CCHS 2021 Instructional Program Review

What An Instructional Program Review Is

Purpose of this Process
The Cañon City School District believes by taking an in-depth look at each of its schools on an annual basis, through the lens of what it collectively strives to achieve as an educational system, it will identify opportunities for improvement and growth to assist schools in more effectively reaching their goals.

As we have created this vision for ourselves, we also believe we have the capacity within ourselves to conduct this process in a fair and equitable manner.

Plan for Implementation
Building site reviews take place each school year prior to Spring Break, with the goal of reporting results back to each staff and each school community by the end of each year.
In preparation for an annual review, each school leadership team prepares by creating a collective self-reflection of the agreed upon rubric. The Compass Committee, comprised of students, staff, parents, administrators, board members and key community leaders, appoints a review team to consist of the superintendent of schools, the assistant superintendent of schools, a selection of appropriate directors, at least one school principal (not assigned to the school being reviewed), a group of appropriate instructional coaches/coordinators, staff, and students. At least one board of education member will also participate in each site review process.
Site reviews are conducted over the course of a full school day and include opportunities for staff to present information and artifacts to the visiting team, as well as opportunities for the visiting team to observe live instruction.
Official results are formally reported to each staff and school community by the superintendent and assistant superintendent of schools after the Compass Committee approves them.

Each certified staff member will use their school’s final rating as a collective measure on their personal evaluation in lieu of their School Performance Rating if they so choose.

The 2020-21 Compass Committee consisted of the following members: George Welsh, Adam Hartman, Tim Renn, Bill Summers, Jesse Oliver, Marne Autobee, Kelly Albrecht, Jessi Hamilton, Karen Sartori, Brian Zamarripa, Scott Morton, Garrett Olguin, Jamie Eads, Ryan Brown, Mark Peacock, Larry Oddo, Ashley Smith, Brian Turner, Brad Rowland, Hope Kolman, Sean Williamson, Mary Kay Evans, Kelli Jones, and Beth Gaffney.

Our Profile of a Graduate

Section I-Focus on Climate, Culture, Vision and Purpose

Self Reflection
Capstone was largely a success. Those processes that needed to be updated and improved are in the process of being fixed. Our Diversity and Inclusion program is groundbreaking and being followed by other schools.

Reviewer Comments:

I think that CCHS has done a good job of addressing these areas. It is clear that the building has put forth effort to make sure that the climate, culture, vision, and purpose. I think that with the COVID pandemic, it makes it much more difficult to reach all students. There are always opportunities to improve in these areas and I encourage the building to continue to do so with both staff and students.
The staff in this school is positive. They are excited to work with kids. They are really working to include parents in what is happening with their kids. Even new staff seems to be happy with being here.
The school's vision and desired traits are well communicated and integrated throughout the curriculum and overall culture. The climate is one of innovation, academic challenge and support.
This was presented and impressive. How are instructors engaging students in the classroom and what would we be expected to see?
Well articulated. Still somewhat difficult to see how this is showing up in the classroom, but the intentions are clear.
CCHS has a staff driven and adopted to culture that has been built over time. They have worked hard to ensure that staff and students are aware of and accountable to this vision.

The Class of 2020's pandemic graduation--we held two separate graduation ceremonies, social distanced and wore masks

They are on a great trajectory with this standard but still have room for growth. The vision and culture are established and communicated, and while it is clearly evident in pockets I'm not sure we would have been able to identify it if we had not seen the presentation and read materials. I do believe that teachers have been taking risks and are trying new things and that the school will continue to move with this positive trajectory where we will continue to see more progressive educational opportunities offered to all kinds of learners.
They are stronger in the adherence to their chosen culture than they indicated on their self-assessment. Student success is well defined in the form of the capstone requirements and the process by which it is implemented. The 85% capstone completion rate as of the end of January is incredible, and the plan to allow students who need to refine their projects is strong.
CCHS has done a fine job focusing on the skills and traits and school culture. Staff have embraced the work and it is observed through peer to peer interactions, student to staff interactions, and the allocation of resources to promote these efforts.

