CCMS 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.
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
SOAR is our staff designed, implemented, and adhered to culture. Six years ago this staff undertook the design of a positive behavior program at CCMS and it is still in place and used by all grade level teachers as well as support staff. We have a weekly focus for students on one of the pillars of SOAR and teachers reference back during lessons and behavior interventions to this focus. Students are rewarded with cards they can trade in for items at our student store, in addition, students are rewarded at the end of each quarter if they achieved all 4 levels of SOAR with a trip.
Traits and Skills are integrated into our 6th-grade Technology platform with students working on words each week, they are embedded in learning targets in both the 7th and 8th grades when appropriate and we have a daily check for a Trait and skill during announcements. More work will be done with this once we are on a more traditional schedule during the Advisory group.
Parent engagement this year has been much different, we have worked with staff members on communication in students learning through IC, phone calls, web-based meetings. We held parent-teacher conferences both in person by appointment where we targeted the most at-risk and needy students to come in with parents for a face-to-face meeting this year. We have parent representation on our CEI team (also an employee) and have shifted our PTO meetings to a virtual google format; this change actually increased the number of parents who attend and who are engaged, they do not have to leave the house and can participate while being at home. We have also published help links for our parents revolving around e-learning this year.
Parent engagement in our mission and vision has not been present, our mission and vision were designed by staff four years ago and has not been changed since that point.
SOAR is our staff designed, implemented, and adhered to culture. Six years ago this staff undertook the design of a positive behavior program at CCMS and it is still in place and used by all grade level teachers as well as support staff. We have a weekly focus for students on one of the pillars of SOAR and teachers reference back during lessons and behavior interventions to this focus. Students are rewarded with cards they can trade in for items at our student store, in addition, students are rewarded at the end of each quarter if they achieved all 4 levels of SOAR with a trip.
Traits and Skills are integrated into our 6th-grade Technology platform with students working on words each week, they are embedded in learning targets in both the 7th and 8th grades when appropriate and we have a daily check for a Trait and skill during announcements. More work will be done with this once we are on a more traditional schedule during the Advisory group.
Parent engagement this year has been much different, we have worked with staff members on communication in students learning through IC, phone calls, web-based meetings. We held parent-teacher conferences both in person by appointment where we targeted the most at-risk and needy students to come in with parents for a face-to-face meeting this year. We have parent representation on our CEI team (also an employee) and have shifted our PTO meetings to a virtual google format; this change actually increased the number of parents who attend and who are engaged, they do not have to leave the house and can participate while being at home. We have also published help links for our parents revolving around e-learning this year.
Parent engagement in our mission and vision has not been present, our mission and vision were designed by staff four years ago and has not been changed since that point.
In March CCMS staff and students celebrated the opening of the remodeled 1925 building section and new addition with a ribbon cutting ceremony. Grounds work will continue throughout the summer os 2021, with project completion currently scheduled before August 1.
Reviewer Comments
- The culture is self-created by the staff, from two former models. Staff surveys indicate there is broad-based support for it. Survey shows staff understands core beliefs. Not a ton of evidence of them being purposely instructed. I'm not seeing explicit effort to promote tolerance on campus.
- CCMS has a warm climate and a consistent vision. It's nice to see that even THIS YEAR the building has maintained a student-friendly, welcoming culture.
- SOAR programs are evidence that this is effectively being done.Appreciate the flexibility shown by the CCMS staff to make the year work.
- Appreciate that the staff developed the school's culture.
- There is a positive trend in BIMAS data.
- The tolerance program is more reactive than proactive, passive versus explicit.
- Significant decrease in referrals and suspensions--nice work! Implementation of ATS and 2 x 10 structures have made a difference. AP has been very reflective when looking at the historical discipline data. AP monitoring the Teacher Documentations to identify the "high fliers" and meet with the students prior to them receiving a referral.
- DMC is the operational team at CCMS. Certified and classified voice is encouraged through committees and PLC.
- SOAR has allowed a common language for the staff and students. It is a token economy allowing incentives for students. The staff agrees that the building is heading in the right direction under its current leadership. Kudos to you!
- Many of the classrooms had visuals of the Traits and Skills and a couple even had them in their Learning Targets. It is quite apparent this staff believes in the mission/vision of this school and they are all working toward providing excellent educational opportunities for kids.
- The classrooms felt good--warm and welcoming and kids were respectful and well behaved. All of the classrooms I went into had a trait and skill focus for the day and they were different for each class.
- SAT- data team.
- PLC- assigned or elected committee members
- Staff empowered to make decisions and assume leadership roles.
- Develop behavioral and mindfulness programs to meet the needs of staff and students
- Adults were cut in half based on COVID restrictions
- Consistent problem-solving with scheduling to create an online cohort- gave up team plan. Demonstrates staff adaptability.
- Kagan training-common language and training
- Co-taught sped and intervention classes
- SOAR Program
Brandy Price teaches students on the first day of school in the new 8th grade wing.
