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TRANSCRIPT
DPS Board of Education Presentation April 20, 2015
Staff Recommendations New Innovation School Plans
Existing Innovation School Reviews
1. Context for Innovation Recommendations A. Overview of New Innovation Plan & Innovation Review Recommendations
B. Innovation as a strategy for school improvement
C. New innovation plans: Policy & Process
D. Innovation review: policy and process
2. Recommendations: New Innovation Plans A. Place Bridge Academy
B. Kepner Beacon Middle School
3. Recommendations: Innovation Review A. Montclair Elementary
B. Creativity Challenge Community (C3)
C. Grant Beacon Middle School
D. Cole Arts and Science Academy
E. West Leadership Academy
F. West Generations Academy
4. Appendices A. Appendix A: New Innovation Schools Approval Criteria (DPS Policy AI & State
Statute)
B. Appendix B: Innovation Review – Performance Data, Goals, Plan Elements
C. Appendix C: Innovation Plan Reviewers
Content of Presentation
Overview of Recommendations
3
Decision Type School Recommendation
Innovation
Plan
Approval
Kepner Beacon Middle
School
Approval of Innovation Plan
Place Bridge Academy
Approval of Innovation Plan
Innovation
Status
Extension
Montclair Elementary Extension of Innovation Status – 3 years
Creativity, Challenge and
Community (C3)
Extension of Innovation Status – 3 years
Grant Beacon Middle
School
Extension of Innovation Status – 3 years
Cole Arts and Science
Academy
Extension of Innovation Status – 2 years
West Leadership Academy Extension of Innovation Status – 2 years
West Generations
Academy
Extension of Innovation Status – 1 year
Innovation as a
Strategy for School
Improvement
Innovation Planning Connected to Denver Plan
Strategy and the CAIO/CSO Strategic Plan
5
De
nve
r P
lan
Leadership
• Plans focus on readiness and capacity building
Teaching
• Plans focus on adapting and aligning the instructional program and teacher development
Culture
• Staff, family, and community involvement throughout process
Flexibility
• Waivers align with school design and needed autonomies
CA
IO/C
SO
Str
ate
gic
P
lan
Instructional Core
• Plans address core instruction through curriculum, PD, school schedule to improve student achievement
Personalized Learning
• Plans include elements of differentiation to meet needs of each targeted student population
Professional Learning
• Plans include aligned PD to school needs based on data
Flexibilities
• Waivers are used to build staff and leadership capacity and are aligned to the school design
6
Improving Authorizing Practice
DPS innovation schools currently lag traditional schools on many SPF metrics. While
this is in part due to serving a larger high-needs population, the District is working to
strengthen our approval and oversight processes, often by borrowing best practices
from our charter authorizing work, including:
Improving process for screening schools entering the planning process
Increasing rigor of the application review for approval
Ensuring schools implement plans with fidelity through year-1 site visits
Focusing on capacity when determining flexibilities, both at initial approval and review cycles
Differentiating renewal recommendations based on need and performance
Providing professional development on implementing innovation plans
7
Functions Description Strengths Improvement Areas Rating
Authorizing Consistently applying
statute and DPS policy
in innovation approval
and renewal processes
-Established clear standards
for plans and replacement
policies
-Timing of innovation renewal
cycle to better align with
budgeting and hiring
Meets
Innovation and
Empowerment
Supporting schools in
developing and
implementing
innovative practices
-Encouraging schools to
share, adopt, and adapt best
practices
-Emergence of some unique
and innovative models
-Adaptation of District systems
based on school feedback
(i.e., FNE sub pool)
-District systems still need
improved flexibilities to be more
responsive to innovation (e.g.
extended year and flexible District
support)
-Satisfaction with level of site
based empowerment varied
across schools
Approaching
Capacity
Building and
Support
Providing support to
leaders of innovation
schools to build
capacity to lead in an
innovation environment
-Placement of leadership
residents in innovation schools
at a high rate is building
pipeline
- Planning and review
supports, peer-to-peer
learning across schools
- Optional PD for plan
implementation
-Timing and content of PD for
new teachers and leaders
-Differentiated and innovation-
specific leadership PD for all
innovation schools
Approaching
Accountability Providing consistent
oversight and holding
schools accountable for
improving student
achievement
-SPF and Tiered Support
Framework hold all schools to
consistent standards
-Differentiated innovation
extension recommendations
-Clear framework for setting
annual school specific goals for
schools not meeting expectations
Approaching
Improving Authorizing, Support, and
Accountability (District Self Assessment)
New Innovation
Plans:
Policy & Process
9
DPS Policy for Innovation Approval
• Plans for meeting academic standards
• Autonomies to lead to improved performance
• Leadership capacity to implement the plan
• Leadership succession plan that engages the school’s parents and teachers
• Robust and participatory school governance structure
• Professional growth opportunities for teachers
• Policies to promote student health and safety
• Fiscal sustainability
• Compliance with state, federal and local laws
• Equitable access to high quality support services for all students
• Commitment to disseminate innovation and best practices
Innovation Plan - DPS Policy & State Statute
Criteria & Process
Statute Guidance for Innovation Approval
• Additional parameters specific to state statute
• Support from a majority of administrators, teachers, and the school’s CSC
• Support from the surrounding community
• List of waivers and replacement policies
• Process to review plans, outlined in state statute:
• The local board shall either approve or disapprove an innovation plan within 60 days
• Following approval, a local board shall submit a plan to the state for review and comment by the commissioner and the state board
• Within 60 days after receiving a local board’s plan, the state board shall approve the plan, unless it concludes the plan is likely to result in decreased academic achievement, or is not fiscally feasible
• If either board rejects a plan, it shall provide a written explanation to the school
• A school can resubmit an amended plan at any time
10
School Design
Innovation
Plan &
Waivers
The School Design Includes the Innovation Plan and Waivers
Elements of the school design that require waivers, are detailed in the innovation plan
REVIEW CRITERIA: DPS Policy AI and State Policy as well as best practice in detailing replacement policies
The school design is the entire plan to the school
REVIEW CRITERIA: the School Quality Framework is used to review the comprehensive school design (same as in the Call for New Quality Schools process)
11
Office of School Reform and Innovation (OSRI)
• School Support – Answers staff and CSC questions; provides application process guidance; offers feedback on the application using the SQF rubric, provides access to DPS content experts; supplies planning materials and other planning materials when requested; collaborates with Unions on staff votes.
