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1 Greeley Evans School District 6 Reaching for Excellence 2009‐2014 Progress June, 2011

Reaching For Excellence 2009‐2014

Strategic Plan Timeline and

Progress


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 1.1.1 Review all content standards alignment (horizontally and

vertically) on an annual basis, using student data, state or national standards and depth of knowledge (DOK) as guides to update pacing guides accordingly.

The annual review is in full progress with new standards. This summer’s vertical teaming will include review of all ten standard areas. Vertical teams will also work on alignment of state standards with current curriculum frameworks, weighted frameworks and BOE approved curriculum.

(SD) Vertical teaming summer of 2011 will be complete on June 3, 2011 for K‐12 Math, L.A., Science, SS, Music, P.E., Art, and World Languages. In addition, CTE, AP, and AVID courses will work on standard alignment.

1.1.2 Identify the essential learnings that all students need to demonstrate and that need to be assessed at each grade level and in each content area.

See 1.1.1 above. New state standards identify essential learnings by grade level rather than levels (elementary, middle, high).

Vertical teams will align essential learnings with assessments. Parent brochures K‐5 have been updated with essential learnings. (SD) Vertical teaming summer of 2011 will be complete on June 3, 2011 for K‐12

Math, L.A., Science, SS, Music, P.E., Art, and World Languages. In addition, CTE, AP, and AVID courses will work on standard alignment.

1.1.3 Establish performance standards and exemplars of quality student work based on the student’s performance levels.

Elementary G/T teachers are working on this during the months of Jan/Feb/March early release times for reading.

1.1.4 Articulate connections and opportunities for integration across all content areas in pacing guides, including Educational Technology‐Information Literacy (ETIL) standards.

Future work

1.1.5 Create student‐friendly standards and indicators for all content areas.

Future work


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 1.1.6 Clarify and articulate learning expectations through

annual horizontal and vertical conversations with grade‐level and/or course‐specific teachers across the district.

K‐5 content leaders, teacher leaders, and principals gather information at the building level and meet to discuss and create clarifying documents that address content expectations and grade level rigor.

Agriculture/Tech/Engineering has developed common course descriptions, syllabi, academic crosswalks, and advisory groups have validated the work.

Family and Consumer Sciences, Food Science, Catering, Interior Design, Business/Marketing/ACE have developed common course descriptions, syllabi, standards/outcomes, and advisory groups have validated the work.

Work continues on development of academic crosswalks between CTE courses (Food Science, Ag I and II, Horticulture, Dating and Marriage) and academic courses (math, science, language arts) to strengthen the rigor and connections between programs.

(SD) On‐going throughout the spring ‐ continues as was reported in January. 1.2.1 Develop curriculum resource review and/or replacement

on a minimum 7‐year cycle. Completed last year (SD) Completed, but not implemented.

1.2.2 Utilize a district‐defined process for selection of instructional materials to ensure selection of high‐quality rigorous instructional resources.

In place and ongoing

1.3.1 Provide ongoing training and coaching support on standards‐based planning and unit/lesson design based on content and skills outlined in pacing guides.

This is in progress this year in elementary and middle school math, elementary and middle school literacy, and is ongoing in AVID classrooms.

Instructional coaches receive ongoing training and help teachers use assessment data tied to standards to establish instructional plans that will meet student needs.

(SD) Continues as was reported in January. 1.3.2 Create and implement accountability systems around

standards‐based curriculum planning and delivery at the team, school and district levels.

Future work

1.3.3 Create and implement a district‐wide electronic standards‐based reporting system for purposes of monitoring students’ achievement of standards and district‐wide program effectiveness.

Improved data integration with Galileo assessment system. Future work

1.3.4 Create and implement parent‐friendly electronic standards‐based reporting system(s) with evidence of students’ mastery of standards defined specific criteria.

Implemented new K‐5 standards based report cards.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 1.4.1 Review and revise board policies and regulations to

reflect research‐based curriculum practices. Completed last year. (SD) Completed and updated this spring.

1.4.2 Review and revise graduation requirements to meet state guidelines and promote students’ ability to successfully pursue their desired postsecondary goals.

Completed last year. Updated student information system (SIS) to reflect revised graduation

requirements and performed translation of existing credit records.

1.5.1 Review all existing core content courses at the secondary level for rigor in order to reduce redundancies in the curricular offerings or create appropriate courses to challenge all learners.

This is in progress in literacy and math 6‐12. Agriculture/Tech/Engineering has developed common course descriptions, syllabi,

academic crosswalks, and advisory groups have validated the work. Family and Consumer Sciences, Food Science, Catering, Interior Design,

Business/Marketing/ACE have developed common course descriptions, syllabi, standards/outcomes, and advisory groups have validated the work.


(SD) Continues as was reported in January. 1.5.2 Create common course information (descriptions,

content objectives based on pacing guides, grading procedures, etc.)

Updated student information systems master course catalogs. Agriculture/Tech/Engineering has developed common course descriptions, syllabi,

academic crosswalks, and advisory groups have validated the work. Family and Consumer Sciences, Food Science, Catering, Interior Design,

Business/Marketing/ACE have developed common course descriptions, syllabi, standards/outcomes, and advisory groups have validated the work.


Correlated AP courses and career pathways. All courses at secondary have a common course description and are used for

registering middle and high school students. 1.5.3 Review and revise weighted grading criteria and

procedures for weighting courses. Selected courses that have come before District Curriculum Council (DCC) have 5.0

weight. AP and IB courses have 5.0 weight. Procedures and guidelines are being followed by all high schools and department

chairs are working together to establish weights on specific courses. New weighted status for specific courses will be in effect for the 2011‐2012 school

year.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 2.1.1 Implement an electronic assessment system that

provides: 1) common assessment items that align with essential learnings identified in all content areas at all grade levels; 2) screening and placement tools; 3) regular progress monitoring and formative assessment tools; 4) measures of growth over time; 5) measures of growth against grade‐level benchmarks; 6) analysis of multiple data points; 7) disaggregation by subgroups; 8) immediate access to student achievement results; 9) instructional guidance.

Data integration between SIS and Galileo assessment system has been greatly improved.

The assessment schedule is in place, processes are being monitored, student achievement results are monitored and reported through Unified School Improvement Plans.

Uniform alternative assessment processes have been created and implemented for students who do not benefit from standard district assessment practices.

2.1.2 Provide ongoing training and coaching support for full implementation of the assessment system including data analysis.

A grant‐funded district data coach is working with schools to understand their data and to refine next steps for instruction.

Curriculum and assessment coordinators and district directors are supporting schools in the use of data.

Data are reviewed with principals and training is provided at monthly principal meetings.

Elementary teachers receive training and support on the use of data during early release Mondays.

K‐5 content leaders and department chairs receive training and support at monthly meetings.

Instructional and Response to Intervention coaches receive ongoing training. Coaches support middle and high school departments and grade level teams so

they can use assessment data to make informed instructional decisions. Support is provided at the district level for data retrieval.

2.1.3 Monitor the use of assessment systems at the school and district levels for usefulness and quality.

Substantial work has been done to improve Galileo implementation between the 2009‐2010 and 2010‐2011 school years.

School Assessment Coordinators (SACs) provide an important feedback loop between building needs/perceptions and Director of Curriculum and Assessment.

(SD) Director of Curriculum and Assessment, with the help of the Director of Instruction and Professional Development, conducted a listening tour at all district schools to solicit feedback on the district’s assessment systems. Findings were reported back to schools and improvements are being planned for 2011‐2012 school year.

2.1.4 Create an annual data analysis calendar that coincides with the district’s annual assessment calendar to guide data discussions at the building and district levels.

Future work


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 2.2.5 Create and implement a common method for looking at

data through the use of a data‐analysis protocol toolkit to be used to support data dialogues.

This is currently under development. (SD) Completed for implementation for the coming school year. (JR) Acquired and currently implementing Tableau data analysis and aggregation

system. 3.1.1 Use the research‐proven instructional practices that will

provide the highest quality of instruction in classrooms across the district.

Number Talks have been implemented in all K‐8 math classrooms. Math Stations have been implemented during numeracy time in all K‐5 math

classrooms. A three‐part lesson model has been implemented in middle school math. Principals

are monitoring the fidelity of implementation. Teachers of middle school language arts and social studies have received training

on the effective use of literacy strategies. Critical reading strategies and other AVID strategies have been implemented in

middle and high school classrooms across district. Research‐proven instructional strategies are clearly articulated in both the math

and literacy implementation rubrics. This tool helps coaches and principals as they observe teacher practice and provide support so teachers can move to the next level of implementation.