Compass Comment
CCMS has a strong self-created culture that is highly supported by staff, students, and families. We appreciate that some classroom teachers are incorporating references to the district-adopted traits and skills in their learning targets. It would be helpful if there were more evidence that instruction is offering opportunities for students to delve deeper into these. Though by all appearances the school has few issues related to tolerance, we feel the school needs to explicitly promote it because a lot can happen between middle school students on a middle school campus that never comes to the attention of adults.
CCMS has a strong self-created culture that is highly supported by staff, students, and families. We appreciate that some classroom teachers are incorporating references to the district-adopted traits and skills in their learning targets. It would be helpful if there were more evidence that instruction is offering opportunities for students to delve deeper into these. Though by all appearances the school has few issues related to tolerance, we feel the school needs to explicitly promote it because a lot can happen between middle school students on a middle school campus that never comes to the attention of adults.
Section II-Focus on Student Health and Social-Emotional Wellness
CCMS offers a wide variety of Life Skills class led by master teachers such as Cortney Richardson.
Self Reflection
CCMS has utilized multiple surveys this year to check in on the mental health of our students. BIMAS, HKCS, Youth Truth were the three major surveys that we used this year to measure how our students are doing. We used this data to triangulate students’ needs and supports that are put in place through our counseling department. We have also used this data to plan for future support through the CEI grant and to enhance our current programs
Our MTSS process is well established and this team meets in a PLC-style community to address the needs of students who are brought to the team. Our MTSS team is composed of members of each grade level as well as our SPED Case manager who spearheads the team. This team builds APAS plans in Alpine that are implemented by the grade level teams to help support those students.
CCMS has utilized multiple surveys this year to check in on the mental health of our students. BIMAS, HKCS, Youth Truth were the three major surveys that we used this year to measure how our students are doing. We used this data to triangulate students’ needs and supports that are put in place through our counseling department. We have also used this data to plan for future support through the CEI grant and to enhance our current programs
Our MTSS process is well established and this team meets in a PLC-style community to address the needs of students who are brought to the team. Our MTSS team is composed of members of each grade level as well as our SPED Case manager who spearheads the team. This team builds APAS plans in Alpine that are implemented by the grade level teams to help support those students.
Reviewer Reflections:
- There has been a concerted effort this year to focus on more mindfulness practices. I think the virtual pep assembly was a genius idea! We appreciate that the district's core beliefs are being used to guide the work of the MTSS team.
- It appears that the CCMS counseling staff has been very nimble in leveraging their skills and resources to meet the SE needs of their students during this challenging year.
- The MTSS process at CCMS is second to none. The building has done a great job of adapting to COVID restrictions.
- Applaud the vision to implement preventative SEL education, but it doesn't seem to be robustly in place yet.
- Love the idea and execution of a virtual pep assembly and field day!"
- One of the UIP goals applies to mindfulness and social-emotional learning. All students got CHOICES class this year. Mindfulness PD has been offered. Use of PULSE for teacher mental health support. Counselors split kids between them. Noticed a difference by not offering a 6th-grade orientation; provided a mini-orientation to each 6th-grade cohort in November to catch up with those students. 2 x 10 program is interesting to increase relationship-building. Nice to see a "cozy corner" provided for students. Shared a lot of important data. Nice to see that the counselors are looking at data and responding to it (via PD, counseling groups, grade-level meetings, even during teacher lunches). How are counselors responding to the other counseling domains of academic and career development?
- Students were very fun to spend time with this morning. Saw many students writing responses before sharing them. Many students raised their hands to participate in the discussion. I wonder if there was a Kagan strategy that could have been used to increase PIES in Mrs. Davidson's room.
- BIMAS--negative affect is trending downward. This is positive, especially with all the upheaval schools have gone through."
- There seems to be a lot happening to create as normal of a school experience as possible during these COVID times. They are continuing to focus on how to talk about kids and stay connected even with the loss of PLC time.
- Many pieces, people, and systems are in place to be proactive for helping kids and promoting positive student affect. This is true for student behavior as well which is leading to lower referrals and suspensions--proactive rather than reactive. Additionally, making adjustments for COVID restrictions to maintain this approach as much as possible.
- BIMAS- Youth Truth Survey, HKCS, SOS includes
- Concerns with HKCS data and rise in MH
- The counseling team put a mini-presentation together for the 6th grade to introduce themselves. 50% of students are receiving therapy services due to BIMAS.
- Explicit taught SOAR expectations with 6th-grade cohorts
Compass Comment
CCMS strengths include its MTSS process, SEL screening practices, and the quick reaction administrators and counselors display to reports related to school safety. The school needs to look closely at its HKCS and BIMAS data, as some areas of concern are heading in the wrong direction. The review team recognizes the staff’s hard work this past year with an intended focus on Student Health and Social-Emotional Wellness. HKCS 2020 data, however, notes a significant increase in students' mental health and overall risk level. In light of this, and our first core belief being what it is, the review team would like to see a collective effort made to identify root causes, assess the effectiveness and utilization of building-level personnel/resources, and the implementation of a strategic plan to mitigate such risk levels.
