2015 State Review Panel Recommendation Form...2015 State Review Panel Recommendation Form School/code & District/code: Bessemer Academy/0822 & Pueblo 60/2690 State Review Panelists:
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Purpose: The State Review Panel (SRP, or the Panel) was created by the Accountability Act of 2009 to provide a critical evaluation of the state’s lowest-
performing schools and districts’ plans for dramatic action and provide recommendations to the Commissioner and the State Board of Education. The
Panel’s work is informed by a review of documents (e.g., Unified Improvement Plan) and, in some cases, by a site visit. The site visit component was added
in 2013 to strengthen panelists’ understanding of the conditions in the schools and districts that are further along on the accountability clock. The
expectation is that the site visit will inform their recommendations to the Commissioner and the State Board of Education about potential actions at the
end of the accountability clock.
Prior to arriving on site, panelists conducted a document review aligned to the six key areas in the Accountability Act. The results of this review were shared
with all members of the site visit team and helped inform the team’s work during the visit. On site at the school/district, the site visit team used evidence
collected through classroom observations, focus groups, interviews, and document review to come to consensus on capacity levels in relation to the six key
areas. This report presents the school/district’s capacity levels in relation to the six key areas and a summary of evidence for each. Reviewer Name(s): Cindy Shane and Lisa Gjellum Date: May 1, 2015 Form: [ ] Individual [X] Consensus
District Name/Code: Pueblo 60/2690 School Name/Code: Bessemer Academy/0822
SRP Site Visit Summary (complete using ratings from the following pages) Capacity Level:
1. The leadership is adequate to implement change to improve results. Developing
2. The infrastructure is adequate to support school improvement. Developing
3. There is readiness and apparent capacity of personnel to plan effectively and lead the implementation of appropriate action to improve student academic performance.
Developing
4. There is readiness and apparent capacity to engage productively with and benefit from the assistance provided by an external partner. Effective
5. There is likelihood of positive returns on state investments of assistance and support to improve the performance within the current management structure and staffing.
Developing
6. There is necessity that the school/district remain in operation to serve students. Yes
The site visit team will use the following guidance to select a capacity level for each key question. Note that the quality standard for each capacity level is based
on the extent to which the site visit team finds multiple types and multiple sources of evidence related to the adoption and/or implementation of a practice or
system AND the extent to which the site visit team finds evidence of high levels of adoption and/or implementation of a practice or system.
Capacity Level Quality Standard
Not Effective Evidence indicates that the key question is not a practice or system that has been adopted and/or implemented at the school/district, or that the level of adoption/implementation does not improve the school/district’s effectiveness.
Developing Evidence indicates that the key question is a practice or system that is developing at the school/district, but that it has not yet been implemented at a level that has begun to improve the school/district’s effectiveness, OR that the impact of the key action on the effectiveness of the school/district cannot yet be determined.
Effective Evidence indicates that the key question is a practice or system that has been adopted at the school, and is implemented at a level that has begun to improve the school/district’s effectiveness.
Highly Effective Evidence indicates that the key question is a practice or system that has been fully adopted at the school, and is implemented at a level that has had a demonstrably positive impact on the school/district’s effectiveness.
1. The leadership is adequate to implement change to improve results. Capacity Level: [ ] Highly Effective [ ] Effective [X] Developing [ ] Not Effective
Considerations:
1.1: Leadership acts as a change agent to drive dramatic achievement gains.
Leadership communicates a relentless commitment to the school/district turnaround.
Leadership makes data-driven changes to the academic program and organization to promote dramatic achievement gains.
Leadership conveys clear expectations for performance for all stakeholders, including leadership, teachers, students, and partners.
Leadership acts as a change agent to drive achievement gains, and new,
clear expectations for all stakeholders are beginning to make an impact
on classroom instruction and student learning.
Building leadership (the principal, dean of students, and instructional coach) and teachers reported that there are very high expectations for the teachers and students. No complacency is accepted by the school leadership and teachers are expected to improve classroom instruction. The goal is to be at Performance status within 3 years.
Teachers reported that there is a new vertically aligned reading
curriculum building wide. When hired, the new district
superintendent visited the building and reviewed the resources that
were being used in reading and math. The reading curriculum was
replaced and the cost was absorbed by the district. The teachers
expressed excitement, especially since it was supported by the
Superintendent.
Building leadership and teachers reported that the new philosophy of
‘Right tools with the right training’ is aligned to the improvement
goals in the UIP. Training in all new curriculum and technology based
supplemental resources is expected for all new staff, and will be
provided by the district at the building prior to the start of school.
This expectation is connected to contracts for everyone who will be
teaching at Bessemer next year. This was confirmed by a review of
the draft professional development calendar for 2015-2016.
There have been 29 PD opportunities provided this year as evidenced
by the PD calendar and the UIP. Topics covered the new reading
curriculum, the new STEM programming, and the new PBIS system
expectations. Several of the PD opportunities were optional and
provided as supplemental extensions for the staff. These trainings
1.2: Leadership analyzes data to identify and address high priority challenges.
