2009-2010 Site Review for Aspen Creek K-8
Summary of Findings and Implications:
- School Improvement Design – Are the actions appropriate to the intended goals?
The Site Review Team commends the Aspen Creek K-8 staff in differentiating the School Improvement Plan (SIP) into three distinct areas: Primary, Intermediate, and Middle Level. This differentiation of goals leads to specific writing strategies that are appropriate for each learning group (e.g.: K-2--Primary, 3-5—Intermediate, and 6-8—Middle Level.) The action strategies include clear assessment-type strategies as formative assessments to measure student learning. Perhaps consider staff conversations about a consistent instructional piece to round out the teaching-learning cycle.
ACHIEVEMENT:
Primary - For next year, consider adding an explicit K-2 writing instruction strategy to your SIP in addition to your assessment piece.
Recommendation: Perhaps add a primary strategy for the equity goal that targets a transformational strategy to support kids with special needs or your typical “struggling writers.”
Recommendation: Consider revising the primary SMART goal to include a more primary K-2 writing assessment (other than CSAP) that would show growth internally since the K-2 grades do not have CSAP writing to use as a measurable outcome. The Site Review Team encourages the AC Staff to use more than the CSAP writing assessment as a source to show student achievement gains.
Intermediate - For next year, consider articulating (grades 2-5) about the checklists per grade level so that you are building on the strengths of your fellow colleagues and not “reinventing the wheel” for each checklist.
Middle Level - For next year, consider including a strategy on students using the rubrics for their own personal self-assessments of their writing.
EQUITY:
Primary - Perhaps add a specific strategy about targeting kids with special needs or targeting students who are struggling writers if students on IEPs have not been readily identified yet. This might be difficult to report on next fall if there isn’t a specific strategy in place now.
Intermediate - One of your strategies includes a powerful action strategy component that follows 3 SPED struggling writers as focus for weekly conferencing and written feedback.
Middle Level - Your ML strategy includes targeting IEP objectives while using the common rubric.
CLIMATE:
K-8 - As you continue your work with strengthening the home-school connection, you may want to consider sharing more openly with the parents which students received the Pride Slips.
- Implementation of TIES/SIP/Accreditation Portfolio – To what extent is progress being made in the implementation of the actions?
Achievement: Considerable progress has been made in all actions for this goal, K-8. A common rubric is being used school-wide and the staff is diligently working on various areas such as 1) evaluating students’ writing, 2) conferencing with parents to inform them about student learning, and 3) providing authentic writing focused on ideas/content. Perhaps the PAWS PLC could look into scheduling Elem/ML Collaboration meetings for teachers to have time to talk about the results of using the writing rubric to drive instruction.
Equity: Considerable progress has been made in some of the grade level areas, specifically grades 3-8. Follow up conversations about the grades 3-5 “action research piece” to select 3 struggling writers to focus on are the “next steps.” ML collaboration with the SPED team in creating lists of “IEPs at a glance” or lists of “targeted IEP objectives” or lists of “IEP accommodations across the content area” is quite impressive. Something to think about: Grades K-2 might consider identifying a specific transformational strategy that might meet the needs of the struggling writer since there is not a targeted K-2 action strategy for the SPED Equity Plan.
Climate: Considerable progress has been made in all actions for the climate goal. Classified staff has been exposed to the Coyote Code Positive Behavior System at various meetings. The student handbook is being updated to include common behavior expectations and consequences. PBS tours were conducted by the 360° 8th graders for all students. The PAW program is continuing to be expanded and refreshed as evidenced by the February Pink PAWs program. Behavior expectations and bully-proofing lessons are continuing to be re-taught during elementary level community meetings and middle level “Connect” meetings. Parents are continuing to become involved in the Coyote Code in various ways, including a PBS presentation at the March PTA meeting.
- Results of last Year’s TIES/SIP/Accreditation Portfolio – To what extent have the actions resulted in improved student learning and reduction of patterns of inequity among subgroups of learners?
Writing has been Aspen Creek K-8’s School Improvement focus for the past 6 years. Overall CSAP Writing Weighted Index has remained stable for the past 2 years at 87-87, with a slight increase last year to 89. With the shift to the Colorado Growth Model, consistent gains (with a slight wobble at 4th grade) can be seen in writing achievement. A closer look at the 7th and 8th grade writing achievement growth is recommended to discern possible challenges posed at these two grade levels.
In the elementary area, growth gains were made by male writers as compared to female writers with a decrease in growth scores for the students with special needs.
In the middle level area, growth gains were seen by students with special needs with a decrease in growth scores for the male writers compared to the female writers.
Interesting Pattern: Across the grades 3-8, approximately 1/3 of the students in each grade level are partially proficient in writing. What are your thoughts about this?
