Harrison 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 Reflections
We are improving in instruction in Traits and Skills but still need work. SEL time is built into the daily schedule and occurs the first 30 minutes of each day. Our MS Credit Recovery tracking and implementation of Friday Work Sessions is solid. Upstanders Club is preparing video lessons for classrooms, and SRO is planning MS presentations on sexual harassment. Kids at Hope activities are completed every other Tuesday in classrooms. Using Aces Tracking software to measure students connected to a trusted adult in the building. Our Sunshine Club has been instrumental this year in providing motivation for staff (Plaid Day, Christmas Snack Carts, Door Decorating Contest). We renewed our grant with Care and Share for our weekly food pantry and are able to provide families with bags of food each week. Student pod meetings are restarting (delayed due to COVID). We have begun monthly virtual Parent Coffees with parents to apprise them of school information.
Our big focus areas are Kids at Hope and Aces Tracking, Traits and Skills, Upstanders Club, and continuing to support staff morale.
We are improving in instruction in Traits and Skills but still need work. SEL time is built into the daily schedule and occurs the first 30 minutes of each day. Our MS Credit Recovery tracking and implementation of Friday Work Sessions is solid. Upstanders Club is preparing video lessons for classrooms, and SRO is planning MS presentations on sexual harassment. Kids at Hope activities are completed every other Tuesday in classrooms. Using Aces Tracking software to measure students connected to a trusted adult in the building. Our Sunshine Club has been instrumental this year in providing motivation for staff (Plaid Day, Christmas Snack Carts, Door Decorating Contest). We renewed our grant with Care and Share for our weekly food pantry and are able to provide families with bags of food each week. Student pod meetings are restarting (delayed due to COVID). We have begun monthly virtual Parent Coffees with parents to apprise them of school information.
Our big focus areas are Kids at Hope and Aces Tracking, Traits and Skills, Upstanders Club, and continuing to support staff morale.
Middle school classes created group avatars.
Reviewer Comments
- I'd like to know more about how parents are involved. I may have missed this piece. Skills and Traits were visibly present, which is definitely the first step.
- Harrison has adopted and is pushing forward with Kids at Hope, this is the adopted culture piece that was brought in a few years ago. Harrison is also doing a good job reaching out to students and looking at data that will help them reach more students.
- The reverse Ace tracking element ensures that all students have an adult and is one of the key features of equity in your school. I applaud this effort.
- The great positively oriented anti-bullying campaign, Upstanders. Teaching students to stand up for one another is excellent.
- Love the idea of student-led parent conferences. You mentioned that it is time-consuming. I wonder how much time?
- Daily SEL time is unique. What curriculum is used. Do students have input into what the time is used for?
- Love the commitment to student-run programs.
- It is strongly evident that Kids at Hope has been implemented at Harrison. Staff and students use the language. By using restorative practices Harrison has reduced suspensions by being proactive and forcing students to be reflective of their behavior. Restorative circles and respect agreements have helped set the expectations school-wide.
- It was very clear that Harrison is purposeful about allocating their efforts and resources toward healthy, student-empowered culture. This looks like an improvement over the previous year.
- I appreciate the existence of student-led PT conferences showing a higher level of parent engagement. Surveys indicate the staff support and understand the district's core beliefs.
- Much improved climate overall. Kids working together in a positive manner. Restorative circles are lowering referrals and creating a positive culture. Loved how teachers were incorporating skills and traits in the classroom and in learning targets.
- This school feels inviting. Students are welcoming and polite. This school feels more student-centered. The culture work is evident.
Compass Comments
In its third year of implementation, this is the greatest extent to which we have seen Kids At Hope solidifying as part of the school culture. There are also indications Harrison is much more student-centric than it has been in the past. Moving forward, we would like to see evidence that the school’s focus on skills and traits is something that is taking place all year long.
In its third year of implementation, this is the greatest extent to which we have seen Kids At Hope solidifying as part of the school culture. There are also indications Harrison is much more student-centric than it has been in the past. Moving forward, we would like to see evidence that the school’s focus on skills and traits is something that is taking place all year long.
Section II-Focus on Student Health and Social-Emotional Wellness
Crosswalk Guard Homer Galloway exemplifies the Harrison culture when it comes to caring for all!
Self Reflections
Fall BIMAS took place with 7th & 8th Grade. Elementary teachers and 6th Grade teachers and students will join 7th & 8th grade this month. Our counseling team uses the data to create small counseling groups focused on DBT (dialectical behavior therapy). The counselors are also reaching out to our online students and the MS counselors have established a Schoology Course specifically with SEL topics for students to access. Counselors & SHPs have also established a monthly Counseling Framework to coordinate their work and identify their roles. We have established an SEL-focused time in the classrooms in the morning and teachers are encouraged to take brain breaks as needed.