(SD) Continues as was reported in January. (ND) A document that outlines and defines the effective instructional strategies

that all District 6 teachers are expected to utilize has been created. This document will be used throughout the district beginning with the curriculum work being done during the summer of 2011.

3.1.2 Provide ongoing training and coaching support for full implementation of the research‐based instructional practices.

All actions mentioned in 3.1.1 are being supported through ongoing coaching. Instructional coaches receive ongoing professional development in research‐based

instructional strategies so that they can demonstrate effective instructional strategies for teachers and provide effective feedback.

(SD) Continues as was reported in January. 3.1.3 Monitor and adjust research‐proven instructional

practices in all classrooms and content areas for their effectiveness based on student achievement results.

Math and reading data are being monitored regularly and instruction is being adjusted in response to the data. Elementary schools are farther ahead in their understanding and use of data than middle and high; however, we have seen a significant increase in the effective use of data at the middle and high school levels this year.

Adjustments and refinements to the elementary math and literacy instructional practices are monitored and adjusted based on achievement results and data gathered from teacher observations. A recent example of this is the professional development provided by Jennifer Ashlock, external literacy consultant, for


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 principals, coaches and demonstration teachers. The refinements modeled by Ms. Ashlock will help teachers increase students’ time in text.

3.2.1 Implement K‐12 intervention systems and structures in literacy and math that are designed to accelerate student progress toward the essential learnings. These systems should provide 1) clear selection criteria for students; 2) adequate and timely diagnostic data to determine needs of students who are not meeting proficiency expectations; 3) high‐quality, research‐proven resources,;4) frequent progress monitoring for results; 5) flexible grouping strategies.

Tutors have been trained to support AVID students. Middle school math interventions are in place. All 9th grade students have a Plan of Study and are in a Career and Life Choices

class to support the transition into high school. GT teachers, in collaboration with GT students, classroom teachers and parents,

have developed Advanced Learning Plans. Academic progress is being monitored through Galileo.

A new credit recovery system has been implemented. (SD) Continues as was reported in January. (ND) A class has been designed to help all secondary teachers learn to effectively

use student led inquiry teams. These teams provide opportunities for students to learn and discover the answer to a question or problem through shared knowledge. This class will be offered to teachers during the Secondary Institute in June, 2011.

3.2.2 Provide continuous training and coaching support for specialized instructional strategies needed in order to meet the diverse learning needs of students.

Future work (SD) Specialized coaching provided for teachers K‐12 in supporting Tier 3 reading

programs to meet diverse learners and Language for Learning for ELs. 3.2.3 Monitor and adjust intervention strategies and

programs for their effectiveness based on student achievement results.

This work is in full progress. The following are all being monitored for effectiveness: o Accelerated classes and programs o Literacy and math interventions in K‐8 o Language! o Language for Learning and Language for Thinking o AVID programs o AP courses

(SD) Continues as was reported in January.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 4.1.1 Institute a Response to Intervention system that 1) is

initiated based on individual student data; 2) outlines the universal, Tier 2 and Tier 3 academic and behavior expectations and interventions; 3) includes progress monitoring to determine whether or not the student is responding to the intervention; 4) identifies the processes for analyzing needs, planning and monitoring interventions; 5) identifies specific responses to data.

Office of Information Technology (OIT) is working with Spectrum K‐12 and Exceptional Student Services (ESS) to provide data integration and user authentication services for the Exceed Response to Intervention (RtI) software system.

A multi‐tiered system of supports (also known as RtI) has been developed at all grade levels. It is implemented with the greatest fidelity at the elementary level in reading and in math.

Documents have been created to outline the multi‐tiered system of support at all levels in reading as well as math.

School directors continue to work with middle and high school level principals to develop intervention systems for reading and math.

The Exceed system will be in place by fall of 2011 and will support teachers and principals as they track student progress in various interventions.

Two instructional coaches are dedicated to supporting teachers and principals as they develop intervention plans for students who require Tier 3 support for reading.

(VH) Training has been completed with the RtI school site coordinators on the EXCEED RtI software that will be implemented in the fall of 2011. Administrators will be trained this summer to support the school site training that is scheduled to be completed in the fall.

(JR) OIT has engaged Computer Information Concepts (CIC) to assist with the data integration between the SIS and Exceed RTI system.

4.1.2 Revise the discipline matrix at all levels to develop consistency.

(DS) A standing committee will be formed this summer to address GEA concerns related to an inconsistent system for managing student conduct. The main work will occur during 2011‐2012.

4.1.3 Identify community agencies that provide services and support for students at risk of failure.

Through migrant and homeless service department, community agencies partner with the district to provide material items for students.

Migrant education graduation advocates are at each secondary school to support students by keeping track of migrant student grades and attendance, and making connections with parents to keep students on track.

The Integrated Grants Department provides support to identify homeless students and works with the student and family to overcome barriers. Partnering community agencies provide additional support.

(KV) Homeless office that supports students and families will move to the Welcome Center in June 2011.

(KV) Migrant program hired a student recovery advocate and three students were


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 brought back into the system second semester.

(KV) Littler program was closed and a new intensive BAC (IBAC) program was formed for K‐12 students to provide services for identified ESS students.

4.1.4 Communicate information about available community resources and partnerships throughout the district.

Met with Weld County Workforce Youth Council to collaborate and identify additional resources for our students.

The Integrated Grants department provides a monthly newsletter to the school district community and to the community partners highlighting students, advisors who serve, community partners and activities that have addressed the work of the Gear Up staff, the McKinney‐Vento homeless work, and the UNC partnership for secondary tutors.

4.2.1 Develop an internal, systematic process for analyzing data at all levels of the organization to examine the system for quality and equity, including disaggregating by subgroups in order to identify gaps and inequities in the system. Examples include, but are not limited to, suspension, expulsion, attendance, course enrollment, dropout, involvement in academic, co‐curricular, and extra‐curricular activities and student achievement and growth data

Advanced Placement (AP) and AVID students are tracked and results are monitored.

ELA students are closely monitored for adequate growth of language and literacy skills.

Instructional coaches are required to keep an accurate log of their activities in order to track whether coaches are spending most of their time coaching and whether or not all teachers participate in coaching as an integral part of their professional development.

School directors look at all incoming student data on a regular basis and develop action plans for supporting each school based on the data.

(DS) The High School Graduation Initiative Grant (HSGI) was awarded to the district and an internal data dashboard system was purchased as an early warning system to prevent dropouts.

(JR) Currently implementing Tableau data analysis and aggregation system. 4.2.2 Actively identify and eliminate all district practices that

contribute to achievement gaps such as tracking, under identification and over identification of certain exceptionalities.

Data are regularly compiled and analyzed to better understanding root causes of achievement gaps and dropouts.

Plans are underway for a spring/summer “Policies and Practices Review” of middle and high schools to identify practices that may be leading to school failure. Funds from the new High School Graduation Initiative (HSGI) grant will support the reviews.

Processes have been reviewed and criteria have been updated regarding preschool through high school eligibility of students with a disability.

Staff has been trained to implement with fidelity the identification standards for students needing special education services.

(DS) A National Center for School Engagement (NCSE) Policy and Practice Assessment was conducted in four middle school and four high schools as a part of


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 the HSGI grant to identify policies and practices that may be contributing to student failures. School teams completed the assessment and received feedback from NCSE experts in May.

4.2.3 Increase the number of students who successfully complete rigorous academic courses with special attention to students from traditionally under‐represented groups.

Tutors have been trained and are at work in secondary schools to support students. UNC Pathways to Success (Student/Parent conference) has been planned for

January 2011. Spanish Parent Informational Meetings continue at different locations which

communicate to parents advanced opportunities for their children. Plans of Study guide incoming ninth graders through a rigorous course of study. Through the API grant initiative, the number of low income students taking

advanced AP and IB courses has increased from 16% to 30% district‐wide. The Accelerated Bridge Course Program (ABC) provides opportunities for students

to accelerate progress through course sequence. 4.3.1 Implement Positive Behavior Intervention Support (PBIS)

program at all schools through ongoing professional development and site‐based PBS coaching.

PBIS is implemented in all district high schools, middle schools, and elementary schools. Professional development took place in July 2010 and school based professional development takes place quarterly at each school to continue to imbed the practices school wide.

