CHPA EDUCATIONAL MASTER PLAN 2016-2021
Educational Master Plan
2016-2021
Building a Legacy of Success
CHPA EDUCATIONAL MASTER PLAN 2016-2021
TABLE OF CONTENTS
Topic Page Board President’s Message ...... 1 Executive Director’s Message ...... 2 CHAPTER ONE Introduction ...... 3 History of CHPA ...... 4 State Level – Mission of Colorado Public Schools ...... 5-6 District 60 Vision, Mission, and Values ...... 6 CHPA Vision, Mission, and Values ...... 7 Process Used to Complete the Educational Master Plan ...... 7-8 Planning Assumptions ...... 8-9 Board of Directors Goals ...... 9 CHPA Strategic Objectives ...... 9-12 Philosophy – Institutional Student Learning Outcomes ...... 12-14 Institutional Effectiveness...... 14 CHAPTER TWO Environmental Scan a.) External Environment ...... 16-20 b.) Internal Environment ...... 21-37 Educational Partnerships ...... 38-39 CHAPTER THREE Academic Program Integration ...... 41-42 CHAPTER FOUR Enrollment Management ...... 44-49 CHAPTER FIVE Communication Plan ...... 51-53 CHAPTER SIX Facilities Plan ...... 55-56 CHAPTER SEVEN Technology Plan ...... 58-60
Building a Legacy of Success
CHPA EDUCATIONAL MASTER PLAN 2016-2021
APPENDICIES Appendix A – Board SWOT Analysis ...... 62-63 Appendix B – Timeline ...... 64 Appendix C - Staff SWOT Analysis ...... 65-68 Appendix D - New Mission Statement ...... 69-72 Appendix E - State Facilities Assessment 2010...... 73-78
Building a Legacy of Success
CHPA EDUCATIONAL MASTER PLAN 2016-2021
Board President’s Message
It is certainly an exciting time to be a part of the Chavez/Huerta K-12 Preparatory Academy Family. Starting back in October of 2015, our Board of Directors began the process of evaluating the direction of our educational institutions by engaging stakeholders from all levels of the organization, as well as the community. The purpose of this exercise was to look at the educational landscape and determine how best we will serve the families, and most importantly, the students both now and into the future. We are excited to now roll out our school-wide Educational Master Plan (EMP). This newly approved plan by our Board of Directors sets an exciting direction for our institution; one that we are confident will bring success to our K-12 students and families in the next 5 years and for generations to come. I would like to take an opportunity and thank all those who were involved with the development of our EMP and gave their input and time. I would especially like to thank and recognize Pueblo City Schools for their support and resources that they provide our institution for the success of students. Our future is bright and filled with opportunities, so together, let us seize those opportunities for the benefit of our students and fulfillment of our mission. Sincerely,
Steven L. Trujillo, MBA Board President
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Executive Director’s Message
The Educational Master Plan (EMP) was prepared to cover the period between 2016 and 2021. The EMP is utilized in decision-making in the Planning and Budgeting in resource allocation decisions and to guide the institution in its program development, facilities and technology implementation. In October 2015, the Board of Directors authorized a school-wide EMP. After a year’s work with input from stakeholders, the Board approved the EMP covering five years of Board goals. As a result, CHPA will embark on a process to implement the school’s EMP to align itself with the newly developed Board approved plan. The process included seeking input from stakeholders utilizing the governance structure; updating internal and external data; establishing planning assumptions; reviewing and approving a new mission statement; updating facilities and technology plans; utilizing the data to reflect a more dynamic use of the plan which also includes communication and enrollment management as sections that make transparent how the school intends to meet key aspects of the plan. This new and dynamic change has the prospect of making CHPA’s Educational Master Plan a relevant and utilized key document in fulfilling the revised mission of the school over the next five years. I am grateful to all those who participated in developing the plan and for the core group who strategized in developing the process to move us forward in a timely manner. I trust this plan will contribute in supporting our effort in establishing a student-centered, high-performance organization. Respectfully,
Richard Durán, Ed.D. Executive Director
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INTRODUCTION The Educational Master Plan (EMP) at Chávez/Huerta K-12 Preparatory Academy (CHPA) is utilized to coordinate and integrate formal planning initiatives of the school. In application, the EMP serves to illustrate the integration of practices and operations. At the operational level the school utilizes goals and objectives to support the greater mission of the institution. In effect, all the operations at the department and unit level are linked to the goals and mission statement of CHPA. The EMP serves as the umbrella for all related planning documents. A principal role of the EMP is to document a strategic planning process that allows the school to assess and prioritize its planning needs for the future. A comprehensive and forward thinking EMP requires synthesis of the institution’s mission and vision with sound information about the student population being served, enrollment projections, economic trends, and the new and emerging demands of the state and community. This EMP is organized into chapters. Chapter 1 provides an overview of the history of the school, the various missions impacting school decisions and plans, Board Goals along with other salient information. Chapter 2 includes a presentation and analysis of the external and internal environmental data, respectively, used to guide and reaffirm the planning priorities. Chapter 3 reflects the architecture of that provide guidance on the development of a curriculum that is aligned from K through 12 and that meets and exceeds state student academic achievement standards. Chapter 4 provides for the Enrollment Management Plan that supports how we intend to grow. Chapter 5 discusses the value of communication and related activities to engage the entire school community. Chapter 6 reflects the related facilities plan to accommodate academic programming needs as well as growth while Chapter 7 addresses the related technology plan that supports the objectives of CHPA. CHPA takes seriously its role in responding to the primary and secondary needs of its service area, namely, Pueblo County. The faculty, staff and administration realize that future programs cannot be based merely on past successes. Rather, strategies must be developed to meet present and future needs and demands. Additionally, the EMP links to Board Goals and strategic objectives which link to the budget. Analysis of the school’s changing internal and external environment, assessment of community and student needs, and measurement of effectiveness in meeting those needs from the basis of institutional planning. Simply put, the school asks itself where it is now and where it wants to be. The answers to these questions sets the course and identifies the means to measure when it has reached its destination. CHPA exists in an ever-changing environment in which the planning process must be accommodated. With every annual funding cycle and legislative session, state and federal priorities can change. The local community is dynamic and technology changes at a rapid pace. Thus, the underlying assumption is that the planning process will be modified and adjusted to reflect changing needs.
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HISTORY OF CHPA In November 2000, Pueblo City Schools approved the charter application for César Chávez Academy (CCA). The public charter school was founded by a group of committed educators and community members in Pueblo, Colorado and opened as an alternative choice for public education when it began enrolling students for the 2001 school year. CCA occupied the vacant Hyde Park School built in 1948 on Pueblo’s westside and began changing the face of education by implementing educational programs designed to meet the needs of its students and families. In 2002, the music program expanded to include mariachi music and “Mariachi Águila” was formed. By 2003 enrollment grew and the facility was expanded to include a new gymnasium and science classrooms to accommodate growth of faculty, staff and students. In December 2003, Pueblo City Schools also approved the charter application for the affiliated Dolores Huerta Preparatory High (DHPH) as an Early College Program (ECP) that first opened for the 2004-2005 school year. The DHPH ECP allowed students the opportunity to earn a high school diploma and an Associate’s degree by the time they graduate from high school. By 2004, CCA had enrolled 555 students in grades K-8, and DHPH enrolled 179 students in grades 9th and 10th in its first year. By 2006, enrollment at both schools was increasing rapidly and on November 10, 2006 DHPH broke ground on the new high school facility and construction began. On September 4, 2007 an historic ribbon cutting ceremony for Pueblo’s newest high school building was conducted and Dolores Huerta herself was present to celebrate the occasion. DHPH firmly established itself as a premier school with its academic and athletic programs. The schools continued to experience growth and in May 2008 Mariachi Águila released its music CD, “Por Primera Vez”. Later in July, Mariachi Áquila placed third in the international Mariachi Spectacular in Albuquerque, New Mexico. The next few years presented challenges for the schools due to rapid growth of the Pueblo campus and the CCA educational model expanding to Colorado Springs and Denver. As the result of a financial and organizational review of the César Chávez School Network by the Colorado Department of Education, the schools in Colorado Springs and Denver became independent schools. In 2010, CCA and DHPH were restructured to meet the challenges of reduced funding and began consolidation of the two contracts with Pueblo City Schools into one charter organization. In June of 2012, Pueblo City Schools approved the new consolidated charter application and both schools became one entity under the Chávez / Huerta K-12 Preparatory Academy charter. While the organization has experienced a great deal of growth and change, the mission and vison are still focused on the children of Pueblo and their success. The academic, athletic and performing arts programs continue to meet the needs of Pueblo’s students and families.
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MISSION OF COLORADO PUBLIC SCHOOLS The Colorado State Department of Education (CDE) is responsible for the implementation of Colorado Revised Statutes pertaining to laws approved by the Legislature and the Governor and as impacted by Federal policy that affect all public schools in Colorado. CDE is governed by a seven member elected Board of Directors and operated by a Commissioner with staff support. The Board has determined both the Mission and Vision of CDE. MISSION The mission of the Colorado State Board of Education is to provide all of Colorado’s children equal access to quality, thorough, uniform, well-rounded educational opportunities is a safe and civil learning environment. VISION All children in Colorado will become educated and productive citizens. Likewise CDE has also developed a mission and vision statement with attendant goals that operationalizes and reflects the Board’s desires. They are: MISSION The mission of the Colorado Department of Education is to ensure that all students are prepared for success in society, work, and life by providing excellent leadership, service, and support to schools, districts, and communities across the state. VISION All students in Colorado will become educated and productive citizens capable of succeeding in society, the workforce, and life. GOALS 1. Start strong: Every student starts strong with a solid foundation in grades preschool - 3rd grade. Increase the school readiness of our youngest learners by increasing the percentage of four- year-olds served by the Colorado Preschool Program meeting age expectations in literacy and math by 3% in 2016 and by 5% in 2018. 2. Read at or above grade level by the end of third grade: Every student reads at or above level by the end of third grade. Ensure every student attains proficiency in reading by third grade by increasing proficiency on the state assessment to 80% in 2016, with the goal of 85% proficient by 2018.