4. Are the goals focused on the priority challenges of the school?
Priority challenges identified by the Aspen Creek Staff: overall writing grades 4-8 median growth is below the District in all grades except 7th grade. Additionally, overall writing grades 4-8 median growth is below the District in all disaggregated categories. Specifically,
SPED 32.5 vs. BVSD 42
Male 41 vs. BVSD 50
Consequently, the Aspen Creek K-8 School Improvement Plan Goals are focused on writing, which has been identified as the priority challenge of the school.
Recommendation: At a deeper exploration, the data shows that boys are showing less growth in achievement than girls in writing. If the staff feels that this “gender issue” is an area of priority challenge, perhaps they might want to consider a transformational strategy (not goal) across the grade levels to close this gender gap.
5. Celebrations: Strengths and Achievements
5.1 Elementary Achievement/Equity
· The level of research based methods for teaching literacy is stellar!
· Best practices are evident in all classrooms.
· Student writing is posted all over the school, hallways, classroom, and pod area.
· We observed several Author’s chair – student sharing their writing to classmates.
· Learning objectives are clearly stated.
· Grade level teams are cohesive in expressing ideas related to SIP goals.
· Rubrics are used at all grade levels, and a separate rubric is used per grade level according to student expectations. Revision is occurring with district guidance from GVC, report cards, and teacher experience.
· Conventions being addressed in 1st grade; check-list in one 2nd grade class and song for conventions in 2nd grade; using essential learning results (ELRs) to guide instruction in 3rd; 4th grade created a checklist and is working to refine it for students; evidence of 5th grade students self-editing work in writing journals.
· Sitton spelling program is being used consistently across grade levels.
· Most grade levels share writing rubric with parents as a tool to talk about writing at conferences, and some are beginning to be comfortable enough with the rubric to send it home attached to student work.
· All grades meet to evaluate and collaborate about writing assessments.
· All grades have collected two writing samples to score on rubric.
· Use of Being A Writer has established common language among K1st and 2nd grades.
· Several grades have mapped writing curriculum plan out and are tied with Being A Writer and book clubs.
· Being A Writer is being used as a basis.
· 2nd grade has student writing exemplars posted in the classroom.
· Teacher conferencing with individuals and small groups about writing was observed in 5th grade.
· Peer feedback about writing was observed in 5th grade.
· Kindergarten teachers have explicit focus on essential learnings and communicating the learning focus to students.
· One teacher has selected 3 SPED struggling writers, checks in daily for writing and has writing conferences periodically (not necessarily weekly) with these students.
· CSAP writing prep activity used in 4th grade classroom and E Block used in 5th grade to support CSAP prep.
· Extended response and short response rubric is used at 4th grade; students are aware of the rubrics.
· Kindergarten states that they try to incorporate reading and writing all day long.
· We saw technology used to present a Venn diagram as a tool for organizing ideas (writing).
· RtI meetings are helpful because they address celebrations and challenges and concerns about structure and the needs of struggling students.
· The separation of nuts and bolts and professional development focus in meetings enhances productivity.
· Providing and agenda keeps meetings focused.
· Agenda topics are generated by all.
· Problem solving meetings for RtI engage a multitude of perspectives from highly qualified professionals to share effective strategies.
· Excellent quality of teaching practices observed.
· High level of commitment to collaboration is evident and effective in all grade levels.
· Acknowledge focus to enhance writing has led to specific decision about practices.
· Professional development in the PLC’s focused around writing supports AC’s achievement and equity goals.
· Strong and consistent knowledge of the reading and writing connection observed throughout the elementary school (i.e.: para to classroom teacher to specialists)
· Collegial recognition of expertise observed. AC has amazing experts within the building and utilizing their knowledge in presentations and development is evident.
· There is a high commitment to school improvement through effective leadership by many teachers.
· E Block schedule focuses on learning for all and limits fragmentation of classroom time.
5.2 ML Achievement/Equity
§ Teachers use common language when discussing IEP modifications using the writing rubric to assist students.
§ Students are engaged in different learning modalities: e.g. independently, in partners, in small groups, and in large groups.
§ Content area teachers, independently and in collaboration with language arts teachers, are offering authentic writing opportunities for students.
§ Student work is on display and used as exemplars in lessons.
§ The common rubric is posted in every middle level content area classroom.
§ Content area teachers are adapting the common rubric to specific assignments.
§ Teachers use common language when discussing writing with students and with each other.
§ Students utilize peers as resources during writing process.
§ Students are engaged, focused, and actively involved in all grade levels across all subject areas.
§ Students are able to articulate assignment requirements and expectations.
§ Essential questions and content standards to be addressed that day are written on the board.
§ Classroom space and materials are organized in such a way as to maximize learning.
