Operation Moving Forward: Far Northeast in Focus

Operation Moving Forward: Far Northeast in Focus

Community at the center of FNE improvement plans In 2010, Denver s Far Northeast Community Committee (FNECC) engaged in a process with DPS to explore options for school improvement, and created a collective vision for FNE schools: Significantly higher student achievement and improved outcomes, empowering all students to pursue their postsecondary dreams and preparing them for engaged and productive citizenship We re here today because FNECC knew that a success would require persistence, supportive engagement and technical support, vigilance, and long-term commitment from students, parents, teachers, and the broader community.

Denver Plan 2020

High- Quality Seats in FNE Star5ng in 2014, FNE needs an annual increase of 5.5 percentage points of students enrolled in blue/green schools to hit target of 80%

Students and Schools in FNE Student Demographics 100% 80% 60% 40% 20% 0% 81% 61% 49% 26% 5% FRL Black Hispanic White ELL ELLs include exited and non- exited ELLs. Non- exited ELLs in FNE: 34% 10000 8000 6000 4000 2000 0 Enrollment in FNE ES MS HS Schools in FNE Elementary: 12 K- 8 Schools: 2 Middle Schools: 4 6-12 Schools: 1 High Schools: 7 Note: Student Demographic data is from 2014 2012 2013 2014

Beyond Averages: Performance in FNE Elementary Schools 80 70 60 50 40 30 20 10 0 FNE Elementary Schools: Percent of Student Proficient/Advanced in Math (TCAP) DPS Elementary Average Large improvements at Green Valley Elementary and McGlone 2010 2011 2012 2013 2014 S5ll work to do to help other schools improve who are stuck below district average

Beyond Averages: Performance in FNE High Schools 90 80 70 60 50 40 30 20 10 0 FNE High Schools: Percent of Student Proficient/Advanced in Math (TCAP) DPS High School Average 2010 2011 2012 2013 2014 Note: High school TCAP assessments are in 9 th and 10 th grade. Schools that are phased- in have only one grade of data in its first year, and have two years of data in the second year.

Some schools making progress Median Growth Percen;le 100 90 80 70 60 50 40 30 2014 Growth v. Proficiency in FNE- - Reading DPS Average MGP Reading: 53 STRIVE Prep- Montbello McGlone Elementary KIPP Montbello College Prep MLK Early College Amesse Elementary Florida Pi_- Waller 20 30 40 50 60 70 80 % Proficient/Advanced STRIVE Prep- GVR Green Valley Elementary DPS Average Proficiency Reading: 54.2% DSST GVR HS DSST GVR MS

Focusing on Equity FNE Elementary Proficiency- Reading % Proficient/Advanced 80 70 60 50 40 30 2010 2011 2012 2013 2014 FNE Elementary Growth- Reading Black Hispanic White DPS Elementary Average 65 Median Growth Percen;le 60 55 50 45 40 2010 2011 2012 2013 2014 Black Hispanic White DPS Elementary Average Note: The jump in proficiency of white students from 2010 to 2011 is due to the inclusion of an elementary school which has low proficiency rates across all subgroups in 2010. The school is not included in 2011-2014 data because there are fewer than 16 white students in the school.

80.0 70.0 60.0 50.0 Gradua5on Rates A Bright Spot, but Students Aren t College- Ready Gradua;on Rates 2009 2010 2011 2012 2013 2014 State Average DPS Average FNE Average FNE Gradua5ng Classes: 2009: Montbello 2010-2013: Montbello and MLK 2014: Montbello, MLK, P.U.S.H., Vista 22 20 18 16 14 ACT Scores 2009 2010 2011 2012 2013 2014 2015 State Average DPS Average FNE Average College/ University US Air Force Academy 29 Colorado College 27 University of Colorado- Boulder 24 Colorado State University 22 University of Colorado Denver 20 Metro State University of Denver 25 th Percen;le ACT Score 18

Questions Raised by the Data Why do we see trends of stagnation in proficiency scores? What are the root causes for this (and for inconsistency within schools, particularly at the elementary level)? Could this be around teacher and principal churn? Student mobility? Curriculum? What should our expectations be for the rate of improvement within schools and across the region? Given many changes and initiatives in FNE, which are the interventions that are driving improvement? How do we increase urgency during instruction time and accelerate improvement within schools? Is there exemplar instruction, curriculum, and student work, and forums to norm across schools what these looks like? Where and how is best practice sharing most successful? Are teachers receiving the supports and coaching they need to execute high quality instruction for all students every day?