2016 State Review Panel Recommendation Form · 2016 State Review Panel Recommendation Form School/code & District/code: ... The school serves a unique community that has a demonstrated

© 2016 SchoolWorks, LLC. All rights reserved. Recommendation Form - 1

2016 State Review Panel Recommendation Form School/code & District/code: Heroes Academy Middle School/3206 & Pueblo City 60/2690

State Review Panelists: Jeff Renfrow and Nancy Sanger

Recommendation Meeting Date: May 31, 2016

Panel’s Recommendation:

The State Review Panel recommends Innovation status for Heroes Academy Middle School based on an analysis of

compiled data and documentation, as well as a site visit conducted on May 10, 2016.

Evidence and Rationale:

The State Review Panel recommends Innovation Status for Heroes Academy Middle School. The school has been

rated Effective in the following areas: leadership is adequate to implement change to improve results; there is

readiness and apparent capacity of personnel to plan effectively and lead the implementation of appropriate action to

improve student academic performance; and, there is a likelihood of positive returns on state investments of

assistance and support to improve the performance within the current management structure and staffing.

Participation in the District Innovation Zone as an Innovation school will provide the flexibility needed for continued

improvement.

The principal at Heroes Academy Middle School has been in place for one year, following six months as interim leader

during the 2014-15 school year with other district duties, including overseeing Educator Effectiveness for the district

and remaining as principal of record in her previous school. Leadership has been rated as Effective because in the past

year she has demonstrated the ability to make the dramatic changes necessary to move the school off the

accountability clock within a reasonable amount of time. Significant changes were observed at the school site visit,

particularly regarding improved staff and student culture. High expectations for both were evident and commented

on by all stakeholders.

While the school does not yet deliver high quality instruction, the leadership team is building the capacity to provide

effective instruction. Leadership has also been very successful in hiring and supporting teachers who are committed to

the work needed, and are willing to make the changes required. In addition, leadership has identified teacher leaders

who will be trained as instructional coaches next year. Furthermore, the school has established a strong partnership

with the CDE Turnaround Network, which has provided leadership with training through the Relay Graduate School of

Education (Relay) for the principal. This training will include one assistant principal next year. Moreover, the school

has begun a partnership with the Achievement Network (ANet) that includes both assessment and a significant

amount of professional development in the use of data-driven instruction.

The school serves a unique community that has a demonstrated need for the school and its service. The school serves

a significant number of students from poverty and minority groups. Leadership and staff have made a concerted and

successful effort this year to engage families and the community in support of student learning. Parents have

indicated that there is a need to maintain current leadership.

Both school and district leadership are aware of the barriers standing in the way of continued improvement and both

agree that Innovation status would help remove these barriers. For example, they are seeking the freedom to replace

© 2016 SchoolWorks, LLC. All rights reserved. Recommendation Form - 2

ineffective staff, which teachers noted as a concern, as well as the freedom to design calendars and daily schedules

that would most benefit students. In addition, inclusion in the Pueblo City Schools Innovation Zone will provide the

school with the continued partnership with ANet that will likely have a strong impact on the implementation of data-

driven instruction that is currently lacking in the school.

The State Review Panel does not recommend management by a private or public entity other than the district

because there is no evidence that leadership is lacking in effectiveness. In fact, evidence indicates that current

leadership has worked to significantly improve staff and student culture. Although the district has not heretofore

shown effective support for the school, the school has developed a strong positive relationship with the CDE

Turnaround Network that will provide support through ongoing leadership development and monitoring of the

school’s turnaround efforts. In addition, inclusion in the district’s Innovation Zone will provide more support and

monitoring from the district. Management is intended to target schools that demonstrate a lack of effectiveness in

leadership, which is not the case with Heroes Academy Middle School. Rather, management by a private or public

entity would likely hinder the effective forward movement that has begun as a result of the new leadership at the

school.

The State Review Panel does not recommend conversion to charter status because effective leadership is in place

and creating positive changes. While current leadership and staff are improving family and community involvement in

Heroes Academy Middle School, it is not apparent that parents would support conversion to a charter school.

Innovation status will provide the needed flexibility in staffing, scheduling, calendar and budget while maintaining

district and CDE support and services. Moreover, the school will avoid the lengthy process and transitions of opening

a charter. Conversion to a charter school would most likely result in a change in direction from the school’s current

mission and vision that is presently very strong and supported. The State Review Panel believes that the school is

headed in the right direction and the disruption that a charter conversion would create would not benefit its students.

The State Review Panel does not recommend closure as an option for Heroes Academy Middle School because it

does not appear that there are any better options for middle school students in Pueblo. The changes in climate and

culture of the school have been positive and have resulted in a school that has strong potential to move off the

accountability clock within a reasonable amount of time. Leadership and staff have worked hard to engage families

and the community in a relationship that will benefit student learning. They have developed the capacity to turn the

school around, and inclusion in the Innovation Zone (with Innovation status) will provide the flexibility needed to do

so.

State Review Panel School Site Visit Feedback Form 2015-16

© 2016 SchoolWorks, LLC. All rights reserved. Site Visit Feedback Form - 1

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): Nancy Sanger and Jeff Renfrow Date: May 11, 2016

District Name/Code: Pueblo City 60/2690 School Name/Code: Heroes Academy Middle School/3206

SRP Site Visit Summary (complete using ratings from the following pages) Capacity Level:

1. The leadership is adequate to implement change to improve results. Effective

2. The infrastructure is adequate to support school improvement. Developing

3. There is readiness and apparent capacity of personnel to plan effectively and lead the implementation of appropriate action to improve student academic performance.

Developing

4. There is readiness and apparent capacity to engage productively with and benefit from the assistance provided by an external partner. Effective

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.

Effective

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



Capacity Level Rubric

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.

Exte

nt

to w

hic

h S

PR

Tea

m F

ind

s M

ult

iple

Typ

es a

nd

Mu

ltip

le S

ou

rces

of

Evid

ence

Extent to which SPR Team Finds Evidence of High

Levels of Adoption and/or Implementation

Evidence Relating to Strength of

Adoption/Implementation

Key:

Not Effective:

Developing:

Effective:

Highly Effective:



SRP Evaluation based on Site Visit

State Review Panel Criteria Claims & Evidence

1. The leadership is adequate to implement change to improve results. Capacity Level: [ ] Highly Effective [X] Effective [ ] 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 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.

School leaders distribute leadership responsibilities to appropriate individuals or groups.

Leadership acts as a change agent and has established clear, targeted,

and measureable goals to promote student performance.

The principal is in her first full year as the leader at Heroes Academy Middle School. She was appointed as an interim principal in the fall of 2014, but was concurrently serving at the District level as well as principal of her previous school. This situation remained until the spring of 2015 when she was relieved of other duties and became the full-time principal at Heroes. District leadership and the CDE Turnaround Network identified her as an outstanding instructional leader who has made a tremendous impact on the school.

Working with the Colorado Department of Education (CDE) Turnaround Network and based on the data of past performance, leadership identified three goals: to improve student culture, to improve staff culture, and to create and sustain a culture of performance and achievement through data-driven instruction. These goals were shared with staff and all staff interviewed indicated an understanding of and commitment to their attainment.