§ Special ed teachers and paras are visible and actively engaged with special needs students.
§ Media specialist actively supports teachers in their instruction related to writing goals.
§ Teachers are engaged in ongoing collaboration across content areas focused on writing goals.
§ Posters related to reading and writing strategies are on display.
5.3 Climate
§ Overall comments from staff and students:
1) Teacher comments: “Great group of kids!” “They all work pretty hard.” “They are eager to do well.” “We strive to keep the kids engaged.” “I love teaching here!”
2) Student Comments to: “What is the best thing at Aspen Creek?”
“Teachers are the best thing about Aspen Creek”; “The teachers are all nice.””
“We love the 8th grade team-building competitions with each other, like the tug of
war.”, “My teacher is cool and not too strict.”, “My teacher really rocks!”, “My teachers make the classes fun.” “I love my teachers!” “I like coming to school because the teachers make it fun and interesting.” “Learning is fun and rules are good. Rules are consistently enforced, too.”
§ There is a “comprehensive meeting structure” that is well supported by the staff and has been effective in improving the school climate. Meetings are held before school 6 times each month and include time for:
1) middle and elementary staff to plan events and allocate resources
2) middle and elementary collaboration
3) PAWS (Professional Adults Working Successfully) to work on professional development
4) PLC (Professional Learning Communities) that include groups for climate, RtI, PBS and technology. Teachers choose the group to be involved with.
§ Teachers love the PAWS (Professional Adults Working Successfully) Team Meetings to have time to plan, collaborate and implement the content.
§ School improvement goals are being revisited more often as a whole staff.
§ There is consistent, clear and widespread use of the Coyote Code Positive Behavior Support, called PRIDE. The system is evident throughout the school and expected behaviors using the PRIDE acronym have been articulated for each physical area such as classroom, hallway, stairs and playground. Students are familiar with the Coyote Code and know what each letter in the PRIDE acronym stands for.
§ A mid-year climate survey of students and staff was done using Survey Monkey.
§ In every classroom observed, students were engaged. Behavior was exemplary. Children and teachers seem happy, joyful, and enjoying their time together. Teachers clearly knew their subject area and seemed happy to be in class. The middle school is actively involved in boosting the compliance of teachers’ behavior expectations in the classroom, such as the rules of no gum, no Starbucks, hats only on Hat Day, no cell phones or electronic devices. The big issues are dealt with by the Administration or Counseling.
§ Classroom observations of positive speech by teachers: “Are you ready?” “Good question.” “Nice work!” “You are very creative.” “Soft voices, please.”
§ Positive posters are in every classroom. Examples are: “Only Positive Attitudes Allowed”; “Math is Fun”; posters of student work indicating “Why they like math?”
§ Advisory--Connect Class is invaluable to teachers and students for bully-proofing instruction as an Aspen Creek Coyote theme. Connect is a means to deliver the BVSD Counseling Curriculum as well. It is an important character development tool used in the 6th – 8th grades. It is easy to use, relevant, and effective. The movie clips and discussion afterwards is a valuable teaching tool for students. Teachers and students remarked on the effectiveness of the relationship-building that takes place between students and adults during Connect.
§ The PAWS positive reinforcement system is effective and well supported by students and teachers at all grade levels.
§ The PAWS positive reinforcement system is continuing to be expanded and refreshed.
1) A special PAWS system is being used for February called Pink Paws, which includes an activity to duct tape an administrator to the wall!
2) Many classrooms have expanded the PAWS system to include compliments between students.
§ The school is working on developing common behavior expectations and consequences while understanding differences between elementary and middle school needs. The student handbook is being updated to include the new standards for behavior expectations and consequences.
§ Warm, congenial and collaborative staff relationships have been developed.
§ There is a strong sense of consistency and cohesiveness at each grade level. Grade level and classroom enhancement of PRIDE is in place.
§ Middle level grade teams are extremely happy to have a common team planning time. They are able to integrate units. They are able to discuss students individually and come up with common information as to any problems or celebrations or interventions that are needed. “I love working with my team!” Teachers clearly love working together. They love implementing the middle school philosophy by having one of their plans as a team plan where they can integrate and collaborate on units of study.
§ Students’ pride in their school is evident through their wall murals and ceiling tile artwork. Spirit Wear is on display in the lobby with prices for the Aspen Creek t-shirt.
§ A SIT group was initiated which will result in more parental involvement in the school improvement plan.
§ This year, the PTA provided 5 educational programs for parents at their monthly meetings. The programs covered the following topics: PBS, Writing, TAG, Parenting as a Contact Sport and Literacy.
§ Office Staff: Judy and Wendy are very warm and welcoming people at the Front Desk. They have a friendly smile and make all feel like they are welcoming an old friend or family member. What a nice way to greet anyone who enters the building!