Compass Comment
CCHS has a crystal clear vision and culture. The school does some of the best work the district has observed focusing on the adopted traits and skills. The entire school culminating experience through capstone is built around this. In the future we would like to see evidence of work to develop them beyond this 12th grade level capstone experience.

We also acknowledge the staff’s tremendous effort to promote tolerance. In the future, we would like to see data measuring whether this outstanding effort is trickling down to how students actually experience the school.

Section II-Focus on Student Health and Social-Emotional Wellness

The building evaluation team listened to the introductory presentation provided by Mr. Bill Summers, the CCHS principal

Self Reflection
We lead the district in threat assessment, automated student warning through technology, and response protocols for crises.

Reviewer Comments:

Although we weren’t able to view a portion of these in our observations, I am confident that CCHS has done a good job of addressing each of these areas.
The school puts a lot of work into students' social emotional well being. Mindfulness is tough to do during these times, but I’d like to see more of the mindfulness exercises come back.
Strong emphasis on health and wellbeing evident at CCHS.
Can teachers explain the MTSS process?
The course options alone intone a high emphasis on social-emotional wellness. Additionally, BIMAS, HKCS, and the counseling department efforts are positive and obvious.

CCHS has done a great job of incorporating the bimas screener, and they have incorporated staff and students' mindfulness. Students are screened and cared for at a quick rate and the response to crisis situations of students is prompt and impactful.

Safe2Tell and Gaggle are effectively used. Student surveys indicate pupils feel generally safe on campus and they have caring adults they can turn to when in need.
This may be the school's absolute strength in 20-21. This has been a difficult year, and the school has met the challenge and done their best inside the limitations presented to them to support students in crisis.

Compass Comment
The general climate and student experience at CCHS is evidently positive. CCHS has been a statewide leader when it comes to screening students and responding to the social-emotional needs indicated by results. Healthy Kids Colorado Survey results indicate great strides have been made in many areas we were once concerned about.

The building MTSS process is strong. Moving forward, we would like to see evidence that all teachers are aware of how to access it.

We see the great actions adults are taking regarding bullying cessation. We would like to see this quantified as to its actual impact on the condition of students.

Section III-Focus on Innovative Instruction

PCC-Fremont Dean Mark Peacock, a member of the building evaluation team, visits a welding classroom taught by Mr. Daniel Vinci

Self Reflection
Our project-based focus in continuously improving--the Capstone process was this year's triumph. We are ever-working on our instructional leadership protocol and the inclusion of parents in our curriculum development.

Reviewer Comments:

In regards to innovative instructions. I think that CCHS has done a good job of addressing these areas. However, I do think that there are areas that can be improved. Instructionally, teachers are using the available technology, however, in what was observed, they are using it in a functional way to complete general tasks. I did not see any innovative use of the technology. This could very well be a result of COVID restrictions and stresses put on the process of teaching.
Most instruction that was observed was a more traditional sit-and-get style. This is most likely due to COVID restrictions.
Please make sure to continue looking at the SAMR model in how the technology is being used with the students. Have those conversations with teachers as they can then reevaluate their lessons that they have already taught and the ones that they will teach in the future. Teachers should strive to reach the different levels in their technology use: Substitute, Augment, Modification, and Redefinition.
I think as we roll out SAMR we will see teachers better utilize the technology. It seems as though most teachers are still using substitution and augmentation. Technology will continue to be a moving target.
CCHS has gained a reputation for being one of the most innovative high schools in the state. PTech, capstones, internships, CTE, ... CCHS is showing all of CO what is possible in rural districts.
Many opportunities seen for students.

