CES 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
CES's culture is still strong and we continue to develop and strengthen. Molly has worked with all staff and targeted training with our new middle school staff. CES has intentionally focused on living in our culture in spite of COVID restrictions including bringing staff together when appropriate, student buddies using technology, and reducing physical barriers within the classroom by providing clear dividers to nurture the class family feeling. We have a new school counselor well versed in Choice Theory who has taken on the role of coaching our staff for the purpose of integrating Choice Theory into academic instruction and providing requested and individualized lessons for classrooms based on need.
CES's culture is still strong and we continue to develop and strengthen. Molly has worked with all staff and targeted training with our new middle school staff. CES has intentionally focused on living in our culture in spite of COVID restrictions including bringing staff together when appropriate, student buddies using technology, and reducing physical barriers within the classroom by providing clear dividers to nurture the class family feeling. We have a new school counselor well versed in Choice Theory who has taken on the role of coaching our staff for the purpose of integrating Choice Theory into academic instruction and providing requested and individualized lessons for classrooms based on need.
Principal Kelly Albrecht led discussion with the Compass visitation team.
Reviewer Reflections
- The climate and culture are visible throughout the building and the feeling is there.
- I'm unsure why they selected themselves ineffective. I'd like to know more about that. I did hear about how some of their focus was derailed from covid. I would disagree. I wonder if the word “quantifiable” threw them off?
- It appears that CES is a little more streamlined this year with its culture and climate work, which is a good thing. It's always been a strength for this building.
- The entire school is founded on SEL principles and application via Glasser's Choice Theory, Multiple Intelligence, PBL, experiential learning, Above the Line/Below the Line, accountability, personal responsibility, relationship habits, collaboration with parents on step 3 of discipline, community behavior standards and operationalized examples.
- School and staff support for the district direction is highly evident at CES.
- Stretching teachers to become leaders for each other is a great way to put the needs of students above the comforts of adults and helps staff learn from the experts in the building. Connecting everything you do to the CARE acronym shows a wonderful vision for the entire school. The way Kelly and Jessi have worked together to send a common message to staff is impressive. The work they have both done to make this transition smooth for CES is going to be a huge benefit for years to come. Although CES was not able to conduct their culture night, they have plans to continue this in future years even if they need to include some virtual components.
- Love the theme, a great way to unify the staff and focus on the positives during difficult times. Love that theme permeates the building from staff to kids.
- Admin team approach seems very effective
- Learning targets are well written and included SEL as well as depth and complexity
- Choice leads to personal responsibility in learning. Great job offering kids this opportunity.
- The expectation that teachers live the "culture" is wise. It is a set of principles to live by..internally WHO we are and who we want our kids to be... not a set of external compliance rules for kids to follow.
- Love the idea of continuing with the daily CES pledge, sets expectations and guidelines, and ties directly to the traits and skills.UIP based on the 4 Core Beliefs
- Blended learning goals good for innovative teaching.
- Love the idea of building leadership capacity throughout the building.
- Love how the UIP is completely based on core beliefs of district and CES fundamentals.
- Making connections between traits and skills and what is already in place is smart work, not recreating the wheel.
- Great to continue with data analysis...grade-level collaboration is tough.
- Love compass academy for parents. Super valuable to enhance parent understanding and involvement.
- Love the idea of using hangouts to share projects.
- Traits and skills are interwoven into daily announcements and daily lessons.
- During Covid... Amazing use of tech to ensure quality instruction utilizing all staff and students.
- Staff lives by the pledge... I will be curious and creative... willing to take risks and be creative with instruction during covid.
- Great plan for shared leadership to best serve the building and build Jessi's capacity. Good to collaborate on evaluations.
- Good to revisit vision and mission statements with Jessie. It is evident "Together WE make a difference" is a living motto. Staff and students work together to make the school a great place to be!
- Culture is solid. Staff is doing a good job incorporating the skills and traits into LT's and students know what they are. They simultaneously use and include Depth and Complexity. Choose to be Nice-excited to see this grow and take off. Student success seems to be embedded into the student choice and the PBL. Success is more individualized in this school vs other schools.
- How does the staff feel? Do they feel positive given COVID restrictions?