All stakeholders (district, staff, parents, and the partners) reported that leadership has made significant decisions that have resulted in substantial changes and improvement in staff and student morale. Both district leaders and partners stated that changes in instruction are not as apparent, but leadership reported that improvement has been seen through the use of Teach like a Champion and AVID strategies. Partners stated that the largest shift has been in student and staff culture and that the focus will be on instruction next year.

Staff and leadership reported, and document review confirmed,

1.2 Leadership establishes clear, targeted and measurable goals designed to promote student performance.

Leadership communicates clear and focused goals that are understood by all staff.

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.

Leadership has established systems to measure and report interim results toward goals.

1.3 Leadership analyzes data to identify and address high priority challenges, and to adjust implementation of the action plan.

Leadership communicates data trends and issues, ensures timely access to data, and models and facilitates data use.

Leadership openly shares results and holds staff accountable for results and effective use of data.

Leadership first concentrates on a limited number of priorities to achieve early, visible wins.

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.

Data on progress toward goals drives organizational and instructional decision making



1.4 Leadership establishes high expectations for student learning and behavior.

The school 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 performance 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.

the development of a “Culture of Error” that focuses on letting students know that it is alright to err as long as one is trying. Teachers reported that this has made a genuine difference in their classrooms because so many low-performing students are afraid to fail and thus do not make the effort needed to be successful.

Parents reported that the school is “absolutely going in a better direction now.” Interviewed parents explained that they have had students in the school for some time and that they had seen an evolution in leadership and staff. They added that the school was much better about being interested in and supporting students. They also indicated that the principal is much more visible now and supportive of staff and students.

Leadership reported implementing a distributive leadership model that includes the principal, two assistant principals, and a dean of students. Staff reported, and document review confirmed, the existence of six building committees, including a Building Leadership Team. All committees and teams are voluntary, but teachers are required to volunteer for at least one. In addition, both school and district leadership reported that leadership is identifying prospective teacher leaders who will be trained as instructional coaches next year.

Leadership has identified high priority challenges to student learning

and behavior, and established high expectations and appropriate

systems to address those challenges.

Leadership and staff reported, and document review confirmed, that State of Heroes meetings are held quarterly to review progress on school goals and the mission and vision with staff. Meeting agendas examined by the site visit team indicated that progress on the action plan and the major improvement strategies is discussed and the Performance Management Tool, which tracks data on student and staff culture and academic performance, is reviewed with staff. Staff indicated that they find the meetings encouraging because they can see progress.



Staff and leadership both reported that leadership has high expectations for staff performance. There was a significant turnover in staff at the end of the 2014-15 school year; school leaders attributed this to several teachers self-selecting to leave rather than implement the changes the new principal insisted upon, particularly regarding rigor in instruction and the belief that all students can learn, and everyone is responsible for that learning.

All staff stated that they feel valued and that leadership is open and supportive. That level of support was confirmed by district representatives. Teachers reported that the school has several first-year teachers this year who have received excellent coaching and backing. In addition, partners reported that teacher interviews conducted for the Turnaround Network by an independent third party indicated that teachers trust the administration, feel supported, and feel their voices are being heard.

Although school goals include improving student achievement, both leadership and staff acknowledged that staff and student culture had to be addressed first. Both district leadership and partners agreed that this was appropriate and has resulted in an “early win.” Teachers indicated that they feel they have time to teach now, rather than constantly focusing on discipline and behavior, because students understand the high expectations for behavior. As an example, they cited the clear expectations for hallway behavior, which is much improved over last year.

The Performance Management Tool, which is maintained and monitored by school leaders, partners, and district leadership, indicated that behavior has improved over this school year. Office referrals for each month are significantly below the target number, which was already well below last year. Staff reported that leadership has introduced a progressive behavior matrix that ensures discipline is consistent and effective by providing a progressive ladder of discipline responses. The matrix begins with classroom responses to misbehavior and continues with responses



the administration will take if the behavior continues and results in an office referral. Staff stated that this has had a positive effect on student behavior and ensures that all teachers will respond in the same way to misbehavior. Additionally, students reported feeling ownership of their behavior and responsibility for their own academics. As one student summarized, “Our teachers expect us to succeed.” Students stated that the school felt more like a family now and that they feel 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 provides adequate systems by which to capture and store data, report it to schools, and make it accessible for instructional staff to utilize.

School leadership has a strong focus on recruiting and retaining talent,

and is beginning to create and implement systems to develop and retain

effective teachers who can drive dramatic student gains.

Due to significant staff turnover last year, a number of new teachers were recruited for the current school year. Leadership reported, and district leadership confirmed, that the choice was made to hire new rather than experienced teachers, because they wanted people who were willing to do the work necessary to turn the school around and who would bring positive energy and perseverance. First-year teachers indicated that the interview and hiring process made clear that this was a challenging school and leadership used interviews to identify people who could be successful in a turnaround environment. Leadership stated, and staff confirmed, that the new teachers have reduced the negativity and developed positive relationships with students. Teachers reported that first-year teachers have felt supported and are looking forward to returning next year.

Review of the school’s Unified Improvement Plan (UIP) and the AdvancED Accreditation Report, revealed that an ambitious professional development plan is being implemented. According to the report, 21 professional development activities took place between August, 2015 and February, 2016, in addition to weekly PLCs and occasional staff meetings. Professional development offerings included topics on improving instruction, especially Teach Like a Champion strategies, student culture, assessment and the use of data, and building academic vocabulary. Leadership reported that during professional development sessions they demonstrate and use AVID strategies for teachers. Staff reported that leadership expects to see training implemented in classrooms immediately and monitors that

2.2: School 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).

Trained mentors provide beginning teachers with sustained, job-embedded induction.

Leadership ensures the evaluation of all staff, and dismisses those who do not meet 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. o PD is informed by ongoing analysis of student performance,

instructional data, and educators’ learning needs. o PD requires teachers to demonstrate their learned

competency in a tangible and assessable way. o PD engages teachers in active learning (e.g., leading

instruction, discussing with colleagues, observing others, developing assessments), & provides follow-up sessions and ongoing support for teachers’ continued learning.

o The quality of professional development delivery is



regularly monitored, evaluated, and improved. implementation through classroom observation.

Middle school teachers reported that they meet four days a week for a grade-level PLC and one of those days they meet with the principal. PLC time is also used for Response to Intervention (RtI) discussions, to identify students in need of support or intervention. Middle school teachers also meet with parents during this time. When they meet with the principal, they may work through a prediction protocol on upcoming assessments or work on planning for re-teaching and reassessing using Achievement Network (ANet) resources. Partners reported that the administration has been primarily leading PLCs this year, but that the CDE Turnaround Network is working with educators around teacher leadership.

Both school and district leadership reported that the school will begin using ANet as the quarterly interim assessment in 2016-17 and that staff will receive professional development from ANet coaches to effectively implement data-driven instruction. Staff reported that they have already had some training with ANet, and have been able to log on to the system and use it to assist with planning.