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3. Meet or exceed standards: Every student meets or exceeds standards. Ensure that all students are proficient or advanced in state summative assessments by increasing the percentage of students scoring at proficient or above in reading, writing, mathematics and science by one percent overall from 2014 to 2016 and five percent by 2018. 4. Graduate ready: Every student graduates ready for college and careers. Ensure every student graduates college and career ready by increasing the graduation rate to 86.6 % in 2016, with the goal of 90% by 2018. MISSION OF PUEBLO CITY SCHOOLS (DISTRICT 60) In turn Pueblo City Schools (District 60) as our authorizer has developed their own mission statement and objectives that guide their system in meeting CDE expectations. They are: MISSION Our mission in Pueblo City Schools –a unique educational community strengthened by its diversity, culture and traditions-is to guarantee a “world-class education that prepares graduates to succeed in a global society”. This will be accomplished in a safe, secure environment through innovative state-of-the-art technologies, superior curricula, and highly skilled educators driven by active partnerships with students, families and communities. OBJECTIVES 1. All students successfully complete a comprehensive, individualized education plan to prepare them to enter the 21st century academic pursuits or the global workforce.
2. All of our students meet or exceed international standards and measures of achievement.
3. We will recruit and retain a highly qualified competitive workforce sustained by “cutting edge” professional development for internationally competitive schools.
4. The district provides a system of support for students to be civil, responsible, healthy, and involved members of the global community.
5. All schools are conducive to superior teaching and learning capable of responding to diverse needs of 21st century learners.
6. We will secure and utilize 100% of human, financial, and physical resources required to create and sustain world-class public schools and this strategic plan.
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CHÁVEZ / HUERTA K-12 PREPARATORY ACADEMY VISION, MISSION AND VALUES Chávez / Huerta K-12 Preparatory Academy (CHPA) is a locally- controlled K-12 public charter school authorized by Pueblo City Schools (D60) and part of the Colorado State public school system. As such, and in keeping with the policies of the State Legislature, Colorado Department of Education and Pueblo City Schools, the school exists to serve the community of Pueblo County. As a charter school it adheres to three basic tenants: Charter public schools are tuition free. Charter public schools do not discriminate. There is no test-in requirements to enroll in charter public schools. VISION Chávez / Huerta K-12 Preparatory Academy is the best school of choice to develop college-ready students who will become scholars, leaders of great character, and productive citizens of the world. MISSION To provide students a challenging, high quality, diverse K-12 learning environment that develops lifelong learners. VALUES Acceptance of all People Celebrating Community Respect for Life and the Environment Non-Violence Innovation A Preference to Help the Most Needy Knowledge Sacrifice Service to Others Determination
PROCESS USED TO CREATE CHPA’S EDUCATIONAL MASTER PLAN (EMP)
On October 4, 2015 the Board of Directors held a retreat to begin the process plan for the future of CHPA and the development of the EMP. Several faculty and staff members also participated and contributed to the discussion. A SWOT (Strengths. Weaknesses, Opportunities and Treats) analysis was conducted to obtain perceptions of the then condition of the organization. (Appendix A). A timeline (Appendix B) for the development of the EMP was also presented to the Board as well as an outline of the content of the EMP which consisted of seven chapters
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addressing key elements of a comprehensive approach to meeting the mission of the school and ultimately student success.
In November of 2015, the Executive Director convened faculty and staff to also conduct a SWOT analysis of the organization (Appendix C). The results of the two analyses were combined to identify common themes in each area of the analysis and produced five possible goals for the organization which would be a key element of the EMP. The subsequent draft goals were presented to the Board for discussion in December knowing that final approval of the goals would come at a later date. In January 2016, a second key component of the EMP began-the review of the MISSION of the organization. The Board conducted a study session regarding the mission with possible revisions. Subsequently, in February faculty and staff also participated in a review of the mission and submitted their thoughts on the mission of CHPA. At the March meeting of the Board a new mission was approved as well as four goals that will guide CHPA for the next five years (APPENDIX D). In April, a draft of the EMP was presented to the Board for discussion. During April and May components of the draft were sent to constituent groups for review and comment. In June, the final draft of the Educational Master Plan for 2016-2021 was presented to the Board for final approval. PLANNING ASSUMPTIONS Several assumptions are anticipated that will affect the future of CHPA as delineated below: Graduation or completion rates will continue to be primary concerns at the state and local level as well as meeting the state standards for academic achievement. CHPA will continue to take into account demographic trends and analysis, especially as related to serving the diverse population of Pueblo County with projections of slow population growth but an increased Latino percentage. Preparing to meet accreditation standards especially operational systems needed will continue to cause change as we move towards a continuous quality improvement (CQI) environment. Flexibility in addressing legislative and funding priorities will be needed to sustain a financially stable organization. Increased efforts in enrollment management will be key. Facilities maintenance and infrastructure improvement will necessitate attendant long term planning and related financing. Emerging instructional techniques and technologies which expand access and enhance the educational experience will necessitate professional development of faculty and staff to be able to apply these to the classroom experience as well as enhanced support and co-curricular programming. Developing partnerships and pursuing additional funding will be needed to maximize student success. Parental involvement will need to be enhanced as well.
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As operational systems, academic programming, facility and technology improve, additional pressure for needed staff will occur. Competition for and retention of qualified faculty especially in math, science and special student support serve areas and staff will cause a review of competitive salary schedules. BOARD OF DIRECTORS GOALS At their Board meeting in March 2016 the Board of Directors adopted four goals needing to be accomplished over the next five years. These include: 1. Achieve national accreditation by 2021 Scope and rationale: This goal emphasizes the need for the school to meet the standards set by a nationally recognized accrediting agency in order to effectively address the school’s mission. 2. Improve academic student success to exceed state standards Scope and rationale: The state of Colorado has set a system of evaluation and expectations to assure the public that all schools are held accountable in meeting expected academic standards of learning for all children attending publicly funded schools. 3. Upgrade facilities to meet 21st century technology needs with emphasis on renewing modular plans
Scope and rationale: Safety and compliance is of paramount concern for students and staff as it relates to facilities. Likewise, having classrooms that facilitate learning that contain the infrastructure to support todays and future technologies is necessary to support student success. A long-term plan is needed to replace aging modular classrooms.
4. Stabilize and enhance funding for CHPA
Scope and rationale: Having sufficient financial resources is paramount to having a sustainable quality organization that can provide for the needs of students, meet state financial standards and provide for innovation and growth of the organization as well as complying with state public school and accrediting agency standards.
CHPA STRATEGIC OBJECTIVES
Board Goal 1: Achieve national accreditation by 2021
Objective 1.1 - Train faculty, staff and administrators on national accreditation agencies and standards
1.1A Conduct a training session with a representative of Advanced Education on the agencies standards and processes to attain accreditation status.
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1.1B Create an accreditation committee comprised of faculty staff and administrators with the charge of creating a plan and timeframe to achieve accreditation by 2021.
1.1C Establish a webpage where documents and reports of progress on achieving accreditation can be seen.
Objective 1.2 - Conduct a self-assessment of CHPA in relation to accreditation standards 1.2A Organize the accreditation committee to conduct the self-assessment. 1.2B Distribute materials necessary to obtain feedback of the status of CHPA in meeting the standards of accreditation.
1.2C Assemble and analyze all materials from the feedback to identify gaps in meeting accreditation standards.
Objective 1.3 - Establish plan to address gaps identified as a result of the self-assessment 1.3A Based on the gap analysis, the accreditation committee will develop and recommend a plan of action to ameliorate any gaps identified in meeting accreditation standards. 1.3B Identify resources needed to address the plan identified in 1.1A. 1.3C Develop a timeline to implement the plan to address gaps in meeting accreditation standards. Objective 1.4 - Apply for accreditation 1.4A Upon satisfactory completion of addressing the gaps in meeting accreditation standards, prepare and submit the official self-study for submittal for candidacy for accreditation. 1.4B Follow thru on the process of obtaining accreditation as stated by the accreditation agency. Board Goal 2: Improve student Academic Success to Exceed State Standards Objective 2.1 - Develop a Continuous Quality Improvement (CQI) process, also named by CDE as the United Improvement Plan (UIP), utilizing data, analyzing the data, make recommendations as a result of the analysis and evaluate the outcomes of the recommendations. Repeat the cycle.
2.1A Identify the data measuring student academic achievement expected by state standards. 2.1B Train faculty and staff on understanding the data, analyzing the data, and making recommendations of strategies to improve academic achievement as a result of the analysis.
2.1C Develop implementation matrix of the recommended strategies. 2.1D Link identified strategies to resources needed to implement the recommended strategies. 2.1E Implement strategies per the matrix.
