Montezuma-Cortez RE-1Management Pathways Proposal

Presentation to the Colorado State Board of Education

March 9, 2017

Kids First! Whatever it Takes! Working Together for Educational Excellence!

District Context

Our diversity is one of our greatest assets

We are committed to deepening our

partnerships with parents and the Ute Mountain Ute and

Navajo Tribes and to closing our growth

and achievement gaps

White50%

Native American27%

Hispanic, 19%,

Other4%

Students who did not qualify

for Free/Reduced

Meals39%

Students who qualify for

Free/Reduced Meals61%

ECONOMICALLY DISADVANTAGED STUDENTS

STUDENT DEMOGRAPHICS

District Context

Montezuma County ranks LAST among the largest 25 counties in

Colorado on indicators of child well-being

We know education is a key component of

breaking these cycles in our community!

District Performance Data Overview

Accredited with

Insufficient Data

Accredited with

Insufficient Data

District Performance Framework - The Montezuma-Cortez RE-1 is demonstrating improvements at the Elementary School level with two of the three largest

elementary schools improving their accreditation ratings*

Rating for CMS

and MCHS

Note: accreditation ratings for CMS and MCHS were impacted by high opt-out rates

*Kemper improved from Turnaround to Performance and Manaughimproved from Turnaround to Priority Improvement

District Rating

by EMH Level

District Performance Data – PWR Trends

ACT - The Montezuma Cortez High School has improved ACT

scores in every subject, exceeded college readiness

benchmarks in English and is .4 from meeting state expectations

PSAT - The Montezuma Cortez High School is exceeding the

state PSAT scores in Reading and approaching in Math

District Performance Data – PWR Trends

The Montezuma Cortez High School

and the District graduation rates have each improved by 20%

in the past 5 years! Note: SWOS is an alternative

education campus

District Goals and CommitmentsThe District is committed to ensuring all students are growing and achieving at high rates and are graduating ready for college and career

To achieve this we have outlined the following goals in our Pathways Proposal.• Maintain MCHS graduation rate at 85% or above (meets expectations) and improve SWOS (alternative

education campus) best-of completion rate from 34% to 45% (approaching expectations on AEC SPF);

• Reduce MCHS drop-out rate from 5.3% to 3% and reduce SWOS (alternative education campus) drop-out rate from 17.2% to 10%;

• Demonstrate consistent growth in math and ELA with a minimum PARCC MGP of 50 at the elementary and middle school levels;

• Demonstrate improvements in achievement in math and ELA by increasing the percentage of students scoring at “meets” or “exceeds” on PARCC by 5%/year at the elementary and middle school levels;

• Ensure students are meeting early literacy benchmarks by increasing the percentage of students scoring at/above benchmark on DIBELS by 10%/year; and

• Close growth and achievement gaps with students qualifying for Free and Reduced lunch as well as Native American and Hispanic students by attaining a minimum MGP of 50 by 2018.

By meeting these goals the District will be off the clock in 2 years.

These goals represent a floor not a ceiling for our performance

Kids First! Whatever it Takes! Working Together for Educational Excellence!

Need for a Management Partner

The District Board selected the Management Pathway based on the following analysis and considerations

Analysis of Management Pathway determined this approach best positioned the district to address the root causes identified in the district and schools’ Unified Improvement Plans and was most likely to lead to rapid improvement across the district

Analysis of Management Pathway determined that this approach builds on existing turnaround efforts and systems building already underway (e.g. data driven instruction, aligned curriculum, culture of performance) that is showing success at the elementary level – two of three prior turnaround schools demonstrated improvements in accreditation

Recommendations from the State Review Panel that the district pursue an External Management Pathway and continue partnership with the University of Virginia as that External Management partner.

Analysis of other Pathways determined they were not feasible at this time or less likely to lead to rapid improvement in student growth and achievement

Why University of Virginia? Evidence of Impact

Proven National Results

Proven Local Results

Montezuma-Cortez RE-1 Enrolled Kemper, Manaugh, and Mesa in the UVA Turnaround Program in 2014-15

Key accomplishments from partnership to date• Implementation of evidence based turnaround strategies through short-cycle “90 day” improvement plans• Adoption of standards-aligned core curriculum and development of DDI capacity (e.g. interims, data teams)• Kemper improved from Turnaround Year 5 to Performance and Manaugh improved from Turnaround to

Priority Improvement

Overview of UVA Partnership for Accountability

Scope of work for 2 year contract with UVA • Provide oversight and accountability to all key aspects of the District implementation of Pathways

proposal Quarterly monitoring of implementation of District Pathways plan (milestones and available academic data) Semi-annual site visits with the district, participating schools, and CDE to assess progress toward established

UVA turnaround indicators Semi-annual written reports to CDE and District Board Annual reports to the State Board of Education

• Provide technical assistance to District in developing and managing other partnerships to support key goals (e.g. talent management).