All stakeholders reported that financial resources are being used appropriately and stated that leadership is “doing amazing things with limited resources.” Parents stated that they had no concerns regarding the use of Parent Teacher Organization (PTO) funds and indicated that funds were used consistently for instructional resources. Staff reported that they were always able to get needed materials, but would like to see technology better developed.

While effective instructional leadership is provided, consistent high

quality instruction is not yet evident.

Leadership reported that the assistant principals have assigned grade levels and are expected to observe each teacher in those grade levels every two weeks. The assistant principals and the principal are using the observation/feedback model in which the principal was trained through the Relay Graduate School of Education (Relay) leadership

2.3: School leadership ensures that the school has sound financial and operational systems and processes

School leadership ensures that the organizational structure supports essential school functions, and that roles and responsibilities of all individuals at the school are clear.

School leadership has established effective means of communicating with school staff.

School 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 leadership effectively manages the school budget and cash flow, and there is a plan for long-term financial sustainability.

The school leadership effectively manages operations (e.g., food services, transportation, school facilities).

2.4: School leadership provides effective instructional leadership.

School leaders ensure that the school implements a coherent, comprehensive, and aligned curriculum. o School leaders ensure that curriculum, instruction, and

assessments are aligned with state standards, aligned with each other, & coordinated both within & across grade levels.

o 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.

o School leaders ensure the curriculum is periodically reviewed and revisions are made accordingly.

School leaders provide meaningful feedback on teachers’ instructional planning and practice. o Leaders regularly provide meaningful feedback on

instructional planning. o Leaders regularly observe instruction and provide

meaningful, timely feedback that helps teachers improve their practice.

School leaders provide conditions that support a school-wide data culture. o Teachers have easy access to varied, current, and accurate

student and instructional data. o Teachers are provided time to collect, enter, analyze, &

represent student data & use tools to help act on results. o 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).

training. Teachers indicated that the walkthroughs are not necessarily consistent, but that they provide support and are not evaluative. They stated that they always receive immediate, actionable feedback with resources if needed. For example, a staff member reported receiving feedback on how to pair students, with a recommendation to use Kagan strategies and a book on those strategies.

According to both leadership and staff, there are lesson plan templates for ELA and math, but teachers are free to use other formats as long as the required elements including learning objectives, essential questions, and depth-of-knowledge questions are included. Lesson plans are submitted weekly to leadership, who review them and provide feedback. Staff stated that the feedback received was helpful and resulted in changes in their planning; for example, a staff member reported that a recommendation on questions led to much deeper class discussion and another referenced feedback received on “Do Nows” that made the activity more effective. Leadership indicated that they use the lesson plans when doing walkthroughs.

Both school and district leadership reported that the two assistant principals have been the instructional coaches for the building this year. In addition, the district has provided access to a district math coach and an instructional coach who has worked with new teachers. School leaders reported that they are hopeful that funding will be found for two additional instructional coaches next year, and have identified several new teachers for training as coaches.

Of the six classrooms observed, the site visit team observed that behavioral expectations were clear and understood by students and learning environment and learning time purposeful and reflective of effective planning in 100% of classrooms (n=6). Classroom interactions were respectful and promoted peer learning; students were provided with clear learning goals and focused direct instruction; and all students were engaged in learning in 83% of classrooms. For example, students observed working in pairs to complete an assignment aligned with the learning objective were engaged, supportive, and respectful of one another and the teacher.

2.5: The school provides high quality instruction.

Classroom interactions and organization ensure a classroom climate conducive to learning.

Classroom instruction is intentional, engaging, and challenging for all students.

The school identifies and supports special education students, English language learners, and students who are struggling or at risk.



Conversely, a variety of instructional strategies was only observed in 67% of classrooms, and instruction required students to use and develop higher order thinking skills in only 17% of observed classes. There was very little evidence of the use of formative assessment or of assessment data used to make instructional decisions and feedback to students primarily addressed completion rather than providing actionable feedback. The team observed many students completing worksheets individually; for example, looking up definitions of terms. Although stakeholders discussed professional development in instructional strategies, these have not yet been uniformly applied.

Review of the RtI Process chart confirmed that the school has a process in place for identifying and supporting struggling students through interventions. Staff reported that students are identified through assessment results and/or by teacher recommendation. Tier 2 interventions are provided in reading and math. Students receiving interventions are progress monitored using AIMSWeb and Study Island. Staff reported that they hope to use iReady next year.






Capacity Level: [ ] Highly Effective [ ] Effective [X] Developing [ ] Not Effective

Considerations:

3.1: Educators’ mindsets and beliefs reflect shared commitments to students’ learning.

Educators convey shared vision and values about teaching and learning and reference these to guide their instructional decision making.

Educators convey a shared commitment to the learning of all students in the school.

Educators convey a belief that students’ learning is their collective responsibility, regardless of students’ personal or home situations.

Educators convey that it is important not to give up on any students, even if it appears that they do not want to learn.

Educators convey commitment to, and hold each other accountable for, collaboratively established improvement goals and tasks.

The school shares a unified commitment to student success, and

teachers are beginning to collaborate around student academic data to

plan for effective instruction.

Both leadership and staff were able to articulate and are committed to the school’s goals of improving staff and student culture and creating a culture of performance through data-driven instruction. Teachers reported an understanding of the school’s mission and believed that everyone is accountable for student success. They stated that they hold one another accountable and support one another, and that the administration supports them.

A review of the professional development calendar reveals a focus on student learning. 80% of the trainings offered have student instruction and learning as their subject. Daily PLCs also demonstrate a commitment to student learning, although it appears that in most cases, they are not following any PLC protocol and PLCs may not be helpful in improving instruction. There is no evidence that teachers are using data to plan instruction as demonstrated by the team’s observation cited above.

Both leadership and staff reported, and review of agendas confirmed, that quarterly State of Heroes meetings are taking place. Partners stated that the principal tracks multiple data points and communicates them to staff during these meetings. The agenda for the February meeting included a review of the school’s mission statement and then a thorough analysis of the major improvement strategies and progress on each action step for implementation. In addition, progress on the Performance

3.2: The school has established conditions that support educators’ learning culture.

Communications among all stakeholder groups are constructive, supportive and respectful.

Communications between leadership and staff are fluid, frequent, and open.

School leaders model and convey well-defined beliefs about teaching and learning, and convey value for innovation, learning from mistakes, and risk-taking.

School leaders ensure that staff and team meeting discussions are structured and facilitated to support the staff’s reflective dialogue around data and instruction (e.g., attend to explicit group norms, use protocols).

School leaders provide guidance to teacher teams (e.g., help to establish meeting routines; model and promote use of discussion protocols; ensure systematic monitoring of student progress; create focus on linking results to instruction) and ensures that teachers utilize tools and time well.

School leaders participate in formal and informal professional learning, including their own leadership development about how to improve curriculum and instruction in a leadership context (i.e., elementary or secondary; high- or low-poverty; large or small schools).



3.3: Educators collaborate regularly to learn about effective instruction and students’ progress.

Educators meet frequently, during regularly scheduled, uninterrupted times (e.g., staff, department, grade level meeting times) to collaborate, establish improvement goals, and make data-informed instructional decisions.