Our MTSS Team meets regularly and continues to frame our implementation plan. Recently the team has looked at behavior data and discussed ways to improve. Under MTSS, Problem Solving Meetings and Roundtable Discussions are taking place to support struggling students. MS MTSS PLCs occur weekly; ES occur as needed.
The principal is responsible to follow up on Gaggle reports or refer out to others to resolve. We are now using the Gaggle Administrative features to resolve the reports (trained by Paula Buser) and are quickly and appropriately addressed.
Fall BIMAS took place with 7th & 8th Grade. Elementary teachers and 6th Grade teachers and students will join 7th & 8th grade this month. Our counseling team uses the data to create small counseling groups focused on DBT (dialectical behavior therapy). The counselors are also reaching out to our online students and the MS counselors have established a Schoology Course specifically with SEL topics for students to access. Counselors & SHPs have also established a monthly Counseling Framework to coordinate their work and identify their roles. We have established an SEL-focused time in the classrooms in the morning and teachers are encouraged to take brain breaks as needed.
Our MTSS Team meets regularly and continues to frame our implementation plan. Recently the team has looked at behavior data and discussed ways to improve. Under MTSS, Problem Solving Meetings and Roundtable Discussions are taking place to support struggling students. MS MTSS PLCs occur weekly; ES occur as needed.
The principal is responsible to follow up on Gaggle reports or refer out to others to resolve. We are now using the Gaggle Administrative features to resolve the reports (trained by Paula Buser) and are quickly and appropriately addressed.
Reviewer Comments
- It's clear this is a priority and it's embedded in many of the classrooms I observed. There is also a different feel in the building that was not here in the past. It's warm and feels good.
- Harrison has done a great job taking a look at student data, they are tracking the problem areas, showing staff and students the problem areas, and using the MTSS process to solve these problems. Taking care of the student needs will only help to grown the areas most needed. The restorative process that they have implemented is also a fantastic way that they have attempted to address student behavior while intervening for the student.
- There is a serious commitment of time to SEL each day which should be producing big results.
- I'm impressed with the overall MTSS program's use of data and problem solving on behalf of students.
- A strengths-based approach to student analysis is smart.
- I like the idea of a Schoology-based tracking and PD system for discipline, leading into your RJ program.
- Using Kids at Hope to do ACES tracking is a huge positive towards providing social-emotional wellness for ALL students at Harrison. MTSS at Harrison is an example of what it should be across the district. From the school MTSS committee, problem-solving teams, and PLCs, Harrison looks at the whole child when considering interventions. Upstanders Clubs are in place to combat bullying in middle school. They also have a Shared Food Pantry, Hope Closet, and daily SEL time.
- It is clear that the school is focusing on SEL and overall student well-being. It showed up in artifacts and programs, including BIMAS, counseling supports, and Restorative Justice.
- Kudos for continuing the upstanders program to address bullying. Sounds like MTSS is on the right track. Kelli Jones says it is efficient and a model for others. Good use of data on this front. Would like to know more about how the school promotes healthy nutrition. SEL program is an absolute strength!
- Very evident by all the positive artwork in the halls that kids are valued. A lot has been done to instill a child's self-worth. Students appear happy.
- The focus on social-emotional wellness is evident and refreshing. I am so impressed how middle school art has included this every day. What a great way for kids to be able to explore what they are feeling. I didn’t see anything related to healthy nutrition. Maybe this is tied to the backpack program, or I missed the evidence.
Compass Comments
Harrison has a clearly defined MTSS process that operates in an effective manner. We would like to see evidence of even more positive results stemming from these MTSS efforts. We would also like to see that teachers fully understand and utilize the school’s MTSS process.
Harrison has a clearly defined MTSS process that operates in an effective manner. We would like to see evidence of even more positive results stemming from these MTSS efforts. We would also like to see that teachers fully understand and utilize the school’s MTSS process.
Section III-Focus on Innovative Instruction
Second graders built a beaver dam.
Self Reflections
We are seeing teachers using technology appropriately: First determining the standard/concept they are teaching, then deciding if technology can help them deliver it. Technology is also helping us a great deal with interventions, esp. because we are limited to numbers of students due to cohorting. Students are accessing Read Live, Waterford, Lexia (4th/5th), and iXL. We are also in a free trial using Moby Max for some of our special education students and for some credit recovery. We have seen an increase in formative assessment, for example, exit tickets, thumbs up, Kahoot, student whiteboards, cold calling, and checks for understanding. Teachers are also displaying more student work in the classrooms, pods, and in hallways, and/or display cases. We have continued with the robotics competition this year (although it is done virtually), Knowledge Bowl (virtual competition held the weekend of January 30), Student Advisory (NEW--students examine school data and give input to administration), NJHS, Spelling Bee, and athletics.