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2.1F Evaluate outcomes of the recommended strategies. 2.1G Measure overall improvement of student academic achievement against state standards. 2.1H Report to the Board progress of improving student academic achievement. 2.1I Repeat cycle as needed. Board Goal 3: Upgrade facilities to meet 21st Century technology needs with emphasis on renewing modular plans Objective 3.1 - Conduct analysis of the current state of CHPA facilities and develop a maintenance and modular replacement plan.
3.1A Secure expertise to evaluate the current state of facilities per safety standards, land survey, life expectancy of modular buildings, technology infrastructure, classroom capacity and instructional type (general instruction, labs, library, gym, etc.).
3.1B Create a facilities committee to review the report and identify priorities for maintenance projects as well as make recommendations as to the replacement of modular buildings. Provide input into the design and replacement of all modular with more enhanced facilities that better meet the needs of future academic programming and technology infrastructure.
3.1C Link recommendations from the facilities committee to yearly budgets for maintenance and a long-term finance plan for modular replacement. Develop a timeline for implementation. Objective 3.2 - Obtain Board approval of a long-term finance plan to replace modular buildings 3.2A Present a plan of action to the Board of Directors a timeline and finance plan to replace modular buildings to better accommodate future academic programming and technology infrastructure needs. 3.2B Upon approval by the Board, begin implementation of the plan. Board Goal 4: Stabilize and Enhance funding for CHPA Objective 4.1 - Develop a plan for base funding for the next five years in relation to anticipated academic programming, facility and technology needs as well as increases for improved salaries and benefits for faculty and staff.
4.1A Based on planning priorities project anticipated costs for 2016-17 develop a projected budget to cover costs for the aforementioned areas. 4.1B Based on planning priorities project anticipated costs for 2017-18 develop a projected budget to cover costs for the aforementioned areas. 4.1C Based on planning priorities project anticipated costs for 2018-19 develop a projected budget to cover costs for the aforementioned areas.
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4.1D Based on planning priorities project anticipated costs for 2019-20 develop a projected budget to cover costs for the aforementioned areas. 4.1E Based on planning priorities project anticipated costs for 2020-21 develop a projected budget to cover costs for the aforementioned areas. Objective 4.2 - Develop an enrollment management plan to grow enrollment to meet anticipated general fund costs for the next five years (2016-2021) that meet addressed recommended priorities.
Objective 4.3 - Identify additional resources to meet anticipated costs for the next five years such as federal, state and local grants.
Objective 4.4 - Identify areas of cost containment via improved efficiencies of operation and structural reorganization.
Objective 4.5 - Establish an Alumni Association to assist with fundraising. Objective 4.6 - Enhance fundraising of athletic teams and student clubs, as well as update rental fees and develop additional fundraising events, etc.
PHILOSPHY OF CHPA
CHPA was started with the hope and belief that every child has the capacity to attain high levels of academic achievement while being excited about learning and the prospects for their future. Academic achievement has been identified as the number one priority. This priority has been characterized by small class sizes, a well trained staff, a challenging curriculum and unique extracurricular opportunities as the foundation of student success. In addition these the core belief, CHPA’s philosophy can be further characterized by its stated values. These include:
Acceptance of all People An essential ingredient for success in organizing diverse forces to achieve social change, create community, and actualize democracy is the acceptance of all people; an absolutely indispensable necessity to the well-being of this country.
Celebrating Community Sharing the joyous and respectful expression of cultural diversity through the reinforcement of the values of equity and responsibility to and for one another.
Respect for Life and the Environment Respect that holds as sacred the land, the people, and all other forms of life.
Non-Violence Invoking non-violence as the most powerful tool for achieving social / economic justice and equity; action that requires boldness and courage versus meekness and passivity.
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Innovation A creative capacity to find pragmatic strategies and tactics to resolve problems and situations that often seem insurmountable to others.
A Preference to Help the Most Needy A concerted effort to support programs that reach the neediest, the most disposed, the most forgotten people in society no matter how difficult the challenge that choice may bring.
Knowledge The pursuit of self-directed learning and the development of critical thinking and constructive problem solving skills; overcoming ignorance through education.
Sacrifice Sacrifice that is spiritual; that is courageous and steadfast in its willingness to endure great hardship for others.
Service to Others Service that is predicated on empowering others; engendering self-help; self-determination; and self-sufficiency versus charity.
Determination Determination that is characterized by an attitude that with faith, steadfast commitment, patience, and optimism, human beings can prevail against all odds.
INSTITUTIONAL LEARNING OUTCOMES CHPA provides a learning environment that emphasizes learning the fundamentals and that students take responsibility of their own learning. This means that students are expected to learn the art of independent study and to develop sound intellectual habits such as clarity, precision, and accuracy of thought; fair-minded; and conclusions drawn from facts and principles rather than prejudice, distortion, or half-truths. To this end, CHPA has established the following Institutional Learning Outcomes (ISLO) / core competencies: 1. ISLO #1: Understands and applies one or more discipline’s basic content, principles, methodologies, and perspectives. 2. ISLO #2: Exhibits the ability to communicate clearly both orally and in writing. 3. ISLO #3: Applies creativity, critical thinking, and reasoning to obtain solutions to problems and/or equations. 4. ISLO #4: Demonstrates the ability to find, organize, understand, critically examine and use information from various sources using a variety of technologies.
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5. ISLO #5: Demonstrates awareness of multiple perspectives; understands the complexities of social and ethical issues. 6. ISLO #6: Demonstrates effective skills required for a career or to enter a college or university. These ISLOs are under continuous review. INSTITUTIONAL EFFECTIVENESS In order to track measures of student academic achievement, CHPA monitors data at three levels: 1. Entrance assessment of kindergarteners for school readiness and/or English language learners (PHELPS-English and Spanish); reading for first graders as well as for English language learners (ROOTS-English and Spanish); and, reading and mathematics for second through 10th grades (MAP-English only) in order to place students in appropriate classes suitable to their level of knowledge or referral for Special Support programming (IEPs, 504s and RTIs) Progress measures during the academic year utilizing NWEA and classroom based assessment, and; 2. State required assessment utilizing CMAS, PARCC, Teaching Strategies Gold (1st grade readiness) and DIBELS that measure student cumulative knowledge against expected outcomes. PSAT and SAT exams are utilized to measure college academic preparedness. These measures are reported to Pueblo City Schools (PCS) as a requirement of our Charter with PCS, the Colorado Department of Education (CDE), the School Accountability Committee, faculty and staff, and the Board of Directors. The results are posted on the CHPA website as well as that of CDE. The use of the data is the first step in the Continuous Quality Improvement (CQI) which requires analysis and recommendations for improvement as documented in the Unified Improvement Plan (UIP) which is linked to the budget so that resources are allocated to accomplish the recommendations identified in the UIP.
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CHAPTER TWO
Environmental Scan A. External B. Internal
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EXTERNAL ENVIRONMENTAL SCAN Chávez / Huerta K-12 Preparatory Academy is located in the northwest side of the city of Pueblo within the County of Pueblo beside the Arkansas River is southeastern Colorado. Pueblo is 110 miles directly south of Denver, the State Capital. Pueblo has a population of 108,000 people and according to Kiplinger (2014) is the second cheapest city to live in the United States. Pueblo boasts about 300 days of sunshine annually with a mild climate. Tourism is a large part of the economy with such attractions as the Pueblo Reservoir (Lake Pueblo State Park), the Historic Arkansas Riverwalk that winds through the city center, the Union Avenue Historic District and is home to such events as the Chili & Frijoles Festival and the Colorado State Fair. According to the Pueblo Chamber of Commerce 2015 data, Pueblo’s ethnicity is: 50% - White 45% - Hispanic 2.5% - African American 2.5% - Other The age distribution is: 31% - 18 and under 53% - 20-64 16% - 65 and older The education levels are: 51% - High School / Some College 9% - Associate Degree 15% - Bachelor’s Degree 8% - Master’s Degree or Higher The median household income is $34,750 while the median home price is $115,000 with the median rent is $700 a month for a two bedroom apartment. With regard to income, specifically the following number of households fall into these categories. 20,673 - $29,000 and under 8,403 - $30,000-$49,999 12,552 - $50,000+
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With regard to Pueblo’s top employers, included are: EMPLOYEES EMPLOYERS 2000+ Parkview Medical Center 1000-1,999 St. Mary-Corwin Medical Center; Pueblo City Schools; Pueblo County; EVRAZ Pueblo; Colorado Mental Health Department; Walmart 750-999 Rocky Mountain Steel; School District 70; City of Pueblo The economic scorecard indicates that Pueblo has $1.6 B in annual retail sales with $195 M in annual hotel and food sales and has 6,666 firms. Blighted Area In August 2014, citizens of the “City’s Lower Westside” complained to the City of illegal dumping, crime and blight in the neighborhood. CHPA is within one mile from the stated area. They requested the exploration of use of Urban Renewal funds to assist with development of the area and to help with the quality of life. In December of that year, the City Council authorized a “blight” study of the area in question. The initial findings of the study indicate that “blighting conditions do exist” including, but are not limited to inadequate infrastructure, flood hazards, deteriorating structures and buildings, conditions endangering like (EMS response times), environmental contamination (illegal dumping) and defective street layout. As a result of the study, goals have been established which include: 1. Clean-up. Discourage and stop illegal dumping in the neighborhood. 2. Promote, facilitate and assist development of vacant land or underutilized properties. 3. Expedite construction of planned transportation improvements in the area to reduce emergency medical response times and connect the neighborhood to downtown. 4. Transform the Wildhorse Creek area into a public open space with walking and biking trails, enhanced habitat for wildlife and amenities for the public to enjoy. Many of CHPA students live in close proximity to the designated “blight” area and may impact CHPA facilities as the City implements the renewal program including improved transportation corridors that connects Pueblo with Pueblo West. Pueblo and Pueblo County Data Based on U.S. Census data from 2010 and ESRI forecasts through 2020 (Executive Summary) from the Economic Development and Geographic Information Systems office of the City of Pueblo data for Pueblo and Pueblo County indicate:
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PUEBLO * The current population is, 107,456. The five year projection for the population in area is 108,753 representing a change of .24% annually from 2015 to 2020. Currently the population is 48.9% male and 51.1% female.