Compass Comment
CES continues to adhere faithfully to its established culture and founding principles as well or better than any other school in the district. This year it was also clear that the vision and common language were more streamlined than it was in the spring of 2020. The work Kelly and Jessi have done to collaborate on a leadership transition is a model others can learn from. CESs instructional model allows for students to apply and develop the district identified traits and skills consistently. Our question is, “to what extent are students being offered feedback specific to their development of them?”
CES continues to adhere faithfully to its established culture and founding principles as well or better than any other school in the district. This year it was also clear that the vision and common language were more streamlined than it was in the spring of 2020. The work Kelly and Jessi have done to collaborate on a leadership transition is a model others can learn from. CESs instructional model allows for students to apply and develop the district identified traits and skills consistently. Our question is, “to what extent are students being offered feedback specific to their development of them?”
Section II-Focus on Student Health and Social-Emotional Wellness
CES students have traditionally used technology to support learning.
Self Reflection
Mobile Guardian has not been reliable this school year resulting in our decreased rating.
The addition of Stacy Andrews has increased our physiological and social-emotional supports as well as follow-ups with communication and collaboration with outside agencies. Nutrition, health, SEL, and life skill lessons continue to be provided by our PE teacher and counselor. Instead of focusing on anti-bullying we focus on individual contribution and working together to make a difference. We have also continued to implement conflict resolution, Choice Theory, and the skill of Problem Solving with our students teaching the strategies they need to work out conflicts on their own and when they require adult assistance through the trait of Agency.
Mobile Guardian has not been reliable this school year resulting in our decreased rating.
The addition of Stacy Andrews has increased our physiological and social-emotional supports as well as follow-ups with communication and collaboration with outside agencies. Nutrition, health, SEL, and life skill lessons continue to be provided by our PE teacher and counselor. Instead of focusing on anti-bullying we focus on individual contribution and working together to make a difference. We have also continued to implement conflict resolution, Choice Theory, and the skill of Problem Solving with our students teaching the strategies they need to work out conflicts on their own and when they require adult assistance through the trait of Agency.
Reviewer Reflections
- It's great to have a full-time staff for SEL there who knows the culture and believes/lives it.
- It's clear and obvious that the school is in tune with their SEL data, and that they are proactive with their mental health services and instruction.
- SEL vocabulary and activities are infused into lessons and contents. Traits and skills operationally defined and integrated into the learning target. Circle up in classrooms, SEL instructions in the classroom, consultation with teachers, individual and small group interventions, decrease noted in Negative Affect risk level.
- BIMAS is conducted, Safe2Tell and Gaggle are available to students and the administration responds appropriately.
- Circle Ups and Class Meetings are regularly conducted in all grade levels. The Explorer Pledge is a wonderful way to start the day with a focus on SEL, skills and traits, and the school focus. MTSS/RtI team meets weekly and has created their own intervention triangle to match the materials at CES.
- Love the attention being given to BIMAS and the positive changes due to interventions with kids and teachers. High Youth Truth ratings are evidence of strong positive culture.
- Cooperative/collaborative teaming with Stacy, ability to tie academics/MI//CT/SEL is amazing! The whole child is definitely benefiting from Stacy's presence in the building. Online support and help with 504's Appreciate the CES specific additions to the MTSS/RTI Pyramid"
- Last measure: This seems to be related to MG, but that isn't in the school.
Compass Comment
CES has a strong MTSS process, a wonderful focus on the social-emotional wellness of its students, and we appreciate the good work the school has done initiating use of the BIMAS screener. The school is also making great use of its newly established counseling position. The general feeling at the school, despite the worldwide pandemic, is that children and staff feel safe and cared for.
CES has a strong MTSS process, a wonderful focus on the social-emotional wellness of its students, and we appreciate the good work the school has done initiating use of the BIMAS screener. The school is also making great use of its newly established counseling position. The general feeling at the school, despite the worldwide pandemic, is that children and staff feel safe and cared for.
Section III-Focus on Innovative Instruction
Class trips to explore learning are key to the CES philosophy.