PT Conferences were held this year virtually. Elementary teachers scheduled theirs, and middle school students again did student-led conferences with their parents. Students have to show parents not only their grades but explain their performance and how it is helping them reach their goals. They also have to explain the Traits and Skills they are demonstrating in their classes.
We are seeing teachers using technology appropriately: First determining the standard/concept they are teaching, then deciding if technology can help them deliver it. Technology is also helping us a great deal with interventions, esp. because we are limited to numbers of students due to cohorting. Students are accessing Read Live, Waterford, Lexia (4th/5th), and iXL. We are also in a free trial using Moby Max for some of our special education students and for some credit recovery. We have seen an increase in formative assessment, for example, exit tickets, thumbs up, Kahoot, student whiteboards, cold calling, and checks for understanding. Teachers are also displaying more student work in the classrooms, pods, and in hallways, and/or display cases. We have continued with the robotics competition this year (although it is done virtually), Knowledge Bowl (virtual competition held the weekend of January 30), Student Advisory (NEW--students examine school data and give input to administration), NJHS, Spelling Bee, and athletics.
PT Conferences were held this year virtually. Elementary teachers scheduled theirs, and middle school students again did student-led conferences with their parents. Students have to show parents not only their grades but explain their performance and how it is helping them reach their goals. They also have to explain the Traits and Skills they are demonstrating in their classes.
Reviewer Comments
- It's clear technology is being utilized throughout. I appreciate teachers being encouraged to take risks in the classroom. I may have missed how students are being encouraged with their own passions. I loved to see all the choices being offered to students within instruction.
- Harrison’s teachers have done a good job this year demonstrating the different ways that students can be instructed. the models that were seen in elementary art and tech were both very innovative and engaging for students.
- Great Target writing, I only saw one teacher's board that didn't incorporate the "how." Loved the integration of the traits and skills.
- Loved the need to write a reflection on artwork.
- Hallway artwork displayed traits and skills. Loved the board on overcoming COVID.
- Liked the risk-taking displayed by allowing a teacher the choice to have non-standard seating.
- I very much appreciate the integration of the SED student population.
- This year, more than any other, I observed that teachers were purposefully planning for highly engaged learning. Additionally, I was flat-out impressed by what I saw in terms of blended instruction, the use of the Clever Touch, etc.
- Especially impressed with the PDSA process and use of formative assessment. Students and parents generally think instruction is relevant to the future. Strong use of technology by staff at all levels.
- I felt teachers were doing a good job of using technology with the boards in how they were able to incorporate many different features during a class.
- I am super impressed with how elementary-level teachers are using the Clever touch boards considering they’ve had so little training. I, however, do not feel like the secondary teachers as a whole are using the technology for anything more than substitution. I’d really like to see them use the technology in more engaging ways.
Compass Comments
The Harrison staff adheres strongly to the district pillars of instruction. Learning targets are evident in nearly every classroom, and must answer the questions who will do what, how. There is still work to do on the third pillar, formatively assessing student learning on a daily basis. We would also like to see evidence the school is faithfully applying the district-adopted life skills curriculum.
The Harrison staff adheres strongly to the district pillars of instruction. Learning targets are evident in nearly every classroom, and must answer the questions who will do what, how. There is still work to do on the third pillar, formatively assessing student learning on a daily basis. We would also like to see evidence the school is faithfully applying the district-adopted life skills curriculum.
Section IV-Focus on Equity of Opportunity
All students at Harrison receive the individual support they ned to be successful.
Self Reflections
Technology has been our greatest gift in helping us find ways to differentiate instruction. With many of the interventions we have, students are able to self-pace and accelerate their learning. iXL is used with all students in math and ELA and is encouraging students to surpass the regular scope and sequence. We put a hold on seeking Pre-AP courses because of March's COVID closure, but it is still an area we will work on.
Technology has been our greatest gift in helping us find ways to differentiate instruction. With many of the interventions we have, students are able to self-pace and accelerate their learning. iXL is used with all students in math and ELA and is encouraging students to surpass the regular scope and sequence. We put a hold on seeking Pre-AP courses because of March's COVID closure, but it is still an area we will work on.
Reviewer Comments
- I'm not sure I know how students are able to select harder courses. This just may not be possible with covid this year?
- Harrison has done a good job giving students choice this year, this was noticeable at the elementary level.
- Harrison is a complex school: nine grade levels, a large staff, a center-based program, and a challenging student population (73% Free and Reduced). Despite this, it's clear that Harrison's staff is dedicated to equitable access for kids and their opportunities.
- Very much appreciate the greater inclusion of SED students into the regular classroom. I encourage the school to seek out transportation for students who wish to attend Friday work sessions.
