Insight School of Colorado October 15, 2013

1. Insight School of ColoradoOctober 15, 2013

2. Leadership team

3. Major Improvement Strategy #1- Implement research-based professional development to increase effectiveness of leadership, staff and faculty. • ISCO Professional Development, spring/summer 2013, and school year 2013-2014 • SB10-191 • Instructional Coaching for ISCO staff

4. ISCO Professional Development previous Action and ahead Monthly PDs with all ISCO staff • Use of student data • Setting goals based on data • Interventions used from data • Administrative work with teachers on use of data • Best practices in online instruction and student engagement • SB10-191: Improved evaluation and development of our instructors • RTI practices • PWR skills – graduation, at risk to drop out • Why Try curriculum • Increase staff proficiency in tech skills

5. SB10-191 • Staff training in August • Self assessment completed • Ongoing discussion/training regarding professional standards • Observations and Evaluations of teachers have started • Pilot year for student support team • Student outcomes based on SPF, passing rates, Scantron growth, Study Island growth

6. Instructional Coaching, new to ISCO 13-14 • Objective: Increasing student achievement by enhancing class connect sessions in the virtual setting • Engaging students with: -new and creative outside resources (virtual labs, games, manipulatives, Vokis, Random Number Generator, etc.) -a variety of Blackboard Collaborate tools (BO rooms, polling, Quiz Manager, whiteboard backgrounds, hidden chat, others) -Meaningful connections -Clear and concise instruction -Scaffolding instruction- making sure the content is delivered in small and manageable chunks that build upon one another -opportunities to ensure that students are “showing” what they understand and what they do not in the virtual setting

7. Strategy #2- Enhance Instruction and Learning Supports with an emphasis on Math and Writing • Instructional Plan – MS and HS • Writing and Math Interventions • Data Based Instruction • Academic RTI, focus writing and math • Student Tracker Data used by teachers • Pass rates and engagement rates block 1 in writing and math, and all courses, vsOctober 2012

8. Basic live Instructional Model 13-14 • Middle School • daily instruction, through the entire school day for core and elective classes. • Interventions in writing and math for MS grade levels each week, 20 students on current invitation, looking toward 30+ for after fall break. • High School • Large group instruction twice per week for each course. • Interventions in math and writing for 9th and 10th three/two times per week • At HS, students in 1-3 courses for block 1, dependent on enrollment to allow for successful launch. In block 2, in 3-4, dependent on load for block 1. • At MS, students on semester for core courses, no block schedule.

9. HS Writing Interventions, 12-13 and 13-14 • 3 times per week specific writing intervention class sessions, 9th and 10th • Invitation based on TCAP data, Scantron data, internal benchmark assessment, and teacher recommendation. • Instruction driven around grade level standards. • 12-13 school year – started specific writing interventions with 165 students. 62% of students who attended these sessions saw an increase in TCAP performance and/or adequate growth from previous school year. • Overall – also a jump in ISCO TCAP performance in writing. 2012 – 27.1% P/A; 2013 – 30.99% P/A 2012 – 33 average MGP; 2013 – 38 average MGP • This year, 13-14, currently 77 students have been invited to attend writing intervention sessions. • At end of semester I, will have data to connect intervention attendance to success in semester 1 classes.

10. Math Interventions, new to 13-14 • 3 times per week specific math intervention class sessions, 9th and 10th • Invitation based on TCAP data, Scantron data, Study Island blue ribbons, and teacher recommendation. • Instruction driven around grade level standards. • Currently 40 students have been invited to attend math intervention sessions and are working with our teacher. • Increase to this number in block 2, as all students from starts 2, 3 and 4 will have math. • At end of semester I, we will have data to connect intervention attendance to success in semester 1 classes. • In addition, all students 6th – 10th in monthly blue ribbon study island pathways for 13-14, standard, grade level interventions and benchmark assessments.

11. Data-Based Instruction • What data is being used? • Assessment data • Course curriculum data • Engagement data • Instruction from teachers in both large group sessions and intervention sessions based on data above • Accountability to interventions/student progress from teacher and administrator level • Data Plan 13-14 – ready by end of October and incorporated into this year’s UIP

12. Data Reports – will share from desktop to show our use • Student Tracker • Passing Rates • RTI • Fall Assessment Data (this one attached) • Gradebook/Assignment analysis

13. Engagement Data October 2013 To use 10/1 as example: • 94% of students engaged and working on October 1st, 2013. In comparison, in 2012: • 569 out of 873 engaged on 10/1/12, so 65.2% engaged. Not every day hitting 94% engagement, but that is our goal – to engage all students every school day, and we have processes in place to reach that.

