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The New America School-Thornton

The New America School-Thornton. Priority Improvement. ‘N’ Weighting Annual Comparison – TCAP to MAP. TCAP. MAP. Virtual Comparison Group (VCG) Analysis Overall, students at NAS Thornton grew 43% more than peers on NWEA MAP test. VCG RIT Growth vs NAS Thornton RIT Growth MAP Test Data.

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The New America School-Thornton

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  1. The New America School-Thornton

  2. Priority Improvement

  3. ‘N’ WeightingAnnual Comparison – TCAP to MAP TCAP MAP

  4. Virtual Comparison Group (VCG) Analysis Overall, students at NAS Thornton grew 43% more than peers on NWEA MAP test

  5. VCG RIT Growth vs NAS Thornton RIT GrowthMAP Test Data

  6. Priority ImprovementAccountability & Cut Points Former Dropout Graduation Rate Major League Baseball Batting Statistics Ty Cobb (.366) – highest lifetime average in MLB DNM MEETS EXCEEDS Batting Average 40% 60% 90% The best ever DOES NOT MEET Percent Percentile • 2013 60% ???? • 2014 47.1%* ???? *Measure changed 2013 to 2014, no longer graduation rate among former dropouts, now graduation rate plus credit attainment among former dropouts • With no data beyond arbitrary cut points it appears that NAS does not meet. • IS THAT ACCURATE? • BY WHOSE STANDARD? • What if MLB used the same percentile to percent conversion?

  7. Priority Improvement • Mobility / Lack of Continuity • Student Mobility Rate = Unduplicated count of grade K-12 students who moved into or out of the school or district in Year X ÷ Total number of students that were part of the same membership base at any time during Year X • 59% mobility compared to statewide average of 14.5% • Historical numbers as high as 76.1% Total Mobility Rate at NAS Thornton (2012) • Staffing • 14 new staff members on a staff of 32 (43.75%) for 2014-15 due to new positions and turnover

  8. Who We Serve

  9. Root Causes Unified Improvement Plan: • Interventions for English language learner are not allowing students to develop English language proficiency while enrolled at the school. • Interventions to re-engage former dropouts are not effectively reaching 100% of students. • Transition services for students new to the school or leaving are inadequate. Other factors: • Mobility/Continuity • Staffing challenges

  10. Improvement Strategies • Socio-emotional growth is the pre-cursor to academic improvement, but difficult to measure. Significant time and resources are put into helping students change behaviors and beliefs. • Intervention staff includes: Behavior Interventionist, Attendance Interventionist, Substance Abuse Prevention Specialist/Nurse, Community Learning Center/Family Interventionist • Guidance Counselor ratio = 1 counselor:210 students, more common to see ratios in high schools of 1 counselor:550 students

  11. Improvement Strategies • Data Teams and Leadership Council • Focus on MAP data and instructional practices we believe create the biggest impact • Model Performance Indicators (learning objectives) • Sustained Silent Reading and Purposeful Reading in all classes (more reading for all students) • Word of the Week (vocabulary development) • Education Theme Map • Developed along with our school board, supplementary to UIP • Academic interventions • Intensive English classes for ELLs • Summer school • After school tutoring • Friday school

  12. Improvement Strategies • Seminar/Advisory Class & Post-Secondary Planning • CDE Grants, community partnerships • Professional Development • Effective when teachers lead sessions to facilitate consistent practices used school and system-wide. • Necessary and demanding due to high numbers of new staff annually • Changes over time include PD leadership, feedback loop, data, and classroom implementation • Enrollment procedures • Our mission is to educate the underserved. We enroll students 4x annually. Enrollment interviews and surveys are now utilized and have stabilized the population.

  13. Accountability Clock • NAS Thornton is on the accountability clock, but we are not a low performing school. Evidence exists that NAS is a high performing school with the students we educate. See ‘n’ weighted SPF or VCG results. • Education Accountability Act pathways for schools and districts. • Students at NAS generally feel they have no options for enrollment elsewhere; choice options are not available to this population of students due to many circumstances. • If this school disappears, so to does education from many in the neediest communities • Other pathways destabilize the school and the result will be reduced services and further disengagement from school.

  14. Accountability Clock • It will be the intent of The New America School-Thornton to apply for reconsideration. Sufficient data exists to support position. • ‘n’ weighting and VCG results clearly indicate NAS success, revised cut points will do more. • We have invited community stakeholders to the school – school boards, politicians, community groups, media – and appear to be supported by all. • We want accountability, but the right tools MUST be used. • Improved accountability will allow schools like NAS to demonstrate through both quantitative and qualitative evaluation using a mission driven focus that students are learning and improving post-secondary skills. Highly at-risk students will continue to get all of the tools and supports they need to maximize their potential and succeed.

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