- Loved how Sped kids were incorporated into regular classrooms. Keeping kids connected-
- I like looking at transportation for kids to get to Friday school. I didn’t see evidence of a lot of this, so don’t feel like I can comment. Curious about the numbers of FRL in gifted courses.
Compass Comments
Harrison has improved at removing barriers to student learning opportunities. We appreciate that additional supports such as work sessions have been instituted, and encourage the administration to pursue transportation services for students to attend such services and events that might not otherwise be able to. We also recognize the tremendous effort being made to include SED students in regular classroom instruction. This is a move in the right direction.
Harrison has improved at removing barriers to student learning opportunities. We appreciate that additional supports such as work sessions have been instituted, and encourage the administration to pursue transportation services for students to attend such services and events that might not otherwise be able to. We also recognize the tremendous effort being made to include SED students in regular classroom instruction. This is a move in the right direction.
Section V-Focus on Opportunities for Learning Experiences
Despite the COVID Pandemic, the Harrison staff kept many of its outstanding programs available to students, including its world class robotics club.
Self Reflections
COVID has been the biggest barrier for us here. In a regular school year, there would be activities for almost everyone to participate in; however, we are limited to MS sports, Knowledge Bowl, Robotics Club, and Food Pantry. However, we are happy to announce that we will be having One School, One Book SCHOOLWIDE this year. Staff is voting on the title right now and a small committee is getting ready for it to begin in February. We are very excited for this to come to fruition!
We are also happy to say that results from the Youth Truth survey show that teachers are providing connections to the real world in their instruction.
COVID has been the biggest barrier for us here. In a regular school year, there would be activities for almost everyone to participate in; however, we are limited to MS sports, Knowledge Bowl, Robotics Club, and Food Pantry. However, we are happy to announce that we will be having One School, One Book SCHOOLWIDE this year. Staff is voting on the title right now and a small committee is getting ready for it to begin in February. We are very excited for this to come to fruition!
We are also happy to say that results from the Youth Truth survey show that teachers are providing connections to the real world in their instruction.
Reviewer Comments
How is the school promoting these different learning experiences?
Harrison did a good job this year offering multiple opportunities for students even in this reduced and constrained schedule that was forced. Teachers were doing a good job of using both district and self-developed materials to enrich students opportunities
Loved the hyperlinked Google classroom weekly schedules. It shows strong planning and allows a student to know where they are going and, perhaps, work forward.
I appreciated the co-taught social studies course which integrated special education and gen ed. The teacher team was co-lecturing and it was well done.
In elementary school, small group instruction was highly differentiated, yet workstations seemed the same for all students. Providing independent opportunities for students to apply their learning working at their level is important.
Organized daily AE time is effectively used. We see examples of students having more choice in their learning. This is wonderful. Teachers are intentionally tying traits and skills into their learning targets. A lot of outside-the-school-day opportunities have been limited due to the pandemic.
Even with Covid, you have still followed through with Knowledge Bowl, Robotics, and the Food Pantry.
I see skills and traits used in learning. How are after-school programs running through the pandemic?
How is the school promoting these different learning experiences?
Harrison did a good job this year offering multiple opportunities for students even in this reduced and constrained schedule that was forced. Teachers were doing a good job of using both district and self-developed materials to enrich students opportunities
Loved the hyperlinked Google classroom weekly schedules. It shows strong planning and allows a student to know where they are going and, perhaps, work forward.
I appreciated the co-taught social studies course which integrated special education and gen ed. The teacher team was co-lecturing and it was well done.
In elementary school, small group instruction was highly differentiated, yet workstations seemed the same for all students. Providing independent opportunities for students to apply their learning working at their level is important.
Organized daily AE time is effectively used. We see examples of students having more choice in their learning. This is wonderful. Teachers are intentionally tying traits and skills into their learning targets. A lot of outside-the-school-day opportunities have been limited due to the pandemic.
Even with Covid, you have still followed through with Knowledge Bowl, Robotics, and the Food Pantry.
I see skills and traits used in learning. How are after-school programs running through the pandemic?
Compass Comments
We recognize COVID has made it difficult to offer expanded opportunities for students. The school has done amazing work this year despite these hurdles. We encourage more opportunities to be given to students to practice and develop the district's targeted traits and skills, at all levels.
We recognize COVID has made it difficult to offer expanded opportunities for students. The school has done amazing work this year despite these hurdles. We encourage more opportunities to be given to students to practice and develop the district's targeted traits and skills, at all levels.
Section VI-Focus on Effective Assessment Procedures
Self Reflections
K-5 teachers are still using PDSAs to plan for and provide formative assessments for reading. In math, teachers perform quick checks. MS grades have created academic and behavioral SMART goals with their students and they monitor progress toward those. Teachers are encouraged to have students do projects rather than traditional assessments. However, teachers are experiencing pressure to adhere to the curriculum map to make sure the content is delivered appropriately. When we begin One School, One Book, they will be asked to reserve one day per week to focus on the book (The One and Only Ivan).
