BESSEMER ACADEMY

MANAGEMENT PARTNERSHIP PLAN

CHARLOTTE MACALUSO, SUPERINTENDENT 315 W. 11TH STREET, PUEBLO, CO 81003 719-549-7148

CONTACT: SUZANNE MOREY, ASSISTANT SUPERINTENDENT OF TEACHING AND LEARNING SERVICES 719-253-6243 [email protected]

JUNE 2017

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TABLE OF CONTENTS

EXECUTIVE SUMMARY 3 ……………………………………………… MANAGEMENT PLAN OVERVIEW 4 ……………………………………………… NEED FOR MANAGEMENT PARTNER 4 ……………………………………………… MISSION AND VISION 15 ……………………………………………… DISTRICT SYSTEMS 19 ……………………………………………… SCHOOL DESIGN PLAN 20 ……………………………………………… ACADEMIC SYSTEMS 20 ……………………………………………… TIME 20 ……………………………………………… CURRICULUM AND INSTRUCTION . 23 ………………………………………… …… ASSESSMENT AND DATA 29 ……………………………………………… SPECIAL POPULATIONS 34 ……………………………………………… CULTURE OF PERFORMANCE 35 ……………………………………………… SYSTEMS TO PROMOTE HIGH EXPECTATIONS .. .. 35 ………… ……………… … CODE OF CONDUCT & DISCIPLINE . .. 37 …………… ……………… STAKEHOLDER ENGAGEMENT ... 38 ……………………………………… …… TALENT MANAGEMENT 39 ……………………………………………… RECRUITMENT AND HIRING 39 ……………………………………………… PROFESSIONAL DEVELOPMENT ... . 41 …………………… … …………………… EVALUATION 47 ……………………………………………… RETENTION 47 ……………………………………………… MANAGEMENT PARTNER 48 ……………………………………………… SELECTION OF PARTNER 48 ……………………………………………… SCOPE OF WORK 51 ……………………………………………… PERFORMANCE CONTRACT/MOU 66 ……………………………………………… COMPREHENSIVE SERVICES 66 ……………………………………………… RESPONSIBILITIES/RIGHTS 66 ……………………………………………… ACCOUNTABILITY FOR STUDENT ACHIEVEMENT . 67 …………………… ………… SUMMARY 71 ……………………………………………… ATTACHMENT 1: BESSEMER CALENDAR 2017-2018 . 72 …… ………………………… ATTACHMENT 2. PBL INTEGRATED PLANNING PROCESS . 73 …………………… … ATTACHMENT 3. INNOVATION ZONE COMPACTS . 77 …………………… … ATTACHMENT 4. ANET LETTER OF SUPPORT . 80 …… ………………………… ATTACHMENT 5: ANET SYSTEM PARTNER FRAMEWORK . 81 ………………… …… ATTACHMENT 6. PRINCIPAL MANAGER ACTIVITIES/CALENDAR .. . . . 83 … ……… … … …… ATTACHMENT 7. DRAFT CONTRACT .. .. 88 ………… ………… ………

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Executive Summary

Bessemer Academy is a neighborhood PK-5 elementary school located in the heart of south central Pueblo. Currently 306 students are enrolled. Nearly 90% of students are eligible for free/reduced meals; minority students comprise 85% of our enrollment. We have an average daily attendance rate of 93.6%. In addition to special education programs for Speech/Language Therapy and Specific Learning Disabilities, Bessemer Academy has a center-based program for the Deaf and Hard of Hearing (DHH) identified students in preschool through fifth grade. In total, 12% of our students have Individual Education Plans (IEP). Gifted and Talented students on Advanced Learning Plans (ALP) comprise less than 1%, and English Language Learners (ELL) are 14% of our enrollment.

Bessemer is in its fifth year of Turnaround status. Changes in leadership (four principals in seven years) and a 90% staff turnover has not yet resulted in significant school improvement. However, building off foundational ​ ​ work around data driven structures and STEM-related instructional strategies implemented during the 2016-17 school year, and with the help of a management partner, Bessemer school leadership and staff is now poised to continue this growth in order to effectively address school needs and accelerate student achievement.

We believe that innovation status, membership in our district’s Innovation Zone, consistent and committed support of newly hired district senior leadership with a proven track record in turnaround, as well as a robust partnership with The Achievement Network (ANet), our proposed Management Partner, is a winning combination towards Bessemer’s student and school success.

In 2013 Pueblo City School District 60 (PSD60 was the recipient of a $9,628,235 Magnet School Assistance Program Grant (MSAP). This grant serves four STEM (science, technology, engineering, and mathematics) themed schools, grades pre-k-12 including Bessemer. Since the initiation of the MSAP grant, our STEM schools have been involved in several STEM initiatives including professional development and training, collaboration amongst the STEM schools, technology implementation and building improvements, and celebration events engaging families and community. Grant funds also provided extensive STEM technology and tools which ensure opportunity for blended and project-based learning approaches.

With extensive staff turnover, many Bessemer teachers have limited teaching experience. Some have lacked the confidence and depth of teaching expertise and training required to fully integrate STEM and Project Lead the Way (PLTW) units without compromising Tier I instruction. This resulted in siloed PLTW curriculum that was not consistently implemented with fidelity. Equipment and technology resources were abundant but, again, the lack of teaching experience and adequate coaching resulted less in blended learning and more in tools to supplement curricular units. In addition to the MSAP grant, Bessemer also received a 2016-2017 Reading Ignite grant. While needed, the grant requirements added more professional development to an already overwhelmed staff.

Therefore, Innovation strategies will focus on tackling the school’s most pressing issues: 1. Consistent, systemic Tier 1 focused instructional practices and lesson planning. ​ ​ 2. Increasing teacher understandings of instructional strategies that will both engage student ​ ​ learners as well as meet their differentiated academic and social-emotional needs. 3. Incremental, prioritized and targeted professional development related to student needs, ​ ​ Pueblo City Schools ♦ Bessemer Academy Management Plan ♦ June 2017 Page 3 ​ ​ ​ ​ |​

teacher competencies and job-embedded classroom feedback.

The Achievement Network (ANet) in collaboration with school and district administration will provide the structure, coaching, and accountability for these reforms. Actions will include job-embedded instructional ​ coaching and implementation of data-driven professional learning communities, school-wide professional development to establish a solid understanding and use of standards, interim student assessments to drive instructional planning and delivery, and leadership development for both school and district administration to ensure school systems are fully developed to support innovation initiatives. Other critical needs related to school culture and meeting the social emotional needs of learners are fully addressed in the innovation implementation. Both the Assistant Superintendent of Teaching and Learning Services and the Executive Director of Continuous Learning and Innovation have extensive background in turnaround and will provide hands-on accountability and weekly coaching support to the newly-hired Bessemer principal and senior staff throughout the year.

Innovation denotes change, taking a leap forward using non-traditional methods of reform. By focusing on best first instruction, we will establish teaching and learning cycles that include unpacking standards, writing intentional lesson plans, administering rigorous assessments, and understanding data. We have reconfigured curriculum, scheduling, and staffing for 2017-18 to strengthen teacher confidence and competence in differentiated, data-driven instruction and to provide needed teacher 1:1 coaching, daily professional learning community (PLC) time as well as scheduled student interventions and approaches. We have prioritized daily project-based learning units to support our STEM initiative, and we will enhance our Positive Behavioral Interventions and Supports (PBIS) systems using Capturing Kids Hearts, to positively connect students to adults ​ ​ and peers. Participation in the Innovation Zone will allow us to learn additional innovative ideas and designs which have proven successful at other elementary schools within Pueblo’s Innovation Zone.

To enact innovation, Bessemer Academy needs the support of the school district and requests waivers for: teacher and administrator work schedules; extended school year/school day; employee recruitment, hiring, compensation, stipends, evaluation; Professional Learning Communities and professional development scheduling; non-traditional staffing for non-core subject areas include the hiring of community experts and the utilization of community volunteers; assessment scheduling; and the use of assessment tools and methods beyond those required by CDE or Pueblo City School District 60. Rationale for waivers reflect the need for autonomy and flexibility to meet the school’s unique needs and our willingness to actively partner with and learn from fellow Innovation Zone schools.

To accomplish our ambitious goals to accelerate student achievement, Bessemer will also need and is committed to an intense management partnership with the Achievement Network (ANet).

Management Plan Overview

Need for Management Partner Background Nestled snugly against the massive stacks and stoves of the old Colorado Fuel and Iron Steel Mill, Bessemer ​ Academy is located in the heart of south central Pueblo. Bessemer was developed in the 1880s as a company ​ town for the blue-collar steel workers. It remains one of Pueblo’s most ethnically diverse neighborhoods but ​ Pueblo City Schools ♦ Bessemer Academy Management Plan ♦ June 2017 Page 4 ​ ​ ​ ​ |​

the decline of the steel industry reflects low area socioeconomics with limited possibility for growth. Many Bessemer students enter school with a limited vocabulary, social-emotional needs, and academically below grade level. High student mobility also impacts student learning rates. Differentiating and individualizing instruction for students is a challenge when responding to the significant needs within each classroom.

Bessemer is in its fifth year of Turnaround status. Changes in leadership (four principals in seven years) and a 90% staff turnover has not yet resulted in significant school improvement. However, building off foundational ​ ​ work around data driven structures and STEM-related instructional strategies implemented during the 2016-17 school year and with the support of the Achievement Network, Bessemer school leadership and staff is now poised to continue this growth in order to effectively address school needs and accelerate student achievement.

With a new, mostly novice team of teachers at the beginning of the 2015-2016 school year, the leadership team invested significant time and resources to provide teacher training focused on creating strong relationships with student classroom engagement strategies, and strategies for teaching in a high poverty community. The leadership team also focused on clarifying expectations around student routines and procedures to allow for increased structure. These changes have led to an increase in positive relationships between staff members themselves and between staff and students. Bessemer has been able to increasingly engage families and community members in extracurricular and planning activities but would benefit from more support in fostering parent partnerships in student learning.

Augmenting school-level efforts, Pueblo School District 60 (PSD 60) began a STEM alignment process in 2013 to implement a district-wide system of schools that would feed students from STEM-focused elementary schools (including Bessemer Academy) into high school programs. As a result, the district currently supports Bessemer through resource sharing. This support has enabled the school to acquire STEM equipment and resources, staff a technology position in the building, and offer professional development around the Project Lead the Way programs. Additionally, the district has provided opportunities for collaboration between the district’s technology education facilitator and teachers at the high school, middle school, and elementary school level.

CDE Recommendations Bessemer Academy is completing its second year in CDE’s Turnaround Network and is engaged in the Pathways Early Action Grant. In October 2016, the State Review Panel (SRP) recommended Innovation School Status for Bessemer Academy within a larger district Innovation Zone based on an analysis of compiled data and documentation as well as a 2015 site visit. The SRP rated the school as Developing in all of the critical factors. Leadership was new in the 2014-15 academic year, but the SRP noted that the principal has been able to establish key systems and structures that lend themselves to Innovation status. Participation in the Innovation Zone, however, would ensure that the school functions within a larger network of schools, providing necessary opportunities for collaboration for the principal and the staff at Bessemer, as well as allowing the district to target resources and support more effectively.

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Through extensive engagement with the school, CDE (March 2017) believes that while the current school leadership team has led Bessemer staff and students through a substantial cultural change, there is little evidence the leadership team currently has the capacity to determine what is required to implement a rigorous cycle of teaching and learning and ensure that common research-based instructional practices are consistently evident in all classrooms. For this reason, CDE believes the best pathway for success is for Bessemer to partner with an external organization that has expertise in providing intense capacity-building support around academic systems to include instruction, multi-Tiered systems of support, assessment strategies and data culture. The management partner should also be responsible for providing accountability and ensuring implementation of these systems at the school.

CDE believes the management pathway could benefit Bessemer given that through the Turnaround Network and Reading Ignite grants, Bessemer’s leadership team and staff have been able to foster productive, working relationships with external partners.

Additionally, CDE believes there is limited evidence to suggest that the school district has the capacity to provide differentiated and targeted supports to low-performing schools that are not in the Innovation Zone. With targeted support from an external partner, Bessemer would receive the resources needed to implement needed improvements. Further, Bessemer Academy is a neighborhood school. School closure is not recommended since there is no evidence that there are higher performing elementary schools that have the capacity to served Bessemer’s displaced students.

Needs Assessment Demographics Currently, there are 306 students enrolled in preschool (three and four year old programs) through fifth grade. Nearly 90% of students are eligible for free/reduced meals; minority students comprise 85% of our enrollment. We have an average daily attendance rate of 93.6%.

In addition to special education programs for Speech/Language Therapy and Specific Learning Disabilities, Bessemer Academy has a center-based program for the Deaf and Hard of Hearing (DHH) identified students in preschool through fifth grade. In total, 12% of our students have Individual Education Plans (IEP). Gifted and Talented students on Advanced Learning Plans (ALP) comprise less than 1%, and English Language Learners (ELL) are 13% of our enrollment.

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Bessemer Yearly Free or Students Gifted & ELL Minority School Mobility Academy Attendance Reduced with Talented Students Students Rate (District PK-5 Lunch Special Students* Mobility Rate) Eligible Needs Students

2013-2014 92.2% 90.9% 11.5% 1.3% 14.6% 85.6% 13.3% (16%)

2014-2015 90.7% 87.1% 10.5% 0.7% 14.8% 84.7% 15.1% (14%)

2015-2016 92.0% 83.9% 11.8% No data 16.3% 86.3% 22.7% (16%)

2016-2017 93.6% 88.8% 12.0% 0.6% 13% 85.1% Not available

∗ Does not include students identified as Talent Pool ​ ​

Academic Achievement and Growth Bessemer’s student achievement status and growth on state assessments indicate flat or declining achievement in both reading and math with growth percentiles generally below the 50th percentile:

Bessemer Academy Achievement (grades 3-5): % Proficient/Advanced (Meets/Exceeds) Area 2012 2013 2014 2015 2016 CSAP/TCAP CSAP/TCAP CSAP/TCAP PARCC PARCC

Reading/ELA 47% 53% 40% 16% 14%

Math 30% 38% 32% 12% 5%

Writing 30% 29% 21% NA NA

Bessemer Academy Median Growth Percentile (grades 3-5): PARCC 2016 Student All Students ELL FRL Minority Students with Group Disabilities

ELA 47.0 n<20 47.0 47 n<20

Math 24.5 n<20 24.0 23.5 n<20

Bessemer must accelerate student achievement growth as measured by Median Growth Percentile (MGP), making more than a year’s growth in a year’s time, in order to, over time, significantly increase the percentage of students who are proficient and advanced in both literacy and math.

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English Language Arts (ELA) and Math have been selected as primary targets for improvement. Because the school serves nearly 90% minority students, achievement and growth must be demonstrated by all students, not just non-minorities. English Language Learners are demonstrating growth although many do not yet demonstrate grade level or state requirements mastery. Additionally, with a large percentage of students performing below grade level, focus needs to be placed on increasing their achievement and growth. If the school closes the achievement gaps for those students, the majority of the students will demonstrate growth toward meeting the state expectations on the standards. Re-aligning the expectations and competencies of staff and students requires innovative solutions in differentiated instruction, embedded professional development, student engagement, and linking education to future skills and postsecondary success.

School Climate Recent emphasis on establishing a positive learning environment is evident in the significant decrease in discipline referrals – down 75% since 2014. Innovation will allow us to build upon this success and enrich our overall school culture of high expectations and positive relationships between staff, students, families, and community.

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How Management Partnership Will Result in Greater Student Learning Members of the Bessemer staff engaged in a reflective process during the Spring of 2017 to determine their shared barriers to student achievement success. Those barriers are listed below, along with direct solutions which will be implemented as the focal points of Bessemer’s innovation plan.