Educators ‘collaborative meetings have a clear and persistent focus on improving student learning and achievement.

Educators describe sharing knowledge and expertise among colleagues as essential collaborative activity for job success.

Teachers are willing to talk about their own instructional practice, to actively pursue and accept feedback from colleagues, and to try new teaching strategies.

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.

Management Tool goals was reviewed and comparison of the school’s and the district’s performance on Quarter Two assessments was presented.

Both school and district leadership reported that through the CDE Turnaround Network, the principal is attending Relay Leadership training. One assistant principal will attend next year. School leadership stated that the principal has received very valuable training through Relay, especially around the observation/feedback model.

The school is beginning to implement appropriate actions to engage

families and the community in support of student learning and school

improvement efforts.

District leadership described the change they have seen in the atmosphere when entering the building, in how parents and the community are welcomed to the school. The principal has worked to make the school safer by restricting access to classrooms, teachers and students. Instead, she has stationed a parent volunteer at the door to welcome parents and help them find what they need. District leaders stated that she has improved the culture in the community by reaching out. As an example, they described a Thanksgiving food drive that was so successful the school now has a community food bank.

All stakeholders reported that quarterly Title I parent nights are taking place and are well attended. Survey results from these Title I parent nights indicate that a significant majority of parents are satisfied with the school with results over 75% “above average” or “super” on every indicator. Teachers reported that attendance at parent-teacher conferences has improved.

Parents reported that they have access to student grades through Infinite Campus, and leadership confirmed that all parents have logins. Teachers indicated that there is an expectation that they keep student information, grades, and assignments current, but they feel that Infinite Campus may not be effective because of lack

3.4: Staff members demonstrate the capacity to implement appropriate action to support student achievement and school improvement.

Teachers use results from interim or summative assessments to make adjustments to the organization of students in the classroom, pace of instruction, or content being taught.

Teachers use results from interim or summative assessments to identify students in need of remediation or acceleration, and assign students to appropriate supports.

Qualified staff deliver instruction and provide the necessary supports for ELL students or students with special needs.

Leaders involve faculty and staff in planning and implementation of school policies.

Leaders provide opportunities for faculty and staff to make or provide input on important decisions.

3.5: The school engages the community and families in support of students’ learning school improvement efforts.

The school includes parents/guardians in cultivating a culture of high expectations for students’ learning and their consistent support of students’ efforts.

The school 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.

The school 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 student s’ progress.



of interest or access on the part of parents.

Teachers reported that they reached out to leadership for help contacting the parents of failing students, and leadership approached the district regarding use of an auto dialer system that is used in the district’s high schools. Through this system, parents are contacted on Saturdays when a student’s grade drops below 60% in any class. The request was granted and teachers reported that the response from parents has been good. The school has adopted a middle school progression plan which requires that, if a student fails a core class (e.g., English, math, science or social studies), he or she must be retained. Teachers indicated that they are seeing much stronger parent involvement in making sure students succeed.

Leadership has established several means of communicating with families and the community. A weekly auto dialer call goes out on Sunday evenings to alert families to upcoming events at the school, including field trips, activities, and other events. A Heroes Facebook page is updated with school announcements, community events and news of student successes. Finally, the school website is maintained and provides parents with important information.





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 collaborates effectively with existing external partners.

The school seeks expertise from external partners, as appropriate (i.e., for professional development, direct support for students).

The school ensures that roles and responsibilities of existing partners are clear.

There are designated school personnel to coordinate and manage partnerships.

The school collaborates effectively with external partnerships to improve

student learning.

The school seeks expertise from the CDE Turnaround Network, which has provided and continues to provide support in identifying priorities and implementing the changes necessary. The Turnaround Support Manager meets with leadership monthly, and leadership, both principal and assistant principals, participates with other network schools in professional development activities four times during the year. Partners reported that Support Managers are available at any time for on-site or remote support. Partners explained that, through the Progress Monitoring Tool, the Network monitors the school’s progress on their goals. Leadership indicated that they had benefited from the professional development they had received through the network, as well as from the Relay training they were able to participate in as part of the network. Leadership reported that the school worked with the Turnaround Network last summer to identify the priority performance challenges faced by the school and to develop the UIP.

The school has partnered with the district to offer the Advancement via Individual Determination (AVID) curriculum. The district is supporting the school through professional development and coaching for teachers in AVID strategies, as well as assistance in the certification process.

The school has several community partnerships. For example, the site visit team observed a volunteer from Kaiser Permanente leading a class in conflict management. In addition, teachers reported that the United Way provides a mentoring program for sixth graders, and students have access to support through Crossroads Support for Drug and

4.2: The school leverages existing partnerships to support of student learning.

The school maximizes existing partners’ efforts in support of improvement efforts.

All externally provided professional development is aligned to improvement efforts.

4.3: Leadership is responsive to feedback.

Leadership seeks feedback on improvement plans.

Leadership seeks feedback from key stakeholders

Leadership integrates feedback into future improvement efforts.



Alcohol and Spanish Peaks counseling.

Leadership seeks feedback from key stakeholders and integrates feedback

into future improvement efforts.

Teachers reported that they were provided an opportunity to give feedback on the UIP before it was submitted. Additionally, they provide input on the progress of the Action Plan through the State of Heroes quarterly meetings. They stated that they also feel that they have input into the turnaround strategies the school is implementing through the committees they serve on.

Partners reported that the school is very open and honest and staff holds themselves accountable for results. For example, they explained that the school takes the work with the Turnaround Network seriously and follows through on recommendations received.






Capacity Level: [ ] Highly Effective [X] Effective [ ] 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 monitors the effectiveness of turnaround strategies and

implements programs/initiatives designed to improve student

performance.

All stakeholders reported that climate and culture in the school has dramatically improved, and teachers reported that the significant improvement in behavior has “allowed them time to teach.” Leadership, working with the Turnaround Network, monitors behavior data, which has shown a decrease in office referrals and suspensions. Teachers attributed this to a new consistency in discipline and routines across the school.

Through the observation/feedback model, leadership is monitoring implementation of instructional strategies trained through professional development activities and gauging their effectiveness. They reported that they look for posted and aligned objectives, Depth of Knowledge (DOK) questions, student engagement, formative assessment strategies and Teach Like a Champion strategies.

Leadership seeks resources aligned to its improvement efforts and

programs/initiatives likely to have positive impact on student success.

Both leadership and staff have sought out resources, including grant funds, to support and accelerate improved learning and culture at Heroes Academy. For instance, grants have been written to purchase technology for student use; to provide a school pantry and after-school snacks and meals; and to support large-scale, cross-curricular STEM activities.

Title I funds are being effectively allocated to support and improve

5.2: Leadership has demonstrated an ability to produce positive returns on state investment and uses resources effectively.

Programs and initiatives are designed to support turnaround efforts and have demonstrated results.

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.

Leadership treats resources flexibly, and implements focused improvement efforts with a focus on early wins.

5.3: Students demonstrate academic progress over time.

Students demonstrate progress on internal measures linked with the school’s promotion or exit standards.