* The median age in this area is 37.8, compared to U.S. median age of 37.9. * Persons of Hispanic origin represent 51.4% of the population in the identified area compared to 17.6 % of the U.S. population. Persons of Hispanic Origin may be of any race.
* The household count in this area has changed from 43,920 in 2010 to 43,807 in the current year, a change of .23% annually. The five year projection of households is 44,489, a change of .31% annually from the current year total. Average household size is currently 2.35, compared to 2.37 in the year 2010. The number of families in the current year is 26,512 in the specified area.
* Current median household income is $33,930 in the area, compared to $53,217 for all U.S. households. Median Household is projected to be $38,886 in five years, compared to $60,683 for all U.S. households.
* Current average household income is $48,509 in this area, compared to $74,699 for all U.S. households. Average household income is projected to be $54,929 in five years, compared to $84,910 for all U.S. households.
* Current per capita income is $20,510 in the area, compared to U.S. per capita income of $28,597. The per capita is projected to be $23,216 in five years, compared to $32,501 for all U.S. households.
* Currently, 50.6% of the 48,484 housing units in the area are owner occupied; 39.8%, renter occupied; and 9.6% area vacant. Currently, in the U.S., 55.7% of the housing units in the area are owner occupied; 32.8% renter occupied; and 11.6% are vacant. Median home value in the area is $131,809, compared to a median home value of $200,006 for the U.S. In five years, median value is projected to change by 1.29% annually to $140,562. PUEBLO COUNTY * In the identified area, the current year population is 160,685.The five year projection for the population in the area is 162,938 representing a change of .28% annually from 2015 to 2020. Currently the population is 49.2% male and 50.8 % female. * The median age in this area is 39.2, compared to U.S. median age of 37.9. * Persons of Hispanic origin represent 43.1% of the population in the identified area compared to 17.6% of the U.S. population. Persons of Hispanic Origin may be of any race. * The household count in this area has changed from 62,972 in 2010 to 63,938 in the current year, a change of .29% annually. The five year projection of households is 65,053, a change of .35%
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from the current year total. Average household size is currently 2.44, compared to 2.46 in the year 2010. The current number of families in the current year is 341,790 in the specified area. * Current median household income is $40,337 in the area, compared to $53,217 for all U.S. households. Median household income is projected to be $47,125 in five years, compared to $60,683 for all U.S. households. * Current average household income is $55,772 in the area, compared to $74,699 for all U.S. households. Average household income is projected to be $62,952 in five years, compared to $84,910 for all U.S. households. * Current per capita income is $22,700 in the area, compared to the U.S. per capita income of $28,597. The per capita income is projected to be $ 25,644 in five years, compared to $32,501 for all U.S. households. * Currently, 57.1% of the 70,855 housing units in the area are owner occupied; 33.2%, renter occupied; and 9.8% are vacant. Currently, in the U.S., 55.7% of the housing units in the area are owner occupied; 32.8% are renter occupied; and 11.6% are vacant. Median home value in the area is $156,322, compared to a median home value of $200,006 for the U.S. In five years, median value is projected to change by 2.85% annually to $179,898.
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Birth Rates The data below indicates the birth rate is highest among 20-29 year olds, prime birth rate, followed by 30+ year olds. Amongst the different ethnic groups Hispanics have the highest birth rate by percentage in the prime group followed closely by White Non-Hispanics. This data suggest that future enrollments for all schools in Pueblo County will be led by children of Hispanic parents. Likewise, Hispanics have the highest percentage and absolute numbers with mothers with less than a high school diploma. This indicator reflects national data from Educational Testing Service that parent educational levels impact student academic achievement. Other data from the report also indicates that Blacks and Hispanics also have the highest unmarried birth rates which will most likely have an impact on economic levels of families of students who will be attending schools in Pueblo County.
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INTERNAL ENVIRONMENTAL SCAN Chávez/Huerta K-12 Preparatory Academy is a public non-profit authorized charter school (D60 is our authorizer District). According to the Colorado League of Charter Schools (CLCS) public charter schools are subject to state law with these characteristics:
* Charter public schools are tuition free * Charter public schools do not discriminate * There are no test-in requirements to enroll in charter public schools In addition, charter public schools are held accountable, both academically and financially. Charter public school students must take state assessment tests. Charter public schools are subject to state and federal schools laws. CHPA also has a contract with D60 that dictates the relationship and reporting requirements that are in accordance with state law and D60 Board policies. Like traditional public schools, charter public schools are funded via Per Pupil Revenue (PPR) which is money designated by the state legislature each year. However: * The charter school authorizer may retain up to five percent of a charter public school’s operating budget for documented central administrative costs associated with oversight of the charter public school. * Charter public schools generally do not receive a proportionate share of local dollars such as bond and mill levy revenue. As a result, money often comes out of the classroom to pay for buildings and operational costs. * On average, charter public schools in Colorado spend more than $630 per student from designated PPR on facilities costs.
School Performance Framework (SPF) The Colorado Department of Education (CDE) evaluates all public schools in the state based on the School Performance Framework (SPF). The SPF measures a school’s performance on four key indicators: * Academic Achievement * Academic Growth * Academic Gaps * Post-secondary and workforce readiness
Based on their performance on these four indicators, schools are then given one of four plan ratings based on their SPF score: * Performance (highest SPF rating) * Improvement * Priority Improvement * Turnaround
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According to the 2014-15 SPF for CHPA, the school received a PERFORMANCE rating. (See appendix C). This was due in large part to the school’s high graduation rate (88.2%) and low Dropout rate (.5%) and the number of students who graduated with an Associate’s degree (post- secondary and workforce readiness). However, this rating also recognizes that our target ACT Composite score of 17.9 did not meet the state expectation of 20.3 and masked concerns about students’ scores that performed poorly in reading, English, math and social studies with the advent of a new computer based PARCC test. The Unified Improvement Plan (UIP) clarifies the meaning of the transition to a new assessment instrument with the following statement:
“During the 2014-15 school year, Colorado transitioned from reading, writing, and math TCAP assessments to CMAS PARCC English Language arts and math assessments. These assessments measure related, but different content standards and are expected to have different proficiency levels. As a result, setting targets based on the percentage of students scoring proficient and advanced on TCAP is not appropriate. Furthermore, CDE does not yet know if the student growth percentiles and median student growth percentiles will be available for accountability, planning or reporting use. It is known that adequate growth percentiles will not be available this school year for 2014-15 results. Target setting is still expected to occur in the UIP process this transition period. However, some modifications in typical practice may be needed.”
As part of the UIP, plans for 2016-17 must be identified to ameliorate those areas identified as needing improvement with targeted measurable improvements and specified strategies. Title I funds are then used to assist in funding implementation strategies. Beyond the aforementioned internal measures of academic accountability, additional internal data is presented to provide a snapshot of our student body over a five year period so as to identify trends needed for an analysis to occur that will be the foundation for the subsequent chapters.
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K-12 Enrollment by Grade Enrollment trend over the past 5 years shows a decrease over all in Enrollment and shows a dip in 5th and a steady decrease after 8th grade throughout high school. From 2011-12 to 2015-16 we are similar in enrollment numbers from 1st through 4th grades. Kindergarten and 6th through 12th grades show the greatest decline and close to a 50% drop in some grade levels.
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Ethnic Enrollment Ethnicity Counts for the past five years which show the highest enrollment of Hispanic any race for the entire five years and White as the second highest enrollment. Hispanic enrollment averages about 85% of the total student population while Whites averages about 12% with a mix of other groups reflecting a diverse student population. The Asian, Black and Mixed Race groups all reflect a recent decline in enrollments while the Native Hawaiian and Pacific Islanders show a slight increase.
Enrollment by Gender The trend over the past 5 years indicate that in 2011-12 there were more female students K-12 and have declined, but stayed similar throughout the years until 2014/15 and 2015/16 reflecting the fact that males have surpassed the number of females students.
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Enrollment by Gender The trend over the past 5 years indicate that in 2011-12 there were more female students K-12 and have declined, but stayed similar throughout the years until 2014-15 and 2015-16 reflecting the fact that males have surpassed the number of female students.
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Enrollment by Zip Code Our highest area of enrolled students are from the 81003 (West Side/Downtown) and 81001 (East Side) areas. (Pueblo Zip Code map included). The data indicates that students enrolled at CHPA come from throughout Pueblo County.
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Enrollment by District Most of our students incoming are from Pueblo City Schools (D60) throughout the school year. The second highest are students from other Colorado schools, which include D70 as well as schools throughout Colorado not in Pueblo. Then the third highest are the students from out of state or country.
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Student Retention This data is gathered from students that do not move into the next grade level from the current year to the next school year. Principals base movement on current year testing, grades, attendance, etc. One of the highest grade levels for retention are the 12th graders, this is because students in high school are not retained but held back from graduation their senior year, therefore become 5th year seniors. There is also a difficult transition for 1st graders moving on to 2nd grade.
