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Manual SIP working document September 22, 2008

Academic Value Proposition: We will do what it takes to keep students in school, help them learn, and prepare them for success in college, careers and life.

Compelling Story: Manual has a rich history and tradition, yet its underperformance in student attendance, graduation

rates and test scores led to the school’s closure in 2006. Manual re-opened in the fall of 2007 with 168

9th graders.

Guided by the commitment to do "whatever it takes", Manual focuses on:

Academic Success: Every student at Manual High School is educated to the highest level.

Future Success: The educational experience at Manual encourages, challenges and prepares all

students for success in college careers and life. Teaching and learning at Manual is relevant to

students’ lives and experiences, past and present.

Personalization: Manual High School provides a safe, culturally-inclusive environment that personalizes and supports a wide variety of programs and activities to meet the needs and aspirations of every student. Academic success and accountability at Manual are ensured through the high expectations of a strong and dedicated leadership, quality instruction, ample resources, committed and responsible students and an involved community.

Community: Manual High School is the heart of a network for families and connects with an array of community resources to provide wrap-around services for students.

School Community 2007-2008 School Year

Student Population:

168 students

49% Latino, 49% African-American, 2% Caucasian and other

50% female, 50% male

17% Special Education students Staff (contains only teachers):

9.5 teachers

50% male, 50% female

10% African-American, 10% Latino, 80% Caucasian

1 new teacher

3 tenured teachers

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Parents/Families:

Parent Organizing Committee meets twice a month

Metropolitan Organization of People (MOP) supports parent/guardian involvement

80% of parents/guardians met with their child’s advisor during the school year on conference days

Community and Community Businesses:

Colorado Youth at Risk

Community College of Denver

Denver Scholarship Foundation

Johnson and Wales

Volunteers of America

Metropolitan Organization of People

East Side Clinic Denver Health

Breakthrough Kent Denver

Friends of Manual

Performance Analysis: Baseline Data. Manual High School re-opened in the fall of 2007. The following information characterized conditions prior to the school’s closing and the school’s first incoming class.

Prior to Closing:

Manual’s 2004-2005 combined SAR index was the lowest in DPS. In September 2001, 475 9th graders started at Manual; 4 years later only 95 (20%) graduated.

From 2002 to 2006, enrollment dropped from 1,091 students to 580 students (53%). Incoming fall 2007 9th graders:

In the first incoming freshman class, 86% qualified for free/reduced price lunch.

9th grade enrollment was approximately 49% African-American and 49% Latino.

23% were proficient on CSAP in reading; median scale score for incoming 9th graders was approximately the cut-off for 5th grade proficiency; about 10% of incoming 9th graders fell below the cut-off for 3rd grade proficiency.

15% were proficient on CSAP in writing; median scale score for incoming 9th graders was approximately the cut-off for 5th grade proficiency; more than 25% of incoming 9th graders fell below the cut-off for 3rd grade proficiency.

9% were proficient on CSAP in math; median scale score for incoming 9th graders was approximately the cut-off for 5th grade proficiency; about 20% of incoming 9th graders fell below the cut-off for 3rd grade proficiency.

Longitudinal trends of incoming 9th graders indicated significant declines over the previous 4 years in reading and math.

o From 2004-2007 of 137 students for whom scores are available, the number of students proficient in math dropped from 25 to 12; the number unsatisfactory increased from 52 to 79. Over the same time, the number of students proficient in reading dropped from 38 to 32; the number unsatisfactory increased from 44 to 50.

o The number of students proficient in writing stayed approximately the same.

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First-Year Data: At the end of the first year, the following data is available: CSAP 2007-2008

Manual’s overall CSAP scores were the highest among DPS high schools with 85% free or reduced price lunch.