Leadership communicates data trends and issues, ensures timely access to data, and models and facilitates data use.
Leadership first concentrates on a limited number of priorities to achieve early, visible wins.
Leadership openly shares results and holds staff accountable for results and effective use of data.
Leadership involves teachers in making and implementing meaningful decisions and policies that guide continuous school improvement.
Leadership targets resources (e.g., funding, materials, time, staff) toward the school's instructional framework and goals, treats resources flexibly, and implements focused improvement efforts with a focus on early wins.
1.3: Leadership establishes high expectations for student learning and behavior.
The school/district holds high expectations for academic learning.
Educators set high expectations for learning and clearly convey these to students.
Educators convey that students are responsible for raising their achievement and encourage their participation in learning.
The school provides a safe environment to support students’ learning and, in the case of a virtual school, ensures that students’ interactions between and among themselves and school staff are respectful and supportive.
Leadership ensures that school’s physical environment is clean, orderly, and safe.
2. The infrastructure is adequate to support school improvement. Capacity Level: [ ] Highly Effective [ ] Effective [X] Developing [ ] Not Effective
Considerations:
2.1: The district leads intentional, strategic efforts to ensure the effectiveness of the academic program and the sustainability of the organization.
The district/superintendent ensures ongoing leadership development for emerging and current school leaders with a focus on building leadership capacity to lead turnaround efforts and sustain improvement.
The district/superintendent provides adequate oversight in schools’ work to deliver the curriculum, monitors instruction on a regular basis, and provides adequate support and feedback to principals to improve instruction.
The district leads intentional, strategic efforts to ensure the effectiveness
of the academic program and the sustainability of the organization.
The building leadership reported that the principal meets with the
district superintendent at least once a month and has done so since
being hired. District leadership indicated that this meeting time was
designed to align district goals and the school’s goals by ensuring that
there was clear and consistent communication of expectations with the
principal. Additionally, the meetings enable the parties to review
progress toward the revised 2014-2015 school goals. The building
principal meets with her direct supervisor 1-2 times a week. These
meetings consist of discussions on progress made toward the goals that
the district had set for this principal. These goals include staff
development and support for the new programming, as well as the
district’s expectations for the processes used for staff evaluation and
possible dismissal. District leadership explained that the principal’s direct
supervisor uses these meetings to support and encourage the leadership
of this building and help them develop next steps.
Teacher’s reported, and building leadership confirmed, that the district
superintendent was the person who recognized the need for a new
reading program, oversaw the purchasing of resources, and arranged for
the professional development needed for teacher effectiveness. The
program was implemented in its entirety beginning in November of
2014-2015. The curriculum includes built in formative assessments, a
scope and sequence that aligns vertically through 8th grade, and has an
extension component for differentiation for higher level learners.
2.2: School/district leadership has a strong focus on recruiting and retaining talent; creates and implements systems to select, develop, and retain effective teachers and staff who can drive dramatic student gains; evaluates all staff; and dismisses those who do not meet professional standards and expectations.
Leadership has created and/or implemented an organizational and staffing structure that will drive dramatic student gains.
Leadership recruits and hires teachers with commitment to, and competence in, the school’s philosophy, design, and instructional framework (e.g., trained and experienced with curriculum, certified/licensed to teach, qualified to teach subject area).
Leadership ensures the evaluation of all staff, and dismisses those who do not meet professional standards and expectations.
Leadership provides teachers with active, intense, and sustained professional development (PD), including guidance on data analysis and instructional practice, aligned to school improvement efforts.
PD is informed by ongoing analysis of student performance, instructional data, and educators’ learning needs.
PD requires teachers to demonstrate their learned competency in a tangible and assessable way.
PD engages teachers in active learning and provides follow-up sessions and ongoing support for teachers’ continued learning.
The quality of professional development delivery is regularly monitored, evaluated, and improved.
2.3: School/district leadership ensures that the school/ district has sound financial and operational systems and processes
School/district leadership ensures that the organizational structure supports essential school functions, and that roles and responsibilities of all individuals at the school are clear.
School/district leadership has established effective means of communicating with school staff.
School/district leadership ensures that the school meets all compliance requirements and deadlines set by the state, including the submission of school improvement plans, financial statements, school audit, calendar, and student attendance.
School/district leadership effectively manages the school budget and cash flow, and there is a plan for long-term financial sustainability.
The school/district leadership effectively manages operations (e.g., food services, transportation, school facilities).
The building leadership reported that there is a district Service Learning
Center for teachers, interventionists and leaders. Teachers can access
additional resources for use in their classrooms, receive supplemental
training or review on programs used in their buildings
The school and district leadership is beginning to create and implement
systems to select, develop, and retain effective teachers and staff who can
drive dramatic student gains; and dismisses those who do not meet
professional standards and expectations.