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Suspensions Suspensions dipped in 2013/14 from the previous high in 2011-12 but increased and have doubled by 2015-16. Suspensions are logged in our Student Information System for minor to moderate incidents throughout the school year. The reasons for this trend are not yet clear but are undoubtedly due to a variety of factors.
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Turnover Rate The turnover rate reflects withdrawals from CHPA within the academic school year (July to June the following year). This calculation is based on exiting students during the school year divided by our total number of students enrolled. While there was a dip in 2013-14 and 2014-15 the rate once again increased. Even with the turnover of students CHPA‘s overall enrollment has demonstrated an overall increase which demonstrates that CHPA is also enrolling equal numbers of new students replacing those that leave.
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2011-2012 to 2015-2016 Exiting Reasons The exiting reasons are collected by exit forms when they are exiting throughout the school year when an exit interview is completed. The data reflects the top three reasons each school year of why students leave CHPA. The top reason reflects the mobility of our society as families move within Pueblo County or out of state. The second reason is students or parents are not satisfied with CHPA due to programming or other personal issue. The third reason is insufficient extracurricular activities available for students followed closely by attending a school closer to where they live. (This is information excludes end of year non returning students, since they do not fill out exit forms at the end of the school year.)
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Incoming Assessments The data provided shows the incoming assessment grade level for all new students incoming 2015-2016 school year. The data indicates that almost half of entering 2nd graders are entering under grade level as well as 6th graders while the balance of the grades indicate that all grade levels have some percentage of entering new students enter under grade level performance.
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Family Demographics This information shows throughout the 5 years indicates that an average of 43% of our students have both parents in the home while single parent homes are trailing close behind with an average of 38%. Following are single parent homes are separated parents with a step parent at 11% and 5% of students living with grandparents.
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IEP Students by Grade Students with Individualized Learning Plans consist of accommodations that students with learning disabilities, Gifted and Talented (GT) Plans, 504 Plans, etc. are provided with during the school year. The data indicate there is growth in the number of students needing services between the 5th and 9th grades while 1st through 4th grades are on the rise as well but at a slower pace.
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English Language Learners (ELL)
Over the last five years the trend for ELL students enrolled indicates that we have been adding more new students in the elementary school while simultaneously the number of ELL students in the high school have been decreasing. Depending on the length of time with CHPA this could indicate that students in the early grades are benefitting from earlier instruction and not needed in the later grades. More research is needed. It is also clear that CHPA is serving more ELL in grades 1st through 6th and may continue to grow.
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Graduates with Associate’s Degrees
It is clear that the number of graduates has declined from 2011-2016 while the percentage of those graduating with an Associate’s degree has fluctuated with a somewhat downward trend with the exception of 2015.
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Graduates with College Credit
The number of graduates over the past few years have ranged from 57.7% to 69.7%, which indicate that a large percentage of DHPH students are taking advantage of the Early College Program.
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EDUCATIONAL PARTNERSHIPS
Educational partnerships are necessary to meet the mission and needs of students enrolled at CHPA. Several partnerships have been created which include:
Colorado State University-Pueblo (CSU-Pueblo) This partnership provides for students who meet entrance and age requirements as well as can benefit from instruction are allowed to take credit courses as part of the Early College program. Students are not allowed to take remedial coursework. Students must meet all university progress standards. Students will graduate from DHPH with University credit.
Pueblo Community College (PCC) Like the CSU-P partnership students may take courses (non-remedial) at PCC if they meet the entrance requirements as part of the Early College Program. Over the last five years almost a third of each graduating class has earned an Associate degree.
Upward Bound Each year between 10 and 15 students from DHPH participate in this federally funded program sponsored by PCC in which the students from grades 9-12 participate in academic and cultural enrichment activities throughout the year and summer until they graduate as well as receive assistance in matriculating into the college of their choice.
Multi-Cultural Youth Leadership Institute for Excellence (MyLIFE) This partnership with MyLIFE provides for college and career enrichment opportunities for 8th grade students to experience various professions in order that they may expand their horizons about possible future options. Seven participants are selected each year to be in the program.
Gateway to College This program is offered by PCC and allows for high school students who are not able to benefit from regular programming at DHPH due to special circumstances. Students complete courses in an individualized format which allows them to earn high school and/or college credit which meet all graduation Requirements for DHPH.
Pueblo City Schools (D60) Pueblo City Schools is the authorizer for CHPA and as such according to the contract D60 provides for several or allows participation and/or services to our students such as the Free lunch Program, access to several purchased services, e.g., nurse access, professional development, emergency response collaboration, parent conflict resolution, Title I and Title II funding participation, etc.
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University of Colorado at Colorado Springs (UCCS) UCCS offers the Pre-Collegiate Development Program (PCDP) in which middle and high school students have the opportunity to learn new subjects, acquire better study skills, practice leadership and gain college credit while still enrolled in high school.
National Council of La Raza (NCLR) As an affiliate of NCLR, a national civil rights organization, CHPA has partnered with them to provide scholarship opportunities for our students as well as grant funding for leadership training. Several of our students have attended training in California. Likewise, a couple of staff have also attended leadership development, mathematics and science and technology training.
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CHAPTER THREE Integrated Planning
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Integration of the Educational Master Plan (EMP) into the Annual Planning Process Integration of the annual planning process with the EMP will be a vital part of the future development of CHPA. It is based on the Continuous Quality Improvement (CQI) paradigm which has the fundamental elements of gathering data to make informed decisions, analysis of the data, making recommendations for improvement based on the analysis, implementation of the recommendations, evaluating the results of the implemented strategies and utilization of the data gathered to repeat the cycle. While the state’s Unified Improvement Plan (UIP) is somewhat similar, its data is based on macro data results from mandated assessment on student academic achievement measures. Analysis of the data results in recommendations to improve student academic achievement in areas needing assistance and linked to Title I funding to support funding of recommended strategies. The CQI process can be utilized to improve the organization in other areas to improve efficiencies of operation and prioritizing the use of resources needed to address the needs of the organization so as to meet the mission of CHPA and linked to the EMP which provides the overall planning framework for the organization. Guiding Principles of Integrated Planning 1. Accreditation: While accreditation is yet to be achieved, it is the first goal of the Board of Directors. As such, all constituent groups must be provide professional development on standards and issues related to accreditation expectations. An Accreditation Committee must be created to guide and oversee the achievement of accreditation as well as adhering to the standards once achieved. Accreditation provides for the checks and balances for the planning process and as such will involve the entire organization.
2. Continuous Improvement and Mission: The schools mission calls for providing a learning- centered environment which requires continuous improvement to address the constantly changing elements to impact achieving the mission of CHPA. In annual planning, input is sought from various constituents that need to utilize the EMP for guidelines and outcomes that drive continuous improvement.
3. Accountability and Data: The sources of data that allow CHPA to be accountable for continuous improvement are numerous. The most obvious is the state’s assessment process but CHPA has many other sources of data by which it measures academic excellence and success in student learning of which plays a part in planning.
4. Link to the budget: The annual planning process provides for the identification and prioritization of resources to meet a stated goal or objective. As such resource allocation necessarily needs to be linked to the budget in order to support the completion of the goal or objective. This assures that budget expenditures are not exhausted unnecessarily on items not linked to the planning process.
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Summary The Board of Directors have decided on the four goals the organization is to achieve over the next five years. Subsequent strategic planning will detail how the goals will be reached. Internal planning that details how the strategic planning is achieved will ensure that the various constituents groups of the organization are engaged in the decision making process. New ideas and planning can and do come from many different places on campus, but the structures outlined above are instruments by which change and improvement occur at CHPA.
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CHAPTER FOUR Enrollment Management
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ENROLLMENT MANAGEMENT This Enrollment Management Plan is intended to be broad in scope and to describe the general direction CHPA is headed with respect to students, community and employers it serves. As such, any previous plans may be integrated in this plan as they may still be relevant: Outreach and Recruitment Instructional Programs Retention and Persistence Educational Master Plan Building a Schedule Each section will include the school’s current status as well as plans to alter and/or enhance instruction and services over the next five years that reflect the changing demographics as outlined in Chapters One and Two. The Enrollment Management Plan is incorporated into the Educational Master Plan. Strategies not only include enrolling new students but also retaining existing students. Both are needed in order to effectively meet expected enrollment projections, which determine budget, as well as impact institutional effectiveness (retention and persistence). The final section describes the collaborative process used to develop a schedule of classes that addresses enrollment targets that takes into account facility capacity as well as educational partnerships especially with CSU-Pueblo and PCC within the established instructional budget. Outreach and Recruitment STATUS The Birth Rate table indicates that there will be very slow growth in Pueblo over the next few years. However, the birthrate of Hispanics is higher than White-non Hispanic which indicates that potentially future growth will primarily come from this ethnic group. Over the last five years, enrollment has declined with a slight uptick in 2015-16. Hispanic student enrollment continues from the inception of the school to be by far the largest segment of the population hovering around 85%. From 2011-2015/16 there is a shift from more females to more male students by a small percentage. The largest portion of students enrolled at CHPA is from the Downtown / West Side area followed by the East Side and about the same number enrolled from the Bessemer / Central and South Side areas. When students change schools the largest portion are entering CHPA from D60 followed by D70 and much fewer from out of state. The highest number of students being retained in the same grade level is in the 1st grade. These students are deemed not ready to move on to the second grade. A major concern is the turnover rate, i.e., the number of students who leave CHPA from July to June of the following year. During 2011- 2012 and 2015- 2016 the percentage is 48.3% and 45.6% respectively. This means we are receiving about the same number of new students to replace those exiting which stabilizes the enrollment. Obviously, a major effort is needed to assist our students to complete their educational goal at CHPA. However, it should be noted that the highest number of students leaving CHPA is due to them moving to a new home or out of state. This seems to reflect our mobile society. Additionally, we have increased the number of students needing Special Services as well as ELL students over the
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last five years. This demands more resources and strategies to accommodate the needs of these students. Finally, it needs to be acknowledged that CHPA has developed eight current partnerships to facilitate support programming that support student recruitment, engagement and success. PLAN 1. Maintain and enhance outreach activities to the public that market the CHPA brand such as advertising in movie theatres, newspapers, billboards, participate in community activities and CHPA sponsored community based programs such as CHPA Day, Kindergarten Round Up, and Senior Scholarship Dinner.