The performance of student subgroups on state assessments demonstrates that the school is making progress toward eliminating achievement gaps.

Students meet proficiency and grade-level targets across subjects and grade levels on norm-referenced benchmark assessments and state assessments.

Matched cohorts of students who score proficient or advanced (or equivalent) on state assessments maintain or improve performance levels across continuous



enrollment years.

The percentage of all students performing at proficient or advanced (or equivalent) on state assessments increases over time.

Students demonstrate academic growth as measured by value-added or state growth percentile measures.

Students demonstrate progress toward attaining expected knowledge and skills as measured by interim assessments.

student learning. For instance, funding is being provided for Study Island and AIMSWeb, blended learning programs used in the math and reading intervention classes, to purchase supplies and training for the implementation of AVID, and to support Title I parent nights, among other efforts. Title IIA funds are providing materials for professional development.

In addition, Turnaround Network Grant funds have been used to provide professional development for teachers and leadership in Teach Like a Champion strategies and to support staff culture activities.





6. There is necessity that the school remain in operation to serve students. [X] Yes [ ] No

Considerations:

6.1: The school is mission-driven and its mission and vision meet a unique need.

All stakeholders share an understanding of, and commitment to, the mission and vision.

School programs reflect the mission and vision.

The mission and vision guide decisions about teaching and learning.

The mission and vision meet the needs of an identified student population.

Stakeholders share a commitment to the mission of the school.

The site visit team observed the mission posted in many places throughout the school. The mission states: ‘At the Heroes K-8 Academy, we are committed to providing a positive and safe environment where the focus is on student achievement and everyone is held accountable for their actions.’

All stakeholders could identify the mission and vision of the school, and acknowledged their responsibilities in the support of the mission and vision. The mission was reworded from the school’s previous vision statement, and the principal brought the new mission statement to staff with the addition of the words “everyone accountable”. Staff accepted the mission and report that they refer to it with students to emphasize their responsibility as learners. Some staff also indicated that they feel it places greater responsibility on parents.

Programs implemented this year, such as AVID, a culture of error, discipline and behavior systems, are aligned with the mission statement and meet the needs of the student population which is 80.68% free and reduced price lunch, and 68% minority.

While there are other viable options available, changes in leadership,

instruction, behaviors and expectations will likely lead to improved student

outcomes.

Site team observation noted a significant improvement in school culture, including higher expectations for students and staff, improved student behavior and engagement, and a positive environment.

The district has indicated that they intend to include Heroes Academy Middle School in the Innovation Zone that is being created to include three other district middle schools. The district’s Innovation Plan

6.2 There are no other viable options for enrolled students that will likely lead to better outcomes.

There are limited other school options available (e.g., online, charter, district).

The school serves an isolated and/or remote community.

Closure would have a significant negative impact on the community.

Comparison schools do not promote better student outcomes.



indicates that Innovation status would provide the school with flexibility in scheduling, both for students and teachers, in determining additional pay, and in non-renewal and hiring decisions, as well as other areas. District leadership has indicated that Heroes has been accepted to use Achievement Network (ANet) next year as they work on their plan for innovation status.

The team does not recommend closure of Heroes Academy Middle School because changes implemented by leadership are proving effective in improving staff and student culture and show promise to improve student performance. The team believes there is capacity for continued change and improvement as an innovation school.

Because there is only one other middle school in Pueblo not on Priority Improvement or Turnaround, it would seem that closing Heroes Academy Middle School would not result in better student outcomes. In addition, other middle schools may lack physical space to accommodate Heroes Middle School students.

State Review Panel School Document Review

Feedback Form 2015-16

© 2016 SchoolWorks, LLC. All rights reserved. Document Review Feedback Form - 1

Purpose: To critically evaluate the school’s plan (i.e., Unified Improvement Plan) and performance. 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: Nancy Sanger and Jeff Renfrow Date: April 19, 2016 Form: [ ] Individual [ X ] Consensus

District Name/Code: Pueblo City 60/2690 School Name/Code: Heroes Academy Middle School/3206

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


Developing

4. There is readiness and apparent capacity to engage productively with, and benefit from, the assistance provided by an external partner. Developing


Developing

6. There is necessity that the school 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 [ ] No [X] 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.




Overall Comments:

Heroes Academy Middle School serves grades 6-8 in Heroes Academy PreK-5-Middle School in Pueblo City 60 School District. The school is entering its fifth year of Turnaround status. According to the October 2014 pupil count, enrollment was 295 and has been declining. The UIP indicates that 80.68% of the student population qualifies for free and reduced-price lunch and 68% are classified as minority. Document review of the 2015-16 UIP for Heroes Academy Middle School presents a picture of a school that has been failing but has developed an action plan which, if effectively implemented, has the potential to turn the school around. The school has had three principals in the last 5 years. The current principal was assigned in October, 2014 but continued with district duties throughout the 2014-15 school year and became a full-time principal at Heroes in the 2015-16. The UIP indicates that there are challenges with staff culture, and states that “the school lacks a shared commitment to improving student achievement.” Improving staff culture is addressed as a major improvement strategy in the action plan.

Trend analysis of TCAP data 2012-14 indicates that the percentage of students proficient or advanced in all content and all grades is flat or declining and significantly below state expectations. The UIP does not present any local or interim data so there is no evidence that performance has improved. As evidenced by the School Performance Framework, Heroes Middle School students’ median academic growth has been considerably below the adequate growth needed to reach proficiency. The UIP indicates that attempts to improve instruction have not been successful, which the plan attributes to “implementation struggles”.

The 2015-16 UIP identifies three major improvement strategies: To improve student culture, to improve staff culture, and to create and sustain a culture of performance and achievement through data-driven instruction. The action plan to improve student culture focuses on improving classroom instruction, building relationships with students, continuing implementation of PBIS (Positive Behavior Interventions and Support), and implementing a consistent discipline policy. To improve staff culture, the plan focuses on shared decision-making and professional development opportunities. Finally, to create and sustain a culture of performance and achievement through data-driven instruction, the strategy is described as implementing daily Professional Learning Communities (PLCs) and quarterly achievement meetings, consistent lesson planning using a common lesson planning template for ELA and Math, and implementing the Advancement Via Individual Determination (AVID) program. The action plan presents a well-designed plan for implementation of major improvement strategies that have the potential to create the dramatic change needed, but implementation will depend on strong leadership, district support, and staff buy-in. It is unclear from this review if leadership is able to implement the changes needed and if district support is adequate.




Areas that should be explored more deeply through an on-site visit:

1. What is interim assessment showing? Can one get access to the Performance Management Tool? 2. What is discipline data showing? 3. What is staff absenteeism data showing? 4. What was the reason for the high staff turnover last year? What does the school expect this year? Are there any plans for non-renewals? 5. To what extent has the action plan been implemented? 6. Are weekly PLC’s taking place? What training has staff received on PLC implementation? Use of the DDI protocol? 7. Are bi-weekly observations taking place? Are teachers receiving actionable, relevant feedback? Are positive changes in classroom instruction and

management being observed? 8. Who is on the building leadership team and how/why were they selected? 9. How is the district providing support to leadership? How is leadership accepting and leveraging outside supports? 10. What leadership development has been provided to the principal to lead turnaround efforts? 11. Is there staff capacity to implement the necessary changes? 12. To what extent have school-wide routines and procedures been implemented? 13. What are the expectations around lesson planning beyond the common template? How often are lesson plans reviewed by leadership? Is feedback given? 14. What interventions are taking place? How are they being monitored? 15. Who was involved in the development of the new mission and vision? 16. How does leadership communicate with staff?