The building and district leadership reported that 13 teachers will be
non-renewed for next year due to ineffective practice and refusal to
integrate building initiatives. This was observed by the site visit team:
one member of a focus group was removed during the interview and
given non-renewal papers and then returned to the interview. Building leaders and teachers confirmed that hiring for new and
replacement positions have been a joint task force effort of the district and the building leadership. Those recruited from job fairs will come to the building from the University of Colorado at Colorado Springs teacher program and from Teach for America. Selected candidates showed a desire to work with or have experience working with at risk populations.
Teachers expressed their desire that administration needs to find
teachers who have a passion for the population at Bessemer, who know
what they are doing in the classroom, and have the content knowledge.
Both school and district leadership confirmed that they are actively
recruiting only those candidates who have internship/teaching
experience in working within high poverty, at-risk schools. All
stakeholder groups agreed that it is essential for transparency so that
teachers know what they are getting and are willing to put in the time
necessary to see improvement.
District, school, and teacher leaders confirmed that there is an incentive
system in place to reward highly effective teachers for growth in student
achievement and longevity of obtaining adequate growth.
School leaders ensure that the school implements a coherent, comprehensive, and aligned curriculum.
School leaders ensure that curriculum, instruction, and assessments are aligned with state standards, aligned with each other, and coordinated both within and across grade levels.
School leaders ensure that instructional materials are selected and/or developed in accordance with a school-wide instructional framework and aligned with established curriculum standards.
School le aders ensure the curriculum is periodically reviewed and revisions are made accordingly.
School leaders provide meaningful feedback on teachers’ instructional planning and practice.
Leaders regularly provide meaningful feedback on instructional planning.
Leaders regularly observe instruction and provide meaningful, timely feedback that helps teacher improve their practice.
School leaders provide conditions that support a school-wide data culture.
Teachers have easy access to varied, current, and accurate student and instructional data.
Teachers are provided time to collect, enter, query, analyze, and represent student data and use tools that help them act on results.
School leaders ensure that all teachers receive professional development in data use (e.g., how to access, read, and interpret a range of data reports; frame questions for inquiry; analyze data, assessment literacy, use data tools and resources).
Leadership and teachers reported that there have been multiple
opportunities for professional development provided by the district and
at the building. There are also follow-up sessions offered for
reinforcement. The PD opportunities are all connected to the building’s
action plan. The district has provided opportunities for select teachers to
get training on the Project Lead the Way and on the new reading
curriculum that was purchased by the district. All other trainings were
provided at the school with district personnel involvement (content
facilitators and assessment coordinator) based on and aligned to the UIP
action plan.
The school leadership is beginning to provide effective instructional
leadership.
Teachers reported and leadership confirmed that the newly hired instructional coach is providing mentoring and coaching to improve instructional practices used in the classroom, as well as differentiation strategies and effective lesson planning. This is a building-based position where the coach provides training on best practice for instruction, classroom observations, and meets with grade level teams during a weekly plan time to provide feedback (engagement, student participation, classroom management, lesson objectives tied to instruction, and implementation of formative assessments) based on the observation and provide additional training if necessary.
The new reading and Project Lead the Way curricula are vertically aligned for K-8 application and aligned to the Common Core State Standards. Teachers reported that the new reading programming was acquired to replace curriculum that had been in the building since the 1990’s and that many of the supplemental components were no longer available.
Teachers, school leadership, and district leadership confirmed that the district assessment coordinator is working with the instructional coach to ensure that the teaching staff at Bessemer is being trained on how to use the Alpine data system to easily access student data in order to be able
2.5: The school provides high quality instruction.
Classroom interactions and organization ensure a supportive, highly structured learning climate.
Classroom instruction intentional, engaging, and challenging for all students.
The school has created a performance-driven classroom culture in which teachers effectively use data to make decisions about daily instruction and the organization of students.
to see where they need to make adjustments to their instruction to achieve academic improvement.
The teacher handbook schedule shows, and teachers confirmed, that there is time built into their day when the students are attending music, physical education, and intervention classes that is dedicated to PLC and planning purposes. There was no documentation provided to indicate the structures of these meetings or what was being accomplished during that time.
The school is not providing high quality instruction in the majority of classes.
Classroom visit data indicated that quality instruction and rigor was observed in 33% of classrooms. Some observed classrooms had learning targets and objectives posted. Additionally, teachers engaged students through questioning that required a more rigorous Depth of Knowledge response. Responses required students to infer, describe, and predict. However, in the majority of classrooms, questioning was focused on identification and/or recall, requiring students mostly to repeat what the teacher had just said.
In the majority of classrooms, student disruptions were minimal or non-existent. In many observed instances, teachers addressed disruptions quickly. However, in cases where there were observed student disruptions (talking during instruction, moving about the room, refusing to follow directions), these were not corrected or even addressed. For example, in one classroom, a student was sleeping and the teacher told the rest of the students not to disturb the child.