Self Reflection
Teachers have been highly innovative in their use of and effectiveness of educational technology in their ability to quickly adapt to teaching from home to students from home, teaching from home to students in the classroom, teaching from the classroom to incorporate individual students who may be home, and redefining and modifying their use of technology (SAMR). Teachers have used technology to modify and redefine authentic learning opportunities that wouldn't have been explored if it hadn't been forced due to COVID. This includes students' project presentations allowing parents to attend virtually or record the presentation for viewing at a later time, and virtual field trips, simulations, video announcements, cross-grade level buddies, community partner guest speakers. This is a practice that will continue beyond COVID.
Due to COVID restrictions, we have been greatly limited in our ability to offer the clubs, activities, and evening experiences that are our typical norm.
Kelly and Jessi make it a goal to be in every classroom every day which has allowed them to keep a pulse on what is happening, however, even with two of us the instability of SPED at CES and COVID-related matters have limited systematic intentional written feedback.
Teachers have been highly innovative in their use of and effectiveness of educational technology in their ability to quickly adapt to teaching from home to students from home, teaching from home to students in the classroom, teaching from the classroom to incorporate individual students who may be home, and redefining and modifying their use of technology (SAMR). Teachers have used technology to modify and redefine authentic learning opportunities that wouldn't have been explored if it hadn't been forced due to COVID. This includes students' project presentations allowing parents to attend virtually or record the presentation for viewing at a later time, and virtual field trips, simulations, video announcements, cross-grade level buddies, community partner guest speakers. This is a practice that will continue beyond COVID.
Due to COVID restrictions, we have been greatly limited in our ability to offer the clubs, activities, and evening experiences that are our typical norm.
Kelly and Jessi make it a goal to be in every classroom every day which has allowed them to keep a pulse on what is happening, however, even with two of us the instability of SPED at CES and COVID-related matters have limited systematic intentional written feedback.
Reviewer Reflections
- The leaders in this building do a sensational job with instructional feedback. Teachers are encouraged to take risks, seek out innovative tools, and receive the type of feedback that grows their skills.
- BL with a strong emphasis on student involvement, engagement, and creativity. In some classes, students are part of creating the learning target, designing the lesson, etc.
- Definitely a large amount of student choice in what they learn and how they learn. CES leaders offer some of the most actionable instructional feedback in the district.
- Many great uses of technology, flipped classrooms, blended classrooms, paraprofessionals using Google Classroom, virtual learning, etc. One outstanding example was the middle school students working on Science claim working virtually with the High School Speech and Debate team members.
- With no place to make a comment for Literacy, I will put them here. The 5 components of reading were not evident in every K-5 classroom and the time given to literacy does not meet the 90-minute district requirement in many classrooms with small group and whole group instruction included at that time. The checkboxes for universal instruction in those areas I would uncheck."
- There is evidence of innovative instruction throughout the building. It is evident the Paras here take an active role in instruction, especially with blended learning.
- Teachers are doing a great job of using Blended Learning, however, they are not necessarily using the technology to engage students in higher levels of the SAMR model. (We did see Hefner's class move to SAMR level Modification or Redefinition). Teachers are also stuck at this level with their use of their Clevertouch boards. They are really just using them as a substitution for their whiteboard. I love the blended learning. Strong's class is one of the best examples I have seen!
Compass Comment
Staff is encouraged to take positive risks to improve learning experiences for students, and it is evident they do. Students are clearly offered a wide range of choices in what they learn and how they learn it. Though the Compass team feels students get to participate in a multitude of artistic and enrichment activities, the CES staff feels it can do better, probably feeling a bit restricted due to battling the COVID pandemic this year. Who are we to stop them from striving for this!
Staff is encouraged to take positive risks to improve learning experiences for students, and it is evident they do. Students are clearly offered a wide range of choices in what they learn and how they learn it. Though the Compass team feels students get to participate in a multitude of artistic and enrichment activities, the CES staff feels it can do better, probably feeling a bit restricted due to battling the COVID pandemic this year. Who are we to stop them from striving for this!
Section IV-Focus on Equity of Opportunity
Tremendous efforts were made to keep children safe this year.
Self Reflection
Once again, COVID has presented a barrier to our educational and enrichment programs.
Due to our multi-age model and community structure we have been able to easily accelerate our higher-performing students.
We have translated documents and handbooks for our ELL families.
Once again, COVID has presented a barrier to our educational and enrichment programs.
Due to our multi-age model and community structure we have been able to easily accelerate our higher-performing students.
