Strategic School Planning: DEEP Planning Phase

1. Strategic School Planning: DEEP Planning Phase 2019-20 School Year

2. Purpose of these slides Preview the Instructional Priorities for the coming year and highlight specific actions required Communicate expectations and timelines associated with strategic school planning Share resources and supports available

3. DENVER PLAN 2020 Vision: Every Child Succeeds GOAL #1 Great Schools in Every Neighborhood GOAL #2 GOAL #3 Ready for College and Career A Foundation for Success in School GOAL #4 GOAL #5 Support for the Whole Child Close the Opportunity Gap

4. Instructional improvement priorities 2019-20 School Year In order to accelerate our progress toward the Denver Plan 2020 goals, prioritize central office supports, and reduce the number of things schools are being asked to do, we will focus on four high leverage strategies: • College and Career Readiness • Culturally Responsive Education (CRE) • Early Literacy • Mathematics (K-12)

5. The Instructional Improvement Priorities have evolved over time, but the broad topics have remained consistent. DP 2020 Introduced

6. 1. College & Career Readiness Overview & School Planning Implications Ensure all students (K-12) receive the supports needed to meet the new graduation requirements (units of credit, competency, and ICAP*) and are prepared to excel in college and/or career after graduation. Initial Planning Implications & Actions Required • Implement multiple approaches to prepare students for the P/SAT (e.g., daily practice questions, beyond school-day prep, etc.). • Ensure all high school students have access to AP, CE, IB, and/or CTE courses, with a focus on eliminating disproportionality. • Support all 11th/12th grade students in creating a rigorous Math & Writing Capstone Portfolio if they have not already demonstrated competency. • Implement a Work Experience Capstone to ensure there is an opportunity for students with disabilities who need this option to demonstrate competency. • Have a system in place to track whether individual students in grades 9-12 are on-track in terms of credits, competencies, and ICAP, then implement interventions and/or accelerations. *ICAP = Individual Career & Academic Plan

7. 1. College & Career Readiness Corresponding Central Office Supports • Deliver resources and supports to ensure all students are prepared to excel on the P/SAT (e.g., strategies embedded in curriculum, practice tests with analysis of results, Khan Academy, daily practice questions, after-school/Saturday prep opportunities, etc.). • Provide guidance and support to expand access and enrollment in AP, CE, IB, and/or CTE courses, with a focus on eliminating disproportionality. • Provide support to schools to assist with the implementation of a rigorous Math & Writing Capstone Portfolio. • Provide resources and supports to assist in implementing the Work Experience Capstone to ensure there is an opportunity for students with disabilities who need this option to demonstrate competency. • Deliver reports in the principal portal to assist school staff in tracking whether students are on-track in terms of credits, competencies, and ICAP completion. *ICAP = Individual Career & Academic Plan

8. 2. Culturally responsive education Overview & School Planning Implications Ensure equitable outcomes and eliminate persistent academic and opportunity gaps by continuing to focus on shifting mindsets and expanding best practices to better serve all students - particularly those from marginalized and underserved populations. Initial Planning Implications & Actions Required Continue to… • Participate in existing programs (e.g., Opportunity Gap cohorts) and share best practices • Use disproportionality data on course enrollment at the secondary level to inform adjustments to UIP Major Improvement Strategies (MISs) Be on the lookout for additional information coming on… • Participating in district-wide equity audit • Participating in district-wide equity training and book study (per Superintendent entry plan) • Incorporating culturally responsive teaching definition and mindsets into professional learning

9. 2. Culturally responsive education Corresponding Central Office Supports (In Development) Use the district shared core values definition and behaviors for equity as a common language to build accountability. Infuse equity into our organizational systems, structure, programs and services. Deliver, support, and participate in district-wide equity training and book study (per Superintendent entry plan). Share best practices on incorporating culturally responsive teaching definition and mindsets into professional learning. Please note additional information will be made available as we continue to develop the vision, resources, and expectations for this work.