Capacity Level Rubric

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.

Evidence Relating to Strength of

Adoption/Implementation

Key:

Not Effective:

Developing:

Effective:

Highly Effective:

Exte

nt

to w

hic

h S

PR

Tea

m F

ind

s M

ult

iple

Typ

es a

nd

Mu

ltip

le S

ou

rces

of

Evid

ence

Extent to which SPR Team Finds Evidence of High

Levels of Adoption and/or Implementation




SRP Evaluation Based on Unified Improvement Plan and Other Available Documents

1. The leadership is adequate to implement change to improve results.

Capacity Level: [ ] Highly Effective [ ] Effective [X] Developing [ ] Not Effective [ ] Unable to Assess

State Review Panel Criteria Look-Fors Evidence

1.1 Leadership acts as a change agent to drive dramatic achievement gains.

Leadership communicates a relentless commitment to the school 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.

School leaders distribute leadership responsibilities to appropriate individuals or groups.

Evidence of leadership driving impactful change. (Major Imp. Strategies & Action Plan)

The degree to which leadership has been continuous over time or change(s) in leadership utilized to activate change. (see HR data)

Heroes Academy Middle School has had 3 principals in 5 years. The current principal was assigned as interim in October, 2014, while, at the same time, performing district responsibilities. While she is still the principal, it is unclear if she continues to have district duties. The UIP indicates that changes at the middle school have been unsuccessful because of a lack of consistent leadership, and confusion and frustration resulting from multiple restarts with different leaders.

The UIP identifies goals including reducing discipline referrals, reducing teacher absenteeism, implementing a cycle of observation/feedback, all grade levels meeting in daily PLCs, and establishing a protocol for data-driven decision-making and the school begins efforts toward school-wide implementation of the research-based AVID strategies. Major Improvement Strategies are identified as to: improve student culture, improve staff culture, and create and sustain a culture of performance and achievement through Data-Driven Instruction. It is unclear how these goals were arrived at, that staff understands or supports them, or that they have been communicated to staff. There is no evidence that goals were based on data of past performance.

The action plan addresses implementation of the major improvement strategies including benchmarks that can measure the effect of changes in systems and adult behavior (e.g., 100% of teachers will receive bi-weekly actionable feedback on their progress with a clear deadline for mastery by the end of the year). Resource allocations for implementation are included, and roles and responsibilities for action steps are identified, although it appears that the administrative team is primarily responsible for most implementation.

1.2 Leadership establishes clear, targeted and measurable goals designed to promote student performance.

Leadership communicates clear and focused goals that are understood by all staff.

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.

Leadership has established systems to measure and report interim results toward goals.

High, but realistic goals are set.

Benchmarks are identified throughout the year.

Plan and narrative convey a sense of urgency.

Clear roles and ownership of action steps are identified.

1.3 Leadership analyzes data to identify and address high priority challenges, and to adjust implementation of the action plan.

Leadership communicates data trends and issues, ensures timely access to data, and models and facilitates data use.

Leadership openly shares results and holds staff accountable for results and effective use of data.

Leadership first concentrates on a limited number of priorities to achieve early, visible wins.

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.

Data on progress toward goals drives organizational and instructional decision making

Evidence that goals are based on data re: past performance. (see data analysis/narrative)

Focus on a limited number of changes. (see Priority Perf. Challenges)

Resources are allocated for new programs or identified action steps.

Structures for




sharing and using data are present. (see Action Plan)

Although the UIP does acknowledge the status of Heroes Middle School as 5th year Turnaround, it does not convey a sense of urgency in the narrative; for example, the plan states that many of the middle school teachers are resistant to change and doubt that positive change can occur. It also states that teachers have received no training in differentiation and there is no evidence of attempts to hire highly effective teachers. Finally, the action plan identifies benchmarks only for the end of the year, with no indication of how change is expected to occur throughout the year.

The UIP identifies one priority performance challenge for Heroes Academy Middle School: “Achievement in math for middle school students has declined as students moved from 6th to 7th to 8th grade in 2012, 2013, and 2014.” Although this is within the control of the school, it is not of the appropriate magnitude when considering performance in all content (reading, writing, and math) is flat or declining and significantly below state expectations.

TELL data for Heroes Middle School is not available because only 5 of 33 teachers responded. Root Cause Analysis states that the school lacks a shared commitment to improving student achievement and that there is a profound divide between various factions of the staff, administrative and district levels. It also states that staff culture is broken as a result of years of leadership turnover and poor change management. Although no data is presented on staff or student culture, both are identified for major improvement strategies and the action plan describes scheduling staff culture activities throughout the year.

The plan indicates that there is a building leadership team but there is no description of the membership of the team or how they were chosen. According to the Root Cause Analysis, teachers report that decision-making is limited to input from a few teachers.

There is minimal evidence of data analysis; no local data is presented, and trend analysis is based on three years of TCAP

1.4 Leadership establishes high expectations for student learning and behavior.

The school 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 performance 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.

Elements of climate and culture are identified and addressed in the plan(s). (see Data

Narrative, Root Cause Analysis, Action Plan, TELL data)




administration, 2012-14. The action plan does include steps to establish structures to share and use data through the implementation of daily PLCs and quarterly data meetings to analyze interim assessment results.




2. The infrastructure is adequate to support school improvement. Capacity Level: [ ] Highly Effective [ ] Effective [X] Developing [ ] Not Effective [ ] Unable to Assess


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 provides adequate systems by which to capture and store data, report it to schools, and make it accessible for instructional staff to utilize.

Evidence of district involvement. (see Data Narrative, Action Plan)

There is very little evidence of district involvement and support beyond the use of district Title II funds to fund professional development action steps. It is not apparent that the district is providing direct oversight in monitoring the school’s improvement efforts.

The UIP does not provide a rationale for the change in building leadership. It does indicate that the school has had high teacher turnover, with 5 of 11 teachers being new in 2015-16. It is unclear if these changes were strategic but the UIP states that the high turnover was “viewed by the remaining staff as a jumpstart for the school’s improving student and staff culture.” The UIP identifies the inability to recruit and retain highly qualified staff as a root cause and indicates that hiring new staff has been problematic.

The action plan describes specific professional development activities to address the root causes identified and implement the major improvement strategies. The plan provides implementation benchmarks that will measure how effectively staff is able to implement the training.

Action steps include implementation of a bi-weekly actionable observation and feedback protocol for identified teachers, including “clear deadlines for mastery”; however, it is unclear how a teacher would be “identified” for this support.

The UIP indicates that staff will be required to adhere to a predefined plan of routines and procedures that was created by a team of teachers and to adhere to a “consistent discipline policy.”