• Connect District to other district examples of high performing district teams, district level successful turnaround efforts, and examples of specific best practices associated to District goals

• Provide training and technical assistance to identified schools including semi-annual professional development cohort trainings to CMS and MCHS (pending district funding to participate)

• Annual Review and Right to Terminate the contract shall be reviewed by both parties annually and may be terminated by either party for lack of performance as described in the contract

Outcomes• Implementation benchmarks: District will meet identified implementation benchmarks for talent management, community

engagement, board and district capacity building, and differentiated school support• Performance benchmarks: District will meet identified performance metrics in plan related to PSR (graduation, drop-out), growth in ELA

and math in grades K-8, achievement in ELA and math grades K-8, and closing achievement and growth gaps for Native American students and students who qualify for FRL.

• Accreditation benchmarks: District will attain an accreditation status of Improvement or higher.

Board and District Capacity to Lead

Sustainable Change

Overview of Key Elements of District Pathways Plan

Deepen Community Partnerships to Drive Student Achievement

Dynamic Talent Management Strategy

Provide Differentiated Support and

Accountability to Implement School-Specific Plans and

Deepen Capacity to Implement

Key Strategies Key Activities Milestones Student Outcomes • Board turnaround training (Center for School

Turnaround)• Board-led strategic planning (mission, vision, goals)• District leadership capacity building (UVA, site visits)

• Collective Impact – 5 year county plan for “Cradle to Career” goals, resources, services

• Communications and community engagement plan• Deepen partnership with Ute Mnt Ute Tribe (IPP, CSC)

• Dynamic recruiting (Boettcher, Rural Teacher Outreach, SchoolSpring, Fort Lewis, BOCES/CEI)

• Talent management vision and plan• Teacher leadership, strategic staffing models and

leadership pipeline• Retention and “teacher value proposition”

• Continue and deepen use of school-specific 90 day plans to drive school improvement efforts

• Conduct site visits to high performing schools• Deepen observation and coaching for teachers• Strategies to deepen student engagement• Pilot strategic staffing and scheduling models• Enhanced support for school leaders through RELAY,

UVA, District Shepherd, and enhanced admin PLCs• Aligned PSR strategies to improve graduation/drop-out

Early Literacy –Improve % of K-3 scoring at/above benchmark (DIBELS) by 10%

Growth – attain a 50 MGP (PARCC) in math and ELA at elementary and middle school

Reading Achievement –increase % proficient by 5%/year (PARCC)

Math Achievement –increase % proficient by by 5%/year (PARCC)

Gaps – reduce growth and achievement gaps for Native American and students qualifying for FRL by attaining 50 MGP (PARCC)

Graduation/Drop-out –reduce MCHS drop out to 3% and maintain graduation at 85% or higher

• 3 year strategic plan, mission, vision, values and goals

• Increased resources• Increased Tribal and

public support for shared academic goals

• Enhanced culturally relevant practices

• Increased number and quality of applicants

• Increased employee and teacher satisfaction/retention

• Improvements in Tier I instruction

• Improvements in student engagement

• Meeting 90 day plan goals and interim data

• Improve district/school accreditation to Improvement or higher

*Defined in detail including timelines, measurable milestones and outcomes in full Pathways Plan

Kids First! Whatever it Takes! Working Together for Educational Excellence!

Montezuma-Cortez RE-1 Board Commitment

Board is 100% committed to this Pathway Plan and will actively support implementation by:

• Voting to formally support this Pathways Plan

• Completing Board Center for School Turnaround board training

• Engaging with Colorado Association of School Boards to create a district 3-year strategic plan

• Providing accountability and oversight to district staff and UVA partners to ensure effective implementation of Pathways plan

• Exploring a mill levy to increase sustainable funding for salaries, technology, and transportation

Ute Mountain Ute Tribe Commitment

The Ute Mountain Ute Tribe is 100% committed to supporting the District and will actively support implementation of this Pathways Plan by:

• Co-Chairing Joint Graduation Task Force to reduce drop-out among Native American students and improve graduation rates

• Providing enhanced wrap-around and educational supports in Towaocincluding Head Start, tutoring, academic interventions, and counseling

• Meeting monthly with principals to monitor and support implementation of Pathways Plan and school-specific improvements

University of Virginia Turnaround Program Commitment

The University of Virginia Turnaround Program is 100% committed to supporting the District and will actively provide support and accountability for the implementation of this Pathways Plan by:

• Annually assessing district capacity and implementation of turnaround using UVA Turnaround evidence-based rubric

• Providing training and technical assistance to Montezuma-Cortez High School and Cortez Middle School through the proven Turnaround Leadership cohort program

• Providing oversight to the implementation of the Pathways Plan including semi-annual data and progress reviews and annual reports to the State Board of Education

Kids First! Whatever it Takes! Working Together for Educational Excellence!