalaureate programs for preschool through 12th grade; Advanced

Placement courses; and talented and gifted education. Innovation is a hallmark of our district as

we serve students through our Academy Online High School and Academy Calvert K-8 Online

School. Our Home School Academy engages families who seek enrichment programs for their

children. Parents are our educational partners and treasured resources as volunteers in our

classrooms. The 130-square miles covered by our district are dotted with quiet residential areas

and vibrant new business and entertainment centers.

The data analysis process was engaged during multiple meetings of Learning Services team

members representing Special Education, Curriculum and Instruction, Talented and Gifted,

Professional Learning, Career and Technical Education, Assessment, MTSS, and English as a

Second Language. The Assistant Superintendent of Administrative Services also participated in

these meetings. A wide range of cause and effect data were analyzed. School and District

Accountability Committees met to review and approve the UIPs.

Current Performance:

In 2016, Academy School District 20 was Accredited with Distinction for the seventh year in a

row with an overall rating of 75.4%.

Academy District 20 did not meet the 95% student participation rate in all areas. We will

continue to reinforce the value of assessment with our school community in order to effectively

evaluate instruction that will best meet our students’ needs.

Performance Indicators % Pts Earned Weighted Pts

Earned/Pts Eligible Rating

Academic Achievement 71.3% 21.4/30 Meets

Academic Growth 69.3% 27.7/40 Meets

Postsecondary & Workforce Readiness 87.5% 26.3/30 Exceeds


2 LS/JNP 11/7/2016

ASD20 Exceeds Performance Indicators in:

Academic Achievement: HS Science: 87 PCT

Academic Growth:

Postsecondary Workforce Readiness: Dropout Rate 0.5 %

COACT 22.7 Average Composite Score

Graduation Rate (minority students) 95.9%

ASD20 Meets Performance Indicators in:

Academic Achievement: ES ELA: All Students 77 PCT, English Learners 62 PCT, Minority Students 72 PCT

ES Math: All Students 82 PCT, English Learners 79 PCT, Free/Reduced-Price Lunch Eligible 51

PCT, Minority Students 76 PCT

ES Science: All Students 78 PCT, Minority Students 67 PCT

MS ELA: All Students 76 PCT, English Learners 50 PCT, Minority Students 65 PCT

MS Math: All Students 80 PCT, English Learners 70 PCT, Minority Students 72 PCT

MS Science: All Students 76 PCT, English Learners 52 PCT, Minority Students 64 PCT

HS ELA: All Students 79 PCT, Minority Students 70 PCT

HS Math: All Students 81 PCT, English Learners 62 PCT, Free/Reduced-Price Lunch Eligible

51 PCT, Minority Students 72 PCT

HS Science: English Learners 70 PCT, Free/Reduced-Price Lunch Eligible 53 PCT, Minority

Students 73 PCT

Academic Growth: ES ELA: All Students 51 MGP, English Learners 55 MGP, Minority Students 53 MGP

ES Math: All Students 51 MGP, English Learners 58 MGP, Minority Students 52 MGP,

Students with Disabilities 51.5 MGP

ES ELP: 54 MGP

MS ELA: All Students 52 MGP, Minority Students 52 MGP

MS Math: English Learners 50 MGP

MS ELP: 52 MGP

HS ELA: All Students 54 MGP, English Learners 52 MGP, Minority Students 50 MGP, Students

with Disabilities 50 MGP

HS Math: All Students 54 MGP, English Learners 60 MGP, Free/Reduced-Price Lunch Eligible

50 MGP, Minority Students 54 MGP

HS ELP: 56.5 MGP

Postsecondary Workforce Readiness: Matriculation-All Students 71.1%

Graduation Rate: All Students 94.7%, English Learners 87.5%, Free/Reduced-Price Lunch

Eligible 87.8%, Students with Disabilities 86%


3 LS/JNP 11/7/2016

ASD20 Approaches Performance Indicators in:

Academic Achievement: ES ELA: Free/Reduced-Price Lunch Eligible 45 PCT

ES Science: English Learners 42 PCT, Free/Reduced-Price Lunch Eligible 44 PCT, Students

with Disabilities 18 PCT

MS ELA: Free/Reduced-Price Lunch Eligible 37 PCT

MS Math: Free/Reduced-Price Lunch Eligible 43 PCT

MS Science: Free/Reduced-Price Lunch Eligible 42 PCT

HS ELA: English Learners 37 PCT, Free/Reduced-Price Lunch Eligible 34 PCT

HS Science: Students with Disabilities 21 PCT

Academic Growth: ES ELA: Free/Reduced-Price Lunch Eligible 43 MGP, Students with Disabilities 43 MGP

ES Math: Free/Reduced-Price Lunch Eligible 43 MGP

MS ELA: English Learners 46 MGP, Free/Reduced-Price Lunch Eligible 46 MGP, Students with

Disabilities 38 MGP

MS Math: All Students 47 MGP, Free/Reduced-Price Lunch Eligible 44 MGP, Minority

Students 47 MGP, Students with Disabilities 36.5 MGP

HS ELA: Free/Reduced-Price Lunch Eligible 45 MGP

HS Math: Students with Disabilities 42.5 MGP

Postsecondary Workforce Readiness:

ASD20 Does Not Meet Performance Indicators in:

Academic Achievement: ES ELA: Students with Disabilities 5 PCT

ES Math: Students with Disabilities 14 PCT

MS ELA: Students with Disabilities 1 PCT

MS Math: Students with Disabilities 2 PCT

MS Science: Students with Disabilities 9 PCT

HS ELA: Students with Disabilities 1 PCT

HS Math: Students with Disabilities 3 PCT

Academic Growth:

Postsecondary Workforce Readiness:

CMAS Science Trend Data: Elementary School

2014 - 88 PCT

2015 - 87 PCT

2016 - 78 PCT

Middle School

2014 - 97 PCT

2015 - 95 PCT

2016 - 76 PCT


4 LS/JNP 11/7/2016

STAR Data (Math and Reading) Renaissance Learning STAR Math was first implemented in Academy 20 as a benchmarking

tool in the 2014-2015 school year. Students in grades 3-8 and 9-12 Algebra or Geometry students

tested in STAR Math in the Fall and Winter, but testing in the Spring was optional for schools.