CCMS strengths include its MTSS process, SEL screening practices, and the quick reaction administrators and counselors display to reports related to school safety. The school needs to look closely at its HKCS and BIMAS data, as some areas of concern are heading in the wrong direction. The review team recognizes the staff’s hard work this past year with an intended focus on Student Health and Social-Emotional Wellness. HKCS 2020 data, however, notes a significant increase in students' mental health and overall risk level. In light of this, and our first core belief being what it is, the review team would like to see a collective effort made to identify root causes, assess the effectiveness and utilization of building-level personnel/resources, and the implementation of a strategic plan to mitigate such risk levels.
Section III-Focus on Innovative Instruction
CCMS staff have the expertise to support each other's development, especially in areas such as use of instructional technology.
Self Reflection
This year CCMS teachers have improved, implemented, supplemented, and been very innovative with the delivery of lessons, content, and curriculum. Last year we adopted three brand new curriculums at CCMS and this year was our second year of implementation. At the start of the year, the well-documented technology fails, leaving many contents without access to portions of the digital curriculum, the support or resources needed for work between the online platform and the LMS, and some days any online instruction at all. CCMS teachers did a great job with workarounds, quickly changing LMS platforms from Schoology to google classroom, moving curriculum and resources to a place students could utilize them. The agility, tenacity, innovation reflection, and the desire to be solution-seeking shown in that effort also show our dedication to the district traits and skills.
CCMS staff have been embedding the traits and skills into learning targets last year and this year and they have also been taking positive risks to improve teaching. Gamification, projects and presentation Kahoot, screen castify, live streaming, online class, Voki, and teaching students to use them have been the risks that we have encouraged staff to take to push their craft further. Students take risks through labs, games, choice projects, research, and collaborative work both in-person and online. The innovation to “stream in” to a class while in quarantine was one of the most innovative solutions that we have incorporated this year. This enables students to receive instruction from teachers even when the teachers are not present in the classroom.
Innovation has been the name of the game this year for CCMS, the teachers have done a wonderful job at finding new ways to both engage students and formatively assess where they are in the learning.
This year CCMS teachers have improved, implemented, supplemented, and been very innovative with the delivery of lessons, content, and curriculum. Last year we adopted three brand new curriculums at CCMS and this year was our second year of implementation. At the start of the year, the well-documented technology fails, leaving many contents without access to portions of the digital curriculum, the support or resources needed for work between the online platform and the LMS, and some days any online instruction at all. CCMS teachers did a great job with workarounds, quickly changing LMS platforms from Schoology to google classroom, moving curriculum and resources to a place students could utilize them. The agility, tenacity, innovation reflection, and the desire to be solution-seeking shown in that effort also show our dedication to the district traits and skills.
CCMS staff have been embedding the traits and skills into learning targets last year and this year and they have also been taking positive risks to improve teaching. Gamification, projects and presentation Kahoot, screen castify, live streaming, online class, Voki, and teaching students to use them have been the risks that we have encouraged staff to take to push their craft further. Students take risks through labs, games, choice projects, research, and collaborative work both in-person and online. The innovation to “stream in” to a class while in quarantine was one of the most innovative solutions that we have incorporated this year. This enables students to receive instruction from teachers even when the teachers are not present in the classroom.
Innovation has been the name of the game this year for CCMS, the teachers have done a wonderful job at finding new ways to both engage students and formatively assess where they are in the learning.
Reviewer Comments
- Did not see much evidence of intentional instruction of traits and skills. The flexibility and risk-taking displayed at CCMS this year caused some loss for students, but in overall balance, the fact kids have been able to attend school in person all year far outweighs what was lost. There were many good examples of students having voice and choice, despite COVID limitations. The increased use of gamification to increase engagement is evident. This is a wonderful innovation and happening school-wide.
- I think that CCMS has done a very good job of using technology to provide learning opportunities for students. I do have a hard time rating them as highly effective for this. Even though there are some very good things that are happening, especially with all of the COVID adjustments, there is still room for growth in how the technology is being integrated in the classroom. More work related to SAMR and Blended Learning strategies will help not just CCMS, but all of our school buildings in growing in this area.
- Ms. Miles' instruction is district leading, creative, and ultimately engaging.
- Gamification led by Ryan Brown but encouraged in all classes; seeing more project-based learning.
- Saw many students writing responses before sharing them. Many students raising their hands to participate in the discussion. I wonder if there was a Kagan strategy that could have been used to increase PIES in Mr. Brown's room.
- The math classroom was fun for the students. They were enjoying the Escape Room aspect of the puzzles.
- Engagement is definitely strong at CCMS. I am impressed by the Learning Targets and the types of innovative instruction present. Enjoyed seeing the structure and consistency in Mrs. Davidson's class and the dichotomy of student collaboration in Ms. Day's class.