The Leadership Institute provided at the elementary and secondary levels in summer of 2010 included training for leadership teams on the topic of creating and maintaining a positive school climate. This will be an area of focus in the 2010‐2011 Leadership Institutes as well.

(JR) In active discussions with Director of Secondary Leadership to determine SIS requirements for effective data entry of PBIS data.

4.3.2 Conduct annual safety audit at each site and correct identified issues.

Site‐based vulnerability assessments were completed at all district schools. All district sites achieved well in excess of the necessary 70% for state accreditation.

Comprehensive Safety Program was implemented to address both food and employee safety in Nutrition Services (August 2010).

(JW) Twenty‐one of Nutrition Services health inspections received a 100% rating. All Nutrition staff were given paid time to review safety standards.

4.3.3 Implement consistent guidelines for appropriate school attire.

Consistent guidelines for appropriate school attire are in place and compliance is on‐going.

4.3.4 Establish uniform building crisis teams at all levels (de‐escalation, crises prevention intervention, emergencies).

Trained over 300 school crisis staff on Crisis Prevention Institute (CPI) de‐escalation techniques ‐ over 300 trained.

A Business Continuity Plan is under development that will provide guidance for crisis response that will include, an out of district web site people can go to for


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 direction in a crisis, site based crisis teams, emergency declaration procedures, and responses to different types of crises. The first two building prototypes are under development now and will be used as templates for all our sites. This work is expected to take at least two more years.

(JR) Currently updating and gathering information for business continuity data recovery (BC/DR) database.

4.4.1 Institute mandatory district‐wide cultural proficiency training.

Frank Davila, an external consultant, worked with principals at all levels to develop cultural proficiency in 2009‐2010. An internet search of available options for online and face‐to‐face cultural proficiency training was begun in 2010‐2011.

4.4.2 Implement a system for monitoring the district’s progress toward cultural proficiency.

Future work

4.4.3 Utilize established councils to identify concerns, elicit feedback and participate in problem solving related to cultural proficiency issues (examples include, Diversity Council, District Curriculum Council).

The District Professional Development Council has established the exploration of appropriate professional development for cultural proficiency as one of its goals for 2010‐2011.

The District Diversity Council, led by Dr. Margaret Crespo, meets monthly and provides feedback to the Superintendent.

(ND) The Professional Development Council made the following recommendations for moving forward next year with professional development for all staff in the area of cultural proficiency: (1) work with an external consultant to devise a strategic plan for increasing cultural proficiency in District 6; (2) access resources available through CDE that may support the development of online courses that can be accessed by all District 6 staff; (3) encourage schools to host whole faculty study groups using the book Courageous Conversations by Glenn E. Singleton and Curtis Linton; (4) work with the Diversity Council to establish focus groups to gather baseline data about the level of cultural proficiency in District 6.

4.4.4 Identify and implement academic and co‐curricular programs that support and appeal to a broad range of learners.

Future work

4.5.1 Utilize collaboration teams at the district level, including Diversity Council, District Accountability Committee (DAC), District Curriculum Council (DCC), Gifted and Talented Advisory Council and associated curriculum work groups, District Professional Development Council (DPDC), Career and Technical Education Advisory Council (CTEAC), Exceptional Student Services Council, Special Education Advisory Council (SEAC), GT, ELL, Title I/Title

DCC members meet monthly to address curriculum and assessment improvements. An open forum for communication is provided.

Career and Technical Education Advisory Council (CTEAC) meets monthly to coordinate career pathways, internships, and further development of ICAPs with community resources.

A health pathway task force was convened to guide the planning for a new pathway.

The District Professional Development Council is in its fifth year of operation and


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 III Advisory Councils for purposes of improvement. includes representatives from each level and from various roles across the district.

The new Budget Advisory Committee (BAC) was formed and is meeting throughout the year.

The District Technology Committee has regrouped and is meeting regularly. All other councils and committees meet regularly throughout the year.

4.5.2 Utilize and continue to develop collaboration teams at the school level. (Preference is to develop leadership teams at the school level.)

Leadership teams are in place at each school. Leadership training was provided to all leadership teams in the summer of 2010

and will continue in summer of 2011. Middle school RtI (multi‐tiered system of support) teams have been established at

each middle school at each grade level. Student and Teacher Assistance and Response (STAR) teams have been established

at every school. Terri Pappas, external consultant, has been providing ongoing coaching and support for the STAR teams as well as the middle school RtI teams.

(KV) Summer STAR training will train school teams to implement the student data system to hold all interventions into the new RtI Exceed.

4.6.1 Identify gifted and talented students equitably in all populations (race, culture, gender, and socioeconomic levels).

CELA data are provided to each GT Teacher as a part of the identification process. Parent informational nights in Spanish are hosted for GT parents.

4.6.2 Educate families, staff, and community about behaviors, characteristics and needs of gifted students.

Parent communication newsletters are sent by each GT teacher. SENG Parent Groups meet fall and spring. Parent surveys are distributed through Infinite Campus and at individual schools

identifying area of need. 4.6.3 Implement annual Advanced Learning Plans for all

identified GT students. Fully implemented.

4.6.4 Provide relevant, appropriate instruction for gifted learners by trained professionals.

Roles and responsibilities of GT teachers have been defined relative to the new consultant model.

(ND) Classes designed to increase the effectiveness of any teacher who works with gifted children are included in the summer 2011 professional development line‐up. These classes include: Questioning Strategies, Socratic Seminar, The Gifted Learner, The Gifted Reader, Affective Guidance: Addressing the Social‐Emotional Needs of Gifted Students, Developing Mathematical Thinking in the Gifted Learner, Raising Thinking Skills for Gifted Learners, a Concept‐Based Model, Creativity, GT 101, and William and Mary Curriculum for High Ability Learners.

4.6.5 Allocate gifted and talented teachers based on student numbers, student identification goals and talent

Fully implemented


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 development.

4.6.6 Implement district‐level training, support and supervision to teachers of gifted and talented students in order to ensure common practices, common instructional models and common operating procedures across the district.

Online GT professional development has been provided through CBOCES. GT teachers meet monthly with GT Coordinator for support, guidance and training. GT teachers and instructional coaches have provided training on differentiation. GT teachers provide direct support to classroom teachers in differentiated

instructional strategies. 4.6.7 Establish grouping strategies to serve students in schools

with small GT populations. Future work

4.6.8 Establish guidelines and processes for accelerating students according to students’ learning needs (e.g., transcripting high school courses taken at the middle level and curriculum compacting, granting high school credit for college level classes).

The Iowa Acceleration Scale (IAS) is being used as a part of the body of evidence to determine the appropriateness of accelerating students to higher grade levels.

4.7.1 Build a framework of career pathways aligned with the state career clusters and with high skill, high wage or high demand occupations.

Pathways framework completed last year. (SD) Implementation work is in full progress.

4.7.2 Build partnerships with business and industry through the Career and Technical Education Advisory Council (CTAEC).

(SD) Work is in full progress.

4.7.3 Align career pathways with Aims Community College Career Academies.

Work continues on alignment efforts. (SD) Work is in full progress.

4.7.4 Develop individual student career plans beginning in middle school and update annually through high school.

OIT is working with CTE and XAP to provide data integration services for the College in Colorado software system.

Career planning occurring at middle school, including development of 9th grade plan of study. The plan of study has been integrated into the registration process and helps define the high school course sequence. It is updated annually.

A more continuous and comprehensive career planning process was developed and implemented at middle level including 8th grade UNC visits and career fairs.

(SD) Work is in full progress. 4.7.5 Identify CTE courses that contain academic content

equivalent to academic core courses and can be used to satisfy graduation requirements.

Academic crosswalk work is in full progress with agriculture and horticulture classes, business and marketing classes, and FACS classes.

(SD) Work is in full progress and will be completed at VT spring 2011.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 4.7.6 Integrate career relevance/awareness into other

content areas in elementary by grade level. Future work

4.8.1 Implement common practices, instructional models and operating procedures within the ESS program across the district.

The ESS manual on district wide procedures has been completed. Staff has been trained across the district on the Boy’s Town model for consistent

specialized behavior program with training continuing through to the 2011‐2012 school year.

4.8.2 Identify the role of the ESS staff in participation in Response to Intervention (RtI) problem‐solving and intervention activities.

ESS staff has been trained on their role as a resource support to the RtI model at all levels.

Intervention activities have been developed for preschool parents as part of the preschool response and recognition (R&R) RtI process.