Manual made significant longitudinal gains in reading and writing and reversed the downward longitudinal trend in reading (see graphs below).

o 24% of students increased a full proficiency level in reading; 68% stayed the same; 7% decreased a full proficiency level. 55% of students increased at least 1/3 of a proficiency level in reading; 34% stayed the same; 13% decreased. The total percentage of students proficient in reading increased from 24% to 29%; unsatisfactory decreased from 38% to 22%.

o 15% of students increased a full proficiency level in writing; 76% stayed the same; 8% decreased a full proficiency level. 37% of students increased at least 1/3 of a proficiency level in writing; 42% stayed the same; 22% decreased. The total percentage of students proficient in writing increased from 16% to 17%; unsatisfactory decreased from 17% to 8%.

o According to Colorado District and School Diagnostic Growth Summary, Manual’s median student growth percentiles were 52 for reading and 60 for writing.

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Manual A B C

Reading

Writing

Math

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Manual did not show significant gains in math nor did it reverse the downward negative trend over the six months the school was open prior to administering the CSAP tests.

o 3% of students increased a full proficiency level in math; 76% stayed the same; 21% decreased a full proficiency level. 9% of students increased at least 1/3 of a proficiency level in math; 50% stayed the same; 41% decreased. The total percentage of students proficient in math decreased from 9% to 5%; unsatisfactory increased from 60% to 73%.

o According to Colorado District and School Diagnostic Growth Summary, Manual’s median student growth percentile was 45 for math.

Attendance

Manual’s attendance according to DPS official count was 88%; the DPS average high school attendance was 79% in 2006-2007 (2007-2008 data was unavailable).

Four DPS high schools had attendance greater than 85%: DSA (magnet), DCIS (magnet), CEC (magnet), Manual

60% of Manual’s students had attendance rates of 90% or higher; five students had attendance rates below 70%.

<70%

70-79%

80-89%

90-94%

95-98%

99-100%

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Attrition Within the Year

168 students were served in the course of the school year. 22 students left Manual: 8 students went to alternative schools or programs, 8 students transferred to other district traditional or charter schools, 5 students left the district, and 1 student ran away.

Gaps

No significant gaps exist between racial groups or between males and females. Significant gaps exist with non free/reduced lunch outperforming free/reduced lunch; non-ELL outperforming ELL; and non-special ed outperforming special ed. (see Colorado State Assessment Plan Demographic Group Summary PDF provided by DPS). However, numbers in each category are too small to draw precise comparisons.

Teaching and Learning Goal 1: Significantly increase longitudinal growth in CSAP scores. Objective 1: Increase the number of students who improve in year to year longitudinal reading and writing proficiency by at least 1/3 of a proficiency level by 10% per year; decrease the number of students who drop in year to year longitudinal reading and writing proficiency by at least 1/3 of a proficiency level by 10% per year. Strategy 1: Develop and implement a formative and summative writing assessment tool to track student progress. Activities:

- Develop an internal writing assessment rubric. - Administer reading and writing assessment five times per year. - Review assessments and determine necessary interventions (see below)

Person: Director of Professional Development Timeline: Complete implementation by June 2009. Continue with any modifications through June 2011. Resources/budget: Title 1 funding, grant funding, Alpine Achievement Data Management System (purchased through grant funding). PD: Director of PD and Principal support staff in development and implementation of assessments. Professional Development training in use of Alpine. School visits to best practices schools that use assessment data to inform instruction. Strategy 2: Multiple interventions including differentiated groupings to provide targeted support for identified needs. Activities:

- Credit recovery: Tuesday/Thursday and summer credit recovery courses are offered AND online credit recovery through DPS Online High School

- ELA Intro to Lit course for ELL students

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- Reading Advantage: Supplemental reading program for low performing readers - “Overtime”: after school academic work time - Mentors (through Colorado Youth at Risk) - Double reading and writing blocks 5 days per week - Deploy science, social studies and special education teachers to assist in literacy classrooms one

block per day on Tuesdays and Thursdays - Contract with Alpine Achievement to get complete, accurate and timely data - Use assessment data to create flexible, differentiated groupings - Cross content literacy power standards and instruction - Use daily instructional format that includes daily standards and learning outcomes; re-teach