Area of Concern Barriers Solutions

Literacy Unclear Professional Instructional leaders will provide ELA needs-based Achievement Development plan professional development and 1:1 coaching focused on: for ELA unpacking the standards, standards-aligned lesson planning, Teaching and Learning Cycle, and guided

reading practices.

Lack of consistent, Use ANet resources and coaching to develop a common systematic Tier 1 lesson plan template which includes standards-aligned focused instructional objectives, whole group instructional best practices; small practices and lesson group guided reading practices; checks for understanding,

planning exit tickets and other monitoring of learning strategies, and quality feedback.

Inconsistency in Implementation of a school-wide K-2 and 3-5 reading meeting intervention block. differentiated Daily facilitated PLCs will establish data cycles in which student needs teachers use teacher exemplars and specific protocols to examine student work, set learning targets, and monitor progress using the Teaching and Learning Cycle.

Common lesson plan template and literacy block expectations that include daily small group differentiated guided reading instruction.

Current schedule and Weekly schedules will include daily PLC time for each calendar are not grade level team to meet under the facilitation of an designed to support instructional coach, administrator or lead teacher. an effective teaching Year-long calendar includes interim assessment data and learning cycle. analysis days immediately followed by reteach days.

Math Limited Math Instructional leaders will provide Math need-based Achievement Professional professional development and 1:1 coaching focused on: Development unpacking the standards, standards-aligned lesson planning, Teaching and Learning Cycle, and instructional

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strategies to support students math fluency and conceptual understandings.

Lack of consistent, Use ANet resources and coaching to develop a common systematic Tier 1 lesson plan template which includes standards-aligned focused instructional objectives, whole group instructional best practices; practices fluency strategies, checks for understanding, exit tickets and other monitoring of learning strategies, and quality feedback.

New Math Coordinator/Coach to support Math Tier 1 and Small Group Strategy and teacher coaching support at intermediate grades.

Inconsistency in New Math Coordinator/Coach to support Math Tier 1 and meeting Small Group Strategy and teacher coaching support at differentiated intermediate grades. student needs In addition to grade level standards-aligned daily math instruction, students in intermediate grades will engage in daily intensive math acceleration small group lessons.

Daily facilitated PLCs will establish data cycles in which teachers use teacher exemplars and specific protocols to examine student work, set learning targets, and monitor progress using the Teaching and Learning Cycle.

Common lesson plan template and math block expectations that include daily small group differentiated strategies and groupings.

Current schedule and Weekly schedules will include daily PLC time for each grade calendar are not level team to meet under the facilitation of an instructional designed to support an coach, administrator or lead teacher. Year-long calendar effective teaching and includes interim assessment data analysis days immediately learning cycle. followed by reteach days.

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STEM/ Project Lead the Designated time within the daily schedule at each grade Project-Based Way (PLTW) level to implement PLTW with fidelity. Learning curriculum and approaches not PLTW /STEM Master Teacher will provide whole staff Implementati implemented with professional development and support PLC teams in the on fidelity overall planning and implementation of PLTW units of (including study. Project Lead the Way Units PLTW/STEM Master Teacher will monitor implementation of Study) of PLTW units, providing both accountability and feedback as needed to teachers Lack of All new and existing staff will be Project-Based Learning preparedness and 101 trained by Buck Institute for Education (BIE), national confidence to faculty. deliver project-based PBL Professional Development and support will be learning (PBL), provided throughout the year by in building Instructional including Project Technology Master Teacher and STEM Master Teacher. Lead the Way units/lesson. Educators participate in ongoing PLTW training.

Lack of use and Instructional Technology Master Teacher will provide integration of ongoing instructional and co-planning support prior PLCs instructional and/or individual teachers. technology within lesson plans and instructional approaches.

Culture Lack of consistent, Reboot of school-wide PBIS systems with consistent school-wide monitoring by school leadership (newly hired AP). Behavioral Management System Implement Capturing Kids Hearts which provides skill ​ ​ building for self-management and building positive adult- to-student and student-to-student relationships.

Lack of student Establishing healthy bonds with teachers by connectedness Implementation of Capturing Kids Hearts. ​

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Current school Introduction of new vision and mission to all school, culture does not family, and parent stakeholders reflect the school's mission/vision Physical learning environment within school public spaces and individual classrooms will represent and support new school vision, mission, and PBIS culture and shared language.

Family and community communications will establish and reinforce new vision/mission statements as well as PBIS systems and expectations.

School will determine quarterly family engagement events (minimally quarterly) to celebrate student work, success, and progress.

Leadership Frequent change in Newly hired Principal will be coached minimally once per leadership (4 week by Executive Director of Continuous Improvement principals in 7 years) and Innovation. and need for leadership Assistant Superintendent of Teaching and Learning development Services and ANet Consultant will work alongside and provide coaching to the Executive Director of Continuous Improvement and Innovation and Principal bi-monthly.

Newly funded school instructional leadership positions will allow for more effective distributed leadership opportunities and access to 1:1 coaching for all teachers. These positions include: Assistant Principal, Math Coordinator/Coach.

ANet and Executive Director of Continuous Improvement and Innovation will support the principal in the development of a strong Instructional Leadership Team (ILT) made up of school administration, math coordinator/coach, STEM Master Teacher, Instructional Technology Coach, and other Teacher leads. ILT will meet minimally weekly.

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Scheduling/ The current school Innovation waivers and schedule will provide the Calendar district calendar flexibility to schedule daily PLC’s and professional learning limits opportunity for time for horizontal, vertical, and whole school articulation teacher collaborative and initiatives. learning times and professional development.

The current adopted The adjusted traditional calendar and school day will district calendar and allow school leadership the autonomy to implement and school day do not support 1:1 coaching and mentoring, daily PLCs, and 5 ​ ​ reflect enough additional professional development days. scheduled time for data-driven instructional cycles, coaching and professional learning.

Current daily School schedule will include minimum number of minutes teaching schedule per day dedicated to literacy and math core instruction, does not consistently project-based learning blocks that integrate science and provide extended social studies standards, and intervention times for literacy, math, needed English language development, special education, project-based Gifted and Talented and other developmental learning blocks of interventions. time and/or targeted intervention blocks of time to meet the differentiated needs of students

With a novice teaching staff and less experienced school leadership team, including a newly hired principal, that is tasked with establishing academic systems to support a more rigorous teaching and learning cycle, it is increasingly necessary for the entire Bessemer staff (teachers, interventionists, coaches, administrators) to build instructional capacity with a sense of urgency.

The key to accelerating instructional capacity is two-fold: focus on the most pressing issues and provide the ​ ​ ​ ​ Bessemer teachers and leaders with intense and direct support, coaching, and professional development ​ needed to successfully address those issues.

Going into the 2017-18 school year, Bessemer will focus on the following pressing issues: 1. Consistent, systemic Tier 1 focused instructional practices and lesson planning. 2. Increasing teacher understandings of instructional strategies that will both engage student

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learners as well as meet their differentiated academic and social-emotional needs. 3. Incremental, prioritized and targeted professional development related to student needs, teacher competencies and job-embedded classroom feedback.

Pueblo City Schools has been strategic in the selection of The Achievement Network (ANet) to support the implementation of Bessemer’s Innovation Plan. The Achievement Network, in collaboration with school and ​ district administration, will be able to accelerate the school’s development by providing the structure, coaching, and accountability for these reforms. (Details regarding the ANet partnership and ANet’s background can be found in various sections throughout this document, including: “Assessment and Data,” “Professional Development,” and “Management Partnership.”) ANet will support the school in training instructional coaches and administration to provide job-embedded instructional coaching to teachers and implementation of data-driven professional learning communities, school-wide professional development to establish consistency across grade levels, interim student assessments to drive instructional planning and delivery, and leadership development for both school and district administration to ensure school and district systems are fully developed to support innovation initiatives.

The strength of the ANet instructional tools and coaching will enhance Bessemer’s capacity to support strong instructional practices. They will also help us to develop and facilitate professional learning aligned to our needs and provide online instructional resources aligned to the standards. Through this intensive management partnership, ANet will help Bessemer leadership to build school level systems of support needed to fully implement our innovation plan. ANet’s model of support is grounded in the following four components: 1. Job-embedded instructional coaching and professional learning; 2. Access to the ANet network and group learning events; 3. Instructional tools and resources; and 4. Interim assessments.

ANet, our selected management partner, will use three key metrics to progress monitor the goals and objectives collaboratively set at Bessemer during August, 2017: ​ 1. School Leader Practice Tracking: ANet’s experience and results analysis has shown that schools ​ meeting practice goals is a key driver of school-wide improvement and student success. ANet partners will assist Bessemer with setting annual practice goals on ANet’s research-based Leader Levers rubric. The ANet coach will monitor progress toward those goals using their practice tracking app and will review quarterly progress on the corresponding practice tracking dashboard. ANet’s Leader Levers rubric will guide ANet’s coaching and help Bessemer make concrete improvements over time. 2. School Classroom Instructional Practice: The ANet team will use the Student Achievement ​ Partners’ (SAP) Core Actions to ensure teachers and school leaders are able to identify Key Shifts in instruction. This tool will be used while examining the quality and rigor alignment of lesson plans and when conducting classroom observations. By explicitly looking for evidence of

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high quality instruction that is based on the Common Core and other rigorous standards, the ANet coach will be able to help deepen teachers’ and school leaders’ understanding of the standards and support them in translating standards knowledge into standards-aligned instruction. 3. Student Achievement: Ultimately, ANet’s work is about improving student learning. As such, ​ ANet will be accountable to helping Bessemer outperform the state on average student achievement gains in ELA and math, based on year-end summative exams including the PARCC assessment. ANet’s Organizational Effectiveness team will assess student performance growth over the previous year and compare average student outcomes in ANet schools with those realized by the state.

Both our newly hired Assistant Superintendent of Teaching and Learning Services and the Executive Director of Continuous Learning and Innovation have extensive background in turnaround and will work alongside ANet consultants in providing hands-on accountability and weekly coaching support to the newly-hired Bessemer principal and senior staff throughout the year.

Mission and Vision Bessemer’s Innovation Team and staff recently revised the school’s mission and vision to better align with the STEM and PBL focus. Mission Bessemer Academy seeks to fully integrate science, technology, engineering, and math (STEM) in a Project-based Learning (PBL) environment so that students are equipped with the knowledge, skills, and passion to create positive change in the world.

Vision All Bessemer Academy students will have the necessary skills to become st college and career ready and to thrive in the 21 ​ Century. ​

Bessemer Academy will achieve its vision and mission through: ● Culture of universal achievement for students and teachers ​ ​ ● High-quality, rigorous core curriculum enhanced by a STEM focus ​ ​ ● Purposeful teaching and student learning by highly qualified staff ​ ​ ● Highly qualified staff who are supported in their learning and teaching through professional ​ ​ development, coaching, observation and feedback, Professional Learning Communities, and robust data discussions ● Enrichment Programs ​ ​ ● Project-Based Learning ​ ​ ● Capturing Kids Hearts ​ ​ ● Universal PBIS School Strategies ​ ​ ● Vertical and horizontal curriculum, instruction, and professional development alignment ​ ​ Pueblo City Schools ♦ Bessemer Academy Management Plan ♦ June 2017 Page 15 ​ ​ ​ ​ |​

● Meaningful parent and community involvement ​ ​ ● Innovation Zone schedule, additional PD days, and collaboration ​ ​

Core Values Bessemer Academy staff and our surrounding community believe that our students are intelligent and capable of meeting rigorous academic learning expectations. We believe if we engage students in compelling academic curriculum in conjunction with mindful habits and pride in their accomplishments, we will create proficient students who are prepared for secondary education and beyond. We exemplify PRIDE to our students through the following traits: P Prepared R Respectful I Integrity D Dedication E Effort

Student Learning Outcomes ​

In 2013 Pueblo School District 60 (PSD 60) was the recipient of a $9,628,235 Magnet School Assistance Program Grant (MSAP). The grant created a four school STEM (science, technology, engineering, math) pipeline which includes Bessemer Academy, Highland Park Elementary, Roncalli STEM Middle School, and Central High School STEM Magnet. The STEM schools developed a STEM Learner Profile that delineates outcomes in nine categories that we expect from our high school students.

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Workforce Readiness Problem Solver Community Oriented ● Demonstrates job readiness ● Exercises sound reasoning ● Works appropriately and ​ ​ ​ ​ ​ ​ within the global market. and understanding to productively with community ● Acts professionally in obtain solutions to complex partners and mentors. ​ ​ various situations. problems. ● Acts responsibly with the ​ ​ ● Works well within a team. ● Identifies and asks interests of the larger ​ ​ ​ ​ ● Understands conflict questions community in mind. ​ ​ resolution. that clarify points of view and lead ● Invests time and resources ​ ​ to unique solutions. that support the greater good ● Demonstrates a willingness to of the community. ​ ​ take risks to tackle challenging problems.

Critical Thinker Excellent Communicator Innovator ● Effectively discusses and ● Expresses thoughts and ideas ● Sees and acts on needs. ​ ​ ​ ​ ​ ​ identifies problems. clearly and effectively through ● Understands the ​ ​ ● Has the ability to formulate, speaking and writing. interconnectedness of ​ ​ analyze, evaluate, and ● Selects appropriate methods solutions. ​ ​ synthesize information in for communication. ● Demonstrates a willingness ​ ​ order to solve problems and ● Demonstrates the ability to to take risks and accepts ​ ​ answer questions. work effectively with diverse failure as a new challenge. • Demonstrates learning teams. ​ ​ through a detailed and ● Exercises willingness to work ​ ​ step-by-step thought process. toward a common goal. ● Takes responsibility for group ​ ​ work.

Reflective Technologically Literate Independent Learner ● Open-minded and receptive ● Applies digital tools to collect, ● Monitors one’s own ​ ​ ​ ​ ​ ​ to new ideas. analyze, and use information. understanding and learning ● Offers constructive ● Utilizes digital media to needs. ​ ​ ​ ​ feedback or suggestions. communicate and work ● Accomplishes tasks, sets ​ ​ ● Utilizes reflective thought collaboratively to support goals, and has motivation to ​ ​ for self and group individual learning and contribute improve professional skills. improvement. to the learning of others. ● Is committed to lifelong ​ ​ ● Uses appropriate technological learning. ​ ​ tools and resources to plan and ● Demonstrates self-advocacy ​ ​ conduct research, manage for learning. projects, solve problems, and make informed decisions.

The nine categories will remain the same for Bessemer Academy students although the specific expectations are being modified to be appropriate for elementary-age students and inclusive of all subpopulations.

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In addition to these systemic expectations, Bessemer Academy established two overarching academic goals: 1. Students will be expected to meet grade-level standards or move at least one proficiency level from the beginning of the year to the end of the year. 2. Bessemer Academy will be expected to meet or exceed district and state expectations for school performance, achieved by significantly increasing academic achievement and growth for students, earning a school rating of “meets expectations”.

Specific outcomes in three areas will measure academic progress. Baseline data was established using 2015 outcomes. Achievement and growth expectations drive the end of year targets for 2016-2017, 2017-2018, and 2018-2019. Outcomes were also established for student culture and attendance as they are integral to student achievement.