Monthly meetings at schools are held by ESS district staff to support general ed and special education staff in their problem‐solving work.

(VH) ESS administrative staff visited and participated in problem‐solving meetings to model and clarify the role of the ESS staff in the RtI process. Guidelines were developed and provided to staff in program area and ESS lead teacher meetings held each month.

4.8.3 Create structures that increase collaboration between general and special education staff.

Monthly “ESS 30” meetings and RtI meetings at schools are conducted by ESS district staff to support general ed and special education staff in their problem‐solving work.

(VH) A student intervention review team worked with individual schools to problem solve at‐risk students at the request of the school principal. The purpose was to develop strategies and next steps to support staff in addressing the needs of the student(s). The team was represented by general education and special education staff from the district office.

4.8.4 Improve the quality of the IEPS so that every IEP includes specific, measureable goals and objectives (based on district standards) for every student.

IEPs are reviewed and staffs are provided feedback on how to improve and identify appropriate data to monitor student progress and will be an ongoing process.

(VH) All high school IEPs were reviewed by the transition specialist to prepare for the CDE transition audit. Audit was complete and the district met the expectation of 100% compliance in order to meet state and federal mandates.

4.8.5 Improve the implementation of IEPs through the use of progress monitoring data and response to progress monitoring data.

IEPs are reviewed and staffs are provided feedback on how to improve and identify appropriate data to monitor student progress and will be an ongoing process.

(VH) All elementary and high school IEPs were reviewed for quality goal development and progress monitoring systems.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 4.8.6 Establish, implement and support program expectations,

procedures and instructional guides for all specialized programs (severe/profound regional learning center (RLC), behavior adjustment classroom (BAC), autism intensive learning center (ILC), deaf and hard of hearing (DHH), and vision program).

Completed. (VH) Documents were provided to the CDE audit team for the February state

review of ESS.

4.8.7 Connect ESS identification system with RtI process. OIT is currently providing data integration services for the Encore IEP software system, and will be providing this service for the Exceed RTI system.

(VH) Contract was signed and development of EXCEED IEP program is currently underway. This software connects all data, progress monitoring and student information with the EXCEED RtI program that will be implemented for use this fall. Both programs (EXCEED RtI and EXCEED IPE) and training will be completed for use this fall.

(JR) OIT has engaged Computer Information Concepts (CIC) to assist with the data integration between the SIS and Exceed RTI system.

4.8.8 Use research‐proven interventions for academic content and behavior for ESS students.

A handbook that provides guidelines for the use of Tier 2 and Tier 3 reading interventions is being developed by DAA with the help of the intervention coaches. Specific guidelines are included in each section for ESS students.

(VH) Boys Town training has provided staff the skills to work with students with behavior needs that interfere with successful learning. Training of trainers model is being completed in June 2011 to build capacity for continued training of teachers and instructional assistants in the use and strategies of the Boys Town techniques. These techniques, when applied appropriately, reduce interruptive behaviors and safety concerns at the schools.

4.8.9 Establish processes that successfully transition ESS students between schools and levels.

Processes have been identified and will be implement in May 2011. (VH) Transition meetings were held with teachers to develop transition plans for

students who are transitioning from one school to another in the fall. 4.8.10 Establish secondary courses for ESS students that

support the need to transition successfully into postsecondary independence.

Ongoing

4.8.11 Establish guidelines that clearly define justification for failure of secondary ESS students in courses.

Ongoing

4.8.12 Establish and implement preschool pacing guides that align with kindergarten expectations.

Will begin this work this summer.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 4.9.1 Create a robust newcomers program for secondary

students up to age 21 to develop basic English skills and learn cultural integration skills.

Newcomer high school program is established and meeting the intense language needs of high school students. The program was moved to Greeley West mid‐year since most refugee students are in this attendance area.

The newcomers program at the secondary level includes the use of LANGUAGE!, a comprehensive language arts appropriate for ELLs. A full time LANGUAGE! coach works with teachers who are implementing the program.

The El Teatro group represents these students and perform for audiences to share their cultures and experiences.

Monthly parent meetings and family literacy activities are held to promote family literacy.

(KV) A Newcomer program is being created this spring and summer to support identified middle school students with intensive language development. The program will be at J Evans.

4.9.2 Continue to monitor and adjust the implementation of the ELL plan.

New English Language Acquisition (ELA) practices have been implemented this fall in district elementary schools to focus additional intervention on ELL students identified with "watch list" status. “Watch list” students are those that are not making adequate growth in language and academics.

A handbook that provides guidelines for the use of Tier 2 and Tier 3 reading interventions is being developed by DAA with the help of the intervention coaches. Specific guidelines are included in each section for ELLs.

(KV) The English Language Acquisition (ELL Language Development Plan) will be revised by June 2011. This plan is revised annually.

4.9.3 Use disaggregated data to progress monitor ELL achievement toward academic proficiency.

Student data is reviewed quarterly to determine adequate growth. Progress monitoring data is used to focus the instruction to meet the individual student needs. For secondary ELL students (NEP students specifically), additional data is now available through the use of the assessments linked to the curriculum taught. This data is reviewed quarterly to determine progress made toward language proficiency.

Kathi Ramirez, District ELA Coordinator, worked with instructional coaches in 2010‐2011 to analyze CELA data and make connections to instructional decision‐making.

(KV) Adequate growth data were collected at the 3rd quarter point and will be collected and analyzed by district office staff at the end of the year. Analysis of results will guide the fall support.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 4.9.4 Create structures that increase collaboration between

ELL and content teachers. Through the new focused adequate growth measures at the elementary, grade

level teams, including ELA teachers, meet at regular monthly meetings and quarterly adequate growth meetings to analyze and discuss interventions and support for students.

4.9.5 Continue to develop deep levels of ELL knowledge in all teachers.

With the new implementation of adequate growth determination processes, all elementary teachers are focused on the needs of their ELA students and are learning strategies to increase ELL student achievement in small team level meetings and building professional development time.

Dr. Frank Davila continues to support all schools with a special emphasis on elementary schools this year. His work provides recommendations to principals for improvement of their practices.

The district received a grant to train two district trainers in strategies developed by Center of Applied Linguistics and prepare to deliver the training around Reading Strategies for ELLs in June. Courtney Stone and Kathi Ramirez attended the four‐day Trainer of Trainers in January 2011 on the topic of best practices in literacy instructions for ELLs. Some or all of the available training modules will be offered to teachers during the summer beginning in 2011.

Kathi Ramirez worked with instructional coaches in 2010‐2011 to help them learn more about the stages of English language acquisition.

(KV) Kindergarten teachers will receive summer professional development to prepare them for the ELA PLACE test in order to become highly qualified. This effort to get 90% of kindergarten teachers highly qualified in ELA is supported by Title III.

5.1.1 Conduct satisfaction surveys according to the comprehensive accountability system.

Satisfaction surveys are a continuous and ongoing function of OIT’s quality assurance program.

Leadership satisfaction surveys continue to be distributed in April of each year. The Gallup Staff Engagement survey will be administered again in fall 2011. This item is always "in progress" and "implemented annually."

Parent surveys will be given this spring in conjunction with parent/teacher conferences.

Gallup Student Poll was conducted in the fall. (JR) Investigating feasibility of implementing a fully automated OIT satisfaction

survey. (DS) Parent satisfaction survey was conducted in the spring.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 5.1.2 Develop and implement a full complement of

communications vehicles for internal and external customers.

A new parent/community communications system is currently being investigated. (JR) Implementation of Schoolwires currently underway.

5.1.3 Create communication processes to keep teachers informed about curriculum and instruction related projects and issues.

Initial Blackboard roll‐out contains functionality to address curriculum and instruction teacher communication.

All curriculum guides and documents related to implementation of district initiatives was disseminated via Blackboard in August.

5.1.4 Identify and implement common expectations for various communication tools at the district and school levels (i.e., letters home, web‐page updates).

The use of school district electronic communications tools will be reviewed by the Educational Technology Committee.

(JR) Additional organizational communication tools to be implemented with the rollout of Schoolwires.

5.1.5 Implement effective translation and interpretation services at the district and building level.

Fully implemented.

5.1.6 Annually review and revise communication plan. Communications plan was updated in the fall. 5.2.1 Build strong relationships with teachers, classified staff,

and administration through listening sessions and open feedback surveys.

Feedback surveys are a continuous and ongoing function of OIT’s quality assurance program.