Finally, all stakeholders informed the team that many teachers are not following instructional initiatives. There are teachers who refuse to implement the new behavior system, to develop learning targets, or to implement the use of formative assessments
3. There is readiness and apparent capacity of personnel to plan effectively and lead the implementation of appropriate action to improve student academic performance. Capacity Level: [ ] Highly Effective [ ] Effective [X] Developing [ ] Not Effective
Considerations:
3.1: Leadership establishes clear, targeted and measurable goals designed to promote student performance.
Leadership communicates clear and focused goals that are understood by all staff.
Data on progress toward goals drives organizational and instructional decision making.
Educators understand their responsibilities for achieving goals.
Leadership maintains school-wide focus on achieving established goals.
Leadership allocates resources in alignment with goals and critical needs.
Progress toward school goals is shared regularly across the school.
Leadership is beginning to establish clear, targeted and measurable
goals designed to promote student performance through continual
review of student performance data and updates to the UIP.
District leadership reported that the original UIP was written by the
former principal and that the new building administration, along
with teacher leaders, have completed all of the updates, which
include a revision and refinement of targeted goals that are designed
to accelerate student growth.
Teachers and leaders reported that they clearly understand what
their responsibilities are and the roles they play in improving student
achievement. The parents and community member reported that
the new administration is placing a focused emphasis on student
growth and achievement.
As stated above, teachers and leadership reported that new
programming was brought in this year with Title I, STEM resources,
and grant monies. New programming support and PD for - Rubicon
Writing Rubric; Kronos; SIS system trainings; Six minute Fluency;
Burst; Alpine data system; Think Central; Journey’s / Collections
Literacy; SuccessMaker Reading and Math; Best First Math and
Project Lead the Way. All of the technology based programs have
built in data collection/reporting components. These resources are
aligned to the UIP goals and to each targeted major improvement
area. Progress toward school goals can be tracked more frequently
using the data collection components in the new programming.
Teachers and building leadership review this data during PLCs and
plan times and discuss areas that need additional instruction or
complete re-teaching.
3.2: Leadership adjusts implementation of the action plan in response to systematic review of data.
Leadership has established systems to measure and report interim results toward goals.
There is regular progress monitoring of performance and implementation data and, as appropriate, results lead to elimination of tactics that do not work.
Benchmarks are used to assess progress toward goals; goals are adjusted as progress is made.
3.3: The
school/district
engages the
community and
families in support of
students’ learning
school improvement
efforts.
School/district includes parents/guardians in cultivating a culture of high expectations for students’ learning and their consistent support of students’ efforts.
School/district invites family participation in school activities (e.g., volunteering in classrooms or on committees; attendance at performances, sports events, organizational meetings) and regularly solicits their input.
School/district offers workshops and other opportunities for parents/guardians to learn about home practices that support student learning.
Educators communicate with parents/guardians about instructional programs and students’ progress.
4. There is readiness and apparent capacity to engage productively with and benefit from the assistance provided by an external partner. Capacity Level: [ ] Highly Effective [X] Effective [ ] Developing [ ] Not Effective
Considerations:
4.1: The school/district collaborates effectively with existing external partners.
The school/district seeks expertise from external partners, as appropriate (i.e., for professional development, direct support for students).
The school/district ensures that roles and responsibilities of existing partners are clear.
There are designated school/district personnel to coordinate and manage partnerships.
The school collaborates effectively with existing external partners and
leverages existing partnerships in support of student learning.
The district and building leadership reported and parents confirmed
that the new administration is relentless at recruiting and connecting
with community partners such as the Pueblo Poverty Coalition,
Central High School, Colorado State University at Pueblo, Pueblo
Community College, and a local business owner who donates school
supplies, to enhance the support and opportunities for the student
populations.
School leadership and teachers reported that the district is providing
training and support for the implementation of the PLTW – Gateway
to Technology programming as well as connecting Bessemer
teachers to the Central High School teachers who are implementing
the program there.
Teachers and parents reported that several local business owners
get together each year and make Thanksgiving and Christmas
baskets for needy families, as well as incentives for students for
improved attendance and academic improvement.
The community and building administration reported that the
partnership supports provided to the building are purposeful and
aligned to specific goals for improvement (i.e., attendance, academic
effort, perseverance).
4.2: The school/district leverages existing partnerships to support of student learning.
The school/district maximizes existing partners’ efforts in support of improvement efforts.
All externally provided professional development is aligned to improvement efforts.
5. There is likelihood of positive returns on state investments of assistance and support to improve the performance within the current management structure and staffing. Capacity Level: [ ] Highly Effective [ ] Effective [X] Developing [ ] Not Effective
Considerations:
5.1: Leadership monitors the return on investment of specific improvement initiatives, and uses that data to inform decision-making.
Leadership identifies turnaround strategies and implements programs/initiatives designed to improve student performance.
Leadership assesses the cost and impact (effect on student achievement and number of students served) of each program/initiative to determine its academic return on investment.