10. 3. Early Literacy Given the importance of reading at grade level by the end of third grade, we will continue our multi-year focus on early literacy. Over the course of the life of the early literacy initiative, we have focused on standards-aligned first best instruction, intentional differentiation of core instruction through targeted tier-1 supports, and multi-tiered literacy interventions and instruction for students on READ plans. In the 2019-2020 school year, we will maintain these priority areas of focus and lead for bringing all of these pieces of the literacy block to life through culturally responsive and data-driven instruction. Initial Planning Implications & Actions Required Utilize School Reflection Tool as a resource for planning for early literacy. Ensure that all students receive 140 minutes of literacy instruction each day, with time in the block allocated according to guidance in the Recommended Literacy Block. Ensure Early Literacy Specialists are set up for success in the coming year by identifying them and submitting their names by May 15 (link to guidance;link to identification form) and building their work into your school plans. Use literacy data to determine teacher and leader participation in summer professional learning sessions (K-5) focused on putting the pieces of the early literacy strategy together in service of a comprehensive and coherent focus on culturally responsive and data-driven instruction aligned to all language arts standards. Ensure new teachers attend Foundations of Early Literacy training at New Educator Welcome Week (2019 Summer Session Guide).

11. 3. Early Literacy Corresponding Central Office Supports Provide targeted professional learning that focuses on integrating Literacy Plan focus areas into a comprehensive literacy block grounded in culturally responsive practices and data-driven instruction, including coaching and support at the school level, extending from summer into the school year. Provide targeted, ongoing Early Literacy Specialist learning opportunities and job-embedded supports in service of equitable and grade-level appropriate instruction across schools. Expand the impact of K-3 curriculum through strengthening school-year and summer resources and offering professional learning in direct response to student achievement data and needs in the field.

12. 4. Mathematics (K-12) Overview & School Planning Implications Achieve the DPS vision of Every Child Succeeds by providing an intentional, comprehensive, and coherent approach for developing the mathematical proficiency of each and every student as we work to close our achievement and opportunity gaps and dramatically increase student learning. In the 19-20 school year we will provide a coherent set of professional learning opportunities and resources for teachers and leaders. Initial Planning Implications & Actions Required Utilize the School Reflection Tool as a resource for planning for mathematics. Designateone or two mathematics leaders (e.g., STL, TL, AP, Dean) for your school by May 15. These roles will be responsible for attending monthly sessions to deepen content and math leadership expertise at each school. Schedule a minimum of 60 minutes daily for Kindergarten core mathematics, 80 minutes for grades 1-5 and 250 minutes weekly for 6-12. Schedule monthly professional learning time for mathematics (to be led by the identified mathematics leaders) focusing on extending the summer professional learning around content, instruction, and equity. Schedule weekly/bi-weekly mathematics data team meetings. To ensure that all teachers teaching math in 19-20 deepen their knowledge of mathematics content, instructional strategies and equity practices, be sure that: • All K-5 teachers teaching mathematics in 19-20 are registered to attend one of the three options for required summer professional learning. • All HS Math 1-3 and grade 6-8 teachers attend summer professional learning. • Teachers participate in professional learning focused on best practices for supporting English Learners in math (e.g., Biliteracy Conference).

13. 4. Mathematics (K-12) Corresponding Central Office Supports Deepen teachers and leaders’ mathematics content and pedagogy knowledge through a study of standards learning trajectories that will support a coherent learning progress for students throughout the year and throughout K-12. Support a teacher leader/school leader monthly cohort focusing on effective mathematics instructional practices and prepare leaders to lead this work in their schools during monthly mathematics professional learning session(s). Expand the impact of equity-based mathematics practices (including culturally responsive teaching practices).

14. Strategic School Planning Strategic School Planning (SSP) is the means by which schools align the Instructional Improvement Priorities of the district to their individual context. When reviewing the following guidelines for Strategic School Planning, be sure to consider the relationship with the preceding Instructional Improvement Priorities of the district, the expectations for your ILT, and the LEAD Competencies for School Leaders.

15. Vision for strategic school planning The strategic planning process helps schools define their strategies for achieving student success. Robust and authentic strategic school planning will combine a focus on quality execution, regular progress monitoring of both adults and students, and continuous improvement to increase school capacity and accelerate student growth towards the Denver Plan 2020 Goals.