• Quality Review- Conducts preliminary school readiness assessment; coordinates IRT & SRT; seeks specific input from content experts.
Innovation Review Team (IRT)
• School Design Evaluations – Evaluates each application against the School Quality Framework Rubric (Culture, Leadership, Teaching, Educational Program, Governance and Budget); provide applicants with iterative feedback;
• Waivers / Replacement Policies Evaluations - Confirms or denies replacement policies or provides applicants with iterative feedback.
Senior Review Team (SRT)
• Vets each Board recommendation;
• Provides DPS thought-partnership on improving policy and practice.
Superintendent
• Recommends approval or denial of each innovation plan to the Board.
DPS Board of Education
• Considers recommendations, public comment, and votes to approve or deny each innovation plan.
Roles of New Innovation Plan Reviewers
Innovation Review:
Policy and Process
Innovation Review: Statute and Policy
13
CO State Statute requires schools to apply for a renewal of innovation status every three years.
“Every three years….the local school board shall review the level of performance of the innovation school and…determine whether the innovation school is achieving or making adequate progress toward achieving the academic performance results identified in the school’s Innovation Plan.”
“If a local school board finds that the academic performance of students enrolled in the innovation school is not improving at a sufficient rate, the local school board may revoke the school’s innovation status.” (C.R.S. §22-32.5-110)
DPS Board Policy AI outlines the District’s commitment to quality and accountability for innovation schools:
“The Board of Education may revoke a school’s innovation status if a school is showing significant decreases in academic achievement or is not financially viable. Revocation of innovation status shall be consistent with the Innovation Schools Act.”
Purpose of Innovation Review Process
14
•State statute requires schools to apply for renewal of innovation status every
three years.
•The Innovation Renewal Process serves three key purposes:
Provide Recommendation for Innovation Renewal
Based on improving student achievement
Implementation of Plan and Waivers
Provide opportunity to Review and/or Revise
Innovation Plan & Waivers
Opportunity to revise plan and/or
waivers to best leverage innovation
and meet District standards
Opportunity for staff and community buy-
in
Provide Formative Feedback to School &
District
Inform School Efforts to Best
Leverage Innovation
Inform District supports for Innovation
Capturing Lessons Learned and Best Practices to Share
Differentiated Innovation Review Framework –
Oversight and Supports
15
Is the Innovation School meeting their goals and
demonstrating academic growth
Continue for 3 Years
and provide optional
enhanced support on
leveraging innovation to
drive achievement
Yes Continue Innovation for 3 year
Yes
School on
track to
improve
No
Continue Innovation for
1-2 Years with enhanced
supports through Tiered
Support Framework
Is the Innovation School implementing innovation plan
effectively to improve student achievement?
Or
Have significant changes to the innovation plan or
school leadership been made that will lead to
improvement?
Is Innovation Status negatively contributing to the
School’s ability to improve student achievement and/or
is the school financially not viable?
Revoke Innovation Status OR propose
that school remove a subset of waivers
and resubmit plan; refer to Tiered
Support Framework for support and
intervention
No
No
Innovation statute contemplates a three year review
period for all schools, not any longer, although it does
allow for an interim review earlier than three years.
Innovation Review: Evidence Collection
Data Analysis
• Determine if the school is meeting innovation plan goals and improving student achievement per statutory criteria
• Assess effectiveness of innovation plan implementation through review of key data points, including HR and financial data points
Innovation Plan Review
• Review of both current and revised plan
• To monitor fidelity of implementation and understand if school is leveraging innovation status to improve student achievement
Stakeholder Interviews
• Interviews with teachers, staff, leaders, community members, IS, and partners
• To monitor fidelity of implementation and level of buy-in, as well as identify areas for plan revision
Renewal Application
• Opportunity for school to reflect on progress towards goals and implementation of innovation plan
Recommendations:
New Innovation Plans
18
Place Bridge Academy
19
Open Date August 2008
Grades & Region ECE-8, Southeast Denver
Enrollment
(at capacity)
1100 students
Demographics 96% FRL, 9% SPED, 74% ELL
Leadership
Brenda Kazin, Principal
Place Bridge Academy
20
Community Input in the Planning & Designing
Process The Place Bridge Academy Steering Committee began the Innovation planning
process in October 2013, submitting an innovation plan in September, 2014 and
resubmitting in March, 2015 after significant revisions were made based on
district feedback. The following identifies some of the key activities in the
process:
• Teacher Surveys
• 18 Member Core Planning Team weekly meetings including administrators, parents,
community members and paraprofessionals , and teachers
• Curriculum piloting in all core courses and newcomer center
• School-wide PD focused on creating a vision and aligning school systems and
structures
• Core areas for innovation (Curriculum, Interim Assessments, and PD) identified and
explored in great detail with district support staff in key departments T&L,
Differentiated Roles
• Community outreach and input using the school’s Navigators
The CSC, administration, and staff recommend the approval of this innovation plan. Teachers voted to approve this plan on April 10th.
Culture
Mission /
Vision
• The applicant’s mission focuses on providing a rigorous, enduring, standards-based education to a diverse student
population while removing barriers to academic success, and creating lifelong learners.
School
Culture &
Targeted
Student
Population
• The applicant projects a student population of 96% FRL, 9% SPED, and 78% ELL, which is consistent with their current
population.
• The applicant fosters school culture through their BRIDGE Way character traits with intentional school culture building
lead by a Positive School Climate and Culture Team who oversee PBIS, socio-emotional wellness programs, restorative
justice, a peace ambassadors program, and culture days.
• The applicant leverages community navigators to recruit new students and has a waiting list of 43 students in transitional
grades.
Community
Support &
Engagement
• The applicant collected 5 letters of support from parents and community members and has established partnerships with
the Colorado African Organization, Denver Kids, Jewish Family Services, the Boys and Girls Club.
• The applicant held 25 planning meetings with the community and planning team.
• The applicant promotes ongoing parent/guardian engagement by providing families with transpiration to school events,
in-house interpretation, community navigators, a parent welcome center, housing partnerships, and a parent education
program.
Leadership Brenda Kazin- Principal
Leadership
and Staff
Structure
• Brenda Kazin has experience as an the founding principal at Place Bridge Academy, and has served as a principal in
DPS and Adams County for 21 years. She also served as an assistant principal and taught elementary and middle school
for 9 years.