- I really liked how the teachers are weaving the Traits and Skills into the Learning Targets. Is this an area you are continuing to work on?"
- There was evidence of projects in many of the classrooms. Even in what would be considered traditional content areas like ELA and SS, students were not tied to a text book and a stand and deliver type of instruction. They were working together, using rubrics to complete projects, and using technology. I didn't see much technology being used by teachers and students were using it primarily for creating slides for presentations, so I don't feel I can comment on innovation with Blended Learning.
- We saw evidence of projects taking place. It seems like this is still in the developmental stages for staff.
- Students highly engaged. Multi-modality instructions with embedded technology use. Technology is creative, risk-taking, gamification opportunities, healthy competition in the classrooms, students using apps, etc. Opened up a needs assessment for PD- short, directed PD, staff taking risks
- Blended Learning website in which recordings are saved.
Compass Comment
CCMS teachers generally adhere to the three pillars of instruction, with solid learning targets and excellent examples of engaging learning taking place in nearly every classroom. Of concern is the extent to which the third pillar, formative assessment, is being applied on a consistent basis. We applaud the many project-based activities we observed, and staff use of available technology resources was strong. We especially appreciated seeing the use of engagement strategies such as gamification.
CCMS teachers generally adhere to the three pillars of instruction, with solid learning targets and excellent examples of engaging learning taking place in nearly every classroom. Of concern is the extent to which the third pillar, formative assessment, is being applied on a consistent basis. We applaud the many project-based activities we observed, and staff use of available technology resources was strong. We especially appreciated seeing the use of engagement strategies such as gamification.
Section IV-Focus on Equity of Opportunity
In an effort to ensure no student falls behind, the CCMS staff offers Work Sessions on No School Fridays.
Self Reflection
Advanced and challenging learning opportunities are present at CCMS in both Core areas as well as Life Skill areas. In core classes this year we have pushed in our GATE and Math interventionists, these two support services allow students to be split into smaller groups within the cohort and receive extra support and help. This also allows the core content teacher to work with the rest of the class in a more targeted way so that they can provide differentiated learning opportunities to students.
In Life Skills classes we offer 3 levels of Woodshop, a weightlifting option (when the room opens) band and choir at multiple levels as well as Art and Tech projects. We do not exclude any students an opportunity to be in these classes, if they show interest they are given the chance. This year with our Cohorts this has been much more challenging however we have plans to reintroduce both A/E as well as Advisory classes next year, and this will add to our ability to offer more choices to all students.
Advanced and challenging learning opportunities are present at CCMS in both Core areas as well as Life Skill areas. In core classes this year we have pushed in our GATE and Math interventionists, these two support services allow students to be split into smaller groups within the cohort and receive extra support and help. This also allows the core content teacher to work with the rest of the class in a more targeted way so that they can provide differentiated learning opportunities to students.
In Life Skills classes we offer 3 levels of Woodshop, a weightlifting option (when the room opens) band and choir at multiple levels as well as Art and Tech projects. We do not exclude any students an opportunity to be in these classes, if they show interest they are given the chance. This year with our Cohorts this has been much more challenging however we have plans to reintroduce both A/E as well as Advisory classes next year, and this will add to our ability to offer more choices to all students.
Reviewer Comments
- No pre-requisites for Life Skills classes. Adjustments made to the schedule for this year have actually increased equitable access. As a result, more kids have been exposed to programs that may not otherwise have been.
- It certainly looks like post-COVID the school has plans to open up even more opportunities for their kids when they're able to restore their Life Skills options more fully.
- Student collaboration is well-integrated in much of the teaching strategies witnessed.
- One student in the math class is taking a high school math class. This is still encouraged, which is great!
- I would have liked to see more Kagan structures in place. I saw a lot of group work but there was little evidence of intentional cooperative learning strategies. Because this is a focus for the staff and a lot of PD has been done, I would have expected to see more.
Compass Comment
The team recognizes many challenges were faced by the staff due to COVID, so some opportunities could not be opened to all students. There were many opportunities for students to collaborate, and the school has a strong plan to increase opportunities post-COVID. A certain area of leverage for CCMS is to promote more participation by all students who wish to take part in more advanced or challenging coursework.
The team recognizes many challenges were faced by the staff due to COVID, so some opportunities could not be opened to all students. There were many opportunities for students to collaborate, and the school has a strong plan to increase opportunities post-COVID. A certain area of leverage for CCMS is to promote more participation by all students who wish to take part in more advanced or challenging coursework.
Section V-Focus on Opportunities for Learning Experiences
Every CCMS student has the opportunity to participate in programs like Building Trades, where they design and market a piece of original furniture.
Self Reflection
CCMS offers the following programs this year in a digital format; Student council, National Junior Honor Society, Math Counts, Spelling Bee, Sports, Google meet study halls as well as our newly implemented Friday School. These activities are all designed to help keep students engaged, in a normal year we also offer, Bread club, Art club, Shop club, Chess and game club as well as the Geography Bee, however, those were not implemented this year as they would not function well in a digital environment.