Metric SY 2015-2016 SY 2016-2017 SY 2017-2018 SY 2018-2019 Baseline Target Target Target

Student ELA Math ELA Math ELA Math ELA Math Achievement Gr. 3-5 (PARCC) ​ ● Mean Scale ● 721 ● 708 ● 728 ● 717 ● 735 ● 726 ● 740 ● 734 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Score ● Percentile Rank ● 12 ● 3 ● 25 ● 19 ● 38 ● 35 ● 50 ● 50 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ % Met/Exceeded ● 3rd 9% 7% 18% 18% 28% 29% 37% 39% ● 4th 22% 5% 30% 14% 38% 23% 44% 33% ● 5th 16% 4% 25% 14% 33% 24% 41% 34%

ELA Math ELA Math ELA Math ELA Math Student Achievement Gr. 3-5 (District EOY Benchmark) % Met/Exceeded ● 3rd 2% 6% 9% 27% 28% 29% 37% 39% ● 4th 3% 6% 0% 10% 38% 23% 44% 33% ● 5th 2% 4% 5% 9% 33% 24% 41% 34%

Student ELA Math ELA Math ELA Math ELA Math Achievement Gr. K-2 (DIBELS % 59% 64% 75% 86% ​ at EOY Benchmark)

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Student ELA Math ELA Math ELA Math ELA Math Academic Growth (PARCC median 47 25 52 45 60 65 65 65 growth percentile)

Student Culture OSS Referrals OSS Referrals OSS Referrals OSS Referrals (OSS = out of school suspensions; 66 127 72 100 62 75 52 50 Referrals)

Attendance ADA CA ADA CA ADA CA ADA CA PreK-8 (ADA = Avg. ​ Daily Attend./CA = 93% 25% 95% 13% 96% 8% 96% 3% Chronic Absenteeism)

District Systems ​ Accountability and Supervision The schools in the Pueblo Innovation Zone believe that the implementation of innovations will be stronger with increased, consistent district support. Each zone principal is coached and evaluated by the Executive Director of Continuous Improvement and Innovation. Weekly ½ day coaching sessions of the principal will provide direct observation/feedback of the real work including: coaching of teachers, classroom walkthroughs (instructional rounds), facilitation of data driven PLCs, facilitation of whole staff professional development, and facilitation of Instructional Leadership Team Meetings. Particular attention will be given to monitoring and supporting leadership voice and effective implementation of identified change initiatives and “next steps” identified in monthly walkthroughs. (This process is outlined in the next paragraph.) The Executive Director of Continuous Improvement and Innovation will be coached in at least one of our three management partnership schools weekly by the Assistant Superintendent of Teaching and Learning Services and will work alongside ANet coaches in support of the school and principal development. Again, time spent in the building by the Assistant Superintendent will be engaged in observation of the real work, not just spent in discussion about ​ ​ ​ the work. The Assistant Superintendent, Executive Director, ANet coach, and Bessemer Principal will work collaboratively to ensure that innovations described in this plan are implemented and evaluated for effectiveness.

The Assistant Superintendent of Teaching and Learning Services, Executive Director of Continuous Improvement and Innovation, ANet Executive Director, and Principal will conduct monthly building walkthroughs to monitor overall progress towards innovation plan implementation and management partnership plan implementation at both the district and school levels. Course corrections will be collaboratively determined based upon data collected, and monthly targets and school/district next steps set. Implementation of these next steps will be monitored through weekly coaching outlined in the previous paragraph. A quarterly written report will be created by this team to be shared with the Pueblo City Schools Superintendent, Pueblo City Schools Board of Education, and CDE Turnaround partners.

All Innovation Zone principals, including the Bessemer principal, will meet monthly under the direction of the

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Executive Director of Continuous Improvement and Innovation, in addition to monthly K-12 principal professional development sessions. The instructional leadership topics for the 2017-18 school year will be focused on the following three areas: observation/feedback practices, data-driven instructional practices at the school, grade, and classroom levels, and building a positive school culture. These topics will be aligned to build upon Relay Graduate School protocols. The Executive Director of Continuous Improvement and Innovation is a Relay graduate and the Assistant Superintendent will be attending year-long Relay training in 2017-18. ANet partners assigned to Bessemer and the district are also trained in Relay practices which again, will support a cohesive approach to leadership and the school’s development. Other mandated and important operational topics relevant to the principalship will also be provided as appropriate.

The role of the Executive Director of Continuous Improvement and Innovation is, by design, founded in advocacy. This role is crucial in advancing the district system toward a differentiated, flexible, equitable approach for supporting the highest need schools. He/she meets regularly one-on-one with each principal for coaching and school planning. The Executive Director of Continuous Improvement evaluates all principals in the Innovation Zone and, as needed, will be involved in the principal selection and will utilize the Turnaround Leader Competencies in the process. Additionally, the Executive Director of Continuous Improvement and Innovation serves as a liaison between district departments.

District Systems Each district department including, Human Resources, Learning Services, and Finance has identified a point person who works collaboratively with the Executive Director of Continuous Improvement and Innovation to achieve the following goals. ● Increase awareness and understanding of the Innovation Plan and implement waivers specific to the department. ● Identify and work to resolve potential barriers to implementation. ● Develop processes and procedures to ensure compliance and adherence with the Innovation Plan. ● Identify areas, processes, practices that can be widely disseminated to benefit the entire PSD 60 organization. ● Foster and support growth towards a continuous improvement model. This point person will be versed in the needs of each innovation school and each innovation school plan. Their role is to ensure that whenever possible, District practices are able to fully support the flexibilities of each innovation school. For example, one of our innovation schools has recently created a new job description which necessitates rethinking how we might post and compensate this role. HR is working to ensure we figure out how to accommodate this school specific request.

It is also important to note that additional monies have been allocated by the district to fully fund this intensive management partnership plan and Bessemer’s school specific innovation plan. In addition to the regularly allocated PPA district formula funding and grant monies received by the school, the district has allocated more than $300,000 to support Bessemer’s turnaround needs for the 2017-18 school year. These monies will fully pay for the ANet management partnership agreement. They will also enable the hiring of three additional staff including an assistant principal and instructional coach; and teacher and leader compensation including 5 additional professional development days and pay for performance incentives aligned to other schools in the district’s Innovation Zone. These items are included each year in the five year projected budget for the school.

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School Design Plan Academic Systems Time - School Calendar and Schedule Currently, Bessemer Academy follows the traditional district calendar and bell schedule with an early release ​ on Fridays (M-Th: 8-3:10, Friday: 8-1:25). This calendar configuration and current staffing formula limit the amount of collective meeting opportunities. Staff now only meets as a group for monthly professional development. Grade level PLCs are limited to 60 minutes one time per week, take place during the school day, and are subject to frequent interruptions. Additionally, the configuration disrupts the classroom teaching-learning cycle since instruction is provided by substitute teachers – the only way to accommodate PLCs. A schedule designed around data driven instruction will provide teachers time to engage in active learning on standards and differentiated, blended, and integrated (PBL/Project Lead the Way) instruction.

The proposed Innovation Plan changes the bell schedule to include a daily PLC time from 7:50-8:30 and moves the instructional day to 8:30-3:10, five days per week. Bessemer will not have an early release Friday with the new proposed bell schedule. One hour of this extended time on Fridays will eventually be used for student enrichment and student leadership development (planned for Year 2 of Innovation Plan.) Innovation allows us to differentiate the teacher’s workday to allow for more PLCs (focused on horizontal, vertical, and data collaborations) and whole staff professional development opportunities, not limited by district-defined schedules and staffing limitations. By allowing Bessemer Academy to create a schedule that supports professional development, data analysis, and instructional planning, we will prepare teachers to provide rigorous Tier I instruction and to plan authentic learning experiences through project-based learning.

Teacher Work Schedule Day PLC* Instruction with Lunch Dismissal lunch break

Monday-Friday 7:50-8:30 a.m. 8:30 a.m. - 3:10 40 minutes 3:20 p.m. p.m.

The daily schedule will now include the following: ● Extended literacy time block ​ ​ ● Extended math time block ​ ​ ● Project-based learning time block (integration of science and social studies standards) ​ ​ ● School-wide primary and intermediate literacy intervention block ​ ​ ● Daily student “specials” time (Art, PE) ​ ​ ● Additional Technology “special” one day per week per class at all grade levels ​ ​

Sample Schedule (to demonstrate general use of time per day); actual schedule TBD: ​ ​

Kinder 1st 2nd 3rd 4th 5th

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7:50-8:30 PLC PLC PLC PLC PLC PLC

8:30-8:45 Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast 8:45 Technology Specials 4.1- T 8:45-9:25 4.2- W 9:00

9:15

9:30 Specials Technology 9:25-10:05 5.1- T 5.2 W 9:45

10:00

10:15 ELA Intervention Specials K, 1, 2 10:10-10:50 10:30

10:45 11:00 11:00-11:40 Technology K, 1, 2- Lunch first 3.1- T K, 1, 2- Recess first 3.2- W 11:15

11:30

11:45 11:40-12:20 3, 4, 5- Lunch first 3, 4, 5- Recess first 12:00

12:15

12:30 Specials ELA Intervention 12:25-1:05 3, 4, 5 12:45 1:00

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1:15 Specials Technology 1:10-1:50 2.1- T 1:30 2.2- W

1:45

2:00 Specials Technology 1:50-2:30 1.1- T 2:15 1.2- W

2:30 2:30-3:10 Technology Specialist K1- T Plan K2- W

Non-negotiables ELA 130+ min Math 90+ min STEM/PBL 45+ min

Bessemer will use the traditional PSD 60 calendar and will not have any additional Innovation student contact days. However they will add five professional development days at the beginning of the school year. Additional professional development days before the school year will consist of a) structured professional development on innovation plan components b) student data analysis and planning. Data analysis will involve PARCC, CMAS, Achievement Network resources and assessment training, previous year’s i-Ready end of year diagnostic assessment results, and end of year DIBELS results.

Teachers will receive a compensation consistent with other innovation schools for additional professional development work days. The Bessemer Academy 2017-2018 calendar is available in Attachment 1.

Curriculum and Instruction Background In 2013 Pueblo School District 60 (PSD 60) was the recipient of a $9,628,235 Magnet School Assistance Program Grant (MSAP). PSD’s MSAP grant serves four STEM (science, technology, engineering, and mathematics) themed schools, grades pre-k-12: Bessemer Academy, Highland Park Elementary, Roncalli STEM Middle School, and Central High School STEM Magnet. The STEM themed schools are intended to provide diversity and access to STEM education aimed to increase academic performance while addressing the growing need for STEM education and its applied use in all content subject areas. STEM schools were structured to provide a STEM pipeline from pre-k-12. Since the initiation of the MSAP grant, our STEM schools, including Bessemer, have been involved in several STEM initiatives including professional

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development and training, collaboration amongst the STEM schools, technology implementation and building improvements, and celebration events engaging families and community. Grant funds also provided extensive STEM technology and tools which ensure opportunity for blended and project-based learning approaches.

To bolster Tier 1 instruction, professional development was provided on the Rubicon Writing Rubric; Six-minute Fluency; Burst; Alpine data system; ThinkCentral; Journeys/ Collections Literacy; SuccessMaker Reading and Math; Best First Math and Project Lead the Way. In addition to the MSAP grant, Bessemer also received a 2016-2017 Reading Ignite grant. While needed, the grant requirements added more professional development to an already overwhelmed staff.

Though training in recent years has been time intensive and extensive, the lack of focus and time to practice and to receive adequate feedback on implementation has resulted in inconsistent implementation.

Focus and Innovation We recognize that all students must be prepared for postsecondary education and careers in a constantly changing market. Bessemer Academy’s goal for curriculum and instruction is to move learning forward such that every student is equipped with advanced problem solving skills that can push innovation – in any industry – to the next level. To accomplish this goal, Bessemer Academy’s long term goal is to fully integrate science, ​ ​ technology, engineering, and math (STEM) in a Project-based Learning (PBL) environment so that students are equipped with the knowledge, skills, and passion to create positive change in the world. To achieve this goal, Bessemer envisions using PSD 60’s adopted curriculum plus CDE’s standards and competencies as the foundation from which to launch learning across content areas. Teachers will use the engineering design process and scientific method from their three years of experience in Project Lead the Way (PLTW) to drive PBL learning. Technology, blended learning, and first best instruction will serve as instructional tools. Through concentrated professional development, observation/coaching/feedback, and data mining, our teachers will grow in their ability and confidence to deliver differentiated instruction that results in accelerated student growth.

It is important that the Bessemer teaching staff is allowed to begin their journey towards a full STEM implementation incrementally, starting first with a laser-like focus on best Tier I instruction in literacy and math, and entry level structured implementation of project-based learning structures. This will be ​ accomplished by scheduling distinct extended literacy and math blocks of time each day along with a daily “project-based learning integrated block” at each grade level. Science and Social Studies standards will be incorporated into the project-based learning blocks to ensure that all required grade level standards are taught each year.

Core Curriculum Literacy Bessemer will provide 90+ minutes of non-negotiable ELA instruction every day to students at all levels. In all grades K-5, this will be supplemented with 40 minutes of ELA interventions or enrichment. The school will use Houghton Mifflin Harcourt Journeys curriculum as its base with an array of intervention, trade books, and ​ ​ Pueblo City Schools ♦ Bessemer Academy Management Plan ♦ June 2017 Page 24 ​ ​ ​ ​ |​

online resources to supplement specific skill acquisition and mastery.

Name of Program Phonemic Phonics Fluency Comprehension Vocabulary Awareness

th BURST (DIBELS) (K-5 )​ X X X X X ​ th Read Naturally (K-5 )​ X X X X X ​ nd Sound Partners (K-2 )​ X X ​ nd Phonics Blast (K-2 )​ X X ​ rd th Phonics Boost (3 -​ 5 )​ X X X X ​ ​ rd th Rave-O (3 -​ 5 )​ X X X ​ ​ th Journeys (K-5 )​ X X X X X ​ th th Junior Great Books (4 -​ 5 )​ X X ​ ​

Math Bessemer will provide 90+ minutes of non-negotiable Math instruction everyday to students at each grade level. In the intermediate grades additional non-certified staff will “flood” the math classroom to provide support during whole group instruction and provide small group facilitation to meet the developmental numeracy differentiated student needs. An outside math consultant will be hired to support the newly hired Math Coordinator/Coach will develop and manage this acceleration strategy with the support of a math intervention consultant. The math coordinator/coach will also be responsible for training and coaching intermediate teachers and non-teaching support staff in the development of both content and best practices in math. Expressions from Houghton Mifflin serves as Bessemer’s core math series. Teaching staff and coaches will periodically review assessments to create fluid groupings that reflect skills and competency.

Instruction We understand the importance of a high-quality curriculum aligned to standards and also realize that the curriculum alone is not enough to significantly impact student achievement and growth. Instruction must emphasize the importance of critical thinking, application of knowledge and integration of skills and conceptual understandings. Purposeful teaching will utilize research-based best practices delivered by highly effective teachers who have honed their craft through a commitment to professional development and extensive coaching.

Although lesson plans have been routinely submitted with required elements, prior to now, a common template was not used and did not address the consistent use of formative assessment to plan for differentiation. Teachers understood what standards were being assessed by the interim assessments, however data analysis did not encourage or enable re-teaching of low-performing standards. Our teachers need to continue to deepen their understanding of content (reading process, writing process, mathematical

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thinking processes) and to build their “toolbox” of strategies to address the different types of learners and wide range of learners they face each day. They also need to continue to refine their ability to use data to plan for differentiated instruction. A multi-year professional development implementation plan will be developed and implemented through the addition of newly hired instructional coaches and trainers from The Achievement Network (ANet). The implementation plan will support all teachers in all grades, teachers who are novice and those who are more advanced in their application of instructional best practices. Our commitment is to ensure that every teacher participates in weekly whole school professional development, daily data-driven PLCs, and weekly 1:1 coaching.

Teachers at all grades, including special education and intervention teachers, will use PLC and individual planning time to plan with “the end in mind” using a backwards-design method that starts with the demonstration of learning (assessment, exemplars, rubrics) as a start for planning. Teachers will create unit plans and daily lesson plan objectives that will align to Common Core and Colorado Academic Standards. This will serve to truly integrate standards-based lesson planning into the school. A common lesson plan template will be developed and used consistently across grade levels. Components will be rigorously monitored in the classroom through ongoing observation/feedback sessions and lesson plan reviews by school administration, instructional coaches, and ANet consultants.