We have translated documents and handbooks for our ELL families.
Reviewer Reflections
- There is no evidence of the haves and have nots.
- Please do reach out to Superintendent/Assistant Superintendent regarding how we can provide transportation to your middle school students who are participating in sports at CCMS. We don't want a barrier to participation in place.
- The exploratory model allows all types of students to participate in advanced learning opportunities and enriched learning. What can be done by CES to remove barriers to equitable access to learning, despite CES being a school of choice. Please ask the district to provide transportation for students who wish to participate in after-school sports at CCMS.
- CES provides a parent-run pantry program for students in need. Almost half of the GATE students are identified as low SES which shows equal opportunity for all students at CES.
- Love the idea of student advisory and Club crawl, and that kids are making the proposals. CES cares backpack program is successful and offered to all kids. Parents are supporting this program
- Covid has limited some ability to offer programs. I like the plan for a club crawl next year.
Compass Comment
Equity of opportunity is inherent in the CES culture. The basic structure of multi-grade level instruction means students are met where they are at and there is very little tracking. The school scored itself harshly on removing barriers to participation, mainly because some students who participate in programs at other schools can’t get there due to transportation issues. The district views this as its responsibility to students and encourages the administration to reach out any time this is needed.
Equity of opportunity is inherent in the CES culture. The basic structure of multi-grade level instruction means students are met where they are at and there is very little tracking. The school scored itself harshly on removing barriers to participation, mainly because some students who participate in programs at other schools can’t get there due to transportation issues. The district views this as its responsibility to students and encourages the administration to reach out any time this is needed.
Section V-Focus on Opportunities for Learning Experiences
Self Reflection
Most teachers are intentionally focusing on Traits and Skills and connecting to the "real world" and purpose both in their Learning Targets and their daily instruction. Additionally, more teachers are incorporating Depth and Complexity to enrich the learning experience and deepen critical thinking skills.
Most teachers are intentionally focusing on Traits and Skills and connecting to the "real world" and purpose both in their Learning Targets and their daily instruction. Additionally, more teachers are incorporating Depth and Complexity to enrich the learning experience and deepen critical thinking skills.
Each year CES Middle School students participate in a kick-off team-building trip.
Reviewer Reflections
- I imagine some things are ineffective because of covid. I marked effective because I know they're normally there.
- Despite COVID, most students are given the opportunity to enrich their learning through CES's exploratory learning process by engaging in and completing projects at home.
- Choice is highly evident through the instruction, learning targets, and the level of engagement in the classrooms. The project-based learning is a wonderful way to provide times for students to take healthy risks with their learning. Projects also give students opportunities to work on passion projects. They presented concerns with not having anything outside of the bell and a lack of transportation to sporting events at CCMS that lowered their score.
- Explorations are great opportunities for personal learning experiences. The staff has done a great job pitching in during Covid related absences. Kids haven't missed much instructional time.
Compass Comment
There is tremendous equity in the way CES offers learning opportunities to students once they get to school. However, the staff recognizes there have been challenges in offering a wide variety of learning experiences geared at its mission, due to COVID restrictions. We look forward to this getting back on track next year.
There is tremendous equity in the way CES offers learning opportunities to students once they get to school. However, the staff recognizes there have been challenges in offering a wide variety of learning experiences geared at its mission, due to COVID restrictions. We look forward to this getting back on track next year.
Section VI-Focus on Effective Assessment Procedures
CES students learn in a multi-age setting.
Self Reflection
We continue to use our school-wide rubrics for Explorations and school culture.
More of our teachers are conferencing and coaching students as part of the workshop model.
The standards-based report has expanded to the SMARTS and our 6th-grade teachers have submitted changes that are necessary due to changes in the Science standards.
We continue to use our school-wide rubrics for Explorations and school culture.
More of our teachers are conferencing and coaching students as part of the workshop model.
The standards-based report has expanded to the SMARTS and our 6th-grade teachers have submitted changes that are necessary due to changes in the Science standards.
Reviewer Reflections
- I feel like teachers are using and creating rubrics effectively, more than I have seen anywhere else.
- As your own building reflections suggest, CES has work to do on the assessment front. High-quality assessment practices lead to teachers making wise instructional decisions, and student growth flourishes as a result.