14. Pass Rates, End of Block 1 • Overall pass rate 10/11/13 – 71% • Overall ISC pass rate 10/15/12 – 51% • Math pass rate 10/11/13 – 67% • English pass rate 10/11/13 – 73%

15. Strategy #3- Increase Student Engagement and Community Support to improve Graduation and Dropout Rates • Enrollment policies 2013-2014 • Individualized Learning Plans and Counseling Interviews • Initial student assessment data/credit data • RTI practices • Advisory • Career Clusters Academy

16. Enrollment 2013 • Face to face conference • Counseling interview • ILP completion with counselor • 3-week compliancy • Student Performance Agreement, SPA • Fall assessments complete • Current Numbers/Stats – supportive document to show

17. Student Credits • Year 13-14:  38% of 10th on track with credits to cohort year, 42% of 11th, and 47% of 12th • Year 12-13: 32% of 10th on track with credits to cohort year, 31% of 11th, 42% of 12th • Year 13-14: 62% of our ISCO student population brand new this year. • Year 12-13: 72% of ISCO student population brand new at start of 2012 school-year.

18. Summer school • Summer 2013 • Credit Recovery opportunities, tuition based • 66 students • 23 credits earned (each course = ½ credit) • Summer 2014 • Planning stages

19. Counseling Interviews and ILP/ICAP Conferences • 776 Students received a Class Connect recorded Counseling Interview during the enrollment process • The Counseling Interview and ILP/ICAP Conference included: • Previous School History • Evaluation of Transcript, review of graduation requirements and accurate and current individual credit chart • Multi Year Plan • Course Scheduling for 2013 2014 • Academic Goals and Strategies • Career Cluster Academy Information • Career Goals and Strategies identifying their Career Cluster • Personal and Social Roadblocks/obstacles to their success

20. ILP/ICAP Research Findings • The ILP research studies by the National Collaborative on Workforce & Disability for Youth (NCWD/Youth) and its partnersindicate that ILPs show promise as an effective strategy for delivering quality career development opportunities that improve several student outcomes. • Students who were more engaged in ILP activities reported stronger goal setting skills, increased motivation to attend school, and increased academic self-efficacy which leads to better academic achievement, stress and health management, and readiness to engage in career decision-making. • Teachers, school counselors, and family members highly value ILPs and believe that it helps students become more focused learners who complete more challenging coursework in order to reach their self-defined career and life goals.

21. Current Data on ILP/ICAP’s • 55 Responses all ready from the Parent / Student Evaluation compared to 47 responses for the entire 2012 2013 school year • During the HS ILP Conference, my student and I discussed his educational interests and career goals after high school? • Yes = 52/95% No = 1 / 2% Not Sure 2 / 3% • As a result of the HS ILP Conference, I understand what my student needs to do to graduate? 7 point scale • Strongly Agree = 29/53% Agree = 19/35% Agree =4 /7% Somewhat Agree 2 /5% • I am confident my student will graduate? • Strongly Agree = 35 /64% Agree = 15 /27% Agree = 4 /7% Not sure = 1 /2% • There are people in the school who care about my student’s future and support him/her in achieving his/her goals? • Strongly Agree = 38/ 69% Agree = 16 /29% Agree = 1 / 2%

22. Student Assessment Data Fall 2013 in comparison to Fall 2012 • TCAP – 2013 data on about 40% of students. • Scantron and SI data – show very similar populations 2012 to 2013, according to entry fall assessments. Data to follow.

23. Previous TCAP Scores of New and Returning Students (N=296)

24. Previous TCAP Scores of New and Returning Students (N=296)

25. Study Island Custom Assessment 2012 – 47% of students completed (N=315) 2013 – 82% of students completed (N=296) Tests students on current grade level standards

26. Fall Scantron Results 2012 – 89% of students completed (N=315) 2013 – 87% of students completed (N=296)

27. Fall Scantron Results 2012 – 89% of students completed (N=315) 2013 – 87% of students completed (N=296)

28. Advisory • Advisory Classes (like a homeroom) meet every Monday and Friday with advisor, counselor, and teacher. • Social/Emotional Learning curriculum – next slide • Assessment help sessions • Student engagement • Academic check-ins

29. Social Emotional Learning Why Try curriculum Teaches resiliency by providing tools to help students change negative patterns and behaviors • Reduces dropout rates • Increases GPA • Decreases withdraws • Increases graduation rates • Improves student motivation and behavior Based on a longitudinal study conducted by Alpine School District http://whytry.org/index.php/component/content/article/79-resource-center/251-alpine-school-district-longitudinal-study

30. RTI at ISCO • The Response to Intervention Plan (RtI) for Insight of Colorado is broken into 2 distinct processes. These include Academics and Behavior/Engagement. The Behavior/Engagement component is focused on by the Student Support Team. The Academic component is focused on by the content teachers in the appropriate content area. These 2 teams collaborate to ensure the “whole student” is having their needs met.