Learning opportunities for students are evident in Core classes and life skills classes. Student choice is a factor in engagement and teachers work hard to ensure that students are given the opportunity to have a voice when appropriate.
Connection to real-life events and careers is evident in classes, teachers make a concerted effort to tie lessons to real-world events and experiences. In addition, we are offering extra support through Friday School, Google Meets after hours for e-learning students in an effort to ensure students are getting the best possible opportunity to succeed.
CCMS offers the following programs this year in a digital format; Student council, National Junior Honor Society, Math Counts, Spelling Bee, Sports, Google meet study halls as well as our newly implemented Friday School. These activities are all designed to help keep students engaged, in a normal year we also offer, Bread club, Art club, Shop club, Chess and game club as well as the Geography Bee, however, those were not implemented this year as they would not function well in a digital environment.
Learning opportunities for students are evident in Core classes and life skills classes. Student choice is a factor in engagement and teachers work hard to ensure that students are given the opportunity to have a voice when appropriate.
Connection to real-life events and careers is evident in classes, teachers make a concerted effort to tie lessons to real-world events and experiences. In addition, we are offering extra support through Friday School, Google Meets after hours for e-learning students in an effort to ensure students are getting the best possible opportunity to succeed.
Reviewer Comments
- No pre-requisites for Life Skills classes. Adjustments made to the schedule for this year have actually increased equitable access. As a result, more kids have been exposed to programs that may not otherwise have been.
- It certainly looks like post-COVID the school has plans to open up even more opportunities for their kids when they're able to restore their Life Skills options more fully.
- Student collaboration is well-integrated in much of the teaching strategies witnessed.
- One student in the math class is taking a high school math class. This is still encouraged, which is great!
- I would have liked to see more Kagan structures in place. I saw a lot of group work but there was little evidence of intentional cooperative learning strategies. Because this is a focus for the staff and a lot of PD has been done, I would have expected to see more.
- Strong effort has been made to keep varied opportunities available to students despite the pandemic. Very strong Friday School work session opportunities. It is very much appreciated how teachers are stepping up to do this work.
- Having the work session Fridays is a great example of providing additional learning opportunities for students beyond the school day.
- The music and shop programs are enriching, full of choice, and engaging. I appreciate that students are allowed to participate in experiences at the middle school level.
- Great that you are using the Friday school model.
- Implementing MTSS during COVID--the staff has done a fabulous job of reaching out to families, students, and staff to provide support where needed. Identifying the challenges and addressing them creatively and collaboratively.
- It's impressive that they have continued to provide things like STUCO, the arts, sports, and virtual pep assemblies. I'm glad to hear that the GT teacher pushes into the classrooms. All students can benefit from this type of instruction. I did wonder if she collaborates and co-teaches with the classroom teacher?
Compass Comment
We applaud the staff for the work it has done to keep as many opportunities for learning open to students as possible despite the pandemic. The practice of offering work sessions on Fridays for students to get extra help is an excellent one, and we encourage it to continue. The life skills programs are extremely enriching and available to all. We encourage the staff to find more ways to weave the development of district-adopted traits and skills into all subjects as it moves forward.
We applaud the staff for the work it has done to keep as many opportunities for learning open to students as possible despite the pandemic. The practice of offering work sessions on Fridays for students to get extra help is an excellent one, and we encourage it to continue. The life skills programs are extremely enriching and available to all. We encourage the staff to find more ways to weave the development of district-adopted traits and skills into all subjects as it moves forward.
Section VI-Focus on Effective Assessment Procedures
A major focus of the CCMS staff has been to grow in ability to use technology to support assessment.
Self Reflection
Students are measured in a variety of ways at CCMS, teachers use formative and summative ways to measure academic success including; STAR, curricular exams, created rubrics as well as formative assessments like checks for understanding, tickets out the door, questioning, and reasoning strategies. Use of Schoology ELA/History/Science/Math/Tech has used rubrics recently for formative assessments, writing assignments, and projects. We use common assessments through the curricular setup with Harrison and in a “regular” school year these are present in life skills classes as well.
Students are given the opportunity to show what they learn through gamification, presentation, group work, and project-based assessments. Students in ELA classes present what they know through poetry competitions as well as doing vocab with body language and acting out of vocab. Teachers also personalize rubrics for students, we use STAR goal setting with ELA and Math and students personalize rubrics and critique each other's work.
This year our plans to include non-educators were stymied by the inability to bring in outside people to the building, however, we would like to bring in carpenters to evaluate woodshop projects. Local artists and musicians as well as begin the search for local writers and engineers to possibly give feedback in core areas.