• The leadership team consists of the principal, 2 Assistant Principals, a Curriculum and Assessment Team, Positive
School Climate and Culture Team, PD Team, and Grants and Community Outreach Team.
Leadership
Coaching and
Evaluation
• The principal is provided with coaching and PD from the Instructional Superintendent as well as coaching from the
BUENO Center for Multicultural Education and the Colorado Association of Bilingual Education (CABE).
• The Instructional Superintendent evaluates the Principal using the Leadership Framework for School Leaders (which
includes 50% student growth).
Place Bridge Academy– Quality Review Analysis
21
Innovation E-8 SE Positive Language and Character
Education; Newcomer Center 1100 Students at
Capacity
Education
Program Place Bridge Academy– Innovation Plan
Curriculum
• The educational philosophy focuses on rigorous core content supported by language development in every subject.
• The school selected curricular materials with input from district staff that provide consistency and access to grade level
materials in English and Spanish in all classrooms. Non adopted curricular materials include REACH for ELD, Reading
Wonders, EnVision 2.0 , Connected Math, My World Social Studies, and Laser Science.
• The school is phasing-in a 1:1 laptop program that utilizes the digital resources in each new core content.
• The school calendar is modified to align Blue/Green PD days with the school’s data inquiry cycle and PLC structure.
• The school day is 8 hours long four days per week and 4 hours long every Friday allowing 2 hours 45 minutes of PD every
week for teachers and extended learning opportunities for students.
• The school year aligns with the district calendar and provides 172.5 instructional days and 185 teacher reporting days.
Progress
Monitoring and
Assessment
• Student progress is measured through the the STAR Custom benchmark system in all core contents.
• There are systems to analyze and respond to student data on a weekly basis, analyze interim data on a six-week cycle and
provide targeted re-teaching as necessary.
• The school’s Curriculum and Assessment team provide teachers with timely interventions based on STAR assessment data.
ELL Instruction • The applicant’s ELL plan meets DPS criteria, including the process for identifying, involving parents/guardians, progress
monitoring and exiting/re-designation, providing teacher and administrator PD, offers at least a 45-minute ELD Block using
research-based curriculum (REACH) for its ELL students and well-defined TNLI and Newcomer programs.
SPED
Instruction and
RtI
• The applicant identifies a continuum of services based on the needs student’s with IEPs.
• The staffing plan provides one SPED teacher for every 19 students with disabilities.
• The applicant describes detailed strategies to support students in Tiers I,II and III, including tiered interventions on a 6 week
cycle with fluid student groupings.
• The discipline plan has systems to guard against disproportionality and clear roles for the Dean and School Culture Team.
Teaching
Teacher
Coaching and
Evaluation
• Teachers receive informal observations and PD weekly through one of ten content specific PLCs with identified roles and
responsibilities for supporting each differentiated PLC.
• Teachers are evaluated on LEAP Rubric, 50% of which is based on student growth.
• While the school has designed a robust PLC structure, the specific process for implementing the PLCs is in progress..
Professional
Development
• A year-round professional development priorities are included and focus on PLCs, horizontal and vertical planning, school
culture, curriculum implementation, high impact instructional moves, and data analysis.
• Teachers platoon in either Literacy/Social Studies or Math/Science allowing for intensive content PD and support.
• PD is evaluated each trimester by the Professional Development Team with feedback from teachers.
Finance
Budget • The applicant’s budget balances and includes reasonable revenue and expense assumptions and curricular expenses.
• The applicant is hiring a Grants Coordinator and will have the ability to seek sponsorships and use budget flexibilities. 22
In order to implement the school’s model in a way that fits community needs and supports
student achievement, PBA has identified the following needs for innovation:
Curriculum: PBA needs the ability to implement curriculum across the school that
leverages resources for English language learners and provides continuity between the
school’s Newcomer center, general education, and special education classrooms using
non-adopted texts; The school needs flexibility in administering interim assessments that
align with the schools curriculum;
Professional Development: PBA needs has defined leadership roles and
responsibilities to provide differentiated PD to teachers through the school’s Professional
Learning Communities and needs the ability to opt out of district PD to provided targeted in
house PD;
Time: PBA needs to have flexibility in their weekly schedule to ensure teachers have
extended PD time every Friday to implement the school’s plan; PBA needs to have
flexibility in is district PD days to align with the school’s data cycle.
Human Resources: PBA needs flexibility to create unique job descriptions in order to
fully implement the school’s plan;
Budget: PBA needs flexibility in budgeting to ensure the school is able to direct
adequate resources to classroom instruction and will have the flexibility to leverage
innovation budget flexibilities; PBA needs the flexibility to establish school-based
sponsorships that allow the school to secure additional revenue and establish a Grants
Coordinator to support this effort. 23
PBA: Need for Innovation Status
24
School Name Meets Quality
Review Standards
Satisfies District &
State Criteria for
Innovation Status
Recommendation
Place Bridge
Academy
Yes Yes Approve
Place Bridge Academy Recommendation
On 4/10/15 the Place Bridge staff voted 53-26 (67%) in favor of the Innovation
Plan
25
Kepner Beacon Middle School
26
Opening Date August 2016
Grades 6-8, Southwest Denver
Enrollment
(at capacity)
450 students
Demographics 98% FRL, 17% SPED, 72% ELL
Leadership
Alex Magana – Executive Principal;
• The Beacon Network Leadership Team (NLT) will consist
of: Executive Principal, School Principals, and Beacon
Network Directors (Operations, Blended Learning, Student
Culture, ELO).
Kepner Beacon Middle School
27
Kepner- Prior Board Decisions
• DPS issued a Supplement to the 2014 Call for New Quality Schools requesting applications to address persistent achievement gaps and the need for high quality schools in the Kepner community.
• Denver Public Schools convened ten public meetings in the Kepner community to discuss the creation of new high quality schools at Kepner.
• The District also formed a Kepner Thought Partner Group, made up of 27 parents/guardians and community members, who participated in these meetings, developed a set of desired characteristics for new programs on the campus, and provided specific feedback on each applicant for placement at the Kepner facility.
• The Kepner Thought Partner Group presented its findings to the DPS Board of Education on May 12, 2014.
February, 2014
• Resolution 3541: Approval of new district school at Kepner.
• Resolution 3548: Approval of facility placement of STRIVE MS #7 at Kepner.
June 12, 2014
• Resolution 3584: Approval of the temporary placement of Compass Academy at Kepner for up to 3 years.