K-5 teachers are still using PDSAs to plan for and provide formative assessments for reading. In math, teachers perform quick checks. MS grades have created academic and behavioral SMART goals with their students and they monitor progress toward those. Teachers are encouraged to have students do projects rather than traditional assessments. However, teachers are experiencing pressure to adhere to the curriculum map to make sure the content is delivered appropriately. When we begin One School, One Book, they will be asked to reserve one day per week to focus on the book (The One and Only Ivan).
Instructional groups at Harrison are created as a result of constant formative assessment.
Reviewer Comments
Felt like many of these components were missing or I was unable to see.
Harrison’s staff has done a good job building upon the district's pillars of instruction. They are working on and using good learning targets to help teachers truly understand where the students need to be.
In a middle school science classroom, I saw some messy (in a good way) project-based assessment which was both creative and engaging.
I saw a middle school social studies teacher accomplishing high-rigor research (of primary documents) and foundational writing practices. It was pre-AP reminiscent. Students were fully engaged.
Monthly PLCs are in place to discuss school-wide data, grade-level data, classroom data, and individual student data to create next steps and implement interventions. There were several examples of student self-assessments and the use of technology for formative assessments.
I know that assessment is a focus for the building, and it showed today. I saw, among other things, teachers who were using non-grade pre-assessment for the purpose of establishing learning objectives for students. I'd like to see this done consistently, but this was a good start.
Strong use of the PDSA process to guide formative assessment. The school is stronger than it thinks overall on assessment. We observed students reflecting on and grading their own work.
PDSA's. Doing projects to show their understanding of a subject.
The school is doing a good job of including students in creating goals, both for a large group and for themselves individually. We saw an example of a rubric a teacher used but didn’t actually see any teachers using them.
Felt like many of these components were missing or I was unable to see.
Harrison’s staff has done a good job building upon the district's pillars of instruction. They are working on and using good learning targets to help teachers truly understand where the students need to be.
In a middle school science classroom, I saw some messy (in a good way) project-based assessment which was both creative and engaging.
I saw a middle school social studies teacher accomplishing high-rigor research (of primary documents) and foundational writing practices. It was pre-AP reminiscent. Students were fully engaged.
Monthly PLCs are in place to discuss school-wide data, grade-level data, classroom data, and individual student data to create next steps and implement interventions. There were several examples of student self-assessments and the use of technology for formative assessments.
I know that assessment is a focus for the building, and it showed today. I saw, among other things, teachers who were using non-grade pre-assessment for the purpose of establishing learning objectives for students. I'd like to see this done consistently, but this was a good start.
Strong use of the PDSA process to guide formative assessment. The school is stronger than it thinks overall on assessment. We observed students reflecting on and grading their own work.
PDSA's. Doing projects to show their understanding of a subject.
The school is doing a good job of including students in creating goals, both for a large group and for themselves individually. We saw an example of a rubric a teacher used but didn’t actually see any teachers using them.
Compass Comments
The use of the PDSA process is an outstanding example of formative assessment at the elementary level. Harrison has been a leader on this front for several years. We wish to know more about what is being done to implement formative assessment at the middle school level and how such assessment is leading to the creation of student-centered learning goals.
The use of the PDSA process is an outstanding example of formative assessment at the elementary level. Harrison has been a leader on this front for several years. We wish to know more about what is being done to implement formative assessment at the middle school level and how such assessment is leading to the creation of student-centered learning goals.
Section VII-Focus on Improvement of Instruction and Learning
Despite social distancing and cohorting, Harrison staff maintained weekly professional learning community sessions.
Self Reflections
Much of our PD has been put on hold this year. We have worked on improving our student-led conferences, how to effectively reach out to parents of struggling students using phone and email. Struggling staff undergo weekly check-ins with their evaluators. We have also begun having staff videotape themselves and watch with their evaluators to reflect on their strengths and weaknesses. In addition, one of our evaluators is working with a struggling teacher, whisper coaching while they observe a successful teacher in the same content area.
We are not doing walkabouts this year because of COVID-related concerns.
Much of our PD has been put on hold this year. We have worked on improving our student-led conferences, how to effectively reach out to parents of struggling students using phone and email. Struggling staff undergo weekly check-ins with their evaluators. We have also begun having staff videotape themselves and watch with their evaluators to reflect on their strengths and weaknesses. In addition, one of our evaluators is working with a struggling teacher, whisper coaching while they observe a successful teacher in the same content area.
We are not doing walkabouts this year because of COVID-related concerns.