The cohorts and small class sizes seem to have significantly reduced student engagement. This may be because the instructional innovation is somewhat limited during COVID.
CCHS has done a great job expanding programs and opportunities for students at CCHS. Students are challenged to pursue a passion and follow a course of study that impacts the future.
In more traditional course offerings like math and language arts, we did not see much in the way of innovative instruction or the PBL approach. The focus on the Capstone may be an avenue through which leadership can get teachers on board with this, however the focus on the end product is taking away from the process of providing instruction that is more student driven rather than teacher driven, that is truly blended learning, and that leads to more critical thinking and student engagement.
The Capstone process provides evidence the school measures student development of targeted traits and skills. The established pathway system guarantees students get to tilt their learning toward their personal interests.
CCHS has made incredible gains in its goal to promote more relevant options to students that are interesting and engaging. I remain curious to the extent that students who are not in the top 10 percentile according to PSAT/SAT are being supported through tier 1 to grow academically according to longitudinal data.

Compass Comment
The CCHS culminating capstone experience is simply outstanding and the fact the school was able to pull off Capstone for All in this pandemic year is a testament to excellence and tenacity.

Once again, we encourage the staff to continue to expand project based learning opportunities focused on the traits and skills beyond this major capstone experience and into all other grade levels.

Section IV-Focus on Equity of Opportunity

The CCHS JROTC Rifle Team practices for the national championship competition

Self Reflection
We have actively removed scheduling gate-keeping for all upper-level courses. Our CDIP funds are used to pay for all student certification exams. Our percentage of FRL students taking Honors or AP courses is commensurate with their percentage of the general population.

Reviewer Comments:

It is evident that CCHS has done a lot to ensure equity and opportunities for students. They have identified the areas that they would like to improve upon but overall, they have done a great job of continuing to strive for more equity and opportunities for the students.
Doing a great job with this. The statistics were very interesting. I appreciate that there is a focus on making sure kids know all paths are important and are equally as rigorous.
Proud of CCHS efforts to ensure students of all backgrounds and abilities have access to opportunities.
It's possible to be involved in many different activities. That is very valuable to some people

This school actively pursues areas of improvement in this area. Equity is a central focus here.
CCHS has a wide variety of programs and activities available for students, students have the ability to pick a path and find courses that are impactful to them.
I'm glad to see that students have plenty of time in their schedule to still take advantage of all types of classes even with the Pathways.
Good display of data showing free and reduced student participation in advanced classes. Very much appreciate the philosophy to elevate the value of ALL courses of studies.
Right track.

Compass Comment
There is an explicit focus on equity of opportunity at CCHS, and this is truly appreciated.
We recognize more students are extended the opportunity to take more advanced classes.
Though it is clear the school is working to remove barriers to participation, in the future we would like to see evidence this effort is resulting in more disadvantaged students actually taking advantage of such opportunities that were traditionally closed to them.

Section V-Focus on Opportunities for Learning Experiences

SystemsGo students, under the guidance of Mr. Dave Laughlin, ready their rocket for a launch trip in Texas

Self Reflection
We have more extended day programs than any school in the district by a considerable amount. The capstone allows students to take a risk and learn what they are passionate about. The internship program is mandated for all and focuses on real-world education.

Reviewer Comments:

The school has done a good job of providing ample opportunity for learning experiences. I have seen a lot of classes that have a small number of students (above the restrictions of COVID) and I wonder if the number of students that are required for a course to “make” is set too low? I am all for providing as many learning opportunities for students as we can. Just wondering if we are actually hurting the integrity of these courses as a result of the small number of students that are taking them.
Outstanding focus on real world application and job ready skills.
I'd like to know more about the internship opportunities and programs.
There are lots of opportunities for kids in the building. At the same time, the school needs to make sure the consistency of quality remains a focus.

CCHS has done a good job of providing growing opportunities for learning and growing. The number of courses and paths that are available is great.
This is an area of strength, thanks to the outstanding intern and apprentice program, broad-based opportunities for students to participate in activities, and the culminating capstone experience definitely allows students to pursue their passion and work/learn outside the walls of the schools.
CCHS has made incredible gains in its goal to promote more relevant options to students that are interesting and engaging. I remain curious to the extent that students who are not in the top 10 percentile according to PSAT/SAT are being supported through tier 1 to grow academically according to longitudinal data.