November 20, 2014
28
Community Input in the Planning & Designing
Process The Kepner Beacon Planning Team began the Innovation planning process in
August 2014, submitting the Beacon Middle School Network Innovation Plans for
both Grant Beacon and Kepner Beacon Middle Schools in March 2015. The
following identifies some of the key activities in the process:
• Kepner Thought Partner Presentations
• Kepner Collaborative School Community (CSC) presentation and feedback
• Grant Beacon SLT and CSC presentations and feedback
• Community Meeting at Kepner with over 40 parents from Kepner and feeder schools
Presentation and Feedback
• Department of Justice & Colorado Hispanic Educators Association Presentation and
Feedback
• Southwest Great School Community Conversation with Board Member
• Kepner CSC – Present Innovation Plan Presentation and Feedback
• Community Meeting at Kepner - Present Innovation Plan
• Kepner Thought Partner Presentation of Final Plan
The CSC, administration, and staff recommend the approval of this innovation plan. Teachers will vote on this plan on the first day of summer PD.
Culture
Mission /
Vision
• The vision of the Beacon Middle School Network is for students to be among the highest in academic growth in the state, well-
rounded in their interests and abilities, and recognized in the community for outstanding leadership.
• The school will onboard ELA-S staff in 2015-16 and will begin phase-in 6th grade in 2016-17 as the Kepner MS phases out.
School
Culture &
Targeted
Student
Population
• The school projects a student population of 98% FRL, 17% SPED, and 72% ELL which aligns with current Kepner population.
• The school will serve as the regional TNLI zone school replacing the program at Kepner.
• The school will employ an Community Outreach Coordinator beginning in year-0 to engage the founding staff with the Kepner
community and will have a model classroom set up at Kepner Beacon for families to visit the school’s 21st century classroom.
• The school engages parents through participation on the school’s School Advisory Board, Spanish-speaking parent group,
family nights, open houses, and in house interpreters.
• The applicant fosters student leadership and character development through their five traits: Leadership, Perseverance,
Integrity, Curiosity and Kindness which are taught during a daily advisory course and a school-wide PBIS program.
Community
Support &
Engagement
• The applicant collaborated with both Grant and Kepner Community in developing the application and provided letters of
support from Kepner’s principal Elza Guajardo, Kepner’s CSC, Congress of Hispanic Educators, DTR, the Boys and Girls
Club, and Grant Beacon staff.
• The applicant provides multiple outreach and recruitment strategies with identified support from the school’s Outreach
Coordinator and ELA-S teachers during their onboarding year.
• The applicant has identified plans for ongoing parent/guardian participation in the school’s programing throughout year-zero.
Leadership Executive Principal – Alex Magana
Leadership
and Staff
Structure
• Alex Magana has nine years experience as a principal, of which he lead Grant Beacon from Yellow to Green on the SPF in
under 3 years leading the second highest MGP of all district middle schools and taught at Kepner Middle School.
• The Beacon Network Leadership Team (NLT) consists of unique job descriptions which include the Executive Principal, two
School Principals, and Beacon Network Directors (Operations, Blended Learning, Student Culture, ELO).
• The school will onboard founding ELA-S teachers through a residency program focused on developing school culture and the
school’s TNLI/blended learning instructional materials in Spanish with support from the DPS ELA Department.
• Teachers are hired on annual contracts through a school-determined hiring process and timeline.
Leadership
Coaching and
Evaluation
• The Executive Principal oversees the Beacon Network and has primary authority over employment decisions, coaching and
evaluation of the network leadership team.
• The IS evaluates the Executive Principal using the DPS evaluation process including 50% of the evaluation based on student
achievement, and provides regular coaching based on the unique needs of the innovative plan.
Kepner Beacon Middle School– Quality Review Analysis
29
Innovation 6-8 SW
Blended Learning/TNLI 450 Students at
Capacity
Education
Program Quality Review for KBMS
Curriculum
• The school is implementing a Blended Learning model with a focus on Transitional Native Language Instruction (TNLI).
• The school uses an extended school day to offer all students enrichment, intervention, or advanced programming including a
College Bound Program with pre-AP courses.
• The school day is 8.5 hours 4 days per week for students and 6 hours on Friday which allows for 2 hours of PD including
network-wide PLC time each Friday.
• The school will follow the DPS calendar with modifications determined annually with input from parent/guardians on the CSC.
Progress
Monitoring and
Assessment
• The applicant uses network led data teams to analyze interim student data, share resources across campuses, develop
consistent instructional practices, and identify students for targeted groupings for intervention and acceleration.
• The school is opting-out of DPS interims and will monitor progress through the school’s assessments system Engrade.
• Daily intervention courses are scheduled in small groups during ELO and instruction is provided by core content teachers.
ELL Instruction • The applicant’s ELL plan meets DPS criteria, including the process for identifying, involving parents/guardians, progress-
monitoring and exiting/redesignation, providing teacher and administrator PD, and supplying at least a 45-minute English
Language Development block using research-based curriculum (Inside), and a TNLI model are provided for its ELL students.
• Students with ACCESS levels of 1 or 2 will receive a double block of ELD daily and the school will offer Spanish Heritage.
SPED
Instruction and
RtI
• The applicant identifies a continuum of services based on the needs of students with disabilities as indicated in their IEP.
• The staffing model meets DPS guidelines for mild/moderates teachers with a ratio of 1:21 at full-build, and will serve one of
the two existing center-based programs at Kepner. (decision on center program will be decided with DPS this summer)
• The applicant outlines strategies to support students in Tiers I, II, and III, including tiered interventions based on the needs of
each student, and utilizes Accelerated Reader, SpringBoard, Read 180, Wilson, System 44, Ten Marks, Math 180 and
FASST Math.
Teaching
Teacher
Coaching and
Evaluation
• Teachers receive weekly coaching from the Beacon Network with a focus on the network’s pillars (blended learning,
expanded learning opportunities, student leadership, and TNLI).
• Teachers receive formal observation annually from the principal using the LEAP framework (which includes 50% student
growth).
Professional
Development
• The schedule allows for 2 hours of professional development weekly and collaboration between Grant and Kepner staff.
• The network PD calendar is being developed with support from the DPS ELA Department and will be finalized in June 2015.
Finance
Budget • The budget balances and revenue and expense assumptions are aligned with current district estimates.
• The budget is supported with an additional $460,000 in central start-up funding for the Blended Learning/TNLI model.