Leadership makes decisions regarding continuation or discontinuation of programs/initiatives based on this analysis.
Leadership establishes systems and structures to support regular and ongoing monitoring.
Leadership is beginning to monitor the return on investment of specific
improvement initiatives and to use data to inform decision-making.
The district reported that they have directed the current administration
to focus on staffing and climate and culture with achievement goals
being next year’s focus.
The school leadership and district leaders reported that the new building
leaders are using short term data from the new program data sources to
track results toward UIP goals. The data is also used to update the UIP
for resubmission to CDE.
The district assessment coordinator and the instructional coach reported
that student program data is being used in conversations with teachers
to identify areas for professional development.
5.2: Leadership is responsive to feedback and uses resources effectively.
Leadership seeks feedback on improvement plans.
Leadership integrates feedback into future improvement efforts.
Leadership seeks resources aligned to its improvement efforts and programs/initiatives with high academic return on investment.
Any additional resources received (i.e., specialized grant funding) are aligned, strategic, and showing evidence of results.
Purpose: To critically evaluate the school or district plan (i.e., Unified Improvement Plan). This report will be used as one element of a body of evidence to inform actions that may be undertaken by the Commissioner of Education and the State Board of Education.
Reviewer Names: Lisa Gjellum and Cindy Shane Date: April 28, 2015
District Name/Code: Pueblo City 60/2690 School Name/Code: Bessemer Elementary/0822
Performance Trends Trend Trend
(based on % of pts. on DPF/SPF) Up Flat Down Varies None Up Flat Down Varies None
Overall X Growth Gaps OR Student
Engagement X
Achievement X PWR (District/High School Only)
Growth X
SRP Summary (complete using ratings from the following worksheets) Capacity Level:
1. The leadership is adequate to implement change to improve results. Developing
2. The infrastructure is adequate to support school improvement. Developing
3. There is readiness and apparent capacity of personnel to plan effectively and lead the implementation of appropriate action to improve student academic performance.
Developing
4. There is readiness and apparent capacity to engage productively with, and benefit from, the assistance provided by an external partner. Not Effective
5. There is likelihood of positive returns on state investments of assistance and support to improve the performance within the current management structure and staffing.
Not Effective
6. There is necessity that the school/district remain in operation to serve students. Yes
Based on your professional judgment, will the plan result in dramatic enough change to pull the school/district off the accountability clock if it is implemented as written?
[ ] Yes [X] No [ ] Not sure, more information is needed. Specify the additional information required.
Based on your professional judgment, what is your overall level of concern regarding this school/district’s ability to significantly improve results?
Level of Concern: [X] High [ ] Moderate [ ] Low [ ] Cannot determine. Specify the additional information required.
Bessemer Academy put in a plane a new principal this year (2014-2015) and they have added a dean of students, instructional coach, and a math interventionist. 20% of grade level teachers are new to Bessemer this year. Bessemer has an overall student-to-teacher ratio of 15:1 which is lower than the CO average of 16:1 and yet there is no evidence that this ratio has been used as an opportunity to increase interventions. 25% of the grade level teachers who returned to Bessemer from last year switched grade levels this year. There is no documentation as to whether this movement was a strategic move to support achievement, or if there were other issues being addressed. Bessemer was awarded a new SIS Grant, and are in the 2nd year of a (S.T.E.M.) grant. They created a S.T.E.M. Teacher on Special Assignment (TOSA) position in order to help implement the new Project Lead the Way (PLTW) programming. With such a significant number of staff providing for 463 students, it is concerning that there has not been significant growth. Minority students continue to score well below minimum standards. The review of root cause analysis does not show an in depth look at what has kept this building from having any significant growth in the last 5 years.
With the few exceptions of growth in grades 6, 7, and 8 in reading and grade 4 in math there is an overall downward trend in data for the past three years in reading, math, and writing. Growth is low and well below the state expectations. The downward trend in data has been occurring for more than five years, yet the action steps in the Unified Improvement Plan (UIP) do not appear to support the high priority changes nor the sense of urgency needed within the state’s accountability clock.
Bessemer Academy has a center-based program for the deaf and hard of hearing, however there is no indication that there is any focus on the special learning needs of the hearing impaired. Minority enrollment is 84% of the student body (majority Hispanic), and the average daily attendance rate is 75%, which is of concern. Referral data indicates that structures for behavior expectations need to be reviewed and revised.
Areas that should be explored more deeply through an on-site visit:
Are high expectations for students and teachers evident in classroom observations?
Is there a common instructional method to writing from class to class?
Is there evidence of progress monitoring throughout the school?
Is the parent communication log consistent and updated teacher to teacher?
Are instructional lessons in alignment to common core standards and are lesson plans monitored?
How is the funding from the S.T.E.M. Grant and the SIS Grant being used to improve achievement?
How are the newly implemented programs being monitored for achievement impact?
Professional development for leadership in academics and leadership – listed as ‘in-progress’ – what does it look like and how is it connected to achievement?