Compass Comment
The Compass Committee recognizes many traditional experiences simply could not be offered to students because of COVID pandemic restrictions. Despite this, many terrific experiences remained open to students.
In the coming year we look forward to seeing the many opportunities for learning and enrichment CCHS is known for returning, as circumstances return to normal.

Section VI-Focus on Effective Assessment Procedures

Self Reflection
We are still working to move from a traditional formative assessment to a student-centric performance base assessment, but have developed a considerable Capstone process that leads the way. Also, out TOP program allows the rest of the school to learn what PBA parameters work best.

Reviewer Comments:

We were not able to see a lot of assessment practices so I will default to the buildings rating. One thing we did notice was that for the classes that were giving assessments, the students that were in the other cohort had work days.
Implementation of capstone has been impressive with advisors, mentors, and a community involved with feedback at multiple steps.
Many parts here were not observable today. I'm sure it's happening in places.
Effective assessment practices drive instructional decisions. I’d like to see increased evidence of this going forward.
We saw several examples of traditional summative assessments today but did not see much informal formative assessment--it's probably happening but we just didn't get to see it in this snapshot today.
CCHS has done a good job on offering students a variety of ways to demonstrate why they have learned. Teachers are doing a good job assessing students in a variety of ways.
Would like to know more about how teachers use assessment data to engage students in student-centered growth targets.
This is hard to rate due to not having observed the more traditional data sets (PSAT/SAT, common assessments, benchmarks).

The CCHS Drama and Choir departments team each year to put on a highly anticipated Spring Musical

Compass Comment
Canon City High School measures traits and skills better than any school in the district. Capstone for All is the major way students show what they have learned in non-traditional ways.

Still, we encourage the staff to offer more opportunities for project based learning outside of the capstone process.

We also offer kudos to efforts along the lines of the SELF Expo in allowing students to display what they have learned.

CCHS students visit Monarch Ski resort during their 3rd annual ski trip

Section VII-Focus on Improvement of Instruction and Learning

Self Reflection
PD was traded this year for teacher sanity and work-time. This effectively scaled back the amount of PD provided and reduced the overall impact of a positive PD program.

Reviewer Comments:

Was not observed in our walkthroughs. Will default to the building scores.
Good support and coaching of new teachers.
CCHS is doing a good job offering multiple classes to students, they are working on and pushing teachers to focus on different areas of instruction.
My ratings on this standard were actually higher than the school's rating. I believe that the school has done what is within their control to provide varied professional development. I have personally observed new PD opportunities provided to SpEd staff through CCHS staff that have not been offered in the past; and were not mandated or required by central office staff. The school exhibited great initiative in SY 20-21 in the area of PD.

Brooke Watley and Logan Williams earned the right to compete at the Marshall Brennan Constitutional Literacy Project Moot Court Competition. Brooke went on to become the 2021 National Champion!

Compass Comment
The CCHS staff has accelerated its effective use of technology tools to support education and engagement in learning. We encourage staff to take greater advantage of technology based professional development and we are interested in the future to see to what extent technology tools will be used to increase student engagement if they are no longer as much a necessity as they have been during the pandemic.

We recognize COVID circumstances made it difficult to conduct professional development because of the need to keep staff safe and cohorted. In the future, encourage the school to pick up where it left off in driving staff growth forward.

Section VIII-Focus on Support for Positive Student Behavior

Self Reflection
Our overall discipline this year was significantly lower than previous years due to COVID. We still focused on mindfulness and inclusive remediation. Mr. Cline has done an amazing job of providing data trends for our use in making decisions and informing parents of their students' progress or lack thereof.

Reviewer Comments:

CCHS has done a good job with this.
CCHS done a great job of ensuring that student background and voice is both valued and celebrated, this helps overall student behavior and attitude
The building has a nice feel--students are well behaved, compliant, and respectful. This says a lot about the culture of the building-- have been in other high schools where I felt uncomfortable and I never felt that way today.
CCHS students appear to be comfortable in their school. This tells me that they feel safe and welcomed. Staff also appear to love their students. This is great to see!

Compass Comment
Several years ago CCHS was at the forefront of adopting staff and student mindfulness practices in the district.
However, we saw very little evidence of its use on campus during our visit.