- Informal and formal assessments throughout classrooms.
- Skills and traits are being introduced and somewhat addressed. While in classrooms we observed continuous formative feedback offered to students.
- The lack of PLC and/or ERF time for grade-level teams and vertical teams hinders the time to look at data to inform instruction. During my observation of interventions and classroom instruction, students are being pulled out of core content to attend interventions. Looking at the schedule school-wide to utilize the interventionists to the fullest ability of the school would be a recommendation. Although Erica seems to really know the data, it would be nice to see the teachers evaluating their data to guide their instruction.
- Writing is a continued focus, Early release Friday is a great time to do a needs assessment, peer sharing, and expectation setting. Like the idea of student-created assessments. Nice job using Erika’s strengths in data to track student progress. Need to continue to monitor sped population to ensure enough teachers to serve student hours.
- School is working on providing more time for grade levels and communities to go over data. They have made an effort to keep track of this through Ms. Daly.
Compass Comment
The pandemic has impacted the extent to which the staff has been able to gather to analyze data and make changes to instruction based on results. A true strength of the school is the way it allows students to collaborate on learning projects, though this was limited across grade levels due to cohorting requirements. The school needs to continue toward working toward the implementation of common assessments and using the results to create student-centered goals for improvement.
The pandemic has impacted the extent to which the staff has been able to gather to analyze data and make changes to instruction based on results. A true strength of the school is the way it allows students to collaborate on learning projects, though this was limited across grade levels due to cohorting requirements. The school needs to continue toward working toward the implementation of common assessments and using the results to create student-centered goals for improvement.
Section VII-Focus on Improvement of Instruction and Learning
Experiential learning is key to the CES philosophy.
Self Reflection
Kelly has been the development coach for our new teachers and is readily accessible and available to them.
Our plans for ERF are on pause this year due to district requests and COVID, however, the plan is to use shared decision-making to determine PD needs determined by the building review and UIP. This plan will offer staff a menu of PD options that are differentiated based on level of experience and need. These sessions will be provided by in-building, in-district, and outside experts.
Kelly has been the development coach for our new teachers and is readily accessible and available to them.
Our plans for ERF are on pause this year due to district requests and COVID, however, the plan is to use shared decision-making to determine PD needs determined by the building review and UIP. This plan will offer staff a menu of PD options that are differentiated based on level of experience and need. These sessions will be provided by in-building, in-district, and outside experts.
Reviewer Reflections
- Teachers seem to be learning at a fast rate to make movements with student achievement
- Instructional feedback offered to staff is among the best in the district and always focuses on the pillars of instruction.
- Although professional development has been on hold, the idea of continuing learning walks with teachers would be highly recommended. There were pockets of greatness in different areas across the building and they could really learn from each other as professionals. Example: Blended learning in Strong's room, teaching an integrated lesson with Hartman, using movement and song with Brown, etc.
- Good plan to continually support Culture training as well as teachers teaching each other. Great to have Stacy model CT lessons especially for new teachers. Peer Coaching and Inspiration walks may be another avenue for teacher development.
- Continue to work with staff on SAMR. Let ITC know how we can come in and help support teachers.
Compass Comment
CES makes tremendous use of the district induction program. Additionally, it is clear that new staff grow in effectiveness in response to feedback offered by administrators. The staff feels an area of focus is in providing professional development to offer support in how to address the needs of more diverse learners.
CES makes tremendous use of the district induction program. Additionally, it is clear that new staff grow in effectiveness in response to feedback offered by administrators. The staff feels an area of focus is in providing professional development to offer support in how to address the needs of more diverse learners.
Section VIII-Focus on Support for Positive Student Behavior
Choice theory and opportunities for play are steeped in the CES philosophy.
Self Reflection
CES does not believe in incentivizing and rewarding in general, however, when a student demonstrates a need for an external motivation system a behavior support system is implemented and then weaned. We grow students through internal and intrinsic motivation and the result of a comfortable and safe classroom/school environment is the reward.
Anytime a student has an office referral, parents are contacted by phone.
CES does not believe in incentivizing and rewarding in general, however, when a student demonstrates a need for an external motivation system a behavior support system is implemented and then weaned. We grow students through internal and intrinsic motivation and the result of a comfortable and safe classroom/school environment is the reward.