There is no evidence presented of school leadership’s communication plan with staff.

The plan indicates an intention to implement weekly PLCs to identify students in need of intervention and to hold data meetings before and after each interim assessment to plan for teaching and re-teaching. It is not clear how these will be

2.2: School 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 in subject area).

Trained mentors provide beginning teachers with sustained, job-embedded induction.

Leadership ensures the evaluation of all staff, and dismisses those who do not meet 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. o PD is informed by ongoing analysis of student

performance, instructional data, and educators’ learning needs.

o PD requires teachers to demonstrate their learned competency in a tangible and assessable way.

o PD engages teachers in active learning (e.g., leading instruction, discussing with colleagues, observing others, developing assessments), & provides follow-up sessions and ongoing support for teachers’ continued learning.

The quality of professional development delivery is regularly monitored, evaluated, and improved.

Indication of strategic staff changes, particularly at the supervisory level, to support dramatic improvement efforts. (See HR data)

Evidence of professional development activities aligned to priorities. (see Data Narrative, Action Plan, TELL data)




and 2.3: School leadership ensures that the school has sound financial and operational systems and processes

School leadership ensures that the organizational structure supports essential school functions, & roles and responsibilities of all at the school are clear.

School leadership has established effective means of communicating with school staff.

School 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 leadership effectively manages the school budget and cash flow, and there is a plan for long-term financial sustainability.

The school leadership effectively manages operations (e.g., food services, transportation, school facilities).

Evidence of school communication with staff. (see Data

Narrative, Target Setting, Action Plan, TELL data)

Record of compliance.

structured, monitored, or measured for effectiveness.

Targets for interim assessments are provided with DIBELS, School City and AIMSWeb as assessments. It is unclear how interim results are shared with staff. There is no evidence of analysis of local, interim data in identifying trends in achievement or growth. No system for sharing data is presented, but the Action Plan indicates the intention to implement a schedule for PLC’s and a PLC/DDI protocol.

2.4: School leadership provides effective instructional leadership.

School leaders ensure that the school implements a coherent, comprehensive, and aligned curriculum. o School leaders ensure that curriculum, instruction,

and assessments are aligned with state standards, each other, & coordinated within/across grade levels.

o 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.

o School leaders ensure the curriculum is periodically reviewed and revisions are made accordingly.

School leaders provide meaningful feedback on teachers’ instructional planning and practice. o Leaders regularly provide meaningful feedback on

instructional planning. o Leaders regularly observe instruction and provide

meaningful, timely feedback that helps teachers improve their practice.

School leaders provide conditions that support a school-wide data culture. o Teachers have easy access to varied, current, and

accurate student and instructional data. o Teachers are provided time to collect, enter, analyze,

represent student data & use tools to 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).

Instructional needs and associated curricula and assessments are identified as a mechanism to address performance needs. (see Action Plan)

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.) (see Data Narrative, Target Setting, Action Plan, TELL data)




2.5: The school provides high quality instruction. n/a

Not possible to assess from Document Review alone.







3.1: Educators’ mindsets and beliefs reflect shared commitments to students’ learning.

n/a

Not possible to assess from Document Review alone.

There is evidence that the school is part of the CDE Turnaround Network, as Turnaround Grant Funds are mentioned in the action plan and the pre-populated portion of the UIP indicates that the school is a Turnaround Network Grantee and has worked with the Turnaround Network to develop the plan. The narrative only mentions that the school worked with the Network in developing its goals. The template of the UIP is specifically for Turnaround Network schools. I It is unclear if the principal is participating in monthly Network meetings or the Relay Graduate School of Education Leadership Program (Relay).

PLCs are planned, but it is unclear to what extent teachers collaborate on planning instruction. The plan does indicate a goal of consistent lesson planning in ELA and math using a uniform lesson plan template.

The UIP lists an instructional coach in the middle school, but does not detail how this resource will be used to support growth and/or achievement.

There is no evidence of communication structures.

The UIP describes involvement of the Building Leadership Team (BLT) in development of the UIP but it is unclear who is on that team or how they were selected. It also states that the BLT and School Accountability Committee (SAC) are responsible for implementing and monitoring the UIP throughout the year. The plan indicates that the SAC is new this year.

The plan indicates that intervention was not well implemented in 2014-15 and discontinued in math in January 2015. It also states that teachers were not previously implementing Tier II intervention in classrooms. The Action Plan includes steps for intervention in Reading and Math using Study Island and monitoring progress with BURST and AIMSWeb. It indicates that students are assigned to interventions based on assessment by

3.2: The school has established conditions that support educators’ learning culture.

Communications among all stakeholder groups are constructive, supportive and respectful.

Communications between leadership and staff are fluid, frequent, and open.

School leaders model and convey well-defined beliefs about teaching and learning, and convey value for innovation, learning from mistakes, and risk-taking.

School leaders ensure that staff and team meeting discussions are structured and facilitated to support the staff’s reflective dialogue around data and instruction (e.g., attend to explicit group norms, use protocols).

School leaders provide guidance to teacher teams (e.g., help to establish meeting routines; model and promote use of discussion protocols; ensure systematic monitoring of student progress; create focus on linking results to instruction) and ensures that teachers utilize tools and time well.

School leaders participate in formal and informal professional learning, including their own leadership development about how to improve curriculum and instruction in a leadership context (i.e., elementary or secondary; high- or low-poverty; large/small schools).

Evidence of development for leaders. (see Action

Plan) Structures for

collaborative activities are present. (see Action Plan, TELL data)

Roles are dedicated to supporting teams of teachers. (see Action Plan, TELL data)

Communication structures are referenced. (see

Data Narrative, Action Plan, TELL data)

S 3.3: Educators collaborate regularly to learn about effective instruction and students’ progress.

Educators meet frequently, during regularly scheduled, uninterrupted times (e.g., staff, department, grade level meeting times) to collaborate, establish improvement goals, and make data-informed instructional decisions.

Educators‘ collaborative meetings have a clear and persistent focus on improving student learning and achievement.

Collaborative meeting times and their purposes are referenced. (see

Data Narrative, Action Plan, TELL data)




Educators describe sharing knowledge and expertise among colleagues as essential collaborative activity for job success.

Teachers are willing to talk about their own instructional practice, to actively pursue and accept feedback from colleagues, and to try new teaching strategies.

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.

PLCs.

Strategies to increase parent involvement are included in the Action Plan. The narrative states that parents are invited to participate in the School Accountability Committee through quarterly meetings.

3.4: Staff members demonstrate the capacity to implement appropriate action to support student achievement and school improvement.

Teachers use results from interim or summative assessments to make adjustments to the organization of students in the classroom, pace of instruction, or content being taught.

Teachers use results from interim or summative assessments to identify students in need of remediation or acceleration, and assign students to appropriate supports.

Qualified staff deliver instruction and provide the necessary supports for ELL students or students with special needs.

Leaders involve faculty and staff in planning and implementation of school policies.

Leaders provide opportunities for faculty and staff to make or provide input on important decisions.