Students are measured in a variety of ways at CCMS, teachers use formative and summative ways to measure academic success including; STAR, curricular exams, created rubrics as well as formative assessments like checks for understanding, tickets out the door, questioning, and reasoning strategies. Use of Schoology ELA/History/Science/Math/Tech has used rubrics recently for formative assessments, writing assignments, and projects. We use common assessments through the curricular setup with Harrison and in a “regular” school year these are present in life skills classes as well.
Students are given the opportunity to show what they learn through gamification, presentation, group work, and project-based assessments. Students in ELA classes present what they know through poetry competitions as well as doing vocab with body language and acting out of vocab. Teachers also personalize rubrics for students, we use STAR goal setting with ELA and Math and students personalize rubrics and critique each other's work.
This year our plans to include non-educators were stymied by the inability to bring in outside people to the building, however, we would like to bring in carpenters to evaluate woodshop projects. Local artists and musicians as well as begin the search for local writers and engineers to possibly give feedback in core areas.
Reviewer Comments
- STAR DATA shows positive progress in 6th math, 7th ELA and math, 8th math. CCMS has a strong history of using their STAR BOY - MOY - EOY data to really analyze student performance and student groupings and to adjust instruction based on it.
- CCMS makes great use of the benchmarking data provided at the MS level. It would be nice to see more evidence of daily formative assessment data being used to drive the instructional decision-making process.
- The stop-motion film assignment in the technology classroom was completely engaging and allowed choice and creativity. Great PBA.
- Goal setting for common assessment is a great way to allow the student to show agency.
- Data team to place students and work with AE Groups. With no AE, the team develops intervention plans within the classroom. 6 member team.
- We saw a lot of summative and benchmark data but not much evidence of formative assessment.
- The Traits and Skills are present in the classrooms. Often, they are woven throughout the Learning Targets. There is also evidence that students are doing projects that encourage them to understand the Traits and Skills in their own words. I expect that the staff will continue to develop the Traits and Skills for students and find ways to assess them."
- Learning Targets could be written to include the assessment piece by being more specific. The majority of the targets I saw today were rather vague and not necessarily relevant to the day's lesson. This leads me to believe they are not using them as one of the instructional pillars and in meaningful ways with kids.
- Although there were some projects, projects and PBL are two different things.
- I witnessed more traditional formative and summative assessment and did not see ongoing checks for understanding in any of my observations."
- Observed a number of formative assessments utilized throughout lessons.
Compass Comment
The CCMS staff has historically made good use of STAR assessment benchmarking data to drive future instructional decisions. Better application of daily formative assessment practices is a significant area of opportunity moving toward the future. We also encourage the staff to start exploring ways to measure/assess the development of specific traits and skills.
The CCMS staff has historically made good use of STAR assessment benchmarking data to drive future instructional decisions. Better application of daily formative assessment practices is a significant area of opportunity moving toward the future. We also encourage the staff to start exploring ways to measure/assess the development of specific traits and skills.
Section VII-Focus on Improvement of Instruction and Learning
Self Reflection
Our focus on the improvement of instruction this year has been a very fluid and collaborative practice. Teachers were faced with an ever-changing landscape of barriers that they have navigated very well. Teachers did a great job implementing the tech-based streaming platforms, new ways of developing and implementing curriculum when digital platforms were down.
Professional development was focused on teacher need and request this year, teachers were surveyed and coached about the specific professional development that they could provide to others. Staff then had the opportunity to provide input into the specific PD that they would like to see. At the start of the year, teachers contributed to PD with presentations on Kami, PearDeck, Gamification, and behavior management. Growing teacher leaders is a focus for CCMS and we believe that when teachers are given the chance to present their craft and help others grow they also become better instructors.
Our PLC structure is still in place however it is varied slightly. Teams still meet after school 2x a month with representation from each grade level and L.S. to discuss specific areas of improvement for the school. Those representatives then take that information and work back to the rest of the grade level team for support and suggestion. We still utilize our DMC process as well, this is an elected body of representatives from the school who make collaborative decisions on all aspects of the school climate, culture, mission, and vision.
Our focus on the improvement of instruction this year has been a very fluid and collaborative practice. Teachers were faced with an ever-changing landscape of barriers that they have navigated very well. Teachers did a great job implementing the tech-based streaming platforms, new ways of developing and implementing curriculum when digital platforms were down.
Professional development was focused on teacher need and request this year, teachers were surveyed and coached about the specific professional development that they could provide to others. Staff then had the opportunity to provide input into the specific PD that they would like to see. At the start of the year, teachers contributed to PD with presentations on Kami, PearDeck, Gamification, and behavior management. Growing teacher leaders is a focus for CCMS and we believe that when teachers are given the chance to present their craft and help others grow they also become better instructors.
Our PLC structure is still in place however it is varied slightly. Teams still meet after school 2x a month with representation from each grade level and L.S. to discuss specific areas of improvement for the school. Those representatives then take that information and work back to the rest of the grade level team for support and suggestion. We still utilize our DMC process as well, this is an elected body of representatives from the school who make collaborative decisions on all aspects of the school climate, culture, mission, and vision.