2. Draw upon our existing partnerships to create a CHPA Advisory Committee.
3. Continue to market the Early College Program with emphasis on free tuition as well as increase the number of students completing Associate’s degrees and those earning college credits.
4. Host Open Houses for parents in both English and Spanish and provide bilingual service where needed as well as bilingual materials.
5. Ensure that staff are trained on customer service when encountering constituents and present a professional demeanor including improved response time to address questions and concerns from the public, parents and partnership institutions.
6. Assure that facilities are well maintained and present a welcoming, safe, and aesthetically pleasing environment.
7. Build relationships with business and industry regarding their possible participation in supporting programming that assists with preparing their future workforce especially in career and technical education fields and STEM related career paths.
8. Establish a Student Ambassador Corps that assists new students to CHPA adjust to their new environment as well as an orientation program for parents.
9. Enhance the recruitment of international exchange students. Instructional Programs STATUS Instructional programming has responded to the changing demands from the Colorado Department of Education with respect to student learning outcomes identified in the state’s educational standards and the assessment requirements issued as a quantitative measure of institutional effectiveness. However, enhanced instructional programming has yet to deliver to the
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level the plans called for. Of primary note is the elusive aligned curriculum which would assist greatly in moving instructional programming forward that would better meet the State’s expectations. However, opportunities exist to reinvigorate instructional programming that made CHPA unique amongst Pueblo County schools. 1. Align the curriculum from Kindergarten through twelfth grade with clearly stated Student Learning Outcomes and meet the State’s expected learning outcomes and as measured at each level of a student’s development. Credits required for graduation should collectively prepare a student to meet college entrance learning requirements.
2. Develop an enhanced schedule of classes for DHPH that provide for a wider range of options the pique students’ interest and that meet state graduation requirements. Where feasible articulate these courses so that they meet both high schools and college requirements, e.g., Mariachi music classes.
3. Continue to develop and maintain classes in the Early College Program.
4. Develop courses that expand interest in career and technical education goals.
5. Develop process and structure to support opportunities to facilitate student internships, externships and research projects.
6. Maintain and enhance sports offerings as well as enhance collaboration with area higher education entities.
7. Maintain and enhance extracurricular activities that support class learning objectives including scholarship support activities. Retention and Persistence STATUS Good enrollment management is not just about enrolling new students; it is also about helping students to successfully complete their educational goal in an efficient manner with adequate support when they encounter barriers that threaten to interrupt their progress. Therefore, one major focus of this Enrollment Management Plan is to increase student retention and persistence rates. Aforementioned data indicates this is an area in which CHPA can develop to accomplish this goal. Proven pathways must be instituted over the course of the EMP timeframe which will support student success. PLAN 1. Develop and institute an orientation and advising process that clearly delineates the pathway in instructional programming that provides a path towards meeting Colorado educational standards.
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2. For DHPH students establish an Early Academic Alert program that identifies students who need assistance before they succumb to failure.
3. Provide tutoring both in person before school, after school, weekends and online.
4. Enhance counseling and advising services to students at all levels including ESS and ELL students.
5. Develop a Reading and Writing Center to provide additional opportunities to enhance these critical skills.
6. Engage student government leaders to facilitate leadership development of fellow students such as participating in Boys and Girls State.
7. Provide faculty development opportunities to enhance teaching skills and utilization of technology in the classroom.
8. Enhance parental engagement in collaborative efforts to support student engagement in their academic and social development.
9. Maintain and enhance the use of partnerships with community agencies that support student development both academically and personally.
10. Establish a Student Success Committee that identifies research based strategies that support the needs of students in both CCA and DHPH.
Educational Master Plan The Enrollment Management Plan is an integral part of the Educational Master Plan for CHPA. The Enrollment Management Plan includes strategies to enhance enrollments and student success rates, but is not intended to limit what CHPA does to meet its community needs. Given the state’s penchant to add new requirements for schools, change existing expectations, accommodating changes in federal law, address budget limitations (while still not allowing charter schools to full funding as “regular” districts) and numerous other factors, CHPA must remain vigilant to an ever- changing environment that can impact enrollment. Likewise, the relationship with D60 must also be kept in mind as CHPA adheres to the expectations set forth in the charter contract of which student academic achievement and fiscal stability have been registered as a concern in the 2015- 16 annual evaluation of CHPA. These elements are intimately intertwined as the Enrollment Management Plan includes, with retention a key factor in maintaining healthy enrollments, serves as the basis of a financially healthy organization. In meeting Goal 1 of the Board, accreditation standards will also include financial stability, ergo enrollment, as a standard to be met.
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Building a Schedule Building an instructional schedule is a multi-faceted process that strives to meet the enrollment targets of the school. This process involves a number of staff, including the Executive Director, the management team, faculty and selected staff. This process is crucial in order to affect a schedule that meet student program needs, especially at secondary, so that all constituents are informed of the choices available and doable within the parameters of school capacity and budget. The following is a brief synopsis of the scheduling process at elementary and secondary. Elementary (K-6) 1. An analysis is conducted with regard to current enrollment and projecting the subsequent year enrollments as students move to the next grade level in relation to classroom capacity. Additionally, a basic standard of 25 students per class is set and any vacant capacity is calculated to determine net new enrollment by classroom can be accommodated.
2. Students with existing special needs are accommodated when developing the yearly schedule of each student.
3. With respect to Kindergarten, existing capacity for new students is determined with a goal of 25 students per class to be enrolled. Assessment of incoming students is utilized to determine the needs of each such as skills level and determining any special learning or language services needed and a schedule is developed to address them accordingly.
4. Any associated costs are determined to meet the targeted enrollment and special needs of students.
5. Once schedules are set, monitoring of enrollments continues and adjusted until classrooms meet the projected enrollment. Students arriving from other schools and students leaving CCA are accommodated as the situation changes.
6. Official student enrollment is counted on October 1st of each academic year.
Secondary (7-12)
1. An analysis is conducted with regard to current enrollment and projecting the subsequent year enrollments as students move to the next grade level in relation to classroom capacity. Additionally, a basic standard of 25 students per class is set and any vacant capacity is calculated to determine net new enrollment by classroom can be accommodated.
2. Students with existing special needs are accommodated when developing the new years’ schedule for each student.
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3. Assessment of incoming students is utilized to determine the needs of each such as advanced classes, special learning or language services and a subsequent class schedule is developed accordingly.
4. The schedule of course offerings is determined by the Principal with input from faculty. This is accomplished at both the middle and high school.
5. Middle school student schedules are determined by the type of class required by CHPA as well as elective classes chosen by the student. The same applies to DHPH students but with graduation credit requirements as the reference.
6. With regard to the Early College Program, the process begins when those students interested in attending classes at PCC or CSU-Pueblo are assessed with the college/university instrument to determine if they are eligible to enroll in college level courses. Depending on the outcome, students’ class schedules are determined in concert with the colleges which must meet credit requirements for high school graduation requirements and to the degree possible meet requirements that count towards certificate or degree requirements.
7. Any associated costs are determined to meet the targeted enrollment and special needs of students.
8. Once schedules are set, monitoring of enrollments continues and adjusted until classrooms meet the projected enrollment. Students arriving from other schools and students leaving DHPH are accommodated as the situation changes.
9. Official student enrollment is counted on October 1st of each academic year.
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CHAPTER FIVE Communication Plan
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Components and Principles of the Strategic Communication Plan The goal of the communication plan is to facilitate, improve and evaluate communication both vertically and horizontally to ultimately influence the participation in continuous quality improvement systems that enhance institutional effectiveness, student learning outcomes and academic success of CHPA students. It is based on the principles of effective communication. * Increased communication begins with expanding awareness. * The best communication is two-way, involving dialogue, and a change in attitude or reinforcement of beliefs is enhanced by involvement. * Communication is shaped by each person in the organization. * Communication and persuasion may change or neutralize hostile opinions, crystalize latent opinions and positive attitudes, and reinforce favorable opinions and dissemination of factual information. * A message is more believable if the source is credible. CHPA must deliver its messages honestly, clearly, and from a position of expertise. * Messages are most persuasive when they are simple, consistent, and repeated over time using multiple methods of delivery. CHPA must provide expertise and information to increase awareness, involve, seek feedback, and invest in a variety of communication channels to repetitively communicate consistent set of messages. It must seek to involve all constituent groups so that all are supportive of meeting the mission of the organization in an effective manner.
Goals Guiding the Strategic Communication Plan
The communication plan reflects the communication pathway(s) to assist in achieving the following goal.