Pk-8 systems provide a unique opportunity for vertical alignment of content and standards implementation – is any occurring?
How is the effectiveness and efficiency of the new MTSS system being monitored?, and how is it impacting what is happening in the classroom? (ie. Differentiation, flexible grouping, learning targets, etc.)
The site visit team will use the following guidance to select a capacity level for each key question. Note that the quality standard for each capacity level is based
on the extent to which the site visit team finds multiple types and multiple sources of evidence related to the adoption and/or implementation of a practice or
system AND the extent to which the site visit team finds evidence of high levels of adoption and/or implementation of a practice or system.
Capacity Level Quality Standard
Not Effective Evidence indicates that the key question is not a practice or system that has been adopted and/or implemented at the school/district, or that the level of adoption/implementation does not improve the school/district’s effectiveness.
Developing Evidence indicates that the key question is a practice or system that is developing at the school/district, but that it has not yet been implemented at a level that has begun to improve the school/district’s effectiveness, OR that the impact of the key action on the effectiveness of the school/district cannot yet be determined.
Effective Evidence indicates that the key question is a practice or system that has been adopted at the school, and is implemented at a level that has begun to improve the school/district’s effectiveness.
Highly Effective Evidence indicates that the key question is a practice or system that has been fully adopted at the school, and is implemented at a level that has had a demonstrably positive impact on the school/district’s effectiveness.
SRP Evaluation Based on Unified Improvement Plan and Other Available Documents
State Review Panel Criteria Source(s) of Evidence
Notes
1. The leadership is adequate to implement change to improve results. Capacity Level: [ ] Highly Effective [ ] Effective [X] Developing [ ] Not Effective
Considerations:
1.1 Leadership acts as a change agent to drive dramatic achievement gains.
Leadership makes changes that deviate from organization norms or rules – not just for the sake of change, but to intentionally achieve positive outcomes.
Major improvement strategies and action plan
There have been significant additions to the staff this year. A new Principal was brought in this year as well as the addition of a Dean of students. According to the documents reviewed and the online review from the district, this is the 5th principal since 2011
The UIP includes thorough data analysis with effective connections between data analysis, priority challenges, and root causes. Benchmarks need to be refined; however, there are excessive root causes, which limits the ability of faculty to monitor the school’s improvement. Despite efforts to design a plan that would improve student performance by using better data analysis, greater identification of root causes, focused improvement strategies, and measurable action steps, the results of Bessemer’s efforts shows a decrease in achievement over the past four years. The school action plan does not include a series of detailed, step-by-step actions with a month-by-month timeline to provide a closer monitoring of implementation strategies and action steps. The number of strategies is ambitious and possibly very
The degree to which leadership has been continuous over time. Any change(s) in leadership is utilized to activate and sustain dramatic change.
Human Resources data
1.2 Leadership analyzes data to identify and address high priority challenges.
Leadership analyzes data about the organization’s performance to identify high-priority problems.
Data analysis and data narrative
Leadership focuses on a limited number of changes that will achieve visible wins for the organization.
Priority performance challenge(s), root cause(s), major improvement strategies and action plan
Leadership openly shares results and holds staff accountable for results. (Assessment data --both interim and summative-- and implementation benchmark data are described in the plan(s), including how data will be used to drive described work.)
1.3 Leadership establishes high expectations for student learning and behavior.
Elements of climate and culture are identified and addressed in the plan(s).
Data Narrative, Root Cause Analysis, Action Planning
daunting for staff. Some benchmarks lack evidence as to how teacher implementation will be monitored for effectiveness.
In the update of the UIP, Major Improvement Strategy 1 was revised to include the development of clear behavioral and rigorous academic expectations throughout the building. Documentation indicates that this strategy was due to the continued increase in behavior referrals (8%)/suspensions (7%) over the past three years. There is no evidence to show if the addition of the Dean of Students has impacted this trend since this is the first year for that position.
2. The infrastructure is adequate to support school improvement. Capacity Level: [ ] Highly Effective [ ] Effective [X] Developing [ ] Not Effective
Considerations:
2.1: The district leads intentional, strategic efforts to ensure the effectiveness of the academic program and the sustainability of the organization.
Others inside and outside the organization are contributing their effort and see a clear picture of success and its benefits. (Evidence of internal and external stakeholder involvement in development and implementation of UIP – for example PLC’s, building leadership teams)
Data Narrative, Action Plan
The UIP was done in conjunction with the entire building staff, building leadership team, and professional learning communities (PLC). All stakeholders reviewed and provided input as to the root causes and trends based on the past three years of data.
It is unclear as to what, if any, follow-up has occurred regarding the use of the UIP to drive decision making and actions to improve student performance. There is no evidence that the UIP was revised after the final review and feedback from CDE.