16. Strategic school planning Annual Cycles Nov. – Mar. Aug. – May April – July Implementation & Monitoring Deep-Planning Pre-Planning Additional Inputs Budget & Staffing Pre-Planning Implement Strategic School Plan Continuous Evaluation and Adjustment of Plan Budget, Staffing, and Flexibility Decisions Using the priorities and inputs, develop the UIP and the Outputs of School Structures & Systems (including definitive action steps) Flexibility Evaluation UIP Submission June This year’s Continuous Improvement Cycle informs next year’s planning Implementation & Monitoring Pre-Planning Deep-Planning

17. Strategic school planning Annual Cycle – Detailed View Input: • Ongoing data analysis with a focus on the new graduation requirements & gaps • ILT Reflection & Calibration • Annual UIP Handbook • District Master School Yr Planning Calendar • LEAP & LEAD data • School Design Plan • Curriculum Implementation Guidance Input: • Formative/Interim data analysis • CIP Conversations • Previous 90-Day Plans (if applicable) • Progress Monitoring, Short Action cycles • School Structures & Systems from Deep-Planning Input: • Enrollment & Budget Projections • Student & Adult Data • New Graduation Requirements • Parent/Community input • Root Cause/Needs Assessment • SPF Planning Tool Key Questions: • What modifications do you need to make to your Improvement Strategies to ensure they address your root causes? • How will the use of budget, staff, and resourcesenable the implementation of your strategy? Key Questions: • What adjustments should be made to improve systemsand structures to implement your strategies more effectively? • What shifts are needed to improve efforts in closing academic and opportunity gaps? • What are the leadership moves needed to implement the shifts identified? Key Questions: • How will the school identify if the plan(s) is ‘on-track’ for both students and adults? • How will you know if your school systems and structures need to be modified to support the implementation of your strategy? • What actions will be monitored for this year? • Essential Outputs: • UIP (Strategies, Action Plans, & Benchmarks) * • School Structures & Systems • Professional Development Plan * • DDI Plan * • Obs/Feedback Plan * • Discipline Plan * • Master Schedule and School Calendar * • Early Literacy Plan • Culture Plan (Staff & Student) • CurriculumLesson Planning System Essential Outputs: • TLC Plan* • Flexibility Decisions* • Budget* • Budget Meeting Summary* • Draft of Master Schedule* • Essential Outputs: • UIP / CIP Progress Monitoring (4-6 week cycles) * • 90 Day Plan(s) (if applicable) • Adjusted School Structures & Systems (as needed) Foundational Components

18. Deep planning: Essential outputs UIP and School Systems & Structures To promote best practice for school planning and meet state requirements, Unified Improvement Plans(UIPs) are required for all schools, including Strategies, Action Plans, and Implementation Benchmarks. To promote best practice, in alignment with LEAD competencies, the following School Systems & Structures are required, each of which must include specific components to address equity and/or eliminate persistent academic and opportunity gaps: • Professional Development Plan • Data Driven Instruction (DDI) Plan • Observation & Feedback Plan • Discipline Plan • Master Schedule & School Calendar All schools must upload draft files here by Friday, June 14. School leaders may elect to create one plan that integrates these strategies. Templates and example plans are available for reference at: http://thecommons.dpsk12.org/Page/1360

19. Professional Development Plan Deep Planning: Required Elements Be sure to include these elements when crafting your PD Plan: • Identify year-long objectives for adult learning, supported by your analysis of student outcomes. Be sure to include plans for leaders of leaders. • Clearly articulate the roles of those planning and delivering PD, including members of your ILT and regional specialists, and ensure they are adequately prepared to deliver the PD. • Identify your schedule for the year, including how you will use PD days in August, as well as other professional development days. • Align plan with UIP Major Improvement Strategies & Implementation Benchmarks and DDI and Observation/Feedback Plans, including follow up coaching. • Specific rationale identifying how your plan will eliminate persistent academic and opportunity gaps

20. Data Driven Instruction (dDI) Plan Deep Planning: Expectations for Assessments In order to effectively monitor student mastery of grade level standards, reflect on prior instruction, and identify instructional shifts needed… Grades 3-8 must administer at least three medium-scale assessments in literacy and math throughout the year (e.g., interim assessments)* to determine how well students have mastered the standards, then identify opportunities to address misconceptions in upcoming lessons. Grades 9-11 must administer… • Available unit assessments, interims (during mid-fall & mid-spring windows), and course final exams in Math.* • Unit assessments and course final exams in English Language Arts.* • Two rounds of P/SAT practice tests available in Illuminate *when opting into district interims, be sure to administer the assessments without modifying content

21. Data Driven Instruction (dDI) Plan Deep Planning: Required Elements Be sure to include these elements when crafting your DDI plan… • Sound formative assessment practices to frequently monitor student progress in relation to grade level skills and standards and adjust instruction in real time (e.g., quizzes, exit tickets). • Systems to track the on-going performance of different students groups to eliminate persistent academic and opportunity gaps. See ELD progress monitoring strategies on the next two slides • Structured protocols for conducting data team meetings for math, at least every other week, that includes unpacking standards and exemplars, reviewing student work, naming the conceptual understanding needed to close gaps, and identifying specific next steps for instruction • Backwards plan based on interim assessments, standards mapsand unit objectives.