* Provide instructional programs and student support services the tools necessary in order that they excel in developing a positive learning environment. * Provide faculty and staff with continuous improvement through professional development opportunities that supports excellent in the current and future work environment. * Provide students, faculty and staff with appropriate technology in the classroom and work environment that supports student learning outcomes and effectiveness, and, * Provide a campus environment that enhances learning.
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Communication Objective The overall objective of the communication plan is to communicate, strengthen, and promote the use of CHPA’s continuous quality improvement systems to enhance institutional effectiveness, student learning outcomes, and future planning that is in alignment with CHPA’s Educational Master Plan. In order to achieve effective communication among stakeholders, there must be consistent systemic processes that address the multiple institutional sources and communication pathways. The following provides a general framework to accomplish this end.
STAKEHOLDERS EXPECTATIONS / CONTRIBUTIONS Faculty and staff * Utilize established communication processes and committee structures to promote systems that enhance student learning outcomes, increase student retention rates and diploma and degree completion.
* Be informed and be able to address the successes and activities that occur at CHPA
* Speak enthusiastically and with pride about the quality, impact, and student successes at CHPA
* Consistently support CHPA with other key audiences * Ensure that stakeholders are aware of the various resources that are available to get the information that is needed
Students * Students will become engaged in their own educational opportunities and participate in student support activities and classroom experiences
* Complete their programs of instruction * Become a vibrant member of their community * Connect with CHPA for a Lifetime
Board of Directors * Provide resources to achieve the expected goals
* Support CHPA activities whenever and wherever possible * Inform the Board of the status of achieving strategic goals
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Educational Partners * Make CHPA their first choice * Tell others why they are choosing CHPA * Recognize CHPA as an a K-12 educational institution with Programs, services and share this with students
Parents/Community Partners * Refer and enroll students at CHPA
* Participate in their child’s educational experience
` * Support partnership and resource development
Pueblo City Schools * Assist in facilitating the completion of CHPA goals to promote institutional effectiveness and student success
* Enhance reciprocal processes and communication exchanges It is imperative that all constituents understand the importance of adhering to the goals of the communication plan in order to support a robust continuous quality improvement environment that ultimately supports professionalism in the work place and success for students.
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CHAPTER SIX Facilities Plan
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The CHPA Educational Master Plan documents the program implications for the school facilities over the next five years. The following facilities implications seeks to outline those considerations that are anticipated in providing for a learning environment that is safe and conducive to effective instruction, student support activities and community based engagement. The following principles provide guidance in addressing facility’s needs. 1. That safety and compliance with established standards be monitored and adhered to 2. That instructional space be supportive of 21st Century instructional demands 3. That specialized instructional and student support space be conducive to meet the demands of its intended use
4. That planning of future space needs to include all infrastructure elements that support technology needs
5. That replacement of modular buildings be a priority
6. That becoming a “Green” campus be integrated in campus development with respect to energy efficiency, water conservation, etc. PROGRAM FACILITIES IMPLICATIONS GOVERNANCE * Locating all administrative services together in adjacent modular buildings for ease of access and consolidated support
* Due to the campus layout, senior administrators are located in various locations
CAMPUS SERVICES * Cafeterias may need updating to accommodate changes in food service delivery with regard to compliance standards
* Technology services should be moved to be part of administrative services
* The enrollment and admissions offices should be moved to be adjacent to the administrative services complex
* A fenced maintenance and service yard needs to be created and separated from the inner workings of the elementary school that houses school autos, maintenance equipment and tools, supplies, clean up area, etc.
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* Develop a maintenance plan with regard to compliance to OSHA standards and the CDE Assessment plan of 2010. (See Appendix E)
* All lighting needs to be moved to be energy efficient
* All landscaping needs to be developed with respect to water conservation and creating an aesthetic, pleasing environment that can double as a biological laboratory
* Develop and auditorium that serves the campus with the appropriate technology that can be used as a performing arts facility
INSTRUCTION * Assure that all instructional spaces are properly equipped with the capacity to host appropriate technology related to the subject matter being taught
* Create instructional space that can house selected career and technical education programming
* Specialized labs need to be outfitted and/or created to support instructional programming (e.g., lecture/lab)
* Establish a formal library/learning resource center for DHPH
STUDENT SUPPORT * Move Enrollment and Admissions to the Administrative Services area
* Develop an area that is specifically designed to support career development
* Create space for student government leaders * Assure that the student health center be in compliance with all related standards
* Develop a transfer center for those students participating in the Early College Program
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CHAPTER SEVEN Technology Plan
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Purpose The purpose of this plan is to provide the decision-making bodies of CHPA with a campus-wide perspective on setting, integrating and supporting the goals and objectives of the school’s EMP regarding the use and acquisition of technology. The Technology plan also serves as a focal point for fostering and maintaining a collegial process for managing the school’s use of technology. Planning Assumptions Strategic technology planning is the process of determining how an educational institution can use technology to further its mission. The planning process includes defining needs, assessing current resources, and exploring various solutions through input from stakeholders across the campus , including students, faculty, staff, administrators, and external advisors (e.g., business and industry). The plan will assist CHPA identify, prioritize, and apply technology effectively, avoid crisis, save and perhaps obtain funding, and select the appropriate hardware and software to meet the school’s goals and objectives in order to meet the mission now and in the future. Planning assumptions include: 1. Technology will continue to be an important means to achieve student, employee, and organizational learning.
2. Continuous participatory input from the school community and external stakeholders must be solicited, evaluated, and incorporated into technological strategies to promote student success.
3. Technology will continue to be expensive, dynamic, and in a continuous state of evolution.
4. Intelligent agent software and data mining will become more prominent mode of instructional delivery and student learning at CHPA.
5. Instructional software and hardware to support all instructional programming will increase as a desired enhancement to deliver instruction and promote student learning.
6. The use of technology will continue to increase in areas traditionally not dependent on such applications, including athletics, dance, music, art, etc.
7. The increased use of technology to promote student access to services will continue to be a priority of CHPA.
8. The use of technology to strengthen and increase the school’s retention and persistence of students will continue to be a great demand instructional and student support personnel.
9. CHPA will continue to actively pursue methods to further automate CHPA processes and procedures, including management of the curriculum, fiscal management of resources, telecommunications, and information technology support.
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10. Faculty, staff and administrators will continue to need professional development in the use of technology in order to effectively take advantage of emerging technologies. Goals and Objectives The following goals will facilitate the successful implementation of technology at CHPA: 1. To encourage the use of creative and innovative technology to deliver instruction
1.1. Objective: To communicate information about available technology, lab hours, etc., to all staff and students
1.2. Objective: To communicate information regarding access or the ability to acquire adaptive technology for students with disabilities
1.3. Objective: To maintain state of the art curriculum, software, and equipment within programs that are technology driven
1.4. Objective: To develop and implement a plan to maintain the libraries / Learning Resource Centers (LRC) and audio visual support to instruction
1.5. Objective: To develop a refreshment plan for instructional and student services equipment
1.6. Objective: To increase the use of online resources in course offerings across the campus
2. To use technology to continually improve the delivery of support services to students and staff 2.1. Objective: To increase and improve the use of online student class selection and program plans
2.2. Objective: To utilize online support services to promote retention and persistence of students
2.3. Objective: To increase use of technology to advise faculty of breadth of student services to enable them to become a more viable referral base for at-risk students
2.4. Objective: To assure legal compliance regarding content management and student use 3. To require the use of relevant community, industry, and student needs information to make decisions regarding acquisition and updating of new technology
3.1. Objective: To establish a technology committee comprised of representation of constituent groups at CHPA to guide acquisition of new technology and software
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4. To provide training and technical support for faculty, administrators and staff
4.1. Objective: To develop and implement a technical training program for faculty and staff
4.2. Objective: To develop a plan to increase IT support for faculty and staff
5. To promote the integration of technology planning across the campus using a participatory decision-making process
5.1. Objective: To develop and maintain a plan to integrate technology planning with other planning efforts across the campus
5.2. Objective: To develop a plan to increase communication on technology planning across the campus
5.3. Objective: To develop a plan to maintain and promote participatory and collegial input into technology planning across the campus
5.4. Objective: To collect and communicate information on the plan’s progress
5.5. Objective: To develop and implement an infrastructure plan that supports the use of the various technologies utilized within CHPA including audio equipment
5.6. To develop and implement a refresh plan on servers, infrastructure equipment as well as computers
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APPENDICES
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Appendix A
SWOT Analysis Results Board of Directors Retreat Friday, October 9, 2015
Strengths
Academics (7) Budget (2) Achievement (1) Solid Finances (1) Data Driven (1) Balanced Budget (1) College Focus (Early College Prep) (3) Family Oriented (1) Accelerating Students Through History (1) Academics (1) Special Classes (Art, Music, Physical Mission (1) Education and Spanish) (1) Smaller Size (1) Trendsetter School (1) Transportation (1)
Weaknesses
High Turnover of Staff (2) Communication (1) Salary Schedules (2) Lack of Preparing for Postsecondary (1) Technology (2) Aligned Curriculum (1) Academic Achievement (1) Student Retention (1) Facilities (1) Professional Development of Staff (1) Finances (future) (1) Licensure vs. Highly-Qualified (1) Lack of Innovation (1) Electives (Secondary) (1) Branding (1) CLD Support (1) Class Sizes (1)
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Opportunities Accreditation (3) Cohesive Teamwork (2) Become Nationally Accredited (2) Grants (2) Become a Core Knowledge District 60 Performance (1) School (1) Staff (2) Innovative/Flexible (1) New (1) Captive Audience/Broad (1) Be Fully Invested In (1) Opportunity to Keep K-12 (1) Cultural (2) Rebranding (1) Activities (1) Enrollment Growth (1) Mariachi Group (1) Salary Schedules (1) Programs (2) Technology (1) Tutoring (1) Transportation (1) Leader Mentorship (1) New Leadership (1) Curriculum (1) New Facilities (1)
Threats Retention (3) Changing Environment via CDE (1) Students (1) Brain Drain (1) Leadership (1) Economy of Scale (1) Teachers (1) High Debt (1) Facilities (2) Revenue Streams – Not Diversified (1) Technology (1) Safety (1) Security/Evacuations (1) Lack of Funding (Losing Title I) (1) Lack of Policy and Procedure Manual (1) Lunch Applications (1)
Participants in the SWOT Analysis: Steven Trujillo, Board President; Judy Baca, Vice President; Christopher Burke, Secretary; Dr. Alfredo Vargas, Board Treasurer and Parent; Cindy Ayala- Cooper, Community Board Member; Betty Martinez, Community Board Member; Juan Espinosa, Community Board Member; Rayleen Aguirre, Parent Board Member; Dr. Richard Durán, CHPA Executive Director; Lori Montanez, CCA Principal; Crystal Gallegos, DHPH Principal, Tiffiny Larkins, Accounting; LeAnndra Beeman, 7-12 Faculty Representative; Antoinette Roman, K-6 Faculty Representative and Rita Jaime, Executive Assistant.