skills as needed

Person: Director of Professional Development, Assistant Principal and Principal Timeline: Fall 2008 and ongoing adjustments as necessary Resources/budget: Alpine Achievement Data Management System (purchased through grant funding); partnership with DPS online credit recovery program; grant funding; allocation of per pupil funding. PD: Reading Advantage Workshop; weekly PD led by Director of PD in differentiation strategies; small group and one-on-one coaching sessions with Director of PD; visits to best practices high schools to learn effective intervention strategies. Milestones: Completion of assessments and rubric. Administration of 5 assessments per year (pre-test and one each quarter). Interventions based on assessment results. Students placed in appropriate interventions at start of school year and beginning of semester 2; course schedule allows for necessary interventions. Objective 2: Increase the number of students who improve in year to year longitudinal math proficiency by at least 1/3 of a proficiency level by 10% per year; decrease the number of students who drop in year to year longitudinal math proficiency by at least 1/3 of a proficiency level by 10% per year. Strategy 1: Develop and implement formative and summative math assessment tools to track student progress. Activities:

- Develop algebra and geometry benchmark exams that align with state standards and DPS curriculum goals

- Administer math assessment three times per year - Review assessments and determine necessary interventions (see below) - Develop summative/formative unit assessments—both performance tasks and traditional tests - Use daily instructional format that includes daily standards and learning outcomes; re-teach

skills as needed

Person: Director of Professional Development

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Timeline: Complete implementation by June 2009. Continue with any modifications through June 2011. Resources/budget: Title 1 funding, grant funding, Alpine Achievement Data Management System (purchased through grant funding) PD: Director of PD and Principal support staff in development and implementation of assessments. Professional Development training in use of Alpine. School visits to best practices schools that use assessment data to inform instruction. Strategy 2: Multiple interventions including differentiated groupings to provide targeted support for identified needs. Activities:

- Credit recovery: Tuesday/Thursday and summer credit recovery courses are offered AND online credit recovery through DPS Online High School

- “Front-loading”: Math support classes for low performing students to provide them the opportunity to preview concept and skill taught in regular curriculum. Meets 2 days per week in addition to regular 5 days/week math course

- “Overtime”: after school academic work time - Mentors (through Colorado Youth at Risk) - Double math blocks 5 days per week - Deploy science, social studies and special education teachers to assist in math classrooms one

block per day on Tuesdays and Thursdays - Contract with Alpine Achievement to get complete, accurate and timely data - Use assessment data to create flexible, differentiated groupings - Use daily instructional format that includes daily standards and learning outcomes; re-teach

skills as needed - Create cross content math power standards and instruction

Person: Director of Professional Development and Principal Timeline: Fall 2008 and ongoing adjustments as necessary Resources/budget: Alpine Achievement Data Management System (purchased through grant funding); partnership with DPS online credit recovery program; grant funding; allocation of per pupil funding. PD: Weekly PD led by Director of PD in differentiation strategies; small group and one-on-one coaching sessions with Director of PD; school visits to best practices schools that use assessment data to inform instruction. Milestones: Completion of assessments and rubric. Administration of 3 assessments per year. Interventions based on assessment results. Students placed in appropriate interventions at start of school year and beginning of semester 2; course schedule allows for necessary interventions.

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Teaching and Learning Goal 2: Beat the odds in high school graduation. Achieve a significantly higher graduation rate in the class of 2011 than the DPS Title I high schools and continue at a higher rate thereafter.

Objective 1: Keep the 87% of the class of 2011 on track to graduate at the end of 9th grade on track over the next 3 years. Of students not on track by the end of 9th grade, 50% will recover enough credits to be back on track by the end of 10th grade; the other 50% will continue credit recovery through 11th and 12th grade. For the class of 2011, 19 students (13%) are not on track in the fall of 2008. Ten (50%) will recover enough credit in the 2008-2009 school year to be on track by fall 2009. The other 9 students will continue credit recovery until they are back on track. Strategy 1: Track student data, identify students’ credit recovery needs, and place students in credit recovery courses. Activities:

- Identify students in need of credit recovery & place students in credit recovery options accordingly.