The "Solutions Committee" was established to build relationships with administration and GEA team members. Discussions have been held with this group about the possibility of administering an annual joint teacher survey.

Customer Service Reports implemented in Nutrition Services to document stakeholder concerns.

(JR) Investigating feasibility of implementing a fully automated OIT satisfaction survey.

(SD) Director of Curriculum and Assessment, with the help of the Director of Instruction and Professional Development, conducted a listening tour at all district schools to solicit feedback on the district’s assessment systems. Findings were reported back to schools and improvements are being planned for 2011‐2012 school year.

5.2.2 Strengthen relationships with teachers, classified staff and administration through ongoing visits to classrooms, schools, and departments.

OIT maintains a continuous school‐based presence for the purposes of interacting with all staff members.

The Board conducts weekly visits to schools, honoring students and teachers. District staff visit schools and classrooms daily.

5.2.3 Reinforce relationships between the Finance Department and Office Managers / Financial Secretaries.

Continued meeting monthly with school finance personnel and finance department personnel. Items of discussion included IV (Infinite Visions) improvements, guidance and training, purchasing card program implementation, and new copy machine implementation.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 5.2.4 Implemented Dollars & Cents Publication. Continue to send out Dollars & Cents on a monthly basis to communicate new

information as well as helpful tips. This communication device has helped in the implementation of IV, our new P‐Card program and has helped to communicate changes to practices and processes.

5.3.1 Develop school‐based family groups through the district parent liaison.

Future work

5.3.2 Implement online customer service training program for district staff.

5.3.3 Develop a community engagement plan that builds community ownership of district achievement outcomes.

The Board plans and implements regular community engagement meetings throughout the year.

5.3.4 Authentically involve families in schools, homework and student conferences.

5.3.5 Redesign district accountability committee structures to align with district Comprehensive Accountability Plan and state requirements.

New state laws regarding the membership, roles and responsibilities of the District Accountability Committee (DAC) have been written into district policy and implemented.

The BAC was added to DAC in an effort to expand the time and intensity spent on budgetary issues.

5.3.6 Implement a district welcome and registration center as an alternative to onsite school registration.

Fully implemented using ARRA funds. (KV) The Welcome Center will continue to be supported using Title I and migrant

funding. 5.3.7 Develop authentic partnerships with the business and

government community in the achievement of district outcomes.

Aggressive Farm‐To‐School program developed/implemented to increase procurement of local foods and build relationships with local growers and businesses.

Success Foundation was formed and is now in operation. (JW) Farm to School Annual Bid completed with 9 other Northern Colorado School

districts. Developing plan to menu over 25 local crops in SY2012. 5.3.8 Authentically involve the community organizations in

the achievement of district outcomes.

5.3.9 Create electronic systems and processes that enable parents to access records (enrollment, achievement, homework, records).

Attendance, homework, and progress report data from the Student Information System is available to parents through the SIS parent portal in Infinite Campus.

5.3.10 Create family and student friendly enrollment processes. Revised open enrollment process for the 2011‐2012 school year. (DS) The new open enrollment process was implemented wherein families did not


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 have to apply for open enrollment if they were already open enrolled into a school.

(DS) Board policies were updated to include more family friendly practices. 5.4.1 Engage in collaborative projects with Aims, UNC, and

other institutions of higher education that benefit all institutions.

In partnership with UNC's School of Teacher Education, a food redistribution program was established at Scott Elem ("Waste Not Scott") to utilize leftover foods from the cafeteria to assist students/families in need.

A collaborative project between UNC and D6 was initiated at Maplewood Elementary School. This program is called Reading Achievers. This project pairs UNC undergraduates with first and second grade students in an after school program. Instructional coaches provide training in research‐proven instructional strategies that the UNC undergraduates immediately put to use as they work with students. The program involves 240 teacher candidates paired with students in their after school program.

Training for UNC literacy practicum students by D6 instructional coaches is held at the start of each semester.

Literacy practicum students and student teachers are now assigned to demonstration classroom teachers.

Winograd instituted a pilot project to encourage teacher candidates to complete their literacy practicum and student teaching at Winograd K‐8.

In process is a collaborative effort with UNC to organize and sponsor a special education institute for June of 2011. Goal is to have this be an annual event inviting northern Colorado and southern Wyoming districts to attend. ESS invited UNC students in special education, school psychology and speech pathology to attend district trainings in autism and CPI.

All middle school students visit UNC each spring. UNC provided practice space for high school athletes when the district was closed

over the holiday. (JW) In partnership with UNC's School of Teacher Education, Nutrition Services

provided an estimated 18,000 take‐home packages to students as part of the "Waste Not Scott" pilot program, which incorporated leftover foods from several sites and donations from the community.

(KV) The District and UNC partner through the hiring of 70 UNC tutors to work in the secondary schools.

(SD) Eighth grade career fair, a collaborative effort with UNC, was held in April. 5.4.2 Institute a District 6 Educational Foundation. The Success Foundation is now established and the foundation board is now

planning fundraisers and marketing campaigns. (DS) The Success Foundation’s first fundraiser was held in the spring and resulted in


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 the collection of significant funds.

(DS) The first set of proposals was funded. 5.4.3 Develop partnerships with those that legislate and

regulate educational work. Nutrition Service Director appointed to Colorado Farm‐To‐ School taskforce by CDE. Dr. Margaret Crespo was appointed to the Educator Effectiveness Council. Holly Bressler was appointed to the Quality Teacher Commission. Kathi VanSoest provided input on the Colorado School Finance Project. Steve Alkire provided input on the Colorado School Finance Project.

5.4.4 Develop partnerships with educational vendors. (DS) In preparation for summer school and the launch of an online school, district staff has worked closely with vendors to ensure quality curricular resources.

5.4.5 Develop Worksite Wellness plan. Worksite Wellness Site Champions were appointed for each district site to assist with encouraging participation in wellness opportunities.

"Stall Talks" program was implemented district wide to address employee wellness topics.

Employee Assistance Program (EAP) is being considered to provide support to district employees when they need help.

(JW) Implemented Worksite Wellness Site Champions to help promote all events and opportunities. Stall Talks implemented monthly at all sites. We received a Well Workplace silver award in recognition of outstanding achievement in health promotion.

(MH, MS) Worksite Wellness Committee launched T.R.I.M. (Taking the Right Initiative to Move) wellness challenge which encouraged over 400 staff to become active or continue with a regular exercise program.

5.4.6 Improve Nutrition standards for all student groups. Received LiveWell Grant for School Meal Assessment (Completed 12/10) and Culinary Boot Camp (06/11).

Implementing plan based on results of the School Meal Assessment to convert from offering primarily highly‐processed foods to cook‐from‐scratch foods at all sites.

Began offering the National School Lunch Program to the students at Frontier Charter sites (08/2010) and will begin at GAP 2/1/2011.

(JW) Reported results of School Meal Assessment to Board at their January retreat. Executive Summary is posted on D6 Nutrition web page.

(JW) Developed implementation plan and time line for school meal improvement plan. This has included the hiring of a district Executive Chef.

(JW) Successful implementation of NSLP at Frontier which has exceeded revenue projections.

(JW) Gap meal service started 2/1 with minimal participation.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 5.4.7 Obtain Wellness Council of America (WELCOA)

designation. NEW ACTION (MH, MS) Worksite Wellness Committee submitted an application to the Wellness

Council of America and received the “Silver” designation. This designation indicates the organization promotes and endorses employee wellness by offering incentives and encouragement to promote healthy living.

6.1.1 Create individual teacher professional development growth plans that are aligned to the school’s improvement plan and the district’s strategic plan.

(ND) The Teacher Evaluation Council will continue to align the new teacher standards and professional development growth plans. The Teacher Evaluation Council will work with the Professional Development Council to make recommendations for professional development to help teachers and administrators understand the new teacher evaluation system which will be implemented fully in 2014.

6.1.2 Build a comprehensive evaluation system that 1) evaluates and provides timely feedback on the quality of professional development offerings; 2) identifies new learning gained by teachers; 3) identifies how the organization has supported the change; 4) measures participants’ use of new knowledge and skills; and 5) correlates teacher learning to student achievement (return on investment).

Survey results completed by every participant following professional development are tallied and shared with instructors.