• The school is fully funding their Extended Learning Opportunities out of SBB and is projecting salary savings by budgeting
on estimated actual salaries.
In order to implement the school’s model in a way that fits community needs and
supports student achievement, KBMS has identified the following needs for
innovation:
Curriculum: KBMS needs the ability to implement a blended learning/ TNLI curricular
model using both DPS resources and non-adopted supplementary materials through the
school’s online Moodle;
Professional Development: KBMS needs flexibility to direct more PD time for teachers
and administrators to effectively implement the school’s personalized learning program;
Time: KBMS needs to extend the school day to offer network professional development
every Friday and provide students with an additional hour of targeted instruction,
intervention/acceleration, or student chosen activity daily.
Human Resources: KBMS needs the flexibility to establish an Innovation Management
Organization with unique job descriptions that serve multiple campuses. KBMS also
needs flexibility to recruit and select teachers that demonstrate effectiveness in providing
English and Spanish language instruction with a focus on blended learning. All teachers
will be hired using annual contracts to ensure the school is attracting and retaining high
quality teachers. The school will provide appropriate supports to address poor
performance.
Budget: KBMS needs flexibility in budgeting to ensure the school is able to direct
adequate resources to classroom instruction and will budget on actual teacher salaries. 31
KBMS: Need for Innovation Status
32
School Name Meets Quality
Review Standards
Satisfies District &
State Criteria for
Innovation Status
Recommendation
Kepner Beacon MS Yes Yes
(staff vote 8/16)
Approve
Kepner Beacon MS Recommendation
On 4/13/15 the Grant Beacon Staff voted 32-1 (97%) in favor of the GBMS
Innovation Plan which included the shared Network Structure
Innovation Review
Recommendations
Montclair Elementary School
34
SPF Ratings 2012 2013 2014
Recommendation 3 Year Extension of Innovation Status
Rationale The School’s performance has consistently met expectations. The
School’s staff and community felt strongly that curricular flexibilities have
greatly contributed to academic performance.
Improving Student
Achievement?
Yes. In 2014, the School’s TCAP growth and status outpaced similar
schools in all subjects.
Significant Changes to
Plan?
-All teachers will be at-will moving forward
-Better alignment of curriculum with the Common Core
Consent of Staff and
Community:
Yes. 61% of staff voted in support and SAC and administration also were
in support.
Creativity Challenge Community (C3)
35
SPF Ratings 2012-Not Yet Open 2013-No SPF Rating 2014 (Early Ed SPF)
Recommendation 3 Year Extension of Innovation Status
Rationale While the School has limited performance data, the available data shows
strong performance trends. In addition, the staff strongly supports
innovation status and feel that flexibilities, especially around scheduling
and partnerships, are essential to achieving the school’s mission.
Improving Student
Achievement?
Yes (based on limited data.) In 2014, the School’s growth on both STAR
and DRA met expectations. In addition, third graders met expectations for
TCAP proficiency.
Significant Changes to
Plan?
-No significant changes
Consent of Staff and
Community:
Yes. 100% of staff voted in support and the Innovation Advisory Board and
administration also were in support.
Grant Beacon
36
SPF Ratings 2012 2013 2014
Recommendation 3 Year Extension of Innovation Status
Rationale The School has seen its academic performance improve in all key areas
since being granted innovation status. In addition, the School credits
flexibilities with being critical in implementing the blended learning model in
use at the School.
Improving Student
Achievement?
Yes. The School has moved up to meeting SPF expectations during the
period of innovation. In 2014, the School’s growth outpaced similar schools
in all subjects while TCAP proficiency rates outpaced the peer group in
reading and math.
Significant Changes to
Plan?
-Revisions to reflect new Beacon network structure.
Consent of Staff and
Community:
Yes. 97% of staff voted in support and the CSC and administration also
were in support.
Cole Arts and Science Academy
37
SPF Ratings 2012 2013 2014
Recommendation 2 Year Extension of Innovation Status
Rationale The School’s SPF rating has declined from Meets Expectations to
Accredited on Watch during the most recent innovation status period.
However, they are still performing above their similar schools cluster in
many areas.
Staff and community were strongly in support of innovation and the District
believes that proposed curriculum changes will lead to increased
performance.
Improving Student
Achievement?
Yes. In 2014, the School’s growth outpaced similar schools in reading and
writing while TCAP proficiency rates outpaced the peer group in all
subjects.
Significant Changes to
Plan?
-All newly hired teachers will be on annual contracts
-Better alignment of curriculum with the Common Core
Consent of Staff and
Community:
Yes. 100% of staff voted in support and the CSC and administration also
were in support.
West Leadership Academy
38
SPF Ratings 2012-Not Yet Open 2013 2014
Recommendation 2 Year Extension of Innovation Status
Rationale The school has had mixed performance and saw its performance decline from
2013 to 2014. However, staff and community support innovation and feel some
flexibilities are critical to the school’s future success. A two year renewal will
allow for more clarity in the data to inform future programming decisions.
Improving Student
Achievement?
Mixed. In 2014, the School’s growth outpaced similar schools in reading and
writing, and in both years of operations student growth in reading and writing has
met or exceeded SPF expectations. However, proficiency rates still lag behind
similar schools in all subjects.
Significant Changes to
Plan?
-No significant changes to program; plan revised to show changes already
occurred including elimination of year-round calendar
Consent of Staff and
Community:
Yes. 100% of staff voted in support and the SAC and administration also were in
support.
West Generations Academy
39
SPF Ratings 2012-Not Yet Open 2013 2014
Recommendation 1 Year Extension of Innovation Status
Rationale The school has had low performance since opening and has also experienced
significant leadership and programmatic transition. A one year renewal will allow for
current leadership to establish itself and future decisions to be made based on a
more comprehensive data set.
Improving Student
Achievement?
Mixed. In 2014, the School’s growth outpaced similar schools in reading but fell
below District expectations in math and writing. Proficiency rates lagged behind
similar schools in all subjects and either decreased or remained constant from the
previous year.
Significant Changes to
Plan?
-No significant changes to flexibilities needed; plan revised to show changes already
occurred including elimination of year-round calendar and reduced relationship with
Generation Schools.
-School focus on improved implementation with new leadership and introduction of
Early College and CTE programming.
Consent of Staff and
Community:
Yes. 70% of staff voted in support and the SAC and administration also were in
support.