31. ISCO Core Principles in the RtI Process • ALL children can learn and achieve high standards as a result of effective teaching. • ALL students must have access to a rigorous, standards-based curriculum and research-based instruction. • Intervening at the earliest indication of need is necessary for student success. • A comprehensive system of tiered interventions is essential for addressing the full range of student needs. • Student results improve when ongoing academic and behavioral performance data inform instructional decisions. • Collaboration among educators, families and community members is the foundation for effective problem-solving and instructional decision-making. • On-going and meaningful involvement of families increases student success. • ALL members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability of RtI. • Effective leadership at all levels is crucial for the implementation of RtI.

32. ISCO Career Clusters Academy • Purpose: • Increase retention at ISCO • Increase level of engagement and success at ISCO • Decrease drop-out rate at ISCO • Increase Graduation rate at ISCO • Increase our College Going Rate at ISCO • Increase our enrollment at ISCO

33. Rationale for Career Cluster Academies • In today’s world, students must possess specialized skills, technological savvy and real-life experience in order be competitive in college or university admissions and the global job market. Academic and career pathways offer student the opportunity to develop these qualifications and hone their intellect through graduation. • Studies show that students with coursework related to career goals tend to have higher educational aspirations and higher self-esteem • On average, students that set career goals are more satisfied with their education than students who are indecisive about their future careers. • With the Career Cluster Academies, ISCO students will graduate with unique abilities and credentials, ready to enter college or the3 workforce. They will have the opportunity to participate in concurrent enrollment, dual enrollment, job shadowing, internships, develop their computer skills and explore nearby businesses, organizations and higher education options to learn about careers and colleges that interest them.

34. Rationale, continued • This is an opportunity for them to start networking with their community before they earn their diplomas. • ISCO Career Cluster Academies with their pathways provides an environment that replicates the real work, preparing students for academic success in college, real-life jobs and the realities of a global economy.

35. Sample Breakdown of Career Clusters for ISCO

36. Phase 1 Planning/Implementation 2013 2014 MARKETING STUDENTS Face to Face Mandatory Sessions for Students Individual Counseling Interview ILP/ICAP – Individual Learning Plan/Individual Career and Academic Plan ILP/ICAP Conference Complete Multi Year Plan complete Align Course Schedule for year Identify Specific Career Cluster • Online Info Sessions • Face to Face Mandatory Sessions for Students/ LC’s • Brochures • Career Cluster Model Flyers • Individual Counseling Interview information

37. Phase II Planning/Implementation2013 2014 Resources Students Discover Dream Design Deliver Finding Your Path class – all grades Updated ILP/ICAP’s during year Information/Exploration Orientation on Career Clusters College Rep Visits virtual College Week Live ASSET presentations Career Workshops Virtual On each Career Cluster On specific careers • CCCOnline – Colo Community Colleges • CU Succeed • Technical/Trade Vocational Schools • Concurrent Enrollment • ASCENT • Internships • Volunteer Work • Shadowing • College visits • Partnerships • Hospitals • Schools • Businesses • Corporations • Organizations

38. Phase III Planning/Implementation 2014 2015 CORE CAREER COLLEGE Students Clear messaging on Career Cluster Academies Defined Application process Identify ISCO Academy of interest ILP/ICAP Updates and Initial Conferences Choose a Career Cluster of interest Select an Academic Pathway Incorporating 21st Century Skills within Career Cluster Academies Incorporating academic behaviors – non cognitive factors in students preparedness • Define eligibility/criteria for each Academy • GPA, Endorsement, credits • Align Core courses, Cluster courses and Elective courses with each career • Development of additional courses if needed for careers • Training of Faculty/Staff • Define procedures, processes, transitions • Creating Pathway Portfolios • Post secondary Options

39. Current state of ISCO, from data shared today • Engagement is up • Pass rates are up • Interventions with struggling students in both writing and math • Interventions across all subject areas when students struggling • Increases frequency in instruction for all students • RTI process for engagement and academics • Data based instructional model • Staff evaluations • Enrollment of students • Counseling work with ILP • We feel in a much improved place in terms of student success, thus far in the year • Looking at benchmark assessment in January for all students, face to face • Much improved leadership support

40. Uip 13-14 • Data narrative, root cause analysis, and targets in progress. • Root cause analysis discussions and improvement strategies this week at PD with staff. • By November, all will be finalized.

41. Questions and further discussions