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Appendix B Educational Master Plan Development Timeline October 2015 • Orientation to Board of Directors • SWOT Analysis • Mission Review • Gather Environmental Scan Data • Select EMP Committee
November 2015 • Orientation to Faculty and Staff • Review Environmental Scan Data • SWOT Analysis • Mission Review
December 2015 • Academic Program Integration / Communication Plan begin review • Enrollment Management Plan begin review • Facilities Plan begin review • Technology Plan begin review • Board identifies goals for the next five years
January 2016 • Implementation of Committees continue to meet • Initial Draft of EMP created by the end of June
Feb-June 2016 • Review and comment by stakeholders • Final Draft completed by the end of June
July 2016 • Board of Directors Reviews and Approves EMP for Implementation Effective July, 2016
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Appendix C
SWOT Analysis Results All Staff Meeting Monday, October 26, 2015
COMMON THEMES
Strengths
Early College Program (ECP) (6) Family Friendly Environment (5) Dedicated Staff (5) Challenging Curriculum (4) Special Classes (Art, Music, Computers, Transportation Provided (4) and Spanish (4) Leadership (4) Collaborations (4)
Weaknesses
Lack of Technology (8) Lack of Substitute Teachers (7) Salary Scales (7) Lack of Parental Support (5) Curriculum (5) Lack of Family Involvement (5)
Lack of Training/Support for Teachers (5) Communication (Staff/Parents/Students) (4)
High Turnover for Teachers (2) Lack of Consistency (Student Discipline/Processes/Procedures) (5) Teacher Workload (7) Lack of 7-12 Administrative Support (1) Large Class Sizes – Too many Students
per Teacher (1) Time – Not Enough (2) Lack of ELL Teachers/Psychologists (1) Responsibilities of Staff (unclear job duties/ high expectations of teachers) (2)
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SWOT Analysis Results All Staff Meeting Monday, October 26, 2015
Opportunities
Professional Development (5) Parental Involvement (5) Tuition Assistance (1) Grant Opportunities (4) T.I.R. for Young Teachers (1) Student Support (4) Improvement of Professional Curriculum (Update/Increase/Improve) (4) Development (3) Scholarships (2) Special Classes (2) College Prep (2) High School Electives (2) Athletics (2) Community Involvement/Collaborations (2)
Threats Safety (16) Enrollment (8) Campus Patrol – Not Enough (1) Loss of Quality Students (1) Poor Fire Alarms, Intercoms and Phone Competition with Other Charter Schools (3) Systems (8) Lack of Drills (e.g. Tornado, Active HS Students Want to Go to Other Schools Shooter, Evacuations) (1) Because of Sports (2) Other (6) Pueblo Traditions (1) High Staff Turnover (6) Money Vs. Enrollment (1) Lack of Communication (2) Reputation (5) Technology (3) Negative Reputation about CHPA (2) Lack of Equipment (1) “Slum” Location (1) Becoming a “reform” school for students Lack of Student Knowledge (1) (1) Inability to Erase Bad Public Relations in Outdated Technology (1) Community (1)
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SWOT Analysis Results All Staff Meeting Monday, October 26, 2015
GROUP 1
Facilitator: Rita Jaime
Participants: Nancy Gordon, Aneysa Hart, Freda Hancock, Michael Palmer, Larry Labott, and Marile Lopez
GROUP 2
Facilitator: Dr. Sharla Marek
Participants: Robin Archuleta, Roger Martinez, Victoria Campbell, Lisa Steele, Matt Ruiz, Joe Vohs, and Cathy Maxson
GROUP 3
Facilitator: Crystal Gallegos
Participants: Rusty McBee, Karen Love, Allyson Parks, and Chrystina Medina
GROUP 4
Facilitator: Tiffiny Larkins
Participants: Erica Salazar, Theresa Rivera, Jason Wilson, Shannon Behling and Elena Duran
GROUP 5
Facilitator: LeAnndra Beeman
Participants: Barbara Adolf, Brenda Ledeboer, Cory Rothermal, Francesca Torres, Maria Clark, Juanita Heredia and Alicia Herrera
GROUP 6
Facilitator: Antoinette Roman
Participants: Antoinette Sylva, Nicole Sanchez, Felectia Johnson, Jolene Davis and Theresa Lieder
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GROUP 7
Facilitator: Dr. Durán
Participants: Gary Rael, Sarina Adame, Eva Sinker, Heather Arellano, Ashley Silva, Amber Carleo and Tammara Congdon
GROUP 8
Facilitator: Lori Montanez
Participants: Juliet Wilson, Megan Hart, Tiffany Vandiver, Michael Canellas, Michael Maggrett, Linde Skehan and Melissa Velasquez
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Appendix D CHPA Final Mission Statement To provide students a challenging, high-quality, diverse K-12 learning environment that develops lifelong learners.
All Staff Mission Statement Suggestions
Group 1 Suggestions: Like “young citizens” Include “technology” “Life long learner” “Problem solver” “Empathetic” “Assist parents” “Rigorous curriculum” “Developmentally appropriate” “Virtuous character” “Community outreach” 6 pillars Include character traits: responsibility and respect “Exemplary character citizens”
Examples: “Exemplary students who are problem solvers and change makers with a foundation of lifelong learning for the 21st century”
Comments: None
Group 2 Suggestions: Revert or implement more from old mission statement Include words/phrases about the future Use “citizens of the world” “community leaders” More focus on lower economic clients (students and parents) Like the words “young scholars” Expectations – achievement over/above expectations To be the best – better than the rest Use vocational terminology (either do it or take it out) e.g. welding, auto etc. (terminology PCC uses) Use the pursuit of a Bachelor’s degree
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Market to Spanish speaking, low income, disadvantaged, behavior issues Address the whole child
Examples: “Practical training program”
Comments: Not college-rigorous K-12 curriculum – Community Leaders
Group 3 Suggestions: Needs career readiness verbiage Replace “vocational” Replace “rigorous college preparatory” with layman terms (sounds intimidating) Tailor to fit both academies Include “engagement opportunities” Needs wording for elementary Make it for all students not just those planning for college
Examples: None
Comments: Mission seems written for high school only
Group 4 Suggestions: Make mission simple for students to understand Doesn’t say we are a “school of choice” Remove “environment” we are a school
Examples: Exemplary students who are problem solvers and change makers with a foundation of lifelong learners for the 21st century
Comments: Not vocational, we are certificate or Associate’s degree Not rigorous Keeps changing with every director Inclusive of all students K-12 Safe environment shouldn’t allow expelled students that had fighting, bullying at other schools Shouldn’t allow students that were expelled from here to return
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Group 5 Suggestions: Needs better verbiage No K-6 Needs to include life skills Needs to be more to the point (shorter) Vocational Should state something about the community Career skills What about a secure environment?
Examples: “Prepare students for the 21st century”
Comments: Well-rounded? What does this really say about anything?
Group 6 Suggestions: “Well-rounded” to “whole child” With the opportunity to vs. expectation Higher education vs. Associate’s or vocational
Examples: Every student has the potential to succeed in life Every student has the potential to successfully…… Every student has the potential of success….
Comments: Intimidating for the audience – we only do college. Do we have any other option?
Group 7 Language Suggestions: Update language Shorten message Make language relevant to all grade levels
Examples: To produce a well-rounded student To educate a well-rounded student “Sí se puede” Educating Pueblo’s youth for tomorrow Provide a high-quality K-12 education to Pueblo’s youth through adversity, diversity and success
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Comments: Keep original mission
Group 8 Suggestions: College preparedness Career and technical Congruent educational community Respecting diversity and culture Cohesive K-12 (stay K-HS)
Examples “Progressively structured curriculum from kindergarten through high school that produces independent and critical thinkers, with an awareness of their productive place in the global community”
Comments: None
BOARD GOALS 1. Achieve national accreditation by 2021
2. Improve academic student success to exceed state standards
3. Upgrade facilities to meet 21st century technology needs with emphasis on renewing modular plans
4. Stabilize and enhance funding for CHPA
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Appendix E
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*See Executive Director for full report
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*See Executive Director for full report
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