Literacy Instruction As previously referenced, Bessemer recently acquired supplemental ELA resources and PD through the Reading Ignite grant. During the 2017-18 school year, teachers will attend advanced reading training from Uncommon Schools (supported by CDE Turnaround funds). Building instructional leaders will provide ELA need based professional development and 1:1 coaching focused on: unpacking the standards, standards-aligned lesson planning, Teaching and Learning Cycle, and guided reading practices. ANet resources and coaching will help leadership to develop a common lesson plan template and literacy block expectations that include daily small group differentiated guided reading instruction. Lesson plans will include standards-aligned objectives, whole group instructional best practices in reading and writing, small group guided reading practices, opportunity for high quality feedback, checks for understanding and other monitoring of learning strategies including exit tickets. Instruction will be targeted, standards based, and student need specific.

Math Instruction A math instructional coordinator/coach will take the lead in the development of math professional development with the support of both ANet trainers and a math consultant. The new Math Coordinator will support math instruction in the intermediate grades by training and coaching both teachers and support staff using an acceleration small group “flooding” rotation strategy. Daily facilitated PLCs will establish data cycles in which teachers use teacher exemplars and specific protocols to examine student work, set learning targets, and monitor progress using the Teaching and Learning Cycle.

Science and Social Studies Instruction STEM (Project Lead the Way and project-based learning modules) st Meeting and/or exceeding 21 ​ century skills, which include problem-solving, communication, collaboration ​ and critical thinking for all diverse learners at Bessemer Academy is quintessential to each student’s success. Bessemer’s STEM pedagogy: ● Uses current and accepted principles and methodologies in instruction and learning ● Uses interdisciplinary, transdisciplinary, and multidisciplinary approaches ● Engages students intentionally in scaffolded integrative thinking

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● Assesses students purposefully in the application of grade-appropriate STEM concepts and practices in designing, making, and evaluating solutions to real-world problems [These assessments augment formative and summative core curriculum assessments] ● Provides a rigorous context for integrative STEM-related learning associated with all levels of student cognitive and affective learning taxonomies

Project-based learning instructional design centers on hands-on, real-world activities, projects, and problems that help students understand how the knowledge and skills they develop in the classroom may be applied in everyday life. This approach scaffolds student learning through structured activities and projects that empower students to become independent in the classroom and help them build skill sets to apply to an open-ended design problem. This approach provides students with unique opportunities to work collaboratively, identify problems, apply what they know, persevere through challenges, find unique solutions, and lead their own learning.

Students at each grade level will be immersed in four Project Lead the Way education modules throughout the school year in the areas of engineering (two modules), biomedical science (one module) and computer science (one module). Students receive 10 instructional hours in each module.

Each STEM Education module is aligned to NGSS and Common Core State Standards for Mathematics and Language Arts. Additionally, computer science modules align to Computer Science Teachers Association ​ ​ standards, engineering modules align to International Technology and Engineering Educators Association ​ ​ Standards for Technological Literacy, and our biomedical science pathway aligns to National Health Standards. ​ ​ ​

· Kindergarten: Structure and Function – Exploring Design Pushes and Pulls Structure and Function – Human Body Computer Science – Animals and algorithms st · 1 ​ Grade: Light and Sound ​ Light - Observing the Sun, Moon, and Stars Animal Adaptations Animated Storytelling nd · 2 ​ Grade: Materials Science – Properties of Matter ​ Materials Science – Form and Function The Changing Earth Grids and Games rd · 3 ​ Grade: Stability and Motion - Science of Flight ​ Stability and Motion - Forces and Interactions Variation of Traits Programming Patterns th · 4 ​ Grade: Energy – Collisions ​ Energy – Conversion Input/Output – Computer Systems Input/Output – Human Brain th · 5 ​ Grade: Robotics and Automation ​ Robotics and Automation – Challenge Infection – Detection

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Infection – Modeling and Simulation

Students will utilize the Design Process within each PLTW module. The Design Process is a step-by-step systematic process used by scientists and engineers to solve authentic problems about the real world. Students create a driving question or hypothesis and then take on the role of designers to discover solutions to problems within their PLTW modules. Through the systematic Design Process, students make modifications and changes to their work until finding a plausible solution. Students realize that failure isn’t necessarily a loss but rather the stepping stones to successful learning.

Using Common Core State Standards to drive instruction, Project Lead the Way is also a hands-on way to learn and involve the community with sustainable projects. Students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. Blended learning using our extensive technology tools supports the instructional process, assisting students to understand, design and analyze solutions to real-world problems.

Bessemer Academy teachers have had Buck Institute training for PBL development and implementation as well as PLTW training through the MSAP grant. However, our teachers are not yet confident in the processes. In order to build confidence as well as ensure new hires have the skills they need, both new and existing teachers at Bessemer Academy will be trained in BIE Project Based Learning 101. More importantly, they will now be provided coaching support as they are planning lessons as well as observation feedback on lesson implementation.

Building off of the strength of the science Project Lead the Way modules, teachers at each grade level will work closely with the STEM Master Teacher to create and implement a minimum of two social studies themed interdisciplinary project-based learning units per year using the design process provided through the Buck Institute for Education (see example, Attachment 2).

Enrichment Extended learning opportunities will provide children with positive activities to explore their interests and develop their talents both after school and eventually during the traditional school day. Some of the enrichment classes will allow for community-based partnerships where community members will provide on-site learning opportunities. Examples of enrichment classes may include: student leadership, cooking, CPR, sign language, animal care, performing arts, health, etc. An Enrichment Committee (staff, parents and community members) will be established to oversee the expansion of our current (highly successful) after school program - Elementary is Engineering (EIE). Beginning in year 2 of our innovation plan, staff will create a ​ ​ standards-based course description of an activity they will provide a group of students for one hour during the school day each Friday. An organized system for enrichment selection will be utilized to facilitate equitable participation. Students who require additional core support will automatically be provided enrichment that aligns to a content area of need. For example, a primary student who may be struggling in math could be assigned a cooking or music enrichment opportunity.

The STEM Buddies Engineering is Elementary (EIE) mentoring program has proven highly successful at Bessemer and will continue to be offered after school. EIE provides real-world engineering challenges while ​ promoting creativity and teamwork. Bessemer offered three four-week sessions during 2016-2017, for two heterogeneous (same grade level – grades 2, 3, 4, 5) groups of 20 students and one heterogeneous (two grade levels) group of 20 female students. The groups met twice weekly with student mentors from Central High

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school. Each four week/8 session unit begins with an engineering problem related to a multicultural storybook, connecting literacy, social studies, and scientific data. The “problem” is solved using creativity and the engineering design process.

Session Engineering Adventures Type of Engineering/Subject

Session 1 A Slick Solution: Cleaning an Oil Spill Environmental Engineering/Life Science

Hop to it: Safe Removal of Invasive Species Mechanical Engineering/ Life Science

Go Green: Recycle Racers Green Engineering/Life Science

Session 2 An Alarming Idea: Designing Alarm Circuits Electrical Engineering/ Physical Science

The Attraction is Obvious: Designing Maglev Transportation Engineering /Physical Systems Science

A Work in Process: Improving a Play Dough Chemical Engineering/ Physical Science Process

Session 3 Catching the Wind: Designing Wind Mills Mechanical Engineering/Earth and Space

A Long Way Down: Designing Parachutes: Aerospace Engineering/ Earth and Space

A Stick in the Mud: Evaluating a Landscape Geotechnical Engineering/ Earth and Space

STEM Buddies EIE promotes: ● Increased academic achievement and performance ● Keeping youth in school and reducing chronic absenteeism ● Developing 21st century learning skills to prepare for the future ● Increasing awareness of STEM education and careers options ● Mentorship in high school youth The model will be used to develop additional community-school partnerships.

Assessments and Data The Bessemer staff is committed to their learning and the creation of a data-driven instructional approach to teaching, learning, and decision making. The basic foundation of a data-driven culture including the use of ​ instructional data cycles, observation feedback cycles, and use of interim assessments has been built. Through our work with School City, the district interim assessment tool, we have a beginning knowledge of how to use interim assessment data to guide instructional decisions and planning. However, the following was identified by teachers as continued needs: ● Consistent understanding and application of the Teaching and Learning Cycle (high turnover rate

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resulted in new and more novice teachers) ● Consistent instructional coaching around use of data and facilitation of PLCs by a trained coach ● Deeper understanding of the standards and standards-based lesson planning, instruction, and assessment ● Ongoing and consistent support for teacher growth

In addition to participating in state-required assessments and in conjunction with our proposed management partner, Bessemer Academy will implement formative and interim assessments in reading, writing and mathematics using the ANet assessments and online tools. Other informal assessments, including student work samples, teacher-made performance assessments, portfolios, and daily exit tickets will be used to analyze student achievement and growth.

The ANet Partnership Partnering with The Achievement Network (ANet) will be critical to Bessemer’s ability to ensure that ALL teachers form solid understandings around the use of formative assessment data to guide planning for differentiated instruction. Under ANet’s guidance, Bessemer teachers and leaders will deepen their understanding of the standards in order to know what the standards require of students to know and do. Bessemer educators will investigate trends and draw conclusions as they analyze their own students’ work and performance as compared to exemplar student work samples. Through defined expectations and systems for planning and instruction, teachers will know the priority standards and be able to identify lesson materials and instructional approaches, including the selection of complex texts for intentional lesson planning. Administration will work alongside ANet and other instructional coaches to ensure that they too are deepening their understandings across content areas and in all elementary grade levels.

Formative assessment begins with regular “checking for understanding”. Teachers will plan these periodic checks throughout their lessons to identify where student misunderstandings or misconceptions lie. Using ANet online resources, teachers will plan for daily exit tickets as well as weekly formative checks over the course of the unit of study. Teachers will collect exit tickets 2-3 times a week for evaluation during PLCs. This data will be used to guide future teaching decisions. ANet resources will enable teachers to find ELA passages and math questions that align to the standards and formats they will encounter on standardized tests, including the PARCC. If students do not demonstrate mastery of the standard, this data can inform the formation of a re-teach and re-assessment plans.

Interim assessments ANet will provide ELA and math interim assessments for grades 2-5, administered in 8-week intervals over the course of the school year. Disaggregated assessment results by standard are available to teachers and teams generally within a 2-4 day turnaround to be used for reteach planning and reassessment.

Student Self-Assessment Students will be guided by their teacher during advisory period (breakfast time on the daily schedule) to track grades and assignments. In addition, students will have at least one conference with teachers per semester to set goals and evaluate progress. Students will learn their ANet scores, set ANet goals, and evaluate their ANet progress. During implementation year two, students will keep portfolios as part of the progress monitoring system.

PLTW and Projects-based learning assessment

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Balanced assessment is a key component of each PLTW module, incorporating both formative and summative assessments. Students demonstrate their knowledge and understanding by completing activities, projects, and problems using various assessment tools including performance-based rubrics and reflective questioning. The integrated balanced assessments provide teachers and students in-depth understanding and knowledge of skills acquired, areas of strengths and weaknesses, and the basis for differentiated and individualized instruction.

Assessment Schedule Below is the 2016-2017 PSD 60 assessment calendar. Bessemer plans to use the District’s 2017-18 assessment calendar once it is finalized. Like many other Pueblo City Schools who are working with the Achievement Network, Bessemer students will take ANet interim assessments instead of the District SchoolCity interim assessments. Three ANet assessments (A1, A2, and A3) will be taken during the third weeks of October, January and April. Other assessments (i.e., iReady diagnostic and growth monitoring probes) may be used as additional progress monitoring.

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Special Populations Students with Disabilities Bessemer Academy will continue to offer a full continuum of services to meet the needs of students with disabilities in receiving a free and appropriate education. Students with Individual Education Plans (IEPs) will receive education that supports their IEP academic, social and behavioral goals using both a “push in” and “pull out” model, depending upon student need. The innovation schedule allows students with disabilities to participate in PBLs and enrichment opportunities in accordance with their IEPs, supported by special education teachers and support staff. Specialized instruction and interventions will be provided. Students participating in the Deaf and Hard of Hearing center-based program are included in academic electives, enrichment, and heterogeneously grouped core academic classes to the maximum extent possible in accordance with their IEPs.

Student progress will be monitored weekly by special education teachers, classroom teachers and support staff. Weekly progress monitoring data will be used to adjust instruction to meet student learning needs. Quarterly student progress will be reported to the student, classroom teacher, and parent/guardian through the use of Progress Monitoring Reports.

A re-evaluation is conducted every three years to determine if the student continues to require special education services to access and make progress in the general education curriculum. A student who exits from special education services will continue to be monitored through the RtI or Section 504 process. Instructional observations, progress monitoring of IEP goal attainment, formative/interim assessments, summative assessments, and state assessments (PARCC) will be used to determine program and teacher effectiveness.

English Language Learners/Culturally and Linguistically Diverse Learners A Home Language Questionnaire is completed as part of the registration process for all students and identifies those whose primary language is that other than English. Students who indicate that they: 1) speak a language other than English and/or 2) a language other than English is regularly used by parents/guardians may be eligible for English Language Learner (ELL) services.

ELL students new to the district take a World-Class Instructional Design and Assessment (WIDA) placement ​ ​ ​ test within 10 days of starting school. The WIDA Access test will be administered to ELLS in January to monitor ​ English language proficiency. When an ELL plan is developed for a student, services are provided and parents notified about the student’s placement in an English Language Development Program within 30 days of their enrollment.

English Language Learners who are not yet proficient in English will receive instruction and support from a teacher certified in Culturally and Linguistically Diverse Education (CLDE). The CLDE teacher, in conjunction ​ with the school administration, oversees placement and progress of ELL students using data from weekly curriculum-embedded assessments, benchmark and progress monitoring DIBELS Next data, ANet interim assessment data, and annual progress on state assessments. The innovation schedule will allow Culturally and Linguistically Diverse students to participate in the Enrichment and Leadership Academies in accordance with their English Language Learner (ELL) plans, supported by certified teachers and support staff.

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Parent and community communications are available in English and Spanish. Translation services for other languages will be offered so parents are informed about school activities and classroom instruction.

Gifted and Talented Students Parents and teachers are informed of the characteristics of gifted and talented (GT) students at the beginning of each school year and are encouraged to refer students who exhibit some or all of these characteristics to the school’s GT coordinator for evaluation. Students participate in GT testing in accordance with district and state guidelines.

Students identified as GT or Talent Pool will have Advanced Learning Plans (ALPs). These plans guide instructional decisions about materials, programming options and accommodations for gifted students based upon their strengths, interests, and needs. The ALP describes the differentiation methods to be used for acceleration, curriculum compacting, depth and complexity, content extensions, and alternative methods of instruction and/or assessment. Identified GT and Talent Pool students will have opportunities to participate in accelerated and challenging academic enrichment and leadership academies. This expansion of opportunities for all students will provide learning experiences not typically available during the school day for GT and Talent Pool students.

Student progress toward meeting ALP goals will be monitored quarterly by the GT coordinator, in consultation with the classroom teacher. Progress will be reported to the student and parent/guardian. The ALP may be changed as needed to ensure that GT learners are making academic progress and are adequately challenged. The innovation schedule will allow GT students to participate in the Enrichment and Leadership Academies in accordance with their ALP plans, supported by certified teachers and support staff.

Culture of Performance Systems to Promote High Expectations Bessemer Academy is committed to building a Culture of Universal Achievement based on the core belief that each child is capable of meeting high academic standards in reading, language arts, math and science. We believe that every student deserves the opportunity to be educated so they are prepared to pursue either further academic or career opportunities. To build this strong academic foundation, we ask that staff members, students and family members of Bessemer Academy each commit to helping our children succeed by signing a support contract.