Students in grades 3-12 posted an overall Fall 2015 National Percentile Ranking of 62.5, which

exceeds the National Percentile Ranking average by 12.5 percentile points. Students in grades 3-

12 posted an overall Winter 2016 National Percentile Ranking of 66.7, which exceeds the

National Percentile Ranking average by 16.7 percentile points. Students in grades 3-12 posted an

increase in National Percentile Ranking of 4.2 percentile points from Fall 2015 to Winter 2016.

Students in grades 3-12 posted a median Student Growth Percentile of 56 from Fall 2015 to

Winter 2016, which exceeds the National median Student Growth Percentile by 6 percentile

points.

Renaissance Learning STAR Reading was first implemented in Academy 20 as a benchmarking

tool in the 2014-2015 school year. All students in grades 3-8 tested in STAR Reading in the Fall

and Winter, but testing in the Spring was optional for schools. Students in grades 3-8 posted an

overall Fall 2015 National Percentile Ranking of 56, which exceeds the National Percentile

Ranking average by 6 percentile points. Students in grades 3-8 posted an overall Winter 2016

National Percentile Ranking of 61, which exceeds the National Percentile Ranking average by 11

percentile points. Students in grades 3-8 posted an increase in National Percentile Ranking of 5

percentile points from Fall 2015 to Winter 2016. Students in grades 3-8 posted a median Student

Growth Percentile of 59 from Fall 2015 to Winter 2016, which exceeds the National median

Student Growth Percentile by 9 percentile points.

READ Act (reflects PALS, DIBELS 6, DIBELS Next, and STAR data)

In the Spring of 2015, 6.7% of Academy District 20 elementary students were identified

as Significantly Reading Deficient (SRD).

In the Spring of 2016, 8.7% of Academy District 20 elementary (Kindergarten-3rd grade)

students were identified as SRD.


5 LS/JNP 11/7/2016

Priority Performance Challenges:

ELA Achievement and Growth: ELA performance, including growth and achievement for

subgroups is lower than their peers.

Math Achievement and Growth: Math performance, including growth and achievement for

subgroups is lower than their peers.

Science Achievement: Science performance for subgroups is lower than their peers.

Major Improvement Strategy 1: Staff Collaboration: Improve collaboration among

special education staff, TAG staff, ESL staff, and general education staff to improve

learning outcomes for all students.

Root Cause:

Insufficient teacher implementation of differentiated instruction.

Insufficient teacher implementation of standards driven instruction.

Insufficient collaboration among special education staff, TAG staff, ESL staff, and general

education staff.

Diagnostic information for students is not sufficiently linked to daily effective instruction and

ongoing progress monitoring.

Action Plan:

1. Develop a shared vision for a comprehensive MTSS plan.

2. Provide guidance for bringing coherence to individual learning plans.

3. Ensure that students with IEPs receive accommodations during instruction and assessment

that maximize access to the grade level standards.

4. Facilitate planning conversations with building administrators and instructional leaders

regarding protocols and best practices for collaboration.

5. Provide consultation and follow up support for problem solving teams.


6 LS/JNP 11/7/2016

Major Improvement Strategy 2: Alignment of Curriculum and Instruction:

Improve the alignment of curriculum and instruction and assessments to Colorado

Academic Standards through curriculum articulation, common assessments and

collaborative scoring of student work.

Root Cause:

Insufficient teacher implementation of standards driven instruction.


education staff.



Action Plan:

1. Develop common instructional unit plans aligned with CAS.

2. Crosswalk instructional unit plans with CAS to eliminate gaps and redundancies.

3. Develop common formative and unit assessments aligned with the content and rigor of CAS.

4. Shared protocols for collaborative scoring of student work.

Major Improvement Strategy 3: Utilize Student Data: Staff will effectively utilize

student data to inform instructional decision making.

Root Cause:



education staff.



Action Plan:

1. Develop data visualizations in Tableau to support data analysis work.

2. Design and implement training modules for data extraction and manipulation.

3. Design and implement training modules for Trend Analysis.

4. Design and implement training modules for Root Cause Analysis.

5. Design and implement training modules for instructional planning focused on utilizing

student data to inform instructional decision making.


7 LS/JNP 11/7/2016

Major Improvement Strategy 4: Differentiated High Quality Universal Instruction:

Ensure all students receive high quality universal instruction that is differentiated to meet the

unique needs of each student.

Root Cause:



education staff.



Action Plan:

1. Provide ongoing PL in all domains of the differentiated instructional framework.

2. Design and implement training modules for high quality universal instruction.

3. Provide exemplars of differentiated instruction in action.

4. Integrate the differentiated instructional framework in all professional learning.

5. Design and implement training modules for evidenced based instructional planning that is

informed by student data and high leverage best practices for special education staff.

6. Support school staff with the implementation of SEL curriculum.

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