(ND) As of June, 2011, all instructional coaches and coordinators who facilitate professional development opportunities are required to have an assessment of teacher knowledge that is administered and scored as part of the class. This data is turned into the Professional Development Department at the end of each class. As a pilot this summer, some coaches will also be utilizing online discussion forums that can be accessed by participants after the class to develop an online community of learners. This is one way to determine if and how the new strategies and skills are being implemented in classrooms.

6.2.1 Implement a quality instructional coaching model for all teachers and principals that is differentiated by need and that produces measureable student achievement results.

Coaching is required through USIPs. Coaching support is differentiated by school need. Full time elementary literacy coaches are placed at Title I schools, half‐time

elementary literacy coaches at non‐Title I schools. Four elementary math coaches were retained this year through ARRA funds. Two intervention coaches were added (K‐12) through grant funds. (KV) A Math and Science Partnership grant has been awarded to support secondary

math professional development and coaching for the next three years. 6.2.2 Implement a robust program evaluation of the coaching

model to determine its effectiveness in raising student achievement and to make program upgrades.

Implemented new coaching log database. Compiled coaching log data monthly and developed individual coaching goals. Prepared elementary data report at end of semester 1 to indicate # of coaching

cycles per coach and percentage of teachers coached at each school. Shared data with coaches and principals.

Provided training to coaches to increase their use of student data during coaching conversations.

6.3.1 Create and implement annually a professional Developed a preliminary plan for summer 2011 professional development for


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 development plan for non‐certified staff across the district.

classified staff. (ND) There are 8 courses offered this summer to support the learning of classified

staff members. 6.3.2 Create an annual job embedded professional

development plan for each school level (elementary, middle, high) that supports district strategic initiatives.

Created and delivered a comprehensive district‐sponsored professional development plan for each level (pre‐school, elementary, middle and high).

Created a professional development planning template for elementary school principals to support their planning for weekly data meetings and early release time.

Reviewed each elementary principal’s professional development plan. 6.3.3 Implement knowledge‐level professional development

(face‐to‐face and e‐learning) that supports district strategic initiatives.

Began planning for summer 2011 professional development (January, 2011). (ND) There are approximately 125 classes offered for Pre‐K‐12 teachers and

classified personnel during the summer of 2011 with over 3000 registrations. 6.3.4 Implement follow up professional development that is

job‐embedded (peer coaching, action research, data teams, collaborative planning, demonstration classrooms, etc.) at the school and district level.

Coaching support was provided to teachers in literacy, math, classroom management, writing, use of student data to guide instruction.

Facilitated collaborative planning sessions were provided to teachers at all levels. Coaches conducted individualized planning sessions for targeted literacy instruction

at the elementary level. Demonstration classrooms have been established at the elementary and middle

school levels and teachers/principals have taken advantage of this opportunity for learning and growth.

(ND) All coach‐taught professional development classes include an opportunity for participants to sign up for coaching sessions to help them implement the strategies and skills taught during the class. Teachers who sign up for this opportunity will receive D6 credit when they participate in five coaching cycles.

6.4.1 Establish well‐equipped professional development facilities for use year round.

Promethean boards have been ordered through ARRA funds for prime professional development venues in the district (service center 113 and 113A, 4th floor conference room B, 2nd floor conference room A).

Document readers have been purchased for use at the Administration Building and at the Service Center.

6.4.2 Implement a robust professional development software management system.

Future work pending funding.

6.5.1 Develop a consistent tool to identify the new hires needing induction.

(ND) The Professional Development Department has worked extensively with the Human Resources Department to create a system to better identify new teachers who require induction and to track the completion of their induction requirements.

6.5.2 Create and implement an induction system that includes orientation, professional development and mentoring.

Induction program was effectively implemented.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 6.5.3 Create and implement professional development for

mentors. Professional development was provided to new mentors.

7.1.1 Provide guidance to building administrators in the areas of instruction, school management, legal and regulatory compliance and effective fiscal practices.

Established communication tools to effectively communicate up‐to‐date information, such as PrincipaLine, Dollars & Cents, The Intercom, Chalk Board and Blackboard.

(DS) Principal meetings were held monthly to provide guidance. 7.1.2 Create and implement a system in which new

administrators receive targeted support on a monthly basis.

7.1.3 Equip each principal with a knowledgeable professional coach who provides year‐long support for all aspects of school leadership.

Secondary principals have received substantial coaching this year from the Director of Secondary School Leadership.

Principals at our highest need schools receive coaching via external experts.

7.1.4 Establish a leadership team in every school in order to build internal training capacity on Colorado’s standards‐based model and to increase student achievement.

All schools established or refined leadership teams as a part of the School Leadership Team training in summer 2010.

(DS) Leadership teams will receive three days of training this summer to refine their skills and expertise in various areas of leadership.

7.1.5 Establish professional growth priorities and action plans with every district leader.

7.1.6 Fine tune and create additional district‐wide leadership academies as needed.

Principals have received increased training and support on the use of data to improve outcomes for students.

7.1.7 Utilize the Gallup Employee Engagement program and protocol to engage department personnel in the district’s common goals, mission, and vision.

OIT provides data integration services to Gallup. Gallup Employee Engagement survey is given every other year. Next administration

will be fall 2011. 7.1.8 Establish and refine leadership training to focus on

relational aspects of student and staff engagement.

7.2.1 Regularly engage principals, staff members and students in dialogue focused on student academic performance during principal meetings, visits, and academies.

Principals have received increased training and support on the use of data to improve outcomes for students.

Teachers at the secondary level are using data more frequently. 7.2.2 Continue to model, use and train on the use of data

driven discussions for all leaders and teachers in the district during professional development activities and school site visits.

OIT provides data reporting services to all administrative staff. A grant‐funded district data coach is working with schools to understand their data

and to refine next steps for instruction. Curriculum and assessment coordinators and district directors are supporting

schools in the use of data. Data are reviewed with principals and training is provided at monthly principal


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 meetings.

Elementary teachers receive training and support on the use of data during early release Mondays.

K‐5 content leaders and department chairs receive training and support at monthly meetings.

Instructional and Response to Intervention coaches receive ongoing training. Coaches support middle and high school departments and grade level teams so

they can use assessment data to make informed instructional decisions. Support is provided at the district level for data retrieval. (JR) Acquired and currently implementing Tableau data analysis and aggregation

system. 7.2.3 Fully adopt and model the use of problem solving

protocols that begin with data analysis and are used at all levels throughout the organization in relevant meetings with leadership.

Used data at all levels and departments to make decisions. These decisions include long‐term operational changes such as school consolidations.

7.2.4 Train all district and school staff in the use of Colorado’s standards documents and data resources.

Trained staff on the use of Galileo. (SD) Vertical teams are designing new curriculum guides and standards documents

to reflect the “clearer, higher, fewer” state standards. Implementation plans will also be developed for dissemination in fall.

7.2.5 Create and implement a system in which all leadership consistently disaggregates and analyzes data comparing academic achievement of population subgroups (e.g., by income level, ethnicity, gender, exceptional children) in order to make informed school improvement decisions.

OIT provides custom Student Information System reports to leadership teams such as SABAR.

A data integration system has been identified and is being strongly considered for spring implementation.

(JR) Acquired and currently implementing Tableau data analysis and aggregation system.

7.2.6 Create a formal and consistent process for disaggregating data by subgroups and report to all stakeholders utilizing paper‐based and online delivery mechanisms.

Provide financial data at least monthly to spending authorities. A data integration system (dashboard) has been identified and is being strongly

considered for spring implementation.

7.2.7 Refine and revise leadership collaboration programs with Aims and UNC (Principal Cohort).

Discontinued UNC Principal Cohort due to lack of funding.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 7.3.1 Build a comprehensive evaluation system that 1)

supports higher levels of student performance; 2) enhances staff professionalism; 3) improves the quality of teaching; 4) helps teachers refine their teaching skills; 5) provides immediate feedback to enable opportunities for professional growth throughout the year; 6) clearly identifies opportunities for improvement to staff and administrators needing remediation.

The evaluation committee and the district leadership have begun discussions based on the implementation of Senate Bill 191. All 2011 requirements for this implementation have been met.

The district is partnering with the Colorado Legacy Foundation and the New Teacher Project to identify and support hiring practices within the district that are aligned with SB 191. This project will kick off in full force in February 2011, with the intention of implementing hiring practices for the 2011‐2012 school year.

7.3.2 Institute a district‐wide personnel evaluation committee that meets the requirements of state law as noted by district policy.

Evaluation committee has reconvened and a supervisor evaluation staff handbook for certified staff was completed and released in October 2010. The certified staff handbook was updated and released in August 2010.