Staff Support Contract: “We, the staff of Bessemer Academy, are committed to creating a school that gives ​ every student the opportunity to succeed. Every student will have the opportunity to develop their character and their academic skills. The education we provide will serve as the foundation that our students will build their lives upon.”

Family Support Contract: “We, Bessemer Academy families, are committed to our children’s education. We ​ will ensure that our children are present, on time, and prepared for school daily. We will be active participants in our children’s education both inside and outside of school. The support we provide our children will serve as the foundation that will enable them to be successful.”

Student Support Contract: “We, the students of Bessemer Academy, are committed to learning how to be ​ successful. We will demonstrate a positive attitude toward our learning, our peers, and teachers. We will work

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to develop our character and our academic skills. We will take responsibility for the choices we make and work together to make our school a safe place for us to grow and learn. We will ask our teachers and family for support when we need it and always give our best effort. The education we earn at Bessemer Academy will be the foundation in building our successful future.”

Pueblo Innovation Zone compacts may also be used to supplement or enhance the content outlined above. (See examples, Attachment 3)

Currently, we do not have the autonomy or flexibility to expect 100% participation from all stakeholders to support our ideal Culture of Universal Achievement. Becoming an Innovation school would provide us the support needed through approved waivers to hold all stakeholders accountable to our expected Culture of Universal Achievement.

Universal Behavioral Strategies - PBIS Bessemer uses Positive Behavior Interventions and Supports (PBIS) as the foundation for school-wide/universal behavioral strategies. Adults and students alike are accountable for creating a strong, effective school environment. Strategies include the following: ➢ Student data/organizational binders: All students, grades K-5 will utilize a three-ring binder containing five colored folders. School-wide, each color will represent the same academic content (red-reading; blue-math). We believe implementing this will provide consistency of expectations for the students, parents, and teachers. Consistent expectations will support success for all.

➢ Parent Communicators: Through the use of a school-wide communication tool, teachers will connect daily with each parent keeping them informed on homework, student behavior, and upcoming classroom and/or school events. It will also provide an easy communication conduit for parents to communicate about any concerns they have.

➢ Classroom Environment: Each day the following items will be clearly stated and posted for each content area in the classroom: ● Essential Question ● Daily Learning Objective ● Evidence of Learning ● Common Core State Standards ● Daily Schedule ● Active Word Walls ● PBIS Behavior Posters

➢ PBIS Behavior Posters (specific to different areas throughout the building classroom, restroom, hallway, cafeteria, media, computer lab, playground) P-Be prepared ​ R-Be respectful ​ I-Show integrity ​ D-Be dedicated ​ E-Show effort ​

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Code of Conduct and Discipline Teacher Culture of Achievement Teachers will sign a professional contract stating that they will hold themselves and students to high expectations in and out of the classroom. Teachers will be held accountable to previously agreed-upon non-negotiables (e.g., extended year, extensive PD). The non-negotiables will be implemented with fidelity to support a consistent culture of achievement for all stakeholders. All teachers will be given the chance to opt-out of the teacher contract if they do not feel it is a good fit for them or if they do not believe they will be able to comply with the expectations set-forth.

When recognizing positive student behavior, teachers will build a strong relationship with parents through positive notes or phone calls home. These conversations go a long way in fostering positive and functional relationships with parents. Teachers will be encouraged to make a minimum of two positive phone calls to each child’s family each month, the outcomes of which will be recorded in the call log. Teachers can also recognize positive behavior with our school-wide PBIS Paw PRIDE tickets that go into a weekly drawing.

Student Culture of Achievement Students will sign an academic and social contract stating that they will come to school on time, be prepared to learn, show respect to their teachers and peers, and be dedicated to showing excellence in their academic and social pursuits. Currently, Bessemer has a high rate of absences and tardies. Eighteen percent of our students were chronically absent in 2015-2016, indicative of a lack of school engagement and responsibility. We believe that by signing a contract students will feel more accountable for their own learning and attendance. Students will hold teachers and peers accountable throughout the day using a “PAWS” system. Students can ‘check’ peers and teachers if they see an individual upholding/not upholding the academic or social contract. As a part of the academic/social contract, parents will be notified of students who break the contract and they will not be allowed to participate in Friday afternoon enrichment activities.

Capturing Kids Hearts (CKH) Augmenting the PBIS structure, Bessemer Academy will implement Capturing Kids’ Hearts. CKH is a ​ ​ research-based process designed to strengthen students’ connectedness to school through enhancing protective factors (strong bonds with teachers, clear rules of conduct that are consistently enforced) and targeting modifiable risk factors (inappropriate behavior, poor social coping skills). Results from the National Longitudinal Study on Adolescent Health demonstrated that student connectedness reduced negative behaviors in four domains of adolescent health and morbidity: emotional health, violence, substance use, and [1] sexuality. ​ Effect on academic achievement was measured using passing rates in English, Math, and Social ​ Studies. Compared with students in the control group, students participating in CKH demonstrated a 19.3% ​ ​ greater passing rate in English (95.5% vs. 76.2%), an 11.9% greater passing rate in Math (92.6% vs. 80.7%), and a 7.5% greater passing rate in Social Studies (98.5% vs. 91.0%). In addition, intervention students exhibited an 11% lower failure rate.[2] ​

CKH is an immersive, participatory experience. Teachers, staff, and administrators learn and practice skills they ​ will use and model in their classrooms, schools, and districts, including: ● How to build meaningful, productive relationships with every student and every colleague. ● How to use the EXCEL Model of teaching to create a safe, effective environment for learning. ​ ​ ● How to develop self-managing, high-performing classrooms using team-building skills and a Social

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Contract. ● High payoff techniques for dealing with conflict, negative behavior, and disrespect issues.

With the implementation of PBIS and Capturing Kids Hearts, Bessemer Academy will establish and implement consistent and cohesive academic, behavioral and social expectations for students, staff, and stakeholders resulting in a safe school environment, with high expectations, positive relationships and culture for learning. We anticipate that referrals for district interventions will continue to drop. In addition, the change in school climate will lessen the number of office referrals and chronic absenteeism. The following targets have been established for student culture and attendance.

[1] ​ Harris, K., Halpern, C., Whitsel, E. Hussey, J., Tabor, J. Entzel, P., and Udry. J. (2009). The National Longitudinal Study of Adolescent ​ Health: Research Design. Available at http://www.cpc.unc.edu/projects/addhealth/design [2] ​ Sherwood, R. (2003). It all began with a handshake, The Effective Schools Project Journal, 9: 6 11. ​ ​ ​ -

Metric SY 2015-2016 SY 2016-2017 SY 2017-2018 SY 2017-2018 Target Baseline Target Target

Student OSS Referrals OSS Referrals OSS Referrals OSS Referrals Culture (OSS = ​ out of school 66 127 72 100 62 75 52 50 suspensions; Referrals)

Attendance ADA CA ADA CA ADA CA ADA CA (ADA = Avg. Daily Attend./CA 93% 25% 95% 13% 96% 8% 96% 3% = Chronic Absenteeism)

Professional learning in 2017-18 for Capturing Kids Hearts will be provided through Turnaround Network grant funding.

Stakeholder Engagement Parent involvement is extremely low, despite a variety of times and activities offered to include families in their children’s educational career path. However, parents, staff and community have exhibited significant interest in the innovation process. Bessemer Academy reviewed the innovation plan components, conducted meetings and surveys with stakeholders and parents and offered opportunities for face-to-face and anonymous feedback providing multiple opportunities for feedback since January 2017. Bessemer Academy also ensured students were aware of changes that will be happening in their school and gathered their feedback. Bessemer Academy’s school leaders assisted with updating the local school board on progress on development of the Innovation Plan and initiatives supporting the Innovation Zone. This created an opportunity for questions, comments and greater involvement and input by the board.

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Bessemer Academy aims to become a support for the surrounding community using a two-generation approach. The two-generation approach creates opportunities for and addresses needs of vulnerable parents and children together. Bessemer Academy in conjunction with the Pueblo Innovation Zone proposes a massive ​ community outreach through an extended learning opportunity initiative. This component will connect families and community members by opening our doors to organizations in hopes that it will enhance the standard of living and empower our families and community by providing them with the skills needed for everyday living. Students and families will have the opportunity to learn about the educational and career ​ opportunities that await them in our community through field trips, industry tours, and community events. This is essential to promoting our zone’s vision and mission of developing extraordinary citizens.

Our integrated focus on health and social services, community development and community engagement will lead to improved student learning, stronger families and healthier communities. Using Bessemer Academy as a hub, we will bring together many partners to offer a range of supports and opportunities for our families and community. This could include High School equivalency courses, parenting courses (e.g., Parents as Teachers through Catholic Charities of the Diocese of Pueblo), and health and nutrition workshops in conjunction with the Pueblo City/County Health Department. The results will be: families who are increasingly involved with their children's education; improved overall student health - physically, socially, and emotionally; and families that foster a safe, supportive, and stable home environment.

PBL is a concrete format for involving the community in our sustainable energy projects and as initial exposure to STEM careers. Community partnerships with local businesses and post-secondary institutions will enhance PBL units with actual community problems, solutions, and field experiences. We intend to seek multiple sponsorships for PBL units and materials, extended current Zone partnerships with Bechtel, Black Hills Energy, Center for ReSource Conservation, Colorado State University-Pueblo, Pueblo Economic Development Corporation, Pueblo County Economic and Geographic Information systems, El Pueblo Museum, Pueblo Chemical Stockpile Outreach office for the Pueblo Chemical Agent Destruction Pilot Plant, Pueblo Community College, Trane, and Vestas.

At least twice per year, Bessemer will share school progress and growth with stakeholders (e.g., community members, media, principals from non-zone schools, district board of education and other district leaders). We intend to document effective practices, producing a record of our progress and ensuring we communicate student and instructional progress.

Talent Management Recruitment and Hiring The school has experienced a 90% staff turnover since the 2015-2016 school year. Although difficult, the remaining staff regarded the change as a jump start for improving student and staff culture. The proposed academic staffing structure necessitates district and additional grant funding. District innovation funds will be used to hire an additional Assistant Principal to help build instructional capacity and academic systems through the observation/feedback model and weekly data meetings. District innovation funds will also allow Bessemer Academy to hire a 1.0 FTE Math Innovation Coordinator/Coach. These leadership positions will coach teachers 1:1 using an observation/feedback protocol, support instructional planning, facilitate PLCs, and lead school-wide professional development as needed. They will also be part of an Instructional Leadership Team who will have accountability for ensuring the quality implementation of the Innovation plan. The school will maintain an instructional technology coach and a full-time counselor using general funds to focus on social/emotional and academic/behavioral support for students.

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2016-2017 Funding 2017-2018 Funding

Kindergarten – 2 FTE General Kindergarten – 2 FTE General

st st 1 ​ grade – 2 FTE General 1 ​ grade – 2 FTE General ​ ​ nd nd 2 ​ grade – 2 FTE General 2 ​ grade – 2 FTE General ​ ​ rd rd 3 ​ grade – 1 FTE General 3 ​ grade –1 FTE General ​ ​ 3rd grade - 1 FTE General 3rd grade - 1 FTE Title

th th 4 ​ grade – 2 FTE General 4 ​ grade – 2 FTE General ​ ​ th th 5 ​ grade – 2 FTE General 5 ​ grade – 2 FTE General ​ ​ Instructional Coach – 1 FTE Title 1

Reading Interventionist – 1 FTE Title 1 Reading Interventionist – 1 FTE General

Instructional Technology – 1 FTE Title 1 Instructional Technology - 1 FTE Title I

Art - 1 FTE General Art – 1 FTE General

Music – 1 FTE General

Math Innovation Coordinator/Coach General 1 FTE Innovation

Physical Education – 1 FTE General Physical Education – 1 FTE General

Principal – 1 FTE General Principal – 1 FTE General

Assistant Principal – 1 FTE General Innovation

Dean of Students – 1 FTE General

Counselor – 0.5 FTE General Counselor – 1 FTE General

Media Specialist – 1 FTE General

Media EA - 1 FTE General

STEM – 0.5 FTE Magnet STEM - .5 FTE General Grant

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Math Tutors – 2 FTE Title 1, General Innovation, General

To address recruitment, Pueblo’s Innovation Zone has implemented a co-teaching model for student teaching via a partnership with Colorado State University-Pueblo. Beginning in 2017-2018, we will offer an intensive student teaching experience partnering student teacher candidates with master teachers to ensure that new teachers have the necessary knowledge and skills to be successful educators in our schools. Elements of the model include: ● CSU-Pueblo supported professional development for zone elementary schools. ● Development of a teacher pipeline trained in zone schools. ● Participation by teacher candidates in zone school staff annual orientation. ● Task force comprised of zone teachers and university personnel to develop a co-teaching model for student teaching focused on Turnaround Strategies. ● Teacher candidates will receive specialized training through observation/feedback, use of data-driven instruction strategies, etc. ● Establishment of a pilot program in implementation year to include 1-2 teacher candidates per school during the spring semester.

Through a hiring process that includes early recruiting of candidates (currently not available in our district), a videotaped lesson review, rigorous interview questions, and an examination of previous evaluation reports, Bessemer Academy will seek to hire and retain teachers, leaders, and support staff who are committed to the mission, vision, and goals of the school and the innovation plan. Incentives in the form of sign-on/stay-on bonuses and performance pay consistent with the Innovation Zone will be offered. Bessemer Academy will encourage our district’s Human Resources Office to allow early recruiting and hiring for turnaround and priority improvement schools. Direct placement of teachers, leaders, and staff will not be accepted from the district. Bessemer Academy will seek waivers from district and union requirements related to employee recruiting, hiring, salary, stipends, and evaluation constraints. The Bessemer Academy Innovation Plan will include school policies and procedures to ensure that the school is staffed by effective teachers, instructional support staff, and leaders who share the vision of Bessemer Academy. The district and school work collaboratively to ensure that all teachers recruited and retained for employment are highly qualified in core areas by reviewing employee transcripts, Colorado Department of Education-issued licenses, and additional credentials prior to hire. Innovation staff commit to the school willingly through a Staff Commitment Form that explicitly details the Innovation Zone expectations for adult behaviors, attendance, and dress code. In addition, the Innovation Zone operates with non-negotiable Core Values which guide teachers’ work with children. Because our district has experienced success with the Innovation Zone and the school’s themselves are seeing their reform efforts pay off, we are asking for permission to join the Pueblo City Schools’ Innovation Zone.

Professional Development Providing high quality professional development which includes practice and feedback sessions, will ensure that teachers are ready to implement high yield strategies at the beginning of the year and refine and develop strategies throughout the year. It is essential that we build teacher capacity to understand the implications and respond to data in a timely and effective manner. Every teacher must be able to implement high leverage Pueblo City Schools ♦ Bessemer Academy Management Plan ♦ June 2017 Page 42 ​ ​ ​ ​ |​

practices and understand how to implement these practices in the most effective ways for all students in their ​ ​ classrooms. This approach to continuous improvement will provide our teachers with the tools and expertise they need to provide high quality Tier I instruction, personalize learning, and effectively use STEM technology and PBL structures throughout our school. As a result of professional learning flexibilities, we expect to see improved Tier I instruction, solid routines, and effective procedures that result in fewer discipline referrals.

Bessemer has benefited from extensive professional development (PD). However, for many new teachers it has been too much, too fast with little opportunity for one-on-one coaching, modeling, observation, and feedback. PD was not focused or aligned to the UIP. More importantly, PDs were not based on differentiated student or teacher needs as determined through data analysis. We are excited to work with ANet to strengthen our instruction, professional development and leadership – translating adult learning to effective classroom practices and successful student outcomes.