Reviewer Comments
I'm not sure what professional development opportunities were available this year. I would encourage some instructional walkthroughs for K-8. I see an improvement on targeted learning. I did not see examples of threaded learning targets or much formative assessment "
Harrison has done a good job this year of implementing a PLC model to help teachers understand what is happening with students.
Impressive dedication to teaching traits and skills.
Tremendous use of technology to support learning at the elementary levels. Less so at the middle school level.
Purposeful integration of traits and skills into the learning targets and the majority of learning targets included who will do what how. All three pillars of instruction were evident in all classrooms. PDSAs were used as a formative assessments to guide instruction for small groups. Time is scheduled every six weeks to look at data and regroup students and make instructional adjustments.
It appeared to me that the school, especially during this pandemic, has kept high-quality instruction a priority.
There is a strong collaborative leadership structure. I would like to see more examples of how the staff is utilized as experts when it comes to PD. Great strides are being made applying technology-related PD. Many staff are just advancing beyond what has been offered.
Utilization of mentors with staff. Also, working on communication with parents.
PD has been hard this year. This is a place that I think they can and will improve next year.
I'm not sure what professional development opportunities were available this year. I would encourage some instructional walkthroughs for K-8. I see an improvement on targeted learning. I did not see examples of threaded learning targets or much formative assessment "
Harrison has done a good job this year of implementing a PLC model to help teachers understand what is happening with students.
Impressive dedication to teaching traits and skills.
Tremendous use of technology to support learning at the elementary levels. Less so at the middle school level.
Purposeful integration of traits and skills into the learning targets and the majority of learning targets included who will do what how. All three pillars of instruction were evident in all classrooms. PDSAs were used as a formative assessments to guide instruction for small groups. Time is scheduled every six weeks to look at data and regroup students and make instructional adjustments.
It appeared to me that the school, especially during this pandemic, has kept high-quality instruction a priority.
There is a strong collaborative leadership structure. I would like to see more examples of how the staff is utilized as experts when it comes to PD. Great strides are being made applying technology-related PD. Many staff are just advancing beyond what has been offered.
Utilization of mentors with staff. Also, working on communication with parents.
PD has been hard this year. This is a place that I think they can and will improve next year.
Compass Comments
We understand there were hurdles in providing continuous professional development to staff caused by the COVID pandemic. However, we acknowledge and very much appreciate the effort made on this front in the way grade-level PLCs were conducted.
We understand there were hurdles in providing continuous professional development to staff caused by the COVID pandemic. However, we acknowledge and very much appreciate the effort made on this front in the way grade-level PLCs were conducted.
Section VIII-Focus on Support for Positive Student Behavior
Harrison students have many avenues by which they can contribute to the betterment of the community. This year NJHS students did this by writing Christmas cards to local nursing home residents.
Self Reflections
Progress reports are distributed mid-quarter; in addition, our middle school life skills teachers contact struggling online students every other week to re-engage them in school. Friday Work Sessions have been designed to help students recover credits and/or to avoid failing. Parents and students of those who are required to attend are notified by email and text message every Wednesday. In addition, teachers use IC auto-dialers/emails to notify parents of failing grades weekly.
Student suspensions have decreased significantly, possibly due to cohorting, but we have also implemented restorative practices (APs were trained this summer) and respect agreements. Students who wrong others must complete a restorative circle in order to restore the relationship. This may be done with either another student or with an adult. Each party has a chance to tell how the act made them feel and how they will move forward from it. It has been really positive for our culture.
Students who receive out-of-school suspensions are encouraged to maintain contact virtually with the classrooms.
Progress reports are distributed mid-quarter; in addition, our middle school life skills teachers contact struggling online students every other week to re-engage them in school. Friday Work Sessions have been designed to help students recover credits and/or to avoid failing. Parents and students of those who are required to attend are notified by email and text message every Wednesday. In addition, teachers use IC auto-dialers/emails to notify parents of failing grades weekly.
Student suspensions have decreased significantly, possibly due to cohorting, but we have also implemented restorative practices (APs were trained this summer) and respect agreements. Students who wrong others must complete a restorative circle in order to restore the relationship. This may be done with either another student or with an adult. Each party has a chance to tell how the act made them feel and how they will move forward from it. It has been really positive for our culture.
Students who receive out-of-school suspensions are encouraged to maintain contact virtually with the classrooms.
Reviewer Reflections:
- I appreciate the smart goals I noticed in 7th grade around behavior goals. I also think the PBIS doesn't seem to all be rewards.
- Harrison has a noticeably different feel this year than in the years past, students are well behaved when visitors enter the room, they stay on task, and are respectful to teachers and students.
- The biggest artifact supporting this element is the overall student behavior I witnessed. Polite and engaged students met us in every classroom.