Schools Pending Final Review
•Trevista –Expected to be brought forward to DPS Board in June, 2015
–Delayed due to leadership and grade configuration changes being made for 2015-16
–No significant programmatic changes planned
•Manual –Expected to be brought forward to DPS Board in August, 2015
–Delayed due to new leadership and programming changes being made for 2015-16
–Plan will reflect new programming being planned, including CTE partnership
40
Appendix A: New Innovation Schools Approval Criteria
(DPS Policy AI & State Statute)
42
Innovation Criteria Evidence
Evidence that the plan will ensure schools meet or
exceed academic standards
PBA expects to exceed the average Growth (MGP) and sets
ambitious goals using CDE’s Adequate Growth Measures.
Evidence that autonomies will lead to improved
student performance
PBA specifies how innovations in education program,
professional development, leadership, and budgeting will
allow the school to operate a program consistent with it’s
mission and vision.
Leadership capacity to effectively implement the
innovation plan
PBA identifies a qualified principal, assistant principals, and
4 leadership committees that share leadership
responsibilities.
A detailed leadership succession plan which
engages the school’s parents and teachers
The school provides key leadership roles around the school
mission and is also implementing teacher leader roles to
develop the leadership capacity of teachers.
Evidence that a robust and participatory school
governance structure will provide accountability
and support to the school
PBA’s CSC and SLT and involves parents, teachers and
community representatives in all key decisions of the school.
The SLT also has increased responsibilities including
recommending final principal candidates if there is a change
in leadership.
Evidence that the school will support the
professional growth of all teachers
PBA plans to leverage both DPS development opportunities
as well as school-specific PD in order to implement the
school’s educational program.
Applying District Criteria to PBA’s Innovation Plan
43
Innovation Criteria Evidence
Evidence that all school policies promote the health
and safety of students.
PBA’s model emphasizes BRIDGE Way character traits
with intentional school culture building lead by a Positive
School Climate and Culture Team who oversee PBIS,
socio-emotional wellness programs, restorative justice, a
peace ambassadors program, and culture days and
leverages community navigators. PBA will also comply with
district discipline policy and standards for health and safety.
Evidence of fiscal sustainability PBA is funded similar to other district school programs.
PBA has worked with a District budget partner to create a
balanced budget that incorporates cost of start-up and
serving a unique educational program and materials in the
coming years. The school will have the ability utilize
innovation budget flexibilities.
Compliance with all state, federal and local laws. PBA will comply with all state, federal and local laws and
specifies replacement policies for any requested waivers.
Promote equity of access to high quality support
services for all students
PBA is in compliance with all admissions and enrollment
policies with the DPS Choice Office. The innovation plan
includes serving a newcomer center for refugee students.
A spirit of collaboration to promote dissemination of
best practices
PBA will collaborate with district on sharing best practices
and communicating challenges with implementing the
school model including curricular decisions, PD, and
serving students in their newcomer center.
Applying District Criteria to PBA’s Innovation Plan
44
Criteria Evidence
Support for the innovation plan from a majority
of administrators, teachers, and the school’s
CSC
Unanimous support from the CSC, and leadership,
Favorable staff vote on April 10, 2015
Support from the surrounding community The PBA Steering committee, SLT, and CSC met
regularly with parents, teachers, and community members
during the innovation planning process. These meetings
created connections and were opportunities to exploring
the community’s goals and values. Through this open
community process, each of the key elements of the
school design and innovation plan were vetted and
developed.
List of waivers and proposed replacement
policies
A full list of waivers and corresponding set of replacement
policies were provided and reviewed by DPS counsel and
Human Resources.
Applying State Criteria to PBA’s Innovation Plan
45
Innovation Criteria Evidence
Evidence that the plan will ensure schools
meet or exceed academic standards
KBMS expects to exceed district (MGP) expectation in all
categories and improve Kepner to “Meeting Expectations” within 3
years.
Evidence that autonomies will lead to
improved student performance
KBMS specifies how innovations in education program, professional
development, human resource management, leadership, and
teaching will allow the school to operate a program consistent with
it’s mission and vision.
Leadership capacity to effectively
implement the innovation plan
KBMS identifies a sustainable and unique leadership structure
including an Executive principal, Principal, and network staff
between Kepner and Grant.
A detailed leadership succession plan
which engages the school’s parents and
teachers
KBMS’s CSC/KBMS School Advisory Board will provide the district
final principal applicants and participate in the hiring process. The
school also is implementing a network leadership model that builds
the leadership capacity of teachers.
Evidence that a robust and participatory
school governance structure will provide
accountability and support to the school
KBMS’s CSC/KBMS School Advisory Board involves parents,
teachers and community representatives in all key decisions of the
school. The CSC/KBMS School Advisory Board will also have
increased responsibilities including recommending final principal
candidates, reviewing the school’s annual budget, determining the
school’s master calendar and schedule.
Evidence that the school will support the
professional growth of all teachers
KBMS plans to leverage both DPS development opportunities as
well as school-specific and network-led PD in order to implement
the school’s educational program.
Applying District Criteria to KBMS’s Innovation Plan
46
Innovation Criteria Evidence
Evidence that all school policies promote the health
and safety of students.
KBMS’s model emphasizes student leadership, and the
Beacon network core values and will also comply with
district discipline policy and standards for health and safety.
Evidence of fiscal sustainability KBMS is funded similar to other middle school programs.
KBMS has worked with District budget partner to create a
balanced budget that incorporates cost of start-up and
serving a unique educational program and materials.
Compliance with all state, federal and local laws. KBMS will comply with all state, federal and local laws and
specifies replacement policies for any requested waivers.
Promote equity of access to high quality support
services for all students
KBMS is in compliance with all admissions and enrollment
policies with the DPS Choice Office. The innovation plan
includes serving as a center-based program to serve
students with significant disabilities.
The school will implement a TNLI model to serve ELLs with
Spanish instruction, support, and materials within the
Blended Learning model.
A spirit of collaboration to promote dissemination of
best practices
KBMS will collaborate with district on sharing best practices
and communicating challenges with implementing the
Innovation Management Organization and Blended
Learning/TNLI Model.
Applying District Criteria to KBMS’s Innovation Plan
47
Criteria Evidence
Support for the innovation plan from a majority
of administrators, teachers, and the school’s
CSC
Evidence of support from Kepner CSC, from leadership
at both Grant and Kepner, and staff at Grant.