- Offer and place students in online credit recovery classes during the school year. - Offer and place students in elective credit recovery classes for core subject areas during the

school year. - Partner with Breakthrough Kent Denver to offer summer school credit recovery courses.

Person: Director of Operations, Assistant Principal, Director of Professional Development, Principal Timeline: Each spring and fall identify and place students; adjust as necessary during the school year; and identify students at the end of each year who need summer credit recovery. Resources/budget: Grant funding, per pupil funding, partnerships with DPS Online High School & Breakthrough Kent Denver. PD: Data-tracking and management on IC. Support from Director of Professional Development to implement effective credit recovery courses. Strategy 2: Provide academic advisors for all students who support their academic, social and emotional growth and track their academic progress. Activities:

- Each student is part of an advisory team that has 12-15 students for every one advisor (adult). - Each advisory meets 3 times per week. - Each advisor confers with each student weekly. - Each advisor meets with advisees’ parents/guardians two times per year and more if needed.

Person: Assistant Principal, Principal, Community Liaison Timeline: Fall 2008 and ongoing

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Resources/budget: Staffing budget allows for 1:12-15 teacher to student ratio for advisory; budget allows for teachers to serve on Advisory Design Team; grant funding for partnering with consultant PD: Advisory Design Team leads staff in PD in developing advising skills. Milestones: 10 of the 19 students not on track in fall 2008 will be on track by fall 2009. Fall 2008 all students are in an advisory. Objective 2: Increase percentage of students who are on track to graduate at end of 9th grade to 90% and maintain that rate or higher thereafter. Strategy 1: Individualize learning to ensure each student’s progress is tracked and supported. Activities:

- Provide an advisor for every student who supports and tracks that student’s academic, social and emotional growth.

- Develop Graduation Road Map for all students that advisors use to support and track student growth.

- Offer daily “Overtime”, an after-school academic support program, to which teachers can refer students.

- Require all athletes to attend Overtime prior to practice. Person: Director of Operations, Assistant Principal and Principal Timeline: Fall 2008 and ongoing Resources/budget: Staffing budget allows for 1:12 teacher to student ratio for advisory; budget allows for teachers to serve on Advisory Design Team; grant funding for partnering with consultant; Credit Recovery and other funding for Overtime PD: Advisory Design Team leads staff in PD in developing advising skills Strategy 2: Partner with the Denver Scholarship Foundation (DSF) and other community organizations to provide progression to graduation planning and support for all students. Activities:

- Have a DSF staff member at Manual on campus who partners with advisors and consults individually with students (1 day in 2008-2009, 3 days in 2009-2010, and 5 days 2010-2011).

- Partner with Colorado Youth at Risk (CYAR) to provide mentors for students whose mission is helping those students graduate.

- Partner with Johnson and Wales, Community College of Denver and other local higher education institutions to provide students with access to higher education experiences (campus visits and the opportunity to earn college credit).

Person: Assistant Principal and Community Liaison Timeline: Fall 2008 and ongoing

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Resources/budget: Budget for administrators’ roles to encompass serving as liaison with community partners; grant funding PD: Workshops for staff in partnering with supporting organizations Milestones: Fall 2008, all students are in an advisory. Fall 2008, second year of Overtime begins. January 2009, all students have a Graduation Road Map. DSF member at Manual once a week in fall 2008, 3 times a week in fall 2009, and 5 times a week in fall 2010; October 2008, CYAR fall launch course.

Parent and Community Engagement Goal: Improve the partnership between Manual staff/faculty and parents, guardians, and community members in order to improve student achievement.