- Using the PBIS structure Harrison has used Hawk Feathers for positive behavior and restorative practices for unwanted behavior.
- By all indicators, it looks like Harrison's student behavior is better than it has been in the past. It's also clear that Kids At Hope is well seated at this point in time.
- Parent surveys indicate communication is really only at an effective level. Definitely room for growth here. The school has a strong PBIS program and student behavior is noticeably better than in past years. Would like to learn more about how mindfulness practices are being applied to support discipline. So long as OSS exists as a major tool, it will be impossible to score highly effective when it comes to avoiding exclusionary discipline practices.
- Like the Friday work sessions to help students to recover credits and to help avoid failing. Weekly notification of parents. Restorative justice circles.
- Harrison has come a long way and put a lot of work into making the school student-centered. I am excited to see what happens with the restorative practices as the school continues those over the next couple of years.
Compass Comments
It is evident the staff and administration have clearly outlined behavioral expectations for students, and that children and their families fully understand the consequences they receive when policies are violated. We encourage the school to explore developing more restorative and fewer exclusionary discipline practices. If there is any way to significantly limit or fully eliminate out-of-school suspension practices, we would like this to be done. We recognize a generally improved level of student behavior in the school this year, though fully understand this may have been a by-product of the pandemic and lighter daily attendance.
It is evident the staff and administration have clearly outlined behavioral expectations for students, and that children and their families fully understand the consequences they receive when policies are violated. We encourage the school to explore developing more restorative and fewer exclusionary discipline practices. If there is any way to significantly limit or fully eliminate out-of-school suspension practices, we would like this to be done. We recognize a generally improved level of student behavior in the school this year, though fully understand this may have been a by-product of the pandemic and lighter daily attendance.
Section IX-Focus on Resource Acquisition and Maintenance of a Safe Learning Environment
The Cañon City PD supports Harrison by providing a School Resource Officer.
Self Reflections
We are really proud of our facility and we receive adequate support from the district. Although our budgets were cut this year, classroom teachers were still provided the same amount they have always received in their budgets and no teacher has gone without (we cut the office budget instead). Our PTO has stepped up to provide other things for both students and staff. We will utilize our Title I Family Involvement funds for our One School, One Book initiative. Every student and staff member will receive a book and will be able to participate this year.
In addition, we were able to procure Moby Max on a free trial basis for our special education teachers and to use it for science credit recovery. This has worked out really well for us.
We are maximizing the use of our Title I literacy support by using our special education paraprofessionals to also instruct small Tier II and Tier III intervention groups when special education students are present. Although a little more difficult to schedule this year due to avoiding cross-cohorting, we are making it work.
Additionally, our special education staff works with not only the in-person students but also with the online students.
We are really proud of our facility and we receive adequate support from the district. Although our budgets were cut this year, classroom teachers were still provided the same amount they have always received in their budgets and no teacher has gone without (we cut the office budget instead). Our PTO has stepped up to provide other things for both students and staff. We will utilize our Title I Family Involvement funds for our One School, One Book initiative. Every student and staff member will receive a book and will be able to participate this year.
In addition, we were able to procure Moby Max on a free trial basis for our special education teachers and to use it for science credit recovery. This has worked out really well for us.
We are maximizing the use of our Title I literacy support by using our special education paraprofessionals to also instruct small Tier II and Tier III intervention groups when special education students are present. Although a little more difficult to schedule this year due to avoiding cross-cohorting, we are making it work.
Additionally, our special education staff works with not only the in-person students but also with the online students.
Reviewer Reflections
- This school building is about 16 years old and is still in good shape, there are some things stained and broken but overall it is in good shape and is being maintained effectively
- You can't look anywhere in this school without seeing marketing and messaging on the cultural program or the district's traits and skills. The payoff is evident. Great focus and use of resources to change for the better.
- The 7th grade Social Studies packet work was a great example of providing a teacher with something that is needed to teach effectively. When considering the SAMR model of utilizing technology it seems that the level of use, other than some isolated teachers, is more as a tool for substitution for what has been done rather than using it as a tool for modification or redefinition of K-8.
- Overall, the resources appear to be used well. I did see a few instances where I was unable to see the teachers using the district-approved resources. However, this seems to be a bit of a trend with a couple of the teachers.
- After all these years the school still looks brand new! Kudos regarding the extra food pantry resources the school has attracted. The school takes good advantage of grant dollars acquired by the district. However, not a ton of evidence about how they are attracting their own additional resources.
- Commendable with budget cuts that teachers did not go without due to cutting of the office budget. Support from the PTO to help with the book study program. Good use of SPED paraprofessionals to instruct small intervention groups.