ANet Collaboration ANet’s experience in providing schools and systems with high quality instructional coaching and professional learning will benefit Bessemer’s teachers and leaders significantly. The strength of the ANet instructional tools and coaching will enhance Bessemer’s capacity to support strong instructional practices. They will also help us to develop and facilitate professional learning aligned to our needs and provide online instructional resources aligned to the standards. Through this intensive management partnership, ANet will help Bessemer leadership to build school level systems of support needed to fully implement our innovation plan. ANet’s model of support is grounded in the following four components: 1. Job-embedded instructional coaching and professional learning; 2. Access to the ANet network and group learning events; 3. Instructional tools and resources; and 4. Interim assessments.

Bessemer will receive a dedicated ANet coach who will work closely with the leadership team to build strong leadership practices and create a coherent arc of yearlong support for teachers and leaders. ANet coaches will support in the development of an effective school leadership team according to the ANet research-based, proprietary leadership rubric, the Leader Levers. The Leader Levers rubric will serve as a framework for developing school leadership teams and as an instrument for the ANet coach(s) to assess the effectiveness of the supports they provide to Bessemer. The ANet coach will help plan and deliver professional learning to deepen Bessemer teachers’ and leaders’ understanding of the standards, improve planning, and strengthen the adult culture of learning. The coach will also support high-quality instruction based on planning from standards, drawing practical insights from analyzing student work and data, and strong collaboration.

School leaders will meet with the ANet coaches according to a timeline that aligns to a quarterly cycle of inquiry, called the Teaching and Learning Cycle. Coaching interactions include consultations with leaders, reflection and data meetings, classroom observations - whatever it takes to move the school forward. Reflection meetings will allow the school leadership team to step back and consider how well program implementation is unfolding and any adjustments we would like to make. Additionally, the ANet coach will also have mid-year and end-of-year meetings to reflect on our ANet partnership directly, review progress toward practice goals on ANet’s Leader Levers rubric, and review broad trends in student learning data. Providing the space for Bessemer leaders to carefully consider the ANet partnership and their role in its successful implementation will help develop buy-in at the school level and highlight ways for both ANet and the school to adjust course for continued improvement.

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ANet coaching will help our school leadership team to develop strong instructional practice based on several research-driven key competency areas. Bessemer will work with their ANet coach early in the school year to prioritize our practice improvement efforts based on the school’s starting level and individualized goals for teachers and students. The Leader Levers rubric will guide ANet coaching to help Bessemer make concrete improvements in practice over time. These improvements will ensure that Bessemer has regular rhythms in place to build leader and teacher capacity to meet the individual learning needs of all our students. Achievement of practice goals will be measured against the Leader Levers rubric, designed to develop our school leadership team and our ability to: ● Build expertise and opinions about standards and instruction; ● Build expertise and opinions about data; ● Pursue a limited number of school-wide academic priorities through high quality use of time and structures; ● Develop our teachers to strengthen instruction and adult culture; and ● Develop our leadership team to deepen impact across the school.

The Leader Levers rubric is anchored in research on best practices for providing standards and data driven instructional leadership. Anet also grounds instructional guidance in Student Achievement Partners’ (SAP) Core Actions to ensure teachers and school leaders are able to identify Key Shifts in instruction while examining the quality and rigor alignment of lesson plans and conducting classroom observations. By explicitly looking for evidence of high quality instruction that is based on the Common Core and other rigorous standards, the ANet coach will be able to help deepen our teachers’ and school leaders’ understanding of the standards and support them in translating their standards knowledge into standards-aligned instruction.

In addition to the direct coaching, ANet will provide in-person professional learning events so Bessemer educators can collaborate and learn from their peers. These sessions will be grounded in the Common Core and leadership best practices from schools and leaders across the country. ANet will also provide a deep store of resources to support school improvement and instructional change in the classroom. Combined with aligned professional learning, online Anet resources will help our teachers to understand the content of the standards, anticipate common student mistakes in learning the standards, and plan lessons that address those mistakes. For example, ANet has guides that help teachers understand and break down the Common Core standards and planning templates that help teachers develop rigorous lessons aligned to the standards.

ANet will conduct an extensive foundational review of Bessmer to identify the areas of focus and co-develop the partnership implementation plan with the principal and Executive Director of Continuous Improvement and Innovation. The initial review will focus on determining: ● The instructional focus for teacher development to ensure that classroom instruction is paced and provided at the level necessary to show students are meeting the state standards. ● The systems and structures that need to be established to prioritize strong instructional leadership and data driven instruction. ● The structures and professional development needed to develop a dedicated instructional leadership team.

Based on the review, ANet will design specific coaching and leadership development activities for Bessemer staff. Per the PSD 60-ANet MOU, ANet will be accountable for instructional strategies and pedagogy,

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assessments, and professional development systems. Intensive professional development and leadership activities will include: ● Approximately 30 interactions with a dedicated ANet coach. A school’s ANet coach learns about the ​ ​ school’s strengths and needs, then works alongside the leadership team to support rigorous instruction that is grounded in a deep knowledge of the standards, shaped by data, and built on strong practices of great educators across the country. ● Formative interim assessments that educators use three times per year to gauge student mastery of ​ ​ grade level content and to identify actions to help students where they are struggling. The rigor and quality of ANet’s interim assessments have been endorsed by the leading experts on rigorous standards from across the country. ● An online platform that provides educators with easy-to-understand data and instructional lesson, ​ ​ unit and assessment resources in math and ELA, including video of best practice. These resources enable them to plan rigorous, standards-aligned lessons and adjust instruction based on student understanding. ● Access to the best practices of our network of partner schools delivered through regular ​ ​ professional development convenings throughout the school year.

Coaching support will be tailored to the specific context, strengths, and needs of Bessemer but focused on the Leader Levers outlined in the table on the following pages.

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Professional Learning Community (PLC) Bessemer Academy will utilize school wide data driven instruction practices with a focus on regular teacher common collaborative times and regular days to analyze assessment data with a focus on unpacking and planning from standards, a transparent use of student data, re-teaching from student misconceptions and

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utilizing a comprehensive teaching and learning cycle to ensure quality Tier I instruction and student achievement. PLCs will have a weekly focus. Each week the teams will follow the learning cycle with a rotation between reading, math, writing, and science.

PLC time which is built into the daily schedule, will allow teachers to continuously monitor, analyze data, and revise instructional plans to ensure that student learning goals are being met. Additional data days will be implemented throughout the year after interim assessments to analyze standards, data, and create reteach plans.

Daily PLC’s will allow for universal collaboration between all grade levels and specialists in each content area. This will support our Project Based Learning curriculum that will be utilized to deliver instruction in each grade level. By collaborating with colleagues, teachers will have the opportunity to identify best practices, review instructional resources, and examine them for quality. Collaboration around assessment invests in teachers’ knowledge base and professional skills and promotes teacher leadership.

Evaluation and Retention The school has struggled to hire and retain highly effective teachers, as current innovation schools give sign-on/stay-on bonuses to their teachers. The district provides mentors only to teachers new to the profession, not new to Turnaround. The school has so far not been able to implement systems for recruitment and retention that have shown success. In our Innovation plan, teachers will have access (will be assigned) to an Instructional Coach, an administrator or a program coordinator with whom to work collaboratively toward their success.

The Colorado teacher evaluation policy requires that 50% of a teacher’s evaluation be determined by student achievement data. Each district determines the measures and metrics for this 50%. PSD 60 currently allows teachers to determine, from a district provided list of assessments, the assessment parameters and the individual growth and/or performance status goals for their evaluations. The school will continue the district’s implementation of the Colorado Performance Management System (COPMS) using the RANDA, Inc., system. Non-probationary teachers, who receive a Partially Effective or Ineffective rating in accordance with the evaluation process, shall be subject to a review of their position which may result in an administrative transfer. Probationary teachers are subject to state/district non-renewal processes.

An observation feedback cycle is used based on the work of Paul Bambrick-Santoyo and is highlighted in his [1] book, Leverage Leadership. ​ The principal will receive training aligned to Relay Graduate School of Education ​ ​ ​ protocols and will be engaged in an observation/feedback coaching model in collaboration with the Executive Director of Continuous Improvement and Innovation. In this model, an administrator, instructional coach, or teacher leader observes teachers’ instructional practices on a weekly basis. Observation is followed with a one-on-one coaching session that hones specific elements of the teacher’s instructional management and rigor. The teacher and coach work to develop and practice an “action step” that supports the teacher in quickly improving that aspect of his or her teaching. This cycle continues throughout the year allowing for timely and effective improvements that immediately impact student outcomes. The Assistant Principal and the Instructional Coaches will also receive training in using the observation feedback coaching model. This practice will be linked directly with ongoing coaching sessions.

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[1] ​ Bambrick-Santoyo, P. (2012). Leverage leadership: A practical guide to building exceptional schools. San Francisco. Wiley.

Compensation Bessemer Academy will use the same formula as other Innovation Zone schools for additional pay for professional development and teaching. In alignment with other Innovation Zone schools, we also request that the district provide the monetary means for Bessemer to provide pay for performance and sign-on, stay-on bonuses for certified teachers and administrators and allow the school to determine pay for performance and sign-on/stay-on criteria.

Management Partner Selection Process Pueblo City Schools’ leadership has been strategic in their selection of the Achievement Network (ANet) as Bessemer’s proposed Management Partner. (See ANet Letter of Support - Attachment 4) ANet has been working successfully with several of our district schools both in and out of our Innovation Zone during the past two years. Many of these schools have seen notable gains in student achievement and attribute much of this success to the availability of the online Common Core standards-aligned ANet tools, job-embedded coaching, increased focus on data driven instructional strategies, and use of the ANet interim assessments to drive reteach planning and reassessment. During the 2017-18 school year, ANet will continue to provide support to previously identified “Pueblo Partnership Schools” as well as three newly identified “Pueblo High Intensity Partnership Schools, “ including Bessemer. The selection of the Achievement Network will allow Pueblo to build upon strengths which are already in place as well as relationships which have already been established both at the school and district level. It should also be noted that the newly hired Assistant Superintendent of Teaching and Learning Services has partnered with the Achievement Network in previous districts and has successfully worked with the ANet Executive Director, Director of New Partnerships and Director of School Support assigned to Bessemer.

Based upon Bessemer’s above outlined barriers and solutions, as well as CDE’s explicit recommendations, it was determined that Bessemer would need a management partner to provide accountability and support within the following three areas: ● Data-driven instructional practices and use of assessments ● Standard-aligned lesson planning and implementation ● Leadership development to ensure school and district systems support successful implementation of innovation strategies

These three areas of need lie squarely in the area of expertise provided by the Achievement Network.

About ANet

For over ten years, Achievement Network (ANet) has worked to ensure equitable opportunities for all children ​ ​ by supporting teaching and learning that is grounded in standards, data, and the practices of great educators.

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They do so by providing comprehensive partnerships with schools including interim assessments in ELA and math for students in grades 2-8, aligned instructional resources, and coaching for school leaders to build their skills and content knowledge so that they can support great instruction. ANet works alongside school and system leadership teams to strengthen their school- and system-wide practice and culture of using learning standards and data to get breakthrough results for underserved students.

ANet’s tools and support help partner schools build a culture of continuous improvement, where every educator in the building deeply understands the Common Core standards and is regularly using data to adapt and target instruction to meet the unique learning needs of each student. Working with over 700 schools and 50 systems across 15 states gives ANet on-the-ground insight into how schools and systems are successfully transitioning to new practices leading to school-wide improvement. ANet has seen there is no “quick fix” that can be applied to improving student outcomes. Instead, student achievement comes as a result of school improvement and system-wide coherence. ANet’s experience and success working with educators across the country to improve struggling schools, uniquely positions them to be a strong external partner for Bessemer Academy and Pueblo City Schools.

ANet’s Quality ​

Student Achievement Partners (SAP), an organization founded by the lead writers of the Common Core State Standards, recently performed a multi-day audit of ANet’s 2015-16 assessments. According to the findings, “it ​ was fabulous to see such thought and careful consideration of the factors in the qualitative materials. This has clearly been an area of focus for ANet and will be beneficial for teachers and students.” In English literacy, SAP ​ noted that ANet’s assessments expose students to a variety of item types based on appropriately rigorous texts and that they reflect a strong call for the use of evidence and text-based reasoning. In the words of our auditors from SAP, “The audit revealed that ANet’s developers understand the shifts required by the CCSS and ​ are creating materials that demonstrate those shifts.” In math, they noted that ANet’s assessments meet … ​ high expectations for a focus on the major work of the grade, that items have strong alignment to the CCSS and respect the coherence of the Standards, and that ANet’s items assess procedural skill, conceptual understanding, and fluency effectively. In their words: “ANet assessments show a strong understanding of ​ focus and growth toward a coherent set of assessments that balance the elements of rigor ANet has … prioritized focus on the major work of the grade [and] items align well to the indicated standards.” … ​ ANet’s assessments were also recently recognized for excellence in an independent study by the Louisiana Department of Education (LDOE). The LDOE has been conducting a rigorous review of instructional materials, including assessments, to empower districts to make informed choices. The LDOE recently reviewed ANet’s math and ELA interim assessments and classified them both as Tier 1—“Exemplifies quality: Meets all ​ non-negotiable criteria and scored the best possible on all indicators of superior quality.” The LDOE has ​ received national praise for its rigorous review process, which uses a highly detailed rubric to judge each

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assessment’s usefulness to teachers. Due to the high rubric standards, some of the most widely used assessments rank in the bottom tier and more than half of those reviewed were placed in Tier 3. Only one other organization received a Tier 1 rating for ELA assessments and no other organization has received a Tier 1 rating in math.

ANet’s Results

ANet’s national results for the 2014-15 school year are indicative of the results they have had over the last several years: across the country, our school partners reported over an 85% satisfaction rate. At the same time, roughly two-thirds of ANet school partners were able to achieve the ambitious practice improvement goals they set out with their ANet coach. When considering new schools that received the targeted 20 coaching visits, 87% achieved their practice improvement goals. These improvements in practice led to important outcomes for students based on analysis of end-of-year summative data. Results from the 2014-15 school year, for example, show:

● On average, schools that made the multi-year commitment to achieve practice level 2 on our rubrics gained 12 percentile points relative to other schools in the state in math and 6 percentile points in ELA.

● That means they got greater gains than 7 out of ten schools in their state in ELA and 8 out of ten in math.

Over the last four years, ANet’s work alongside district and school leaders in Springfield, MA has seen six schools move out of turnaround and ten move into Level 1. ANet’s tools are used by all Springfield Public Schools serving grades 2-8. ANet is a true instructional partner in SPS, helping the district to identify and act on opportunities to strengthen instruction and build content expertise.

Revere Public Schools is another example of how ANet has successfully supported school improvement efforts. ANet was a close partner of Revere Public Schools for seven years, where they helped bring focus and coherence to support system priorities. For example, they helped district leaders to define what their priority on “rigor” would actually look like in classrooms. Revere is now the top performing urban district in Massachusetts: in 2015-16, Revere became the first urban district in the Commonwealth to reach the Level 2 designation.

Third-party investigations confirm ANet’s tools and services are effective. In 2015, ANet shared the results of a randomized control trial of the ANet program support conducted by Harvard University’s Center for Education Policy Research (CEPR). This trial was funded through a prestigious Investing in Innovation (i3) grant and showed that schools that had the right basic conditions in place (such as common planning time) and partnered with ANet significantly outperformed control schools. This outperformance translated to roughly six

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months of additional learning for students in ANet partner schools over the two-year study period compared to students in control schools.