It is a common practice for CCMS staff to observe instruction by peers to learn and offer actionable feedback.
Reviewer Comments
- A clear effort has been made to develop teacher leaders and empower teachers to drive building-level PD.
- Excellent PD process: love the teacher-led process and the PD website.
- Loved the Grokspot app that Ms. Miles is using. Excellent reflection tool for teachers/students.
- Kagan PD offered through Kagan-trained staff members; sticky note walkthroughs can be powerful, focusing on the positive. Staff-driven PD schedule. Incentives provided if staff offers training. The SPED team provides their own PD much of the time. Google Site for PD developed by Tanna Miles. They use it to share PD in case someone is absent.
- It is evident that teachers feel supported and encouraged to develop their craft.
- In spite of COVID restrictions, they are still providing PD with their intended goal of using teacher leaders.
- Learning targets could be improved.
Compass Comment
Despite major challenges due to the pandemic, CCMS exhibited strong work toward professional development, both by encouraging building experts to share their knowledge, by creating a web portal to share all such work and by continuing in-person collaborative work on this front. We also acknowledge the outstanding collaborative structures the school has retained through its building leadership and PLC processes. This could serve as a model for the rest of the district. We encourage the staff to continue building on this. The only area we can really offer advice for significant improvement is to begin turning a focus to providing staff with PD related to supporting parents in the support of their child’s learning.
Despite major challenges due to the pandemic, CCMS exhibited strong work toward professional development, both by encouraging building experts to share their knowledge, by creating a web portal to share all such work and by continuing in-person collaborative work on this front. We also acknowledge the outstanding collaborative structures the school has retained through its building leadership and PLC processes. This could serve as a model for the rest of the district. We encourage the staff to continue building on this. The only area we can really offer advice for significant improvement is to begin turning a focus to providing staff with PD related to supporting parents in the support of their child’s learning.
Section VIII-Focus on Support for Positive Student Behavior
CCMS students are consistently rewarded for positive academic achievement and behavior.
Self Reflection
SOAR is our staff-developed climate and culture package that deals with all student behaviors in a positive and non-exclusionary manner. Students are faced with a common language from staff members, weekly focus on behaviors. CCMS has a well-established behavior matrix that is applied to all students equally regardless of socioeconomic status, background, or ability level. Student behavior is communicated to parents with phone calls, emails, IC messages as well as up-to-date and open parent portal information.
These all ensure parents are up to date about student behaviors and performance in an attempt to ensure parents are partners, not adversaries.
SOAR is our staff-developed climate and culture package that deals with all student behaviors in a positive and non-exclusionary manner. Students are faced with a common language from staff members, weekly focus on behaviors. CCMS has a well-established behavior matrix that is applied to all students equally regardless of socioeconomic status, background, or ability level. Student behavior is communicated to parents with phone calls, emails, IC messages as well as up-to-date and open parent portal information.
These all ensure parents are up to date about student behaviors and performance in an attempt to ensure parents are partners, not adversaries.
Reviewer Comments
- Improvement is noted in the area of applying mindfulness practices. The school has clear due process procedures for dealing with difficult student behaviors.
- It appears that the building itself has identified an area of needed improvement in terms of high-quality, consistent parent communication. This is related to positive student behavior for sure, but in general, it sure looks like positive student behavior is pointed in a good direction.
- Excellent behavior data tracking. Commendable that your behavior has been low while the student count has remained steady.
- The school has a discipline matrix that increases consistency. When a discipline referral comes in, it is channeled to the appropriate department. The school uses the counseling office for this when appropriate.
- Students were kind and respectful. I was at the CCMS review last year and I certainly feel that the students are more respectful this year. They readily answered our questions and seemed to enjoy their interactions with each other.
- It's obvious that the culture in the building has supported and promoted positive and respectful behavior. Everywhere I went, students were well behaved, they greeted us and talked to us, and were respectful to their peers and teachers. I've been in this building in years past where this was not the case.
- The improvement of referrals and suspensions as shown through the data is impressive.
- Lost student advisory group this year.
- Merged ROAR and Discovery into PBIS
- Strong MTSS infrastructure
Compass Comment
CCMS clearly communicates behavior expectations well with families, and when students must be disciplined, there is a clear understanding as to why. The visitation team took note of the significant drop in student behavior incidents and the excellent application of PBIS practices. We encourage the staff to more deeply apply student mindfulness practices as they move forward.
CCMS clearly communicates behavior expectations well with families, and when students must be disciplined, there is a clear understanding as to why. The visitation team took note of the significant drop in student behavior incidents and the excellent application of PBIS practices. We encourage the staff to more deeply apply student mindfulness practices as they move forward.