Favorable staff vote expected in August 2016
Support from the surrounding community KBMS included letters of support from Kepner’s principal
Elza Guajardo and Alex Magana, Kepner’s CSC,
Congress of Hispanic Educators, DTR, the Boys and
Girls Club, and Grant Beacon staff.
List of waivers and proposed replacement
policies
A full list of waivers and corresponding set of
replacement policies were provided and reviewed by
DPS counsel and Human Resources.
Applying State Criteria to KBMS’s Innovation Plan
Appendix B: Innovation Review – Performance Data,
Goals, Plan Elements
Montclair: Academic Performance
49
68
56.5
66
56 62
57 57 55
64
0
10
20
30
40
50
60
70
80
90
100
Reading Math Writing
Med
ian
gro
wth
Perc
en
tile
Montclair: TCAP Growth
2012
2013
2014
64 61
73
57 62
54 53 49 50
0
10
20
30
40
50
60
70
80
90
100
2012 2013 2014
Perc
en
t P
rofi
cie
nt
Montclair: TCAP Status
Reading
Math
Writing
Montclair: Performance Relative to School
Created Goals
50
School’s Goal Met? Notes
Academic Status Reading-73%
proficient/advance;
Math-70% P/A; Writing-
60% P/A
Partially Met in Reading in 2013-14 with 73%
proficient; Did not meet in other subjects
but met District expectations and
outperformed similar schools cluster
Academic
Growth
MGPs above 65 Partially While the School has not met the goal in
most categories each year, they have
exceeded District expectations across
subjects in each year of the innovation
period.
NOTE: Goals originally only set for 11-12 and 12-13 years; School also
set interim assessment targets that are not valid for accountability
purposes.
Montclair: Innovation Plan Elements
51
Component Original Plan Updates
Education Program -District curriculum -Engage NY for literacy
Schedule/Calendar -Extended School Year None
Human Resources -Newly hired teachers at will -All teachers at will
Budget -Budgeted on actuals -None
Governance -Replace CSC With SAC None
Grant Beacon: Academic Performance
52
68
58 53 51.5
68
59 57 55
64
0
10
20
30
40
50
60
70
80
90
100
Reading Math Writing
Med
ian
gro
wth
Perc
en
tile
Grant: TCAP Growth
2012
2013
201442 45 47
35 39
43
31 36 37
0
10
20
30
40
50
60
70
80
90
100
2012 2013 2014
Perc
en
t P
rofi
cie
nt
Grant: TCAP Status
Reading
Math
Writing
Grant Beacon: Performance Relative to
School Created Goals
53
School’s Goal Met? Notes
Academic Status Reading-50% P/A;
Writing-40% P/A; Math-
55% P/A
Partially While the school fell short of goals, their proficiency
rates did increase each year of innovation status.
Academic Growth Reading MGP 60; Writing
MGP 65; Math MGP 60
Partially While the school fell short of goals in the most
recent year, their MGPs still exceeded District
expectations each year of innovation status
ELL Performance 60% of ELLs will move up
a level on CELA
Partially 35% of ELLs moved up a band; ACCESS MGP of
50
Student
Engagement
95% attendance rate; 90%
Satisfaction Rate
Does Not
Meet Attendance Rate of 91%; Satisfaction Rate of 87%
Student Enrollment 100% enrollment; 90%
Re-Enrollment
Partially 100% Enrollment; 85% Re-Enrollment (Does
Exceed Similar Schools)
Parent Satisfaction 90% Satisfaction; 80%
Response Rate
Does Not
Meet 77% Satisfaction Rate; 69% Response Rate
Grant Beacon: Innovation Plan Elements
54
Component Original Plan Updates
Education Program -Blended Learning Model Using
DPS Curriculum
None
Schedule/Calendar -Extended Day None
Human Resources -Newly hired teachers on annual
contracts
None
Budget -Budget on actuals None
Governance -School Advisory Board
replaces CSC
-Addition of network structure
with Executive Principal
C3: Academic Performance
•The School first administered TCAP in 2013-14 and had proficiency rates that exceeded District
expectations:
–Reading: 80%
–Math: 78%
–Writing: 49%
•The School has also demonstrated strong performance on the DRA:
–89% of students on grade level in 2013-14
–85% of students meeting DRA growth targets in 2013-14
55
C3: Performance Relative to School Created
Goals
56
Goal Met? Notes
Academic Growth One Year’s Growth In
Each Subject
Not Yet
Applicable
Academic Status 85% reading
• 85% math
• 70% writing
Partially The School had proficiencies of
80% in reading, 79% in math, and
49% in writing. These did not meet
goals but exceeded District
expectations.
Student Engagement 95% Attendance; 95%
Satisfaction
Partially Meets Attendance Goal but not
Satisfaction Goal
School Demand 100% Enrollment; Re-
Enrollment Exceeds
District
Partially Fully Enrolled; Re-Enrollment Rate
Not Yet Available
Parent Engagement 95% Satisfaction; 90%
Response Rate
Partially Did Not Meet Goals But Exceeded
District Expectations
C3: Innovation Plan Elements
57
Component Original Plan Updates
Education Program -District curriculum
supplemented with additional
resources
None
Schedule/Calendar -Block scheduling
-Slightly increased day
None
Human Resources -All teachers on annual
contracts
None
Budget None None
Governance -Replace CSC With Innovation
Advisory Team
None
Cole: Academic Performance
58
55 57 57 52 55
51 47
38
57
0
10
20
30
40
50
60
70
80
90
100
Reading Math Writing
Med
ian
gro
wth
Perc
en
tile
Cole: TCAP Growth
2012
2013
2014 36 36 40 39 40
54
28 22
27
0
10
20
30
40
50
60
70
80
90
100
2012 2013 2014
Perc
en
t P
rofi
cie
nt
Cole: TCAP Status
Reading
Math
Writing
Cole: Performance Relative to School Created
Goals
•When Cole wrote their original innovation plan, the School did not
set explicit goals for student achievement. These have been added
to the plan during this year’s renewal process and will be used to
assess innovation status moving forward.