The study also showed that educators recognized ANet tools and support to be of a higher quality than the control materials and support. Partnership with ANet led to statistically significant improvements in instructional practice, including:

● Teacher collaboration happened more regularly and more productively at ANet schools than at control schools.

● Leaders set up routines that facilitated strong teacher development and built their own skill in how to leverage time effectively. ● Teachers developed critical skills of analysis and planning

Scope of Work ANet will begin with a foundational assessment of Bessemer’s staff capacity and capabilities, classroom instruction, professional development needs and school leadership systems. ANet’s experience in providing ​ ​ schools and systems with high quality instructional coaching and professional learning directly overlaps with the areas of need in Bessemer’s Innovation Plan. The strength of the ANet instructional tools and coaching ensures that school leadership teams develop the capacity to support strong instructional practices, which are reinforced by professional learning and instructional resources. Through this comprehensive service model, ANet will support Bessemer to realize significant practice improvement and achieve strong student outcomes by implementing the following four components of ANet’s Core Model: 1. Job-embedded instructional coaching and professional learning; 2. Access to the ANet network and group learning events; 3. Instructional tools and resources; and 4. Interim assessments.

1. Job-embedded instructional coaching and professional learning. Bessemer will receive a dedicated ​ ​ ​ coach who works closely with the leadership team to build strong leadership practices and create a coherent arc of yearlong support for teachers and leaders. The Anet coach will assist in the development of an effective school leadership team according to the ANet research-based, proprietary leadership rubric, the Leader Levers. The Leader Levers rubric will serve as a framework for developing the school leadership team and as an instrument for ANet coach(s) to assess the effectiveness of the supports they provide Bessemer. The ANet coach will help plan and deliver professional learning to deepen Bessemer teachers’ and leaders’ understanding of the standards, improve planning, and strengthen the adult culture of learning. The coach will also support high-quality instruction based on planning from standards, drawing practical insights from analyzing student work and data, and strong collaboration.

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School leaders will meet with the ANet coach(s) according to a timeline that aligns to a quarterly cycle of inquiry, called the Teaching and Learning Cycle. Coaching interactions will include consultations with leaders, reflection and data meetings, classroom observations, co-planning sessions with teachers - whatever it takes to move the school forward. Reflection meetings will allow the school leadership team to step back and consider how well program implementation is unfolding at their school and any adjustments they should make. Additionally, the ANet coach will also have mid-year and end-of-year meetings to reflect on the ANet partnership directly, review progress toward practice goals on ANet’s Leader Levers rubric, and review broad trends in student learning data. Providing the space for both school and district leaders to carefully consider the ANet partnership and their role in the successful implementation of their innovation plan will help to develop buy-in at the school and district level and highlight ways for ANet, the school, and the district to adjust course for continued improvement.

ANet coaching will help the school leadership team to develop strong instructional practices based on several research-driven key competency areas. Bessemer will work with their ANet coach early in the school year to prioritize their practice improvement efforts based on the school’s starting level and individualized goals for teachers and students. The Leader Levers rubric will guide ANet coaching to help the school make concrete improvements in practice over time. These improvements will ensure that Bessemer has consistent systems in place to build leader and teacher capacity in order to meet the individual learning needs of all students. Achievement of practice goals are measured against the Leader Levers rubric, designed to develop school leadership teams and their ability to: ● Build expertise, conceptual understandings,and attitudes about standards and instruction; ● Build expertise, conceptual understandings, and attitudes about use of data; ● Pursue a limited number of school-wide academic priorities through high quality use of time and structures; ● Develop teachers to strengthen instruction and adult culture; and ● Develop leadership teams to deepen impact across the school.

The Leader Levers rubric is anchored in research on best practices for providing standards and data driven instructional leadership. ANet also grounds instructional guidance in Student Achievement Partners’ (SAP) Core Actions to ensure teachers and school leaders are able to identify Key Shifts in instruction while examining the quality and rigor alignment of lesson plans and conducting classroom observations. By explicitly looking for evidence of high quality instruction that is based on the Common Core and other rigorous standards, the ANet coach will be able to help deepen Bessemer teachers’ and leaders’ understanding of the standards and support them in translating their standards knowledge into standards-aligned lesson plans and instruction.

2. Access to our network and group learning events. In addition to the direct coaching Bessemer will ​ ​ receive, ANet will also provide the school with in-person professional learning events so educators can collaborate with and learn from their peers. These sessions will be grounded in the Common Core and leadership best practices from schools and leaders across the country and align to the specific needs

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identified in Bessemer’s Innovation Plan.

ANet’s professional learning model reflects current best practices for adult learning: ● Coaching and professional learning will be on-site, embedded in existing school structures, job-embedded (including being alongside instructional coaches during 1:1 coaching of teachers) and directly influenced by student learning data; ● ANet will leverage Bessemer’s professional learning communities (PLCs), incorporate peer feedback, and reflect on practice.

3. Interim assessments. Bessemer teachers will use ANet’s online ELA and math interim assessments ​ ​ for grades 2-5, administered in 8-week intervals over the course of the school year. Results from ANet interim assessments will be analyzed in PLCs and used to inform reteach cycles and to refine upcoming units of study, interventions, and lesson planning.

4. Tools and instructional resources. ANet will offer Bessemer teachers and leaders a deep store of ​ ​ resources to support school improvement and instructional change in the classroom and at the school level. Combined with aligned professional learning, ANet resources will help Bessemer teachers to understand the content of the standards, anticipate common student mistakes in learning the standards, and plan lessons that address those mistakes. For example, ANet has developed guides that help teachers understand and break down the Common Core standards and planning templates that help teachers develop rigorous lessons aligned to the standards.

The four components of ANet’s Support Model work together to create seamless support for schools. With the practices and tools that ANet’s Core Model will help the school put into action, Bessemer leaders will be better able to support their teachers, and teachers will be better able to differentiate instruction in their classrooms.

ANet will conduct an extensive foundational review of Bessmer to identify the areas of focus and co-develop the partnership implementation plan with the principal and Executive Director of Continuous Improvement and Innovation. A draft of the plan will be shared with the Assistant Superintendent of Teaching and Learning Services for feedback. The initial review will focus on determining: ● The instructional focus for teacher development to ensure that classroom instruction at all grades is paced and provided at the level necessary to show students are meeting the state standards, with a focus on literacy and math instruction. ● The systems and structures that need to be established to prioritize strong instructional leadership and data driven instructional practices, including regular progress-monitoring, throughout the school at all grade levels, with a focus on literacy and math instruction. ● The structures and professional development needed to develop a dedicated, knowledgeable and skilled instructional leadership team, including content and instructional expertise of the principal.

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Based on the review, ANet will design specific coaching and leadership development activities for Bessemer staff (principal, assistant principal, instructional coaches, and teachers) as well as the supports needed to develop the Executive Director of Continuous Improvement and Innovation. Per the PSD 60-ANet MOU, ANet will be accountable for instructional strategies and pedagogy, assessments, and professional development systems. Intensive professional development and leadership activities will include: ● Approximately 30 interactions with a dedicated ANet coach. Bessemer’s ANet coach will learn about the school’s strengths and needs, then work alongside the leadership team to support rigorous instruction that is grounded in a deep knowledge of the standards, shaped by data, and built on strong practices of great educators across the country. ● Formative interim assessments that Bessemer teachers will use three times per year to gauge student mastery of grade level content and to identify actions to help students where they are struggling. The rigor and quality of ANet’s interim assessments have been endorsed by the leading experts on rigorous standards from across the country: Student Achievement Partners did not name any areas where ANet assessments could be improved in a recent audit and ANet’s assessments received a Tier 1 rating - one of only two assessments to receive this rating in ELA and the only one to receive this rating in math- by the Louisiana Department of Education. ● An online platform that provides educators with easy-to-understand data and instructional lesson, unit and assessment resources in math and ELA, including video of best practice. These resources will enable teachers to plan rigorous, standards-aligned lessons and adjust instruction based on student understanding. These resources will also be used during co-planning sessions when ANet coaches work alongside teachers to plan for upcoming daily lessons and/or units of study. ● Access to the best practices of our network of partner schools delivered through regular professional development convenings throughout the school year.

Coaching support will be tailored to the specific context, strengths, and needs of Bessemer but focused on the Leader Levers. ANet has found that schools that successfully build strong practice across these five levers – or, in our words, reach “Level 2” on each lever – achieve greater gains in student achievement than 70% of the schools in their state in ELA and math, on average. In ANet’s experience, it takes three to four years of Full Partnership to achieve Level 2. The first year of partnership focuses on building foundational strength across all five of these levers, while subsequent years typically prioritize individual levers based on a school’s context, strength, and needs.

ANet’s Leader Levers document follows:

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The specific content of the ANet coaching will be based on the individual needs of the Bessemer staff and existing school systems. However, we anticipate that the 30 coaching interactions will focus on some or all of the following:

On Site Support & Service Purpose

Set Instructional Priorities and ● Set focus and priorities for the year; map out overall ​ ​ Goals for the School Year approach for coaching interactions

Teacher Orientation and MyANet ● Orient teachers and leaders around partnership, ​ ​ Platform Training instructional purpose of assessments, and tools

Teacher Planning Support with ● Help ILT ensure that teachers are planning lessons ​ ​ school leader and Instructional that reflect the rigor expected by new standards Leadership team (ILT) ● Ensure the ILT is providing consistent and robust ​ ​ feedback to teachers on their lesson plans ● Help build a deeper knowledge alignment around ​ ​ the expectations of the standards across the school

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Data Analysis Support with school ● Help ILT ensure that teachers are analyzing and ​ ​ leader and Instructional acting on interim assessment data effectively Leadership team (ILT) ● Help ILT set and focus on academic priorities that ​ ​ reflect the needs revealed by examination of student work ● Support the ILT in creating data-based professional ​ ​ learning for educators

Observations of instruction with ● Help ILT understand the extent to which classroom ​ ​ school leadership instruction reflects the expectations of the standards ● Help ILT plan professional learning and use ​ ​ common planning time to strengthen classroom instruction

Examples of PD cycle expectations are provided on the next four pages.

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ANet District Leadership Supports ​ ANet has partnered with systems across the country to boost changes in teacher practice and student learning, including Springfield and Revere Public Schools in Massachusetts, DC, KIPP DC, and the Academy of Urban School Leadership in Chicago. In the 2015-16 year, schools we coached saw greater performance gains ​ in math and ELA and were 15% more likely to meet their practice goals when both school and system leaders partnered directly with ANet. Thus, ANet will align the school level support with direct systems level support. ANet has identified the most important practices of an effective system (District) and have ​ found that schools in a system are better set up for success when the system: ● Defines a limited set of system-wide instructional priorities for the year and a strategy for monitoring progress on them; ● Is very strategic about how they use assessments, including defining a clear purpose for each and providing structures/support to help teachers and leaders use them effectively; ● Ensures schools have high-quality, standards aligned instructional materials/curricula and

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structures/support to implement them well; and ● Provides for meaningful, coherent teacher and leader professional learning driven by data and standards.

Workstreams Purpose Structures

Priorities and ● Define vision and priorities for ANet and Two meetings following Vision Setting PSC partnership partnership kick-off with the ● Ensure alignment between ANet Superintendent, Assistant partnership and system-level priorities Superintendent and the Executive Director

Progress ● Monitor practice implementation and Approximately 18 additional Monitoring & performance progress at the system and school interactions; common Implementation levels approaches include: Support (See ● Co-observe instruction across schools to Appendix of align on trends in instructional practice and Twice-monthly meetings or year-long leadership learning walks with Executive schedule) ● Identify actions ANet coaches and system Director (some will include leaders can take to accelerate progress Assistant Superintendent of Teaching and Learning Services)

Two important documents found in the attachments provide additional detail to the scope of work, partnership, and accountability between Pueblo City Schools and Achievement Network:

● ANet System Partnership Framework (Attachment 5) ​ This document outlines focus areas for school and ANet collaborative work in the following key areas: ○ Priorities and Progress Monitoring ○ Strategic Use of Assessments ○ High-quality Standards-aligned Materials ○ Meaningful Professional Learning Driven by Data and Standards

● The Principal Manager Activities/Calendar (Attachment 6) ​ This document outlines the recommended year-long weekly focus areas and key activities for the Executive DIrector of Continuous Improvement and Innovation to monitor when coaching and supervising the Bessemer Principal and development of the School Leadership Team. The Assistant Superintendent of Teaching and Learning Services will use this calendar as a guide for reflection and accountability when coaching and supporting the Executive Director of Continuous Improvement and Innovation.

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Shared Decision-making Agreements It is the intention of Pueblo City Schools and the Achievement Network to work collaboratively when making all decisions, as applicable to both parties, related to the implementation of Bessemer’s innovation plan. To this end, we have drafted a Decision-Making/Responsibility Matrix which outlines the primary decision-maker across different areas of responsibility. ANet and the Assistant Superintendent of Teaching and Learning Services will be drafting descriptive statements for each “shared” (X’s in both columns) area of responsibility to further outline the intended role of ANet in that area of work. These statements will be used for future reference as questions arise regarding intent of role and scope of work.

Management Partnership Decision-Making/Responsibility Matrix

RESPONSIBILITY ANet Pueblo City District/School

Academic Systems

Curriculum Selection X

Instructional Strategies – Unit/Lesson Planning Expectations X X

Instructional Strategies and Pedagogy - Implementation X X

Assessment

Selection X

Timeline and Calendar X

Facilitation and Preparation of Staff X X

Data Analysis Processes (training, protocols/tools, action planning) X

Data-driven school assessment systems and practices – progress X monitoring

UIP – Development, Revision, and Progress Monitoring X X

Other compliance reporting X

Talent Management and Professional Development

Professional Development Systems

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School Professional Development Plan Development X X

School Professional Development Facilitation and Implementation X X

Building Leadership Team Membership X X

Development and Facilitation of Building (Instructional) Leadership X X Team

Principal Leadership Professional Development Plan Development X X (Innovation Zone Principals)

Principal Leadership Professional Development Facilitation and X X Implementation (Innovation Zone Principals)

Teachers

Hiring of Teachers (starting 2017-18 school year) X

Hiring Practices X X

Defining Roles and Responsibilities (Teachers, Staff) X X

Coaching of Teachers X

Supervision of Teachers X

Instructional Coaches

Hiring of Instructional Coaches (starting 2017-18 school year) X X

Development, Training and Coaching of Instructional Coaches X X

Supervision of Instructional Coaches X

Principal and Assistant Principal

Hiring of Principal X X

Hiring of Assistant Principal X X

Coaching of School Leaders (Principal, AP) X X

Supervision of School Leaders (Principal, AP) X

Culture

Mission and Vision X

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MTSS Systems and Monitoring X X

Social – Emotional Interventions and Supports X

Behavior Management (ie. PBIS) X

Family and Community Engagement X

Communications, Media Relations, Branding X

Emergency Procedures X

Celebrations of Success and Culture of High Expectations X X

School Operations

School calendar and schedule X X

Budget and Finance X

Facilities and Maintenance X

Coordination of Services with District Departments/Central Office X X

Technology and IT X

Partnership Accountability

Program Evaluations X X

Contract Management X X

Progress reporting and Accountability (written quarterly report to X Assistant Superintendent of Teaching and Learning Services and Pueblo City Schools Board of Education, and CDE)

Potential additional partnerships identification X

In the event that agreement can not be reached regarding a decision, final decision-making authority will be as follows: ● If responsibility area has only one X, that entity will have final say ● If responsibility area has two X’s (one in each column), final say will be given to the Assistant Superintendent of Teaching and Learning Services in collaboration with the Superintendent of Pueblo City Schools

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● If responsibility area does not appear in the matrix, final say will be given to the school/district

Performance Contract/MOU

A draft of the Contract/MOU between Pueblo City Schools and ANet is included as Attachment 7. Key ​ ​ components align to the responsibilities listed in the Partnership Matrix above. The contract includes information related to comprehensive services, fees for service, and responsibilities/rights, including: ● Length of contract: 1 year ● ANet Resources ● ANet Platform information ● ANet Assessment Materials ● Analysis, Logistics and Reports ● Training and Coaching ● System Support and Training ● Network Professional Learning “Events” ● Member Responsibilities ● Member Data Release/Access Agreements ● Terms and Termination Agreements ● Fees for Service

An anticipated two year projected fees for service is listed below.