8.1.1 Conduct an internal review of practice and policy and align all budgeting and financial policies to best practices and the district strategic initiatives.

Monthly financial reporting tools now developed for Nutrition Services.

8.1.2 Continue to improve and refine financial reporting while providing a method for district leaders to monitor use of funds.

(MH, MS) Monthly reports and an analysis are sent to each school at the close of each month to provide an update of actual expenditures in comparison to the budget. These reports are also shared with the Director of Elementary Schools and Director of Secondary Schools.

8.1.3 Continue to refine the alignment of the budget and actual expenses.

(MH,MS) Actual expenses are a driving factor for the development of the 2011‐12 budget. In addition, the finance department continues to review and evaluate account coding to maintain compliance with CDE's chart of accounts.

8.1.4 Implement software to enhance the budget development, maintenance and analysis for all aspects of the district.

Documentation is attached electronically to allow for easier evaluation and analysis of data.

8.1.5 Implement budget workgroups to help identify priorities and align funds.

Internal budget workgroups have been implemented in late winter for the last two budget cycles and will be used again this year for this purpose.

8.1.6 Increase transparency of budget development, decisions and document by developing a financial resources page on the website (audit reports, budget information).

Dashboard performance reporting tool was developed Jan 2011 for Nutrition Services to communicate information to stakeholders. Next step will be to post on‐line.

(MH,MS) Financial transparency documents continue to be placed on Money Matters webpage.

(MH,MS) In 2010 the Public School Financial Transparency Act (HB10‐1036) was passed requiring budgets, audit, financial statements, salary schedules and check registers to be posted online. These items can be found under “Money Matters” on the district website.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 8.1.7 Develop an audit committee. Will be a priority for 2011‐2012 8.1.8 Implement a periodic plan to evaluate and revise

internal audit processes and policies. Site based internal audits are completed annually. Finance Handbook is reviewed

and revised annually. (MH,MS) Internal audits have been expanded to the Nutrition Department for the

2010‐2011 year. 8.1.9 Annually evaluate the current staffing levels at each

school, in each department and compare the needs of the students. Allocate appropriately based on the outcome of the data.

Began a “continuum of services” cost analysis for students receiving special education services and the average cost for each disability for the required service providers.

8.1.10 Implement new financial software (Infinite Visions) to increase efficiencies in district‐wide operations.

Implemented a new purchasing process that utilizing IV to centralize the process. Many efficiencies have been gained and money has been saved by streamlining the process. Documentation is attached electronically to allow for easier evaluation and analysis of data.

(MH,MS) Due to the new purchasing requirements, the district saved approximately $50k for the purchase of 94 promethean boards purchased with AARA funds.

8.1.11 Initiated, directed and coordinated external audit process along with the preparation of the Comprehensive Annual Financial Report.

Used a common auditor for the district external audit as well as charter school (component units) external audits to streamline the process. This allowed the CAFR to be finalized and submitted earlier than ever before.

8.1.12 Evaluated security of disbursements sent from the District and implemented a process to prevent fraudulent checks being cashed on District accounts.

(MH,MS) Positive Pay was implemented and allows key finance staff to verify checks prior to the bank posting if there are questions/concerns.

8.1.13 Reallocated method of investments to achieve greater investment income opportunities.

Continue to monitor and evaluate investment portfolio which is allowing the district to realize increased investment earnings.

8.1.14 Implement a Board of Education Financial Report Summary.

Created a comprehensive summary to support the quarterly financial reporting to the Board of Education

(MH,MS) Created a Treasurer’s Report for the Board of Education Treasurer to report current financial position for each quarter.

8.1.15 Design and implement an Investment Portfolio Diversification Report.

8.1.16 Conducted district‐wide fixed asset inventory. A process for the management of fixed asset inventory has been established and is being maintained year‐round.

8.1.17 Implement a web payment option for district parents. OIT and Finance are investigating potential solutions. (MH,MS) An RFP has been submitted and proposals received from vendors

interested in offering a web payment solution. Evaluation of the proposals is


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 currently underway and will be gradually implemented during the 2011‐2012 year.

8.1.18 Implement processes and procedures to effectively and accurately collect all student fees.

OIT and Finance are investigating potential solutions.

8.1.19 NEW

ACTION

Implemented new health insurance options effective 2011‐2012 school year.

(MH,MS) District benefits open enrollment allowed for the district to offer three health insurance options including (HSA, Anthem Select 1000 and Anthem Select 500).

8.2.1 Initiate and complete a district‐wide technology audit to include hardware, software (educational software, business software, and instructional software) and infrastructure.

8.2.2 Uniformly deploy educational, business and instructional software that is aligned to curriculum standards to all schools.

Instructional software to be reviewed by the Educational Technology Committee.

8.2.3 Implement professional development plans to ensure educational, business, and instructional software is implemented appropriately and effectively to support curriculum standards.

OIT provides ongoing training for the all functions of the Student Information System.

8.2.4 Initiate annual review of software applications and systems to ensure they are meeting the needs of the organization.

Currently investigating the implementation of a workforce management (time clock) system that would interface with Infinite Visions. This would create an efficient method for employees to report the time they have worked to payroll. An RFP has been issued and responses will be evaluated for feasibility.

(MH,MS) The time clock system RFP has been submitted and proposals have been evaluated. Three vendors have been selected for demonstrations in June.

8.2.5 Provide leadership, support, training and education through strategic and focused management information systems.

8.2.6 Implement quality control systems and feedback loops for the Office of Information Technology and MIS.

Quality assurance programs are continuous and ongoing with all OIT departments.

8.2.7 Provide quality technology support, installation and replacement to meet educational teaching and learning needs.

OIT provides replacement hardware and software for all schools as budget allows. OIT provides installation and support for all technology systems throughout the school district.

8.2.8 NEW

ACTION

Develop a comprehensive series of fully integrated, student‐centered, online learning community services that will provide enhanced, global educational

(DZ) A three‐year deployment plan has been developed with initial identification of the learning community components (Faculty and Student Collaboration Center, Registrar, Counseling Center, Online School, Support Center, Marketing Center,


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 opportunities to students and staff in the Greeley‐Evans and surrounding communities.

Professional Development Center, and Community Outreach Program). Work with Jason Hackett has begun regarding the overall marketing plan, Stacie Datteri regarding curriculum content selection and development, Nancy Devine regarding professional development needs and offerings, Joe Ronnenberg regarding end‐user support mechanisms, and district counselors regarding student needs. Extensive work has been done with the Office of Information Technology regarding the impact of this project on the current infrastructure and potential technology needs in the classroom as well as end‐user technology skills.

8.2.9 NEW

ACTION

Evaluate current status, create, and implement a district‐wide Technology Integration Strategic Plan for the purposes of identifying appropriate technology tools, maintaining up‐to‐date technology tools, infusing technology tools into the curriculum, providing professional development opportunities, and enhancing the student learning process.

(DZ) Action to be taken during academic year 2011‐12.

8.2.10 NEW

ACTION

Establish a community‐based state‐of‐the‐art technology center for the purposes of hybrid eLearning, professional development, student‐centered before and after school technology certification programs, and the generation of revenue through a community‐use rental program.

(DZ) Initial design and recommendations have been made to district personnel with detained project plans to be developed during June and July.

8.3.1 Evaluate and implement a computerized vehicle maintenance program.

Purchased Edulog Fleet Maintenance/Parts Inventory Software and Edulog Fuel Module and Fuel Reader Interface Software in summer of 2010. All were installed the fall of 2010 after computers at transportation were upgraded. The fuel piece has been implemented to more easily track fuel consumption. We are currently in the process of implementing the Fleet Maintenance and Parts Inventory software.

8.3.2 Evaluate and implement a computerized school bus routing program to optimize routing effectiveness.

Edulog was installed in 1988. Acquired upgrades to improve service since the original purchase.

An online address look up module was activated last spring to allow parents to look up the school boundary for a particular residential address.

8.3.3 Evaluate and implement a computerized field trip scheduling and mileage tracking program that would be compatible with the bus routing program.

Purchased Edulog Field Trip Management Software in summer of 2010. This software is a web‐based program, so scheduling and approving buses for trips will be an on‐line process. We are in the process of implementing this software. It should be ready for the high school level to begin using this spring. It should be in place for district wide use by the fall of 2011.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 8.3.4 Develop and implement an “on call” procedure to

address emergency situations involving school transportation after hours and on weekends.