59
Cole: Innovation Plan Elements
60
Component Original Plan Updates
Education Program -District curriculum -Engage NY for literacy
Schedule/Calendar -Extended Day and Year None
Human Resources -Teachers new to District at will -All new teachers at will (even if
coming from within District)
Budget -Budget on actuals -None
Governance -Cole Leadership Council replaces
CSC
-None
WLA: Academic Performance
61
51
29
49 48 55 53
0
10
20
30
40
50
60
70
80
90
100
Reading Math Writing
Med
ian
gro
wth
Perc
en
tile
WLA: MS TCAP Growth
2013
2014
79
44.5
58.5 54
43
53
0
10
20
30
40
50
60
70
80
90
100
Reading Math Writing
Med
ian
gro
wth
Perc
en
tile
WLA: HS TCAP Growth
2013
2014
33 33 26
13
25 31
0
10
20
30
40
50
60
70
80
90
100
2012 2013 2014
Perc
en
t P
rofi
cie
nt
WLA: MS TCAP Status
Reading
Math
Writing41
31 27
8
30
19
0
10
20
30
40
50
60
70
80
90
100
2012 2013 2014
Perc
en
t P
rofi
cie
nt
WLA: HS TCAP Status
Reading
Math
Writing
WLA: Performance Relative to School Created
Goals
62
Goal Met? Notes
Academic Growth Continuously Enrolled
Students With MGP of 65
Partially While MGPs have not
exceeded 65, they have met
District expectations in most
categories
Academic Status 7 percentage point
increases in proficiency
Does Not Meet Proficiency Rates Declined in
most subjects from year 1 to 2
ELL Performance 85% of students will
improve a proficiency
band
Does Not Meet 28% of ELL students improved
by a proficiency band on
ACCESS in 2014.
The School also set goals around Post-Secondary Readiness that are not yet available
for assessment.
WLA: Innovation Plan Elements
63
Component Original Plan Updates
Education Program -Utilizing Springboard Math -None
Schedule/Calendar -Year Round Calendar -Extended Year and School Day
Human Resources Hiring and RIB Process Waivers -None
Budget -Budget on Actuals -None
Governance -Board of Advisors Replaces
CSC
-None
WGA: Academic Performance
64
32
9
20 23 22 23
0
10
20
30
40
50
60
70
80
90
100
2012 2013 2014
Perc
en
t P
rofi
cie
nt
WGA: MS TCAP Status
Reading
Math
Writing29 31
2 5
18
10
0
10
20
30
40
50
60
70
80
90
100
2012 2013 2014
Perc
en
t P
rofi
cie
nt
WGA: HS TCAP Status
Reading
Math
Writing
33 34 39
34 36 42.5
0
10
20
30
40
50
60
70
80
90
100
Reading Math Writing
Med
ian
gro
wth
Perc
en
tile
WGA: MS TCAP Growth
2013
2014
61
36
59 56
41 44
0
10
20
30
40
50
60
70
80
90
100
Reading Math Writing
Med
ian
gro
wth
Perc
en
tile
WGA: HS TCAP Growth
2013
2014
65
Goal Met? Notes
Academic Growth Growth Exceeding 50
Annually
Does Not
Meet MGPs consistently below
50 at both MS and
Academic Status HS Proficiency- Reading
52%, Math 41%, Writing 40%
MS Proficiency- Reading
52%, Math 44%, Writing 42%
Does Not
Meet Status consistently below
goals, and also have seen
some declines
Student Engagement 85% Attendance Rate Meets Both MS and HS rates
above target
School Demand 100% Enrollment; Re-
Enrollment Above District
Does Not
Meet Not fully enrolled; Re-
Enrollment Below
Comparison Group
The School also set goals around Post-Secondary Readiness that are not yet available for
assessment.
WGA: Performance Relative to Goals
66
Component Original Plan Updates
Education Program -District curriculum
supplemented by Generation
Schools model
-Still using District curriculum;
some minor modifications to the
relationship with Generation
Schools
Schedule/Calendar -Year Round Calendar and
Extended Day
-Extended Day and Year
Human Resources Hiring and RIB Process Waivers -None
Budget -Budget on Actuals -None
Governance -School Advisory Committee in
place of CSC
-Removal of Generation
Schools Rep from SAC
WGA: Innovation Plan Elements
Appendix C: Innovation Plan Reviewers
Innovation Review Teams
68
Senior Review Team • Laura Brinkman, IS
• Susana Cordova, CSO
• Ivan Duran, Elementary Education
• Antonio Esquibel, IS
• Molly Ferrer, Legal
• Devin Fletcher, Teaching & Learning
• Jennifer Holladay, OSRI
• Rob Kellogg, CEA
• Sarah Marks, HR
• Greta Martinez, PSR
• Bart Muller, Employee Relations
• Monica Nurrenbern-Dilts, IS
• Van Schoales, A+ Denver
• Shayne Spalten, HR
• Alyssa Whitehead-Bust, CAIO
• Josh Allen, DOTS
• Brittney Cardwell, Student Services
• Katherine Casey, Imaginarium
• Yolanda Castillo, DOTS
• Molly Ferrer, Legal
• Devin Fletcher, Teaching & Learning
• CJ Grace, ELA
• Kayla Grayson, Teaching and Learning
• Andrew Hammond, Finance
• Jennifer Holladay, OSRI
• Ian Kearns, Imaginarium
• Tonia Lopez, Diff Roles
• Cathy Martin, Teaching and Learning
• Sherry Martin, HR
• Megan Marquez, CAIO
• Fred McDowell, IS
• Carol Mehesy, HR
• Evan Mellman, Finance
• Mario Mrva, Finance
• Christine Muldoon, ELA
• Susan Olezene, Teaching & Learning
• James Scott, IS
• Sandra Stanfield, HR
• Daniel Villescas, CRM
Innovation Review Team Members
Innovation Review: Roles
69
Role in Innovation Renewal
IS • The School Review Team interviews the IS prior to the school review to gain
historical perspective and IS insight on school performance and innovation
implementation
• Invited to participate in site school onsite review if they wish
• IS works with principal to leverage innovation to support implementation of plan and
school improvement strategies
OSRI • Lead all aspects of the innovation renewal process
• Defining renewal process per statute and DPS policy
• Leading review process of revised plan (if applicable)
• Making draft renewal recommendations to Superintendent
HR • Provide data on HR practices
• Assess legal compliance of handbooks and replacement policies
Legal • Assess legal compliance of handbooks and replacement policies
• Provide support to innovation schools in implementing their HR related waivers
CAIO • Supporting OSRI in ensuring school is implementing ed program waivers with fidelity
• Review/approval of new education program waivers
School
Review
Team
• Interview key school stakeholders to answer essential questions: is school
implementing plan with fidelity? Is school leveraging innovation to drive gains in
student achievement? Is there staff and community support for the plan? How can
the district support the school in implementing innovation?