20% of grade level teachers are new to Bessemer this year. 25% of the grade level teachers who returned to Bessemer switched grade levels this year There is no evidence or documentation that this turnover was initiated by administration. An instructional coach and a math interventionist was added this year through Title funding. A Project Lead the Way TOSA was also added this year from grant monies. UIP documentation indicates that this position was allocated to support the movement toward a S.T.E.M. magnet school. Although, the following assessments are included in the plan: TCAP, DIBELS, and Galileo, it does not appear that the school has developed the necessary infrastructure for analyzing assessment data to improve instructional strategies. Root Causes stated in the UIP lack the professional development in best first instruction and knowledge of the Common Core State Standards (CCSS), and underutilization of the math series assessments to progress monitor instruction. Additionally, no information is provided as to if/how data findings are used for improving instruction and student performance. How the effectiveness of improved instruction will be evaluated and monitored is not included in the UIP nor in any of the other available documents.
2.2: School/district leadership has a strong focus on recruiting and retaining talent; creates and implements systems to select, develop, and retain effective teachers and staff who can drive dramatic student gains; evaluates all staff; and dismisses those who do not meet professional standards and expectations.
Indication of strategic staff changes, particularly at the supervisory level, to support dramatic improvement efforts.
Data Narrative, Action plan
2.3: School/district leadership ensures that the school/district has sound financial and operational systems and processes
Assessments (both interim and summative) and their results are identified and appropriately described in the plan(s).
Instructional needs and associated assessments are identified as a mechanism to address performance needs.
Organizational routines are established that include ongoing data analysis to improve student learning. (Evidence of interim measures and how they will be used to monitor results.)
Target Setting (interim measures) and Action Plan (implementation benchmarks) Data Narrative, Action Plan
2.5: The school provides high quality instruction.
3. There is readiness and apparent capacity of personnel to plan effectively and lead the implementation of appropriate action to improve student academic performance. Capacity Level: [ ] Highly Effective [ ] Effective [X] Developing [ ] Not Effective
Considerations:
3.1: Leadership establishes clear, targeted and measurable goals designed to promote student performance.
The organization focused on high goals rather than on partial success. When a goal is met, the bar is likely to be raised.
Previous Targets Form, Target Setting Form and Action Plan, Previous UIPs (if applicable)
A sense of urgency and intensity does not permeate the UIP. Descriptions of action steps designed to accomplish the school goals lack the focused, detailed, specificity and unified systems to address the magnitude of the school’s challenges.
The UIP states that there is quarterly monitoring of teacher/ parent communication, classroom initiatives to improve attendance, parent/teacher home visits, and parent referrals to Response to Intervention, but the document includes no clear explanation on how often these communications take place or how data collected from this is used to assess improvement.
There are action steps that address instruction and assessment. They are as stated:
o Strategy #1 – : Develop and implement a multi-tiered system of support to ensure that students will utilize supports to meet rigorous academic and behavioral expectations
o Strategy #2 - Project based learning training for all teachers and implementation of multi-content PBL school wide
These steps are stated as ongoing with no specific time line or start end date.
The school plans Grade-level specific parent activities to promote grade specific skills and supports for parents and students. These School-wide Parent Involvement activities are held quarterly. The annual Title I Parent Meeting is used to initiate collaborative work on the Unified Improvement Plan with parents. Bessemer fosters partnerships with the Colorado Family Education & Resources (CFERT) ‘Parenting Matters’ initiative, as a satellite venue, for Colorado State University, Fort Collins, which supports the school, families,
The action plan is clear that change is mandatory, not optional. A sense of urgency is evident in the plan and does not include blaming or excuse making. There is a clear sense of ownership for performance and actions.
Action plan (to some extent the data narrative to get a sense of ownership in the root cause analysis)
Action plan is so clear that everyone involved knows specifically what s/he needs to do differently. Evidence that there is alignment throughout the plan and a logical progression of planning built on data.
Entire UIP with particular emphasis on the Action Plan
3.2: Leadership adjusts implementation of the action plan in response to systematic review of data.
Tactics that do not work are strategically eliminated and the plan focuses on tactics that work. The plan focuses limited time and money where they will have the most impact on critical results. Evidence that the plan presents a clear strategy and alignment of resources and a clear change in direction in response to performance.
Action Plan
Systems are set up to measure and report interim results often to enable the rapid discard of failed tactics and increase successful tactics essential for fast results. (Evidence of progress monitoring activities, review of performance and implementation data. The targets/interim measures and activities/implementation benchmarks are framed in a way that can be measured and used to adjust systems as needed.)
Target Setting Form and Action Plan
3.3: The school/district engages the community and families in support of students’ learning school improvement efforts.
Strategies for community and family involvement are incorporated throughout the plan
Parent Involvement Plan is present (for Title I Schools only) and details strategies for involving families to advance student learning.
Action Plan
Parent Involvement Agreement/Compact (Title I Schools only)
and community through • Parenting information presentations • Parenting Classes • Family Involvement Incentive Programs, School Facebook page and website communications of parent involvement events.