§ Support Staff--Library, kitchen, and clerical staff support and participate in PAWS reinforcement. Décor is welcoming, fun and inclusive. Kitchen staff, in particular, makes great efforts to engage the kids in the kitchen and lunch process—even providing culinary career exploration activities for an interested student!
§ ALTRUISM at Aspen Creek:
1) Romero Nights, a celebration of the beloved science teacher, Mr. Romero, who passed away last year, marks the altruism of Aspen Creek K-8 through having such things as a movie night and talent show with proceeds going to the Denver Rescue Mission and other charities.
2) Canned Food is collected for Sister Carmen
§ Having stability in Administrative and Counseling staff has made the big improvement in school climate. Teachers feel extremely supported by all 3 principals. Support is proactive, immediate and supportive. Principals are visible in lunchroom and hallway, and it makes a positive difference in the climate.
§ Technology class was amazing with the students’ robotics projects. Application of science and math learning was highly evident. Aspen Creek has won regional competitions and gone to State for the past 5 years. The number of team members this year increased enough to have two teams instead of one going to competition. Teachers love the projectors and document cameras in their classrooms.
§ K-8 INTEGRATION--360 Leaders: Students surveyed could all explain what the 360 program entails. The 6th graders like getting to know the 8th graders. “They are nice and really helpful.” Several elementary teachers commented that they love having the older students teach the younger ones about Coyote PRIDE. 7th graders were helping to judge 5th grade science projects in the cafeteria. Younger students were viewing the displays. This was a great K-8 collaboration.
§ RtI process implemented and highly functioning. Behavior interventions are interwoven within the PBS system.
§ Special Education--Inclusion is alive here at Aspen Creek! Peer friendship groups and sensitivity training are both very positive aspects to the climate.
§ School Counselor and School Psychologist are readily available for student and parent needs.
- Challenges: Questions to Promote Continuous Improvement
6.1 Elementary Achievement/Equity “Reflective Questions”
§ What are some ways to expand or revise Sitton Spelling to differentiate and meet the needs of all learners? Consider investigating diagnostic spelling tools to guide differentiation of spelling instruction. (i.e. Word Journey DSA)
§ How will you continue to build in opportunities for students to self assess and reflect on their own learning by using kid-friendly rubrics so that they know when they are proficient of above?
§ How can you utilize the mechanics/convention check-lists used in the primary grades to scaffold from what students know to what they are expected to achieve in the next grade?
§ Learning the revised curriculum and implementing the ELR’s is a challenge this year, and we are impressed how many people reference the GVC for lesson/unit development. How will your PLC structure continue to support further investigation of the use of the GVC to guide instruction?
§ We encourage you to continue to explore the structure and how to use the E Block time to most effectively meet the needs of ALL students.
§ How can of the staff continue to collaborate about the school decision making process and the implementation of your school professional development goals?
6.2 ML Achievement/Equity “Reflective Questions”
§ How might collaboration be focused to address the specific needs of IEP students across the content areas?
§ How might professional development related to writing goals (e.g. evaluating student work) be maintained all year long?
§ How might the common rubric (or relevant components) be used consistently as part of writing assessment in all classes?
§ How might teachers validate the transfer of students’ writing skills from Language Arts classes to all of their other content areas?
6.3 Climate “Reflective Questions”
§ Understanding that social-emotional support is the foundation for academic achievement, how will you continue to provide a positive and supportive educational environment with the upcoming budget cuts?
§ Consider making students experiencing barriers a priority when making school decisions including students of color, students of poverty, and other barriers that students may be facing.
§ Consider including a staff PBS behavior matrix and ways to include parents into the on-going evolution of PBS at Aspen Creek K-8 (i.e. behavior matrix for parents to fill in at home, parent on the PBS PLC).
§ We understand that enforcement of rules at a K-8 might me a “messy conversation.” Continue to have the valuable conversations around consistency of implementing school rules (e.g.: no gum, no cell phones, no pop or Starbucks).Make a commitment and then enforce the rule as a “united front.”
§ What are the implications of larger class sizes at the middle level? Could any of the lower scores on CSAP tests compared to the District averages be a result of the larger class sizes? This could be a trade-off for having two plans at the middle level. The difference between 24 students in class versus 32 students could be a significant factor in reaching all students.
§ There seems to be a high level of professionalism and functionality. What are some ways that you, as a staff, might continue to come together in the evolution of Aspen Creek’s decision-making processes related to the school’s goals and improvement plan?
§ Consider ways to have front desk staff available at both main office and counseling office all day.
Release of Report: In accordance with the intent of Colorado law and State Board of Education Rules, a summary report will be issued to the Superintendent and the District Board of Education. As a public document it will be available to the school accountability committee and others who may be interested.