Objective 1: Effectively partner with parents/guardians and community members to increase student success; partner with community-based organizations to build community involvement in Manual. Strategy 1: Engage parents/guardians in conversations and conferences with students’ advisors and activities at the school; host parent/guardian and community events at the school run by the Parent Organizing Committee, the Volunteers of America or the school administration. Parent/Guardian conference attendance rate will average 80% and all families will have at least one home-school contact during the year (e.g., home visit, student support meeting, etc.). Activities:

- Advisors call the home of every advisee during the first two weeks of school. - Communicate regularly through advisors and social worker if student is struggling with

attendance. - Hold one parent/guardian conference twice during the school year. - Provide weekly progress reports to share with students’ parents/guardians. - Create and send to families monthly newsletter. - Back to School Night - End of the Year Thank You - Twice monthly meetings held by the Parent Organizing Committee

Person: Community Liaison, Principal and Assistant Principal Timeline: First 2 weeks of school for first calls home; 3 times per year for conferences; weekly for progress reports starting September 2008 and continuing the thereafter; Fall- Back to School Night; Spring- End of the Year Thank You Resources/budget: Time for teachers; non-student contact days allowing for conference time; funding for MOP (Title I community engagement); overtime custodial pay for extended school hours; funding for refreshments for parent activities; other grant funding and fundraising. PD: Professional Development support for advisors through the Advisory Design Team; support from Community Liaison and Advisory Design Team.

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Strategy 2: Partner with community-based organizations to build community involvement in Manual. Document levels of participation with community-based organizations during 2008-09 school year to establish a baseline for future growth. Activities:

- Partner with Volunteers of America to develop an understanding of Manual’s needs and develop a volunteer base to meet those needs.

- Partner with MOP to identify and meet the community’s needs. - Partner with Denver Health and Mental Health Association of Colorado to support the social,

emotional and physical needs of the students. - Partner with corporate organizations to provide support systems for Manual community

members. Person: Community Liaison, Assistant Principal and VOA staff assigned to Manual Timeline: Completed needs assessment by fall 2008. Develop job descriptions by fall 2008. Ongoing recruiting, training and starting of volunteers. Resources/budget: Partnership with VOA. Grant-funding. Community organizations. PD: VOA provides PD for faculty/staff. Community Liaison informs and supports faculty/staff in partnering with the organizations. Milestones: Completed needs assessment by fall 2008. Develop job descriptions by fall 2008. January 2009, identify roles for each partner and development over three years.

Attendance Goal: Significantly increase attendance overall and radically reduce chronic absenteeism and truancy.

Objective 1: Increase overall attendance to 90% and maintain higher attendance rates than DPS Title I high schools; reduce the rate of chronic absenteeism (less than 80% attendance) from 14% to 10%. Strategy 1: Use Data-Monitoring tools to track, intervene and monitor progress; create clear “data triggers” which automatically result in pre-planned interventions in response to thresholds in student absences and incentives and visible rewards for students who achieve high levels of attendance. Activities:

- Provide weekly progress reports to advisors and administrators. - Create an attendance team to track, monitor and direct interventions (including incentives and

supports). - Advisors call home whenever students have unexcused absences or when there are concerning

patterns of attendance. - Social worker follow up immediately with home contact when students are absent three times

per month, eight times per semester, or when there are concerning patterns of attendance. - Develop behavior plans for students who show concerning patterns of attendance.

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- Address attendance concerns as appropriate at Student Intervention Team (SIT) meetings. - Celebrate positive attendance in weekly morning meetings and draw monthly prizes for

students with high attendance rates. - Provide opportunities to earn privileges based on high attendance rates.

Person: Assistant Principal, Social Worker, Community Liaison, Director of Operations Timeline: Fall 2008, attendance team in place and evaluating data. Resources/budget: Alpine Achievement Data Management System (purchased through grant funding); per pupil funding for staffing needs; additional grant funding PD: School visits to best practices schools that effectively positively impact student attendance. Strategy 2: Partner with community organizations to double-team attendance problems. Activities:

- Partner with Family Ministries and Denver Kids. - Partner with mentors from Colorado Youth at Risk - Research other resources in the community and develop new partnerships.

Person: Social Worker, Community Liaison, Assistant Principal Timeline: Ongoing Resources/budget: grant funding and partnering organizations PD: Support from Community Liaison and Social Worker to assist staff in maximizing these partnerships. Milestones: Fall 2008, attendance team in place and evaluating data. Data-triggers identified and in use by September 2008. January 2009, identify roles for each partner and development over three years.