4. There is readiness and apparent capacity to engage productively with and benefit from the assistance provided by an external partner. Capacity Level: [ ] Highly Effective [ ] Effective [ ] Developing [X] Not Effective
Considerations:
4.1: The school/district collaborates effectively with existing external partners.
Articulation of roles/responsibilities with external entities (e.g., district level staff, BOCES staff, vendors, CDE) is evident. (District involvement with and support of school is evident.)
Action Plan
The UIP states that there are district support personnel that assist with the review of UIP with CDE and participate in the UIP revisions.
District level instructional Coaches are working with staff on the formative assessment process, as well as how to use the data collected for instructional improvement.
However, there is no evidence of external support; it appears to all be in-house professional development.
4.2: The school/district leverages existing partnerships to support of student learning.
Activities of external entities align with major improvement strategies and performance needs of the school/district (not just a list of services the entity provides).
5. There is likelihood of positive returns on state investments of assistance and support to improve the performance within the current management structure and staffing. Capacity Level: [ ] Highly Effective [ ] Effective [ ] Developing [X] Not Effective
Considerations:
5.1: Leadership monitors the return on investment of specific improvement initiatives, and uses that data to inform decision-making.
Additional resources provided through specialized grant funding are aligned, strategic and show evidence of positive results. (Districts/schools that have received additional funds.)
Data Narrative, Action Plan
Evidence is lacking as to what grant funds are supporting, other than providing additional FTE (instructional coach, science specialist, PLTW technology specialist, math interventionist), The impact these additional staff will have on Bessemer’s low achievement levels is not known as this is the first year that any of these specialists have been at Bessemer. The school received a School Improvement Grant in 2013 and a STEM Grant in 2013. There is no reviewed documentation that indicates exactly how the SIG funds are being used. The STEM Grant was utilized for Project Based Learning (PBL) professional development and for the PLTW TOSA position.
Teachers will utilize the ‘Math Workshop Model’ strategies learned during professional development (number talks, and math talks) from Math Solutions to increase student understanding of concepts and engagement, which will be supported by the Math Solutions program support consultant supplied by the district.
The former principal wrote the original UIP and the current principal revised the current UIP after receiving feedback from CDE. The revisions were done with stakeholder input and district support personnel involvement, and included the following new action steps: Strategy #1 – : Develop and implement a multi-tiered system of support to ensure that students will utilize supports to meet rigorous academic and behavioral expectations
Strategy #2 - Project based learning training for all teachers and implementation of multi-content PBL school wide.
The evidence is lacking as to whether these action steps have improved instruction and overall student performance due to the limited time frame for focus and implementation. According to the revised UIP and the CDE feedback
5.2: Leadership is responsive to feedback and uses resources effectively.
Identification of resources is aligned and strategic.
Action Plan
(For Districts and Schools previously reviewed by CDE) There is evidence that feedback provided on previous UIPs has been integrated into the current plan.
documents the administration’s revisions addressed state concerns for strategy refinement and alignment of action steps, and the required alignment of available resources.
The district documentation shows a closer alignment of its systemic approach toward improvement with that of the school’s, to include resources and supports.
6. There is necessity that the school/district remain in operation to serve students. [X] Yes [ ] No
Considerations:
6.1: The school/district is mission-driven and its mission and vision meet a unique need.
Population of students served is clearly identified.
Data Narrative
Currently, there are 463 students enrolled in pre-school (three and four year old programs) through eighth grade, and 88% of students receive a free and reduced-priced lunch. Minority students comprise approximately 84% of the enrollment. Average daily attendance rate is 75%. In total, 12% of students have Individual Education Plans. Gifted and Talented students on Advanced Learning Plans comprise 6%, and English Language Learners are 14% of our enrollment.
The mission at Bessemer Academy is to have 100% of students demonstrate proficiency or advanced proficiency in academic and social behaviors, as measured by state and district assessments. All accessible documentation and the revisions to the UIP indicate that all action steps are focused on achieving this goal.
Although the UIP provides a framework for improving student performance, it does not describe what specific assistance will be provided, nor a timeline for actions designed to help improve overall teacher and administrative performance. There is no evidence to support that there is a true sense of urgency for significant academic improvement in this plan. The UIP revisions show a clearer understanding of what is needed to move this building forward and the commitment to addressing the challenges identified during the root cause analysis.
Based on the results of assessment data, students have not demonstrated that they have been empowered to learn and achieve at high levels. Students from diverse backgrounds have not been academically successful on state assessments.
Consideration might be given to closing the school and assisting families in enrolling elsewhere. However, closing Bessemer may not be an option due to transportation issues and space available in other district schools.
6.2 There are no other viable options for enrolled students that will likely lead to better outcomes.
All five of the surrounding elementary schools are currently in the same situation as Bessemer (Priority Improvement/Turnaround) on the performance frameworks. The four options for the 6-8 grade population are all currently in Turnaround status. All are servicing similar numbers and socioeconomic populations.