Anytime a student has an office referral, parents are contacted by phone.
Reviewer Reflections
- Great daily check-in practices on a daily basis. A significant downward trend of discipline referrals has been seen this year (perhaps due to cohorting).
- Students are held to a high level of expectations throughout the school. Healthy choices are taught through specific strategies and lessons to create a healthy environment and combat negative behaviors.
- Student Circle up is great to check in with kids. Good idea to have Jerry come back in to refresh CT. Great communications to kids. Personal conversations between parents and teachers. Mindfulness practice and positive affirmation, great to have kids self-assess.
- The leaders in this building do a sensational job with instructional feedback. Teachers are encouraged to take risks, seek out innovative tools, and receive the type of feedback that grows their skills.
- BL with a strong emphasis on student involvement, engagement, and creativity. In some classes, students are part of creating the learning target, designing the lesson, etc.
- Definitely a large amount of student choice in what they learn and how they learn. CES leaders offer some of the most actionable instructional feedback in the district.
- Many great uses of technology, flipped classrooms, blended classrooms, paraprofessionals using Google Classroom, virtual learning, etc. One outstanding example was the middle school students working on Science claim working virtually with the High School Speech and Debate team members.
- With no place to make a comment for Literacy, I will put them here. The 5 components of reading were not evident in every K-5 classroom and the time given to literacy does not meet the 90-minute district requirement in many classrooms with a small group and whole group instruction included at that time. The checkboxes for universal instruction in those areas I would uncheck."
- There is evidence of innovative instruction throughout the building. It is evident the Paras here take an active role in instruction, especially with blended learning.
- Teachers are doing a great job of using Blended Learning, however, they are not necessarily using the technology to engage students in higher levels of the SAMR model. (We did see Hefner's class move to SAMR level Modification or Redefinition). Teachers are also stuck at this level with their use of their Clevertouch boards. They are really just using them as a substitution for their whiteboard. I love the blended learning approach. Strong's class is one of the best examples I have seen!
Compass Comment
Choice Theory is the foundation of the behavior model employed in CES, and it is clear the school doubled down on its implementation this year. Excellent student behavior was evident throughout the school, and discipline data indicated a sharp reduction in office referrals.
Choice Theory is the foundation of the behavior model employed in CES, and it is clear the school doubled down on its implementation this year. Excellent student behavior was evident throughout the school, and discipline data indicated a sharp reduction in office referrals.
Section IX-Focus on Resource Acquisition and Maintenance of a Safe Learning Environment
Self Reflection
Funds have been donated by community partners and PTO or reallocated from the building budget for the purchase of various instructional platforms, individual amplification devices, classroom partitions, sun shades for outdoor learning spaces, and other miscellaneous instructional materials
Funds have been donated by community partners and PTO or reallocated from the building budget for the purchase of various instructional platforms, individual amplification devices, classroom partitions, sun shades for outdoor learning spaces, and other miscellaneous instructional materials
Personal amplification devices were donated to CES to support teacher communication through face masks.
Reviewer Reflections
- Very impressed with how some of the youngest learners are able to expertly navigate instructional technology platforms. Many examples of parents and community contributing to the school in the form of voice amplifiers, table dividers, and support for the school furniture project.
- The purchase of the auditory support devices has been a great support for the staff and students. This helps the students be able to hear the teachers clearly and helps the teachers save our voices. Consider encouraging staff to wear shields during phonological awareness and phonics skills in order for students to see how the sounds are made with the mouth.
- The culture and climate lend strongly to a safe learning environment. Thankful for the thoughtfulness in resource acquisition to match the Exploratory Model.
- Students are very effective at using instructional technology. I set this as effective because I don't see teachers using the Clevertouch boards as more than a substitution.
Compass Comment
CES is strong at accessing additional resources from the community. This year donors provided voice amplification equipment for staff to use, in light of their needing to wear masks. District-provided instructional technology is used at a very high level and supports the multi-grade level classroom approach. We encourage the school and district to follow through on its plan to purchase new furniture for the building that will support an exploratory learning environment.