Compass Comments
The Harrison facility is extremely well taken care of. After almost 15 years, the school still looks brand new. Good use is made of district curricular resources. This should be at the 100% level. We also encourage the school to continue to seek additional support and involvement from the community for its students and programs.
The Harrison facility is extremely well taken care of. After almost 15 years, the school still looks brand new. Good use is made of district curricular resources. This should be at the 100% level. We also encourage the school to continue to seek additional support and involvement from the community for its students and programs.
Section XI - Focus on Early Literacy
CCHS Principal Bill Summers and Harrison Principal Marne Autobee observe a literacy lesson.
Self Reflections
Now that the grant has sunsetted, the elementary AP has taken the lead on elementary literacy and works collaboratively with the grade levels to plan monthly PLCs. In addition, he meets with the district Journeys Coach to discuss school progress. PDSAs are still used to plan and formatively assess Tier I and Tier II interventions, and groups are adjusted after adequate time to measure progress, usually two sub-cycles. PD provided over the two years has solidified this process as a standard protocol for Harrison Elementary classrooms, and follow-up PD is provided as needed during PLCs. The Journeys Coach, elementary AP, and Principal participated in literacy walkthroughs in October, and administrators followed up with meetings/emails to teachers as needed. Elementary observations still focus on best first instruction in literacy as learned by our time in the Early Literacy Grant.
Now that the grant has sunsetted, the elementary AP has taken the lead on elementary literacy and works collaboratively with the grade levels to plan monthly PLCs. In addition, he meets with the district Journeys Coach to discuss school progress. PDSAs are still used to plan and formatively assess Tier I and Tier II interventions, and groups are adjusted after adequate time to measure progress, usually two sub-cycles. PD provided over the two years has solidified this process as a standard protocol for Harrison Elementary classrooms, and follow-up PD is provided as needed during PLCs. The Journeys Coach, elementary AP, and Principal participated in literacy walkthroughs in October, and administrators followed up with meetings/emails to teachers as needed. Elementary observations still focus on best first instruction in literacy as learned by our time in the Early Literacy Grant.
Final Rating and Next Step Recommendations
Harrison Principal Marne Autobee guides discussion during the Compass Team visit.
Harrison K-8 School’s final rating for 2021 is 76.45 %. This lands the school in the Effective category.
The Compass Committee recognizes Harrison K-8 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 Harrison 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:
-Harrison has come a long way in codifying its Kids at Hope culture. With the 4th year of its use on the horizon and a change in building leadership, the staff needs to ensure it revisits the philosophy, all new hires align to it philosophically, and all new personnel are trained and prepared to drive its implementation forward.
-Excellent progress has been made on the implementation of Pillars 1 and 2 of instruction. We encourage the school to solidify this work and steps should be taken toward faithfully practicing Pillar 3 through the application of effective formative assessment that drives instructional decisions.
-Harrison will have a new Principal during the 2021-22 school year. In the past four years the staff has made tremendous progress putting in organizational structures that allow for collaborative leadership and the operation of professional learning communities. We encourage the current principal, during transition, to work in consort with the new Principal to ensure these fundamental structures remain in place as the staff moves forward.
-In the 2021-22 school year Harrison School will receive an additional $333 per student allocation, thanks to federal ESSER III funding. A preliminary proposal was submitted to the district in April 2021 to guide how these dollars will be invested to keep the doors to the school open, catch students up on learning opportunities lost as a result of the COVID pandemic, and drive innovative education opportunities forward in alignment with our district vision, mission, core beliefs, and adopted traits and skills. Please review the feedback the district has offered 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 Harrison K-8 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 Harrison 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:
-Harrison has come a long way in codifying its Kids at Hope culture. With the 4th year of its use on the horizon and a change in building leadership, the staff needs to ensure it revisits the philosophy, all new hires align to it philosophically, and all new personnel are trained and prepared to drive its implementation forward.
-Excellent progress has been made on the implementation of Pillars 1 and 2 of instruction. We encourage the school to solidify this work and steps should be taken toward faithfully practicing Pillar 3 through the application of effective formative assessment that drives instructional decisions.
-Harrison will have a new Principal during the 2021-22 school year. In the past four years the staff has made tremendous progress putting in organizational structures that allow for collaborative leadership and the operation of professional learning communities. We encourage the current principal, during transition, to work in consort with the new Principal to ensure these fundamental structures remain in place as the staff moves forward.
-In the 2021-22 school year Harrison School will receive an additional $333 per student allocation, thanks to federal ESSER III funding. A preliminary proposal was submitted to the district in April 2021 to guide how these dollars will be invested to keep the doors to the school open, catch students up on learning opportunities lost as a result of the COVID pandemic, and drive innovative education opportunities forward in alignment with our district vision, mission, core beliefs, and adopted traits and skills. Please review the feedback the district has offered 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.