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Accountability for Student Achievement Bessemer Academy has established two overarching academic goals: 1. Students will be expected to meet grade-level standards or move at least one proficiency level from the beginning of the year to the end of the year. 2. Bessemer Academy will be expected to meet or exceed district and state expectations for school performance, achieved by significantly increasing academic achievement and growth for students, earning a school rating of “meets expectations”.

Pueblo City Schools’ partnership with ANet is ultimately about improving student learning. In support of the above goals, ANet will be accountable to helping Bessemer outperform the state on average student achievement gains in ELA and math, based on year-end summative exams, including the PARCC assessment.

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ANet’s Organizational Effectiveness team will additionally assess student performance growth over the previous year and compare average student outcomes in ANet schools with those realized by the state.

Leadership Description of Supports and Bios

Research on school reform verifies the importance of providing strong leadership in order to significantly improve student achievement, especially in turnaround initiatives. Pueblo City Schools is fortunate to have the following leadership on board to support Bessemer Academy’s successful implementation of their innovation plan.

DISTRICT

Name/Role Biography

Suzanne Morey, Suzanne is the newly hired Assistant Superintendent of Assistant Superintendent of Teaching and Learning Teaching and Learning Services for Pueblo City Schools. Services She has experience coaching school leaders and providing leadership development for principals, Deans of Instruction, instructional coaches, and teachers. Prior Suzanne will provide weekly coaching and direct supervision of to joining PSD 60, Suzanne was a principal at the the Executive Director of Continuous Improvement and elementary, middle and high school levels in Denver Innovation. She will conduct building walkthroughs, minimally Public Schools and Aurora Public Schools and served as monthly, alongside the principal and Executive Director to the Executive Director of Strategic School Support in progress monitor and ensure successful implementation of the DPS. She has extensive experience in turnaround and ​ Innovation Plan. She will participate in the quarterly innovation schools, leading schools out of “corrective” implementation reviews and will support facilitation of leadership action and priority improvement status. training for the principals and assistant principals in Pueblo’s Innovation Zone. Suzanne has participated in Relay leadership training focused on building data-driven instructional systems and observation feedback cycles of support. She will be enrolled in the year-long Relay Graduate School’s National Academy Fellowship Program during the 2017-18 school year.

Suzanne has a BFA in musical theater from Syracuse University, a MA in Elementary Education from Columbia University Teachers’ College, and received her principal license from Denver University.

Theodore Johnson, Ted is the newly hired Executive Director of Continuous Executive Director of Continuous Improvement and Improvement and Innovation for Pueblo City Schools. Innovation He has over 20 years of experience as a teacher and school leader at the elementary, middle, and high school The Executive Director will provide weekly coaching and direct levels. Ted began his teaching career at the Colegio supervision of the principal. This will include regular building Americano de Puebla in Puebla, Mexico. He returned to walkthroughs, observation of PLCs, Instructional Leadership Team Colorado and taught Bilingual and English as a Second meetings, and school-wide PDs. The Executive Director will plan Language Classes in Fort Lupton, Colorado before and facilitate monthly leadership training for the principals and moving to Pueblo. For the last seven years, he served as

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assistant principals in Pueblo’s Innovation Zone and will principal of Irving Elementary, successfully leading the participate in the quarterly implementation reviews. The school out of turnaround. Executive Director will serve as the primary liaison between the school and district departments in ensuring that district systems Ted was a participant in Relay Graduate School’s second support the successful implementation of the innovation plan. National Academy Fellowship Program (NPAF) and was a

member of their Principal and National Alumni Councils. In May, he received an Alumni Leadership Award from Relay.

Ted has a BA in English Literature from the University of Colorado at Boulder and a Master’s degree in Educational Leadership and Policy Studies from the University of Northern Colorado.

SCHOOL

Name/Role Biography

Angela Flores, Angela Flores is the newly appointed Principal of Principal Bessemer Academy. She has spent 19 years in public education as a Dean of Students, Classroom Teacher, and The principal is the school leader responsible for setting a Reading Interventionist supporting Title I schools in the collaborative school vision for success and leading the school Pueblo area. leadership team in the successful implementation and progress monitoring of the school innovation plan. The principal will have coaching and supervision responsibilities in support of the Angela has worked with the Colorado Turnaround assistant principal and instructional coaches, and will also provide Network and received Relay training in 1:1 coaching and direct supervision to teachers. The principal may observation/feedback. She served as a master scorer for facilitate a PLC and/or lead whole staff professional learning as the Inter-Rater Agreement Project through the Colorado part of her ongoing instructional leadership role. Department of Education.

Angela has a BA in Psychology and Elementary Education from Colorado State University-Pueblo, a MA in Educational Technology from Lesley University, and a Type D Principal - Educational Leadership from the University of Colorado, Colorado Springs.

ACHIEVEMENT NETWORK

Name/Role Biography

Kathryn Dieck, Kathryn Dieck is Colorado’s Executive Director. ANet Executive Director Kathryn has been with ANet for three years as a founding member of the ANet Colorado team. In that time she has directly coached and led embedded Kathryn Dieck will be coordinating with Laura Brinkman to provide professional development for school and systems leaders leadership coaching to the Executive Director of Continuous across Colorado. Additionally, she develops and leads Improvement and Innovation as well as the Assistant the ANet CO team. The Colorado Network is the fastest Superintendent of Teaching and Learning Services. Kathryn will be growing network in the Achievement Network overseeing the direct support to schools provided by Julie Puzon

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and Meredith Stolte, and will coordinate and participate in the partnering with over 100 schools. She came to ANet School Site visits and the quarterly implementation reviews. with 20 years of experience serving as a district leader, school leader and a teacher serving K-12 grades.

She has a BA in Liberal Studies/History from California State University, East Bay and a M.Ed. in Educational Leadership from Regis University.

Laura Brinkman, Laura Brinkman is ANet Director of New Partnerships for the Central West Region. She has extensive ANet Director of New Partnerships ​ experience directly coaching school leaders and principal managers and leading embedded professional Laura will be coordinating with Kathryn Dieck to provide development for school and systems leaders across leadership coaching to the Executive Director of Continuous Colorado. Prior to joining the ANet team, she spent 30 Improvement and Innovation as well as Assistant Superintendent ​ years in public education as a principal manager of Teaching and Learning Services. Laura will be leading the supporting turnaround schools, principals, and teachers alignment of Data Driven Instructional Supervision from the across the Denver metro area. perspective of the Principal Manager/Executive Director of

Continuous Improvements across schools, and will also be part of Laura was a participant in Relay Graduate School’s first the School Diagnostics and Implementation Review Quarterly National Academy Fellowship Program (NPAF) and was visits. selected to be part of the founding Leverage Leadership Institute cohort. She continues to serve as an adjunct faculty member at Relay as a coach and advisor to current NPAF participants.

Laura has a BA in Special Education from the University of Northern Colorado, a MA in Special Education Learning Disabilities from University of Northern Colorado and a Type D Principal License from Denver University.

Meredith Stolte, Meredith Stolte is a Director of School Support for ANet. Director of School Support Prior to joining the Colorado team, she worked as a teacher, coach and district leader in Baltimore City Schools supporting PK-12 classrooms and Meredith Stolte will be working directly with the Bessemer teacher/leader professional development. She began her leadership team. Meredith will provide the school leadership career in education in a turnaround school, building her coaching, PD design and assessment cycle implementation. knowledge and skills in supporting our most underserved Meredith will participate in the quarterly implementation reviews. populations.

Since coming to Denver, Meredith has attended several Relay leadership trainings through CDE including data driven instruction, instructional planning and observation and feedback.

She has an MA in Secondary Education, from Johns Hopkins University and a BA in American Studies, from Dickinson College. She also has her administration and supervision license from College of Notre Dame.

Chad Cookinham, Chad Cookinham is the Director of District Partnerships Director of District Partnerships for ANet. In his 14 years in education, Chad worked to support college and career exploration in Colorado schools, ran a student support program at the University

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of Michigan, and served as a high school teacher for 8 Chad Cookinham will serve as the district technical support liaison. years in Connecticut and Quito, Ecuador. Chad helped Chad will coordinate with district staff on assessment open and support an innovation school as part of a implementation and provide district and school support in the turnaround effort on the West High School Campus data. Chad will coordinate and participate in the School Site visits previous to coming to ANet. and the quarterly implementation reviews. Chad earned his BA in Economics and Psychology from Dartmouth College and has a Master’s degree in public policy from the University of Michigan.

Summary

Bessemer must accelerate student achievement growth measures (MGP), making more than a year’s growth in a year’s time, in order to, over time, significantly increase the percentage of students who are proficient and advanced in both literacy and math.

We believe that innovation status, membership in our district’s Innovation Zone, consistent and committed support of newly hired district senior leadership with a proven track record in turnaround, as well as a robust ​ partnership with The Achievement Network (ANet), our proposed Management Partner, is a winning ​ combination towards Bessemer’s student and school success.

Innovation strategies will focus on tackling the school’s most pressing issues: 1. Consistent, systemic Tier 1 focused instructional practices and lesson planning. ​ ​ 2. Increasing teacher understandings of instructional strategies that will both engage student ​ ​ learners as well as meet their differentiated academic and social-emotional needs. 3. Incremental, prioritized and targeted professional development related to student needs, ​ ​ teacher competencies and job-embedded classroom feedback.

The Achievement Network (ANet) in collaboration with school and district administration will provide the structure, coaching, and accountability for these reforms.

AND PERHAPS MOST IMPORTANTLY...

The Bessemer staff is committed to their learning and the creation of a data-driven instructional approach to teaching, learning, and decision-making.

We look forward to a robust partnership with the Achievement Network (ANet) in support of successful implementation of Bessemer’s Innovation Plan.

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ATTACHMENT 1: Bessemer K-8 Academy 2017-2018 Calendar

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ATTACHMENT 2: PBL Integrated Planning Template

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ATTACHMENT 3: Innovation Zone Compacts

Enrollment Commitment Form Elementary School Innovation Zone Pueblo City Schools

Student Name: Grade Date

______is an innovation school of choice. When students and families “choose” to attend schools in the Innovation Zone, they understand and support the expectations listed below. Every student has the opportunity to receive a quality education in Pueblo City Schools. To facilitate this opportunity, our school is committed to providing a positive learning environment that emphasizes rigorous academic coursework focused on standards and promotes an orderly and safe environment. In order for students to benefit, they must attend regularly. It is recognized that parents/guardians and students must share the responsibility and accountability in meeting these goals.

Therefore, my child and I will accept responsibility and be held accountable for following the goals and expectations outlined below.

Please initial ALL items below: Both Parent and student must initial each line item. ​ ​

Parent Student EXPECTATIONS

Student will, with parent support, complete and return homework and ​ ​ check student planners daily.

Student will, with parent support, attend after school tutoring sessions if ​ ​ student is below grade-level expectations in reading or math.

Student will, with parent support, maintain an attendance rate of 95% or ​ ​ better throughout the entire school year.

Student will, with parent monitoring and support, complete classroom ​ ​ assignments taking place within the school day.

Student will, with parent support, attend “in-school tutoring”, if available at the school site ​ ​ when assigned by teachers for missing assignments, academic assistance or attendance issues Student and parent will attend all Parent/Teacher conferences, as well as ​ ​ RtI and IEP meetings.

Parents will monitor student progress by logging into the Infinite Campus Parent Portal

Student will work to maintain an incident free behavior record. ​ ​

Parent/Guardian will commit to a minimum of attendance at 2 Parent ​ ​ Nights.

Signing this success plan signifies that I agree to the items listed above and understand that my plan will be revisited as needed to monitor my progress. I am expected to review progress a minimum of twice per year with a school ​ official.

Student Signature Parent Signature School Signature

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Staff Commitment Form Innovation Zone-Pueblo City Schools SY 2016-17

Teaching is one of the most challenging and rewarding professions of our day. It requires teachers to be committed to students and their learning through the use of diverse instructional strategies that are engaging, rigorous and relevant. It also requires teachers to build strong positive relationships with their students in order to gain the level of trust needed to meet them at their instructional level and motivate and challenge them to advance to the next level. It’s about caring for your craft, having a passion for it and conveying that passion to everyone, most importantly to your students. Staff working within the Innovation Zone is committed to providing a framework of learning which encourages students to become creative, critical and reflective thinkers. Instruction within all Innovation Zone schools emphasizes intellectual challenge and encourages students to apply their studies in traditional subjects to the real world. The Pueblo Innovation Zone operates from the following non-negotiable CORE VALUES: ​ ​ ● We are preparing the future leaders and problem solvers who will transform Pueblo, our nation and the world.

● In order for students to achieve at the highest levels, the growth mindset must be internalized by every member of our zone community including our faculty, administration, and extended community members. ● We will drive positive change in our schools and community through data-driven decision making at every level.

● Positive relationships is often the lever that determines a child’s trajectory, which is why every adult in our zone community treats all students with dignity and seeks every opportunity to build and sustain positive relationships. ● Authentic learning is essential for long-term educational success. Our zone community is committed to project-based, student centered learning that gives students opportunities to do, touch, investigate, and experience. ● Our zone will achieve goals for academic achievement by cultivating a collaborative culture that supports excellence in ​ ​ teaching and learning. ● We have a moral imperative to provide students with the opportunity to perform to their fullest potential and to ensure there ​ ​ ​ is no discernible difference between the achievement levels of students by race, gender or economic level. In order to actualize these core values, the staff within the Innovation Zone will adhere to the following EXPECTATIONS: ​ ​ ● Engage in professional behavior that contributes to a positive school culture including adhering to a collaboratively developed, ​ ​ agreed upon, school-specific social contract or norms. ● Engage fully in the teaching and learning cycle through regular professional learning communities (PLCs) with the transparent ​ ​ use of data to make instructional decisions. ● Teachers are the number one factor in student achievement. Therefore, regular teacher attendance is expected during times ​ ​ of instruction, professional development and teacher collaboration. ● Interact with all students in ways that maintain their dignity in all situations. ​ ​ ● Engage in a collaborative, reflective practice of lesson planning and unit development. ​ ​ ● Engage in a job-embedded comprehensive coaching model that includes modeling, peer observations, an observation and ​ ​ ​ feedback process that may be enhanced through the use of video recording. ● Implement the aspects of the innovation plan specific to the school reform model with fidelity. ​ ​ ​ ● Adhere to professional dress standards as determined by building leadership. ​ ​ ​ All staff within the Innovation Zone must embrace these non-negotiable CORE VALUES and expectations and be willing to provide a model of instruction that develops creative thinkers and problem solvers. Staff must use multiple methods for measuring student growth and understanding and participate in daily Professional Learning Communities (PLC’s) to ensure that each student receives a quality education that extends to real work application.

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Signing this “Staff Commitment Form” signifies that you agree to support and uphold the non-negotiable CORE VALUES and expectations and to accept the challenge to make a difference within the Innovation Zone. ______Staff Name (Print) Signature Date

______Principal Name (Print) Signature Date

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ATTACHMENT 4: ANet Letter of Support

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ATTACHMENT 5: ANet System Partner Framework

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ATTACHMENT 6: Principal Manager Activities/Calendar

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ATTACHMENT 7: DRAFT Contract

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