We recognize there may have been limited need for applying such practices this year, as students have generally been attending in smaller numbers and this may have been more manageable for adults.

Section IX-Focus on Resource Acquisition and Maintenance of a Safe Learning Environment

CCHS students, Hope Kohlman and Sean Williamson, were selected to join the building evaluation teams at multiple schools throughout the district

Self Reflection
The BEST grant, CDIP funds, the RISE grant, Carl Perkins, the Gates Family Foundation grant are all examples of funding that has been used to improve the school environment and opportunity.

Reviewer Comments:

Overall very good in this area. I did notice that staff are still using dated materials (textbooks, scanned documents, etc.)
Significant, recent investments into instructional technology and school safety. Solid training of teachers in this technology prior to COVID ensured CCHS was as prepared as anyone could be for remote learning.
CCHS clearly does tremendous work targeting and acquiring outside support for resources. Well done.
CCHS has done a phenomenal job seeking out and receiving grant dollars that were not previously available to them. This additional resource has allowed them to grow opportunities for students to be engaged in new and challenging opportunities.
For a low funded district in a small rural town, we are able to offer incredible things that you would expect to see in much bigger districts that receive much more from the state thanks to the good (and difficult) work you've done here.
Acquiring resources beyond what the district office provides is a definite strength!
The CCHS administration advocates relentlessly for resources they believe promote their goals. The administration also puts in the extra efforts to acquire additional resources through grants. This is a standard for which the administration deserves recognition.

Compass Comment
In recent years CCHS has tremendously leveraged resources outside of what the district provides.
During our visit we saw evidence of staff use of outdated resources. However, we understand this is an issue of responsibility at the district level, as the central office must do more to ensure all curriculum resources are current.

Regarding facilities, we encourage the administration to go through the building from the standpoint of conducting a final punch list as if the building were brand new.

We especially encourage cleaning up the worn lockers in the oldest parts of the school, and hope progress can be made on upgrading parking lots.

Finally, we recognize there were some parent engagement limitations due to COVID-19, though based on parent surveys, it is clear they are pleased with the way the school communicates important matters.

Final Rating and Next Step Recommendations

Cañon City High School’s final rating for 2021 is 89.54%. This lands the school strongly in the Effective category.

The Compass Committee recognizes Cañon City High School may be further along the path than most district schools at aligning its work to the district’s vision, mission, core beliefs, and attainment of its graduate profile skills and traits. Two years ago CCHS piloted the use of this for the first time, and the CCHS staff and its leadership have been very involved in defining this work.

As a result of this review, the Cañon City Schools Compass Committee suggests the following areas of focus to further improve student learning outcomes:

Through administrator observation of lessons and feedback offered to teachers, emphasize the fundamentals of high-quality instruction by ensuring every teacher adheres to the district’s adopted Three Pillars of Instruction on a daily basis. This will ensure every lesson aligns with the curriculum, is taught in an intentional manner, engages all students in learning, and measures student acquisition of the concept.
Though there is much to be proud of about the first-year implementation of the Capstone for All process, refine it based on lessons learned this year to ensure it effectively targets the development of district-adopted traits and skills and to ensure ALL students are supported to be successful in its completion.
Initiate a high-quality blended learning program that allows students to learn remotely as appropriate, while also allowing them to participate in the great in-person learning programs and opportunities CCHS has to offer. Lessons learned during the COVID pandemic indicate many students and their families desire such opportunities, and we can effectively address their learning needs through such a model.
In the 2021-22 school year Cañon City High School will receive an additional $333 per student allocation, thanks to federal ESSER III funding. A preliminary proposal was submitted to the district in April 2021 to guide how these dollars will be invested to keep the doors to the school open, catch students up on learning opportunities lost as a result of the COVID pandemic, and drive innovative education opportunities forward in alignment with our district vision, mission, core beliefs, and adopted traits and skills. Please review the feedback the district has offered and submit a revised plan for approval, then see each initiative through to successful implementation for the benefit of student learning.