Evidence of internal and external stakeholder involvement in development and implementation of UIP – for example PLC’s, building leadership teams. (see Data Narrative, TELL data)

Structures for remediation, RTI, tutoring, or other data-driven supports are present. (see Action

Plan)

3.5: The school engages the community and families in support of students’ learning school improvement efforts.

The school includes parents/guardians in cultivating a culture of high expectations for students’ learning and their consistent support of students’ efforts.

The school 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.

The school 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.

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.




4. There is readiness and apparent capacity to engage productively with and benefit from the assistance provided by an external partner.



4.1: The school collaborates effectively with existing external partners.

The school seeks expertise from external partners, as appropriate (i.e., for professional development, direct support for students).

The school ensures that roles and responsibilities of existing partners are clear.

There are designated school personnel to coordinate and manage partnerships.

Articulation of roles/responsibilities with external entities (e.g., district level staff, BOCES staff, vendors, CDE) is evident. (see Action

Plan)

The plan indicates that the school is part of the CDE Turnaround Network, but describes that involvement only peripherally. For instance, the action plan indicates that Turnaround Grant funds will be used to support some professional development and the pre-, portion of the UIP states that the school is a Turnaround Network Grantee. There is no further description of the school’s participation in monthly Turnaround Network meetings with other network schools in the district, nor is there any indication that school performance or progress on goals is being monitored by Turnaround Network partners.

There are stakeholder feedback opportunities to support the identified priority challenges indicated in the Action Plan. Examples include a school-based parent satisfaction survey and a student climate survey. It is not clear what process was used to develop these surveys.

There is no evidence of existing partnerships.

Feedback from CDE regarding the 2015 UIP identified several areas of concern, which have been addressed and are integrated into this plan. For example, the feedback indicated that the Major Improvement Strategies were the same as the previous year and did not clearly address the identified Root Causes; Major Improvement Strategies identified in this UIP clearly address the identified Root Causes. In addition, the CDE feedback noted the absence of a Turnaround Strategy in the previous UIP; in this plan, school management reorganization is identified as the Turnaround Strategy.

4.2: The school leverages existing partnerships to support of student learning.

The school maximizes existing partners’ efforts in support of improvement efforts.

All externally provided professional development is aligned to improvement efforts.

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). (see Action Plan)

4.3: Leadership is responsive to feedback.

Leadership seeks feedback on improvement plans.

Leadership seeks feedback from key stakeholders

Leadership integrates feedback into future improvement efforts.

Feedback from CDE on UIP is integrated into subsequent UIPs (i.e., feedback is not repeated for multiple years) (see CDE

feedback, previous UIPs, updated UIPs, TELL data)







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.

Additional resources provided through specialized grant funding are aligned, strategic and show evidence of positive results. (for districts/schools that have received additional funds.) (see Action Plan)

The UIP Action Plan describes action steps to implement turnaround strategies identified in the Major Improvement Strategies and implementation benchmarks to monitor the effectiveness of that implementation; however, benchmarks only refer to the end of the year and do not indicate that implementation will be monitored throughout the year. For example, action steps to improve instruction include training teachers in Data Drive Instruction (DDI). The effectiveness of this training is to be measured by a DDI Rubric and raising the school’s score on that rubric from 39 to 80 by the end of the 2015-16 school year. The Action Plan also identifies the use of grant funds from the Turnaround Network and Titles I and II as resources for implementation.

The 2015 UIP presented an Action Plan that included major improvement strategies addressing issues including meeting the needs of low-performing students, improving the effectiveness of instruction and reorganizing the management of the school as a turnaround strategy. It included action steps to implement the strategies and implementation benchmarks to monitor the effectiveness of the implementation. There is no evidence that this action plan was implemented, nor is there any reflection on possible results.

Achievement and trend data is presented only for TCAP 2012-14 and achievement and growth were low and flat in all measures. No data on quarterly interim assessments is presented, although interim measures are referenced and, it would appear, were administered in 2014-15. The action plan refers to several different assessments, including AIMSWeb, BURST, and DIBELS. The school target setting form includes targets for School City, AIMSWeb and DIBELS for 2015-16.

5.2: Leadership has demonstrated an ability to produce positive returns on state investment and uses resources effectively.

Programs and initiatives are designed to support turnaround efforts and have demonstrated results.

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.

Leadership treats resources flexibly, and implements focused improvement efforts with a focus on early wins.

Evidence of the results of previous initiatives. (see Data

Narrative, Target Setting, data dashboard, TELL data)

5.3: Students demonstrate academic progress over time.

Students demonstrate progress on internal measures linked with the school’s promotion or exit standards.

The performance of student subgroups on state assessments demonstrates that the school is making progress toward eliminating achievement gaps.

Students meet proficiency and grade-level targets across subjects and grade levels on norm-referenced benchmark assessments and state assessments.

Matched cohorts of students who score proficient or advanced (or equivalent) on state assessments maintain or improve performance levels across continuous enrollment years.

The percentage of all students performing at proficient or advanced (or equivalent) on state assessments increases over time.

Achievement and growth data trend up. (see Data Narrative, Target Setting, data dashboard)

Results of interim assessments show progress. (see Data

Narrative, Target Setting)




Students demonstrate academic growth as measured by value-added or state growth percentile measures.

Students demonstrate progress toward attaining expected knowledge and skills as measured by interim assessments.




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

[X] Yes [ ] No [ ] Unable to Assess


6.1: The school is mission-driven and its mission and vision meet a unique need.

All stakeholders share an understanding of, and commitment to, the mission and vision.

School programs reflect the mission and vision.

The mission and vision guide decisions about teaching and learning.

The mission and vision meet the needs of an identified student population.

Population of students served is clearly identified. (see Data Narrative)

Mission/Vision are evident in plan or publically available information. (see website, Data Narrative)

The plan indicates that the school’s mission and vision is not being implemented, although it also states that there is a new mission. A poster on the school’s website, dated November 20, 2015, states the mission as, “At the Heroes K-8 Academy, we are committed to providing a positive and safe environment where the focus is on student achievement and everyone is held accountable for their actions.” The school’s vision is: “Students will leave Heroes K-8 Academy prepared for high school, college, and beyond without remediation.”

The data narrative clearly identifies the population served as being 80.68% free and reduced-price lunch, and 68% minority. It also states that the middle school had a mobility rate of 22.7%. It does not indicate the number of students enrolled, although the School DASH board indicates an enrollment of 295 in 2014-15 and points to declining enrollment.

Because there is only one other middle school in Pueblo not on Priority Improvement or Turnaround, it would seem imperative that Heroes Academy Middle School remain open. It is unclear from the UIP how feasible the development of a charter school might be. It is also unclear why this middle school was not included in district plans to create innovation schools within the new innovation district.

6.2 There are no other viable options for enrolled students that will likely lead to better outcomes.

There are limited other school options available (e.g., online, charter, district).

The school serves an isolated and/or remote community.

Closure would have a significant negative impact on the community.

Comparison schools do not promote better student outcomes.

Number of other available district, online, or charter options and their performance. (see data dashboard, websites)

Performance of neighboring districts (see data dashboard, websites)

Performance of comparison schools. (see data dashboard, websites)