This was successfully completed and in place 7/1/2010.

8.3.5 Adopt a vehicle replacement program to reduce the number of older vehicles with poor fuel efficiency.

A plan has been developed and is pending based on funding.

8.3.6 Develop a resource conservation program. Purchased and maintained information on a utility tracking program called Utility Direct/School Dude.

8.3.7 Study facility efficiencies and design short and long‐range plans for streamlining and increasing organization effectiveness.

Ongoing (BJ) Completed 2009‐2010 Maintenance and Operations Benchmark4Excellence

Study (BJ) 4/15/2011 Started Sustainability Management Plan Study

8.3.8 Evaluate structure of Serve Center departments. Surplus Warehouse system developed to include notification of items to be reutilized, delivery of items to sites and on‐line auction feature.

Staffing model reviewed and updated for the supply warehouse. This resulted in the reduction of an additional .5 FTE (1.5 FTE reduction over past two years).

Cost analysis completed on print shop to determine feasibility of continued operation. RFP now in process to secure new equipment for the print shop spring 2011.

(JW) Completed restructuring of supply warehouse. As of May 4, 2011 63 surplus items have been sold for total sales of $24,305.65 during the current fiscal year. Additionally, over 1300 surplus items have been returned to schools for continued use.

(JW) RFP awarded to Canon Business Solutions for new print shop equipment. New equipment to be installed in June 2011.

8.4.1 Conduct triennial human resource department audit. The HR triennial audit will be implemented in 2011‐2012. 8.4.2 Create a plan to implement suggestions in triennial

human resources audits. The HR triennial audit will be implemented in 2011‐2012.

8.4.3 Create and implement a district‐wide program to recruit and retain the most talented staff (administration, classified and certified) possible to increase student achievement.

The district recruitment and retention plan is complete. The plan is in effect and recruitment will resume February 2011.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 8.4.4 Develop a recruitment and retention plan that addresses

diversity, quality and hard‐to‐fill positions The district recruitment and retention plan is complete. The plan is in effect and

recruitment will resume February 2011. Hard to fill and highly qualified goals were added to the CDE consolidated district

plan and have been implemented throughout the 2010‐11 school year. 8.5.1 Review all departmental handbooks and update

accordingly and in an accessible, consistent and user‐friendly electronic and print format.

Revised Nutrition Services Employee Handbook was distributed to all Nutrition Services staff Aug 2010.

8.5.2 Review all school handbooks and update in a consistent and user‐friendly electronic and print format.

8.5.3 Develop and implement a plan to review and revise district policies on a consistent basis.

Revisions to policies are routinely submitted to the Board of Education based on suggested revisions from CASB.

8.6.1 Review and refine implementation of district‐wide student records plan and technology‐based tool (Infinite Campus) to ensure updated, accurate, and timely student information.

Future work

8.6.2 Research and implement a district‐wide technology‐based records management system (student records, diagnostic and testing records, etc.) that interfaces with the newly implemented payroll/HR software and Infinite Campus.

8.7.1 Refine key performance areas for all employees and align to the strategic plan.

The classified evaluation system is under review and an updated and aligned system will be implemented for the 2011‐12 school year. Performance as well as job descriptions have been compiled and are being realigned for a fall 2011 implementation.

8.7.2 Create and design a system in which measurable outcomes for all employees are identified in order to meet merit pay goals.

This item will be implemented and in alignment with SB 191 in the 2013‐2014 school year.

8.8 Develop and implement procedures that will support a credible and high quality purchasing department.

8.8.1 Integrate the procurement operation with the Finance Department in order to better align with industry standards and common functions/goals.

Established new policies and procedures for purchasing of products/goods/services for the district.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 8.8.2 Negotiated an Intergovernmental Agreement with the

City of Greeley to form a purchasing coop by sharing the Purchasing Manager function generating a $77,000 savings.

Collaborate with purchasing department staff for the City of Greeley to effectively implement purchasing policies and procedures for the district, and generate cost savings where possible.

8.8.3 Develop and implement a new purchasing manual outlining specifically the requirements and expectations of the purchasing function in the district.

Created a purchasing handbook for use by all district employees. Trained employees on the new policies and procedures. Continue to monitor and evaluate the process and make changes as needed.

8.8.4 Initiated, negotiated and currently implementing a district‐wide copier lease.

Entered into a new 5‐year lease for copy machines district wide. A significant savings is anticipated with this change.

8.8.5 Implementation of purchasing card program with UMB Bank.

Implemented a new p‐Card program to maximize rebates and establish consistent policies and practices for using p‐cards.

Implemented a new p‐card user manual and training for district employees using p‐cards.

Established an audit system to review and monitor the use of p‐cards to ensure they are being used appropriately.

(MH,MS) Received a $27k rebate by implementing the new purchasing card vendor and purchasing processes and procedures.

9.1.1 Establish a process for annual review of the strategic plan, including progress made on goals and indicators, by the superintendent and the board of education.

Progress and updates are reviewed by the Board every six months (June/January). Changes to the plan are made annually in June.

9.1.2 Update annually the district improvement plan based on data and input from stakeholders and reviews of the strategic plan.

District Unified Plan was updated, approved by the Board, and submitted to CDE on time.

(DS) District Unified Plan was approved by CDE.

9.1.3 Garner community and district input for the development of Reaching for Excellence 2014‐2019 beginning spring 2013.

9.1.4 Develop Reaching for Excellence 2014‐2019 during 2013‐2014 school year.

9.2.1 Use continuous improvement systems and data to inform decisions.

A data integration system (dashboard) has been identified and is being strongly considered for spring implementation.

(DS) Tableau has been purchased and is in the process of being implemented. 9.2.2 Collect, manage, and analyze pertinent data and

relevant information to support improvement efforts. A data integration system (dashboard) has been identified and is being strongly

considered for spring implementation. (DS) Tableau has been purchased and is in the process of being implemented.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 9.2.3 Use the Baldrige criteria to plan for process

improvements and measure successes. Implementation of the Plan, Do, Study, Act model continues. The next level of

Baldrige is under consideration for the 2011‐12 school year. 9.3.1 Provide sufficient administrative resources that support

organizational improvement and lead to stability and quality of leadership.

9.3.2 Continually seek additional resources as needed to increase academic achievement and sustain continuous district improvement (e.g, grant opportunities, mill levy override needs, state financial support).

All available grant opportunities are reviewed and pursued if they will contribute to the mission of the organization.

9.3.3 Develop a routine systematic communication system and feedback loop that will consistently communicate the progress of priorities and goals of the district to all stakeholders of the school communities.

9.3.4 Create and implement a system in which management of resources (e.g. human, physical, financial, time) by district leadership is equitable and consistent with the goals and strategic priorities of the district and all schools, and focused on student learning.

9.3.5 Demonstrate awareness of how procedures, policies and initiatives impact school operations by reviewing and potentially limiting initiatives and tailoring procedures primarily to those that focus on high quality teaching and student achievement.

9.3.6 Implement a formal audit cycle and resource adjustment period for support programs and organizational functions that is supported by quantitative data.

9.4.1 Review annually and update as needed the WCSD 6 Comprehensive Accountability System.

The WCSD 6 Comprehensive Accountability System was last updated in June 2010.

9.4.2 Develop and implement school improvement plan (SIP) monitoring systems.

Ongoing

9.4.3 Develop and implement department improvement plans (DIP) and monitoring systems.

Ongoing

9.4.4 Recognize successful efforts of educators and the successful efforts of students based on the WCSD 6 Comprehensive Accountability Plan criteria.

Fully implemented.


Strategies Progress May 2010 through December 2010 and January 2011 through June 2011 9.4.5 Develop a consistent system for collecting district‐wide

indicator data (formative and summative) that are aligned with the Comprehensive Accountability System.

Data are collected, but they are difficult to aggregate. (DS) Tableau has been purchased and is in the process of being implemented.

9.4.6 Inform the community of the district‐wide indicator results via the dashboard.

Currently, the dashboard is updated manually. A data integration system (dashboard) has been identified and is being strongly considered for spring implementation.

(DS) Tableau has been purchased and is in the process of being implemented. 9.4.7 Conduct recognition moments publicly during Board of

Education sessions to celebrate and/or showcase the successful efforts of all students, educators, departments and teams in student learning.

Recognitions are conducted at nearly every board meeting. (RF) Recognitions continue to be conducted at the beginning of board meetings.