CES is strong at accessing additional resources from the community. This year donors provided voice amplification equipment for staff to use, in light of their needing to wear masks. District-provided instructional technology is used at a very high level and supports the multi-grade level classroom approach. We encourage the school and district to follow through on its plan to purchase new furniture for the building that will support an exploratory learning environment.
Section XI - Focus on Early Literacy
Self Reflection
Most of our teachers include at least 90 minutes of instruction and teach the five components of reading. Several of our teachers are working with Kelli Jones and Jessica Bray to improve their literacy instruction. We are beginning to see evidence of LETRS training in classrooms and teachers are excited about the training. Our classrooms “teach up" as much as possible to the higher grade level standard so we can accelerate our students. Explorations continue to be an avenue through which differentiation can take place. We feel that if GT was pushed into the classroom rather than pulled out, we would see more effective results and this would benefit all students. Title and SPED work collaboratively to fluidly meet the needs of students below benchmark. All of our teachers administer their own progress monitoring. Further, all of our K-2 teachers have been LB trained. We continue to view ourselves as all being on the literacy team and several teachers have individually taken the initiative to invite Kelli Jones into their classroom. In spite of COVID restrictions, where the building is not as accessible for parents, our teachers continue to informally meet after school, make phone calls, conference virtually, and work as part of the three-legged stool that we believe is important. Unfortunately, our plethora of parent volunteers has not been able to work with students this year due to COVID.
Most of our teachers include at least 90 minutes of instruction and teach the five components of reading. Several of our teachers are working with Kelli Jones and Jessica Bray to improve their literacy instruction. We are beginning to see evidence of LETRS training in classrooms and teachers are excited about the training. Our classrooms “teach up" as much as possible to the higher grade level standard so we can accelerate our students. Explorations continue to be an avenue through which differentiation can take place. We feel that if GT was pushed into the classroom rather than pulled out, we would see more effective results and this would benefit all students. Title and SPED work collaboratively to fluidly meet the needs of students below benchmark. All of our teachers administer their own progress monitoring. Further, all of our K-2 teachers have been LB trained. We continue to view ourselves as all being on the literacy team and several teachers have individually taken the initiative to invite Kelli Jones into their classroom. In spite of COVID restrictions, where the building is not as accessible for parents, our teachers continue to informally meet after school, make phone calls, conference virtually, and work as part of the three-legged stool that we believe is important. Unfortunately, our plethora of parent volunteers has not been able to work with students this year due to COVID.
Section XII - Focus on Personalized Building Culture
Cañon Exploratory School has added this section to its annual Instructional Program Review as a way to measure its adherence to its chosen culture and instructional model.
Final Rating and Next Step Recommendations
Cañon Exploratory School’s final rating for 2021 is 79.26 %. This lands the school in the Effective category.
The Compass Committee recognizes Cañon Exploratory 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 Cañon Exploratory School 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 most important thing Cañon Exploratory School can do this year is to focus on an effective leadership transition. This year the TOSA-Principal Designee worked full-time with the outgoing principal. She has done good work learning how to lead the culture forward. We look forward to seeing her put her own signature on the building's future.
-Continue efforts to support the staff’s ability to formatively assess students on their accomplishment of student-centered learning targets and the development of district adopted traits and skills. Analyze this data across subject areas for the purpose of deeper improvement of instruction.
-We encourage the school to strive to become highly effective in the Instructional Program Review areas that measure its own culture. We understand these are aspirational goals. However, at some point the school should move to highly effective in most of these areas measured.
-In the 2021-22 school year Cañon Exploratory School’sl 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 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.
The Compass Committee recognizes Cañon Exploratory 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 Cañon Exploratory School 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 most important thing Cañon Exploratory School can do this year is to focus on an effective leadership transition. This year the TOSA-Principal Designee worked full-time with the outgoing principal. She has done good work learning how to lead the culture forward. We look forward to seeing her put her own signature on the building's future.
-Continue efforts to support the staff’s ability to formatively assess students on their accomplishment of student-centered learning targets and the development of district adopted traits and skills. Analyze this data across subject areas for the purpose of deeper improvement of instruction.
-We encourage the school to strive to become highly effective in the Instructional Program Review areas that measure its own culture. We understand these are aspirational goals. However, at some point the school should move to highly effective in most of these areas measured.
-In the 2021-22 school year Cañon Exploratory School’sl 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 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.