22. ELD Progress Monitoring Resources to support DDI: Slide 1 of 2 Best Practice: Teachers use the DDI process to evaluate students’ language proficiency and adjust instruction in order to accelerate students’ language development, utilizing a variety of assessments (see next slide). Students’ language data must be included and prioritized in the school’s larger DDI, CIP, and ISA cycles. Planning for language in Dedicated ELD and content areas • Dedicated ELD: Language objectives are designed and differentiated by students’ language proficiency level.   • Content Areas: Content-language objectives identify the content students will learn and the language students will need to be successful with the content. Supports for both content and language are differentiated by student data. Collect and score students’ work samples • Student work samples can come from formative or interim assessments, taken from ELD and content areas (see below*) • Utilize Scoring Protocol when using WIDA rubric Analyze student work samples for language in DDI cycles   • Utilize theELD DDI Protocol with WIDA or curricular specific rubrics Refine language instruction • Using feedback from DDI conversations, refine language instruction in ELD and content areas to effectively drive rigorous, targeted language instruction for English Learners

23. ELD Progress Monitoring Resources to support DDI: Slide 2 of 2 Elementary Assessment Recommendations: Formative Assessment (evidence of learning while instruction is underway): Daily, weekly, and unit assessments Interim Assessment (how well students are meeting medium term goals): SBRC, SLOs (writing/speaking prompts scored with WIDA Interpretive Rubric) Summative Assessment (language proficiency level growth): WIDA ACCESS Secondary Assessment Recommendations: Formative Assessment: Daily and weekly assessments Interim Assessment: Secondary PBTs and leveled writing and speaking prompts aligned to SLOs (available for grades 6-12 on Schoology); recommended that one prompt be administered at the end of each quarter to guide instruction for the following quarter. Summative Assessment: WIDA ACCESS

24. Observation & Feedback plan Deep Planning: Required Elements Be sure to include these elements when crafting your Obs/Feedback Plan: • Alignment with UIP Major Improvement Strategies, Professional Development Plan, and DDI Plan • Define plan to communicate expectations to teachers and ILT at the beginning of the year • Schedule formal and informal Obs/Feedback cycles for the school year including how observers will be able to follow up on and progress monitor the shifts to instruction made in response to assessment data and data team meetings* • The roles and responsibilities of members of your ILT and regional partners. This includes your plans for developing your Teacher Leaders (e.g., providing feedback on the Obs/Feedback sessions they conduct for teachers) • Structured protocol for preparing, observing, providing feedback, and identifying and tracking action steps. • How your approach will prioritize specific students groups to eliminate persistent academic and opportunity gaps • Utilize Whetstone to track and communicate observations and feedback, including action steps. *Note: LEAP requires at least one full and one partial observation, with the results from at least one observation entered in the system prior to midyear conversations

25. Discipline Plan Deep Planning: Required Elements While a culture plan is not required, it is important to think about the proactive strategies your school will have in place to address student behavior. In addition, per Article 18 of the DCTA Master contract, and Board Policies JK and JK-R, in alignment with DPS’s commitment to restorative practices, all schools must have a Discipline Plan in place that includes: Restorative practices with meaningful training and support for teachers made available. Identified Tier 1, Tier 2, and Tier 3 support components. Descriptions of roles and responsibilities of different staff members in enacting the plan. Annually, the School Leadership Team (SLT) will collaborate with the principal on the design and implementation of a prevention, intervention and discipline plan. The principal shall submit the plan for review to the CSC and faculty at least annually to ensure its effectiveness. The plan will be presented to teachers and staff at the beginning of each school year in person.

26. Early literacy plan* Deep Planning: Best Practices C&I has created several examples (for TNLI schools, non-TNLI schools, schools with academic gaps, and schools with a lack of alignment between Istation and CMAS scores) that illustrate how to incorporate a variety of early literacy strategies into your UIP (link to resources). Schools that score Red on any literacy measure on the DPS SPF should review these examples for additional ideas on how to improve practices when updating their UIP.* This is highly recommended for all other schools. Best practices to consider when crafting an Early Literacy Plan: • Alignment with Summer PD (for teachers, ELS and school leaders) • Use of allocation of Mill Levy funds to support your priorities • Relationship with Professional Development plan • Relationship with DDI plan • Relationship with Observation/Feedback plan *required only for schools that score Red on a literacy measure on their SPF.