Section IX-Focus on Resource Acquisition and Maintenance of a Safe Learning Environment
Self Reflection
The curriculum is relevant, up to date, and adopted by the district through an interactive process in the last year. This process included input from CCMS teachers and administrators on all 3 new curriculums. School safety and maintenance issues are handled in a quick and efficient manner, with our new construction many issues are handled with outside construction entities adding a layer of complexity not present in the past. CCMS has done fundraising this and last year that was non-invasive to parents and students, we have also been working collaboratively with CEI to implement new resources for students next year. In addition to this staff members provided their own tech equipment at times in their homes to provide digital learning to students, this included cameras, speakers, and at times computers.
We hosted targeted conferences in the fall for students who were failing, both virtually and in-person to help ensure that we had authentic parent engagement in our building as much as we could this year.
The curriculum is relevant, up to date, and adopted by the district through an interactive process in the last year. This process included input from CCMS teachers and administrators on all 3 new curriculums. School safety and maintenance issues are handled in a quick and efficient manner, with our new construction many issues are handled with outside construction entities adding a layer of complexity not present in the past. CCMS has done fundraising this and last year that was non-invasive to parents and students, we have also been working collaboratively with CEI to implement new resources for students next year. In addition to this staff members provided their own tech equipment at times in their homes to provide digital learning to students, this included cameras, speakers, and at times computers.
We hosted targeted conferences in the fall for students who were failing, both virtually and in-person to help ensure that we had authentic parent engagement in our building as much as we could this year.
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The CCMS staff successfully navigated the process of designing new and upgraded classroom space and two years of construction.
Reviewer Comments
- Very impressed that, despite the school having to operate for an entire year while in flux due to construction, this fact has NEVER been referenced or used as an excuse during the entire visit. This tells me the school has an internal locus of control and the staff makes no excuses. Sell a brick program. Understands the importance of good relationships with the community.
- I think CCMS staff and students should be applauded for providing a safe learning environment and experience during the construction phase of the new building.
- Impressive that you have done so well in educating students while building a school and moving into it.
- The school has adapted tremendously to the guidelines from CDPHE, even reworking staffing frameworks to enable effective middle school schedule work. The school has also added an online cohort, sacrificing their PLCs to provide time for the staff to teach that online cohort.
- The disruption of construction seems to be old news now. Students and staff never complained and genuinely just seem excited to move soon!
- Jesse has been very good about thinking outside the box and asking for assistance from district admin when hitting a roadblock with the schedule. The staff demonstrated agility throughout the school year.
- The new building is beautiful! It's impressive that you've been able to carry on a relatively normal school year in the midst of such a large construction project and have continued to keep instruction as your main priority.
Compass Comment
CCMS makes excellent use of the curriculum and instructional technology resources available by the district. The entire staff should be lauded for navigating a most difficult year, in light of a worldwide pandemic taking place at the same time a very disruptive construction process was occurring. Not once during our visit did we hear an excuse being made as to why an opportunity could not be offered due to construction. Moving forward, we encourage the staff to engage with the community to advocate for additional resources needed to drive their programs forward.
CCMS makes excellent use of the curriculum and instructional technology resources available by the district. The entire staff should be lauded for navigating a most difficult year, in light of a worldwide pandemic taking place at the same time a very disruptive construction process was occurring. Not once during our visit did we hear an excuse being made as to why an opportunity could not be offered due to construction. Moving forward, we encourage the staff to engage with the community to advocate for additional resources needed to drive their programs forward.
Final Rating and Next Step Recommendations
The Compass visitation team discusses progress being made at Cañon City Middle School.
Cañon City Middle School’s final rating for 2021 is 72.93 %. This lands the school in the Effective category.
The Compass Committee recognizes Cañon City Middle School’s effort to align its practices to the district’s vision, mission, core beliefs, and attainment of its graduate profile traits and skills. This is only the second year CCMS has been rated according to this rubric, and 2021 is an improvement over the prior-year rating.
As a result of this review, the Cañon City Schools Compass Committee suggests the following areas of focus to further improve student learning outcomes:
The Compass Committee recognizes Cañon City Middle School’s effort to align its practices to the district’s vision, mission, core beliefs, and attainment of its graduate profile traits and skills. This is only the second year CCMS has been rated according to this rubric, and 2021 is an improvement over the prior-year rating.
As a result of this review, the Cañon City Schools Compass Committee suggests the following areas of focus to further improve student learning outcomes:
- Comprehensively review Healthy Kids Colorado Survey results, then act on areas in which the school is trending in the wrong direction, while also creating and implementing a plan to actively and explicitly (not passively and reactively as described in the Instructional Program Review) promote tolerance and civility on campus among students, families, and staff.
- Develop and implement a plan to comprehensively instruct and measure student development of the district-adopted traits and skills. It is expected the district itself must serve as a resource to support this effort.
- In the 2021-22 school year Cañon City Middle School will receive an additional $333 per student allocation, thanks to federal ESSER III funding. A preliminary proposal was submitted by CCMS 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 on your proposal and submit a revised plan for approval, then see to it that each initiative is successfully implemented for the benefit of improved student learning opportunities and outcomes.