27. Master Schedule & School Calendar Deep Planning: Best Practices Your Master Schedule and School Calendar play a critical role in maximizing learning for all students and enhancing collaboration among staff. When developing your Master Schedule and School Calendar, be sure to consider: • How best to structure your master schedule to support the priorities identified in your Unified Improvement Plan (UIP). • District academic content area guidelines outlining best practice for the amount of time that should be devoted to literacy, math, science, social studies, ELD, physical education, and the arts. • The expansion of post-secondary course offerings and college/career readiness experiences for students. • The importance of dedicated time for math interventions to ensure all students are meeting grade level expectations. • Scheduling needs for ELLs and special education students. • Where your innovation plan may allow additional flexibility. • Additional time needed for data meetings, observation/feedback and coaching. • Most effective use of professional development days to facilitate adult learning. • Use of district PD days and staff time. • How to maximize collaborative planning time.

28. Master Schedule & School Calendar Deep Planning: Requirements In addition to best practices, all schools need to ensure the following have been addressed before finalizing their Master Schedule & School Calendar: State regulations: minimum pupil/teacher contact time and nutrition services requirements Denver Classroom Teacher Association Contract Requirements: minimums for non-student contact time, planning and collaborative time, and lunch (link to specific guidance) DPS requirements for minimum work days for certificated staff (link to specific guidance) Specifics related to communicating school calendars: Please use this linkby August 9 to share back to school nights, family conference dates, and when you host your weekly ILT meeting. If your school calendar will deviate from the district calendar, please access the editable version of the calendar available on this page and modify it to reflect the calendar for your school (note a Spanish version is also available on this webpage). Please post the file on your website and email it to your Regional Instructional Superintendent.

29. Resources & supports available General Resources Supportand coaching from Regional ISs, Partners, and Partners from Academic Departments (e.g., C&I, SEO, ELA, ARE, etc.) Strategic School Planning (SSP) website on the Commons • Includes annual cycle, planning templates, examples, and additional resources UIP Resources • Includes UIP Handbook, Timelines, and Link to CDE Online Tool DDI Resource website • Includes definitions, resources, protocols, and relevant links Graduation Requirements Toolkit High School Procedures Guide SLO Resources • Includes background information, resources, and model SLOs LEAD Development Guide • Suite of learning opportunities, job-embedded experiences, and resources that support the development of competencies outlined in the LEAD School Leadership Framework Teacher Leadership & Collaboration – Yearlong Scope & Sequence Planning resources to support new teacher coaching cycles: • DPS Playbook for Early Career Teacher Success • Coaching and Scoring Guidance Document

30. Resources & supports available Cont. Equity-Based Resources Supportand coaching from Regional ISs, Partners, and Partners from Academic Departments (e.g., SEO, ELA, etc.) Tailored and responsive supports for Intensive-Tiered Schools • Use this link to view services prioritized by departments • Specific school customized supports are available from departments for Intensive Tier schools. Reach out to Laura_Cotsapas@dpsk12.org if your school has a specific support need for the upcoming school year. Whole Child survey results(click Resources > Whole Child Resources > WC School Reports) Whole Child resource bank Discipline Plans: • Additional information, including example discipline plans and a discipline checklist, are available here. • Questions?: Barbara_Downing@dpsk12.org or Lisa_Pisciotta@dpsk12.org SPF Equity Indicator& Academic Gap Resources website CMAS, READ Act, and P/SAT results, by student group ACCESS results

31. Key Dates & Upcoming Events

32. Strategic School Planning Key Dates

33. Strategic School Planning Other Events to Consider

34. Appendix

35. 2019-20 District Calendar Key Information The district calendar is available in multiple languages at this website. Classes for most DPS schools start August 19. Classes for most DPS schools end May 29. Students and educators at most DPS schools are off for full weeks at Thanksgiving, Winter Break and Spring Break. While this calendar applies to most DPS schools, some schools — district-run, including innovation, and charter — may have slightly different schedules. Please note new Guidance on Religious Holidays is now available

36. Deep Planning: How the essential outputs Come Together with your ILT