Echoes From Cañon
Our Mission and Core Beliefs
The Cañon City School District is future-focused, providing innovative educational opportunities to successfully prepare all students to meet any challenge they may face.
1. We meet the social-emotional needs of all students, putting Maslow’s Hierarchy of Needs before Bloom’s Taxonomy.
2. We believe learning growth matters most, requires risk-taking, and the work we do in our schools has the greatest impact on this.
3. We’re future-focused, believing the development of certain traits and skills will best prepare our students for ever-changing careers.
4. We emphasize what is good for kids over the needs and comfort of adults.
The Cañon City School District is future-focused, providing innovative educational opportunities to successfully prepare all students to meet any challenge they may face.
1. We meet the social-emotional needs of all students, putting Maslow’s Hierarchy of Needs before Bloom’s Taxonomy.
2. We believe learning growth matters most, requires risk-taking, and the work we do in our schools has the greatest impact on this.
3. We’re future-focused, believing the development of certain traits and skills will best prepare our students for ever-changing careers.
4. We emphasize what is good for kids over the needs and comfort of adults.
2021 Instructional Program Reviews
This is the second year students have participated in our instructional program reviews. CCHS students Hope Kolman and Sean Williamson were part of the team.
During the past month, teams of Cañon City Compass Committee representatives spent entire days in each of the districts seven non-charter schools conducting Instructional Program Reviews.
The Compass Committee is made up of school district and community leaders, as well as high school students, whose task is geared toward driving improvement of learning outcomes.
Instructional Program Reviews (IRPs) are the means by which the Cañon City School District annually determines the progress each school is making toward its vision of Student Empowered Learning and suggests focus areas for improvement in the coming year.
These reviews are conducted using this rubric, which was created by, and has been refined by, the Compass Committee over the past two years.
This year, thanks to the Cañon City School District’s participation in an Accreditation Pilot program, additional tools were added to ensure greater participation in the rating process of each school, and greater voice for each person participating in the Instructional Program Review process..
In conducting this year’s reviews, the Compass Committee viewed schools through a lens of understanding the many challenges each building faced this year to keep their doors open for in-person learning during a worldwide pandemic.
Below, readers will find some of the many wonderful things that were observed at each school during each visit.
The Compass Committee is made up of school district and community leaders, as well as high school students, whose task is geared toward driving improvement of learning outcomes.
Instructional Program Reviews (IRPs) are the means by which the Cañon City School District annually determines the progress each school is making toward its vision of Student Empowered Learning and suggests focus areas for improvement in the coming year.
These reviews are conducted using this rubric, which was created by, and has been refined by, the Compass Committee over the past two years.
This year, thanks to the Cañon City School District’s participation in an Accreditation Pilot program, additional tools were added to ensure greater participation in the rating process of each school, and greater voice for each person participating in the Instructional Program Review process..
In conducting this year’s reviews, the Compass Committee viewed schools through a lens of understanding the many challenges each building faced this year to keep their doors open for in-person learning during a worldwide pandemic.
Below, readers will find some of the many wonderful things that were observed at each school during each visit.
At Cañon City High School we observed the following:
The Compass visitation team discusses progress at CCHS
-In all parts of the building, we observed top-notch behavior by students.
-Because the WiFi system was unexpectedly on the fritz for most of the day of our visit, resiliency and flexibility were on display by both staff and students.
-Most classrooms we visited had a strong learning target, and most were clearly stated, though some did not answer all three questions (who will do what, how).
-The team offered kudos regarding the breadth and width of the vocational programs CCHS still offers, and the extent to which they have been expanded and integrated.
-Because the WiFi system was unexpectedly on the fritz for most of the day of our visit, resiliency and flexibility were on display by both staff and students.
-Most classrooms we visited had a strong learning target, and most were clearly stated, though some did not answer all three questions (who will do what, how).
-The team offered kudos regarding the breadth and width of the vocational programs CCHS still offers, and the extent to which they have been expanded and integrated.
PCC Fremont Campus Dean Mark Peacock was on the CCHS visitation team
-In the Career Tech Ed wing we also noticed teachers were acting as facilitators, and students were deeply on task and could easily describe what they were doing.
-Despite the challenges posed by the A and B cohort system established due to COVID, it was evident to the review team that students are getting more direct attention from instructors and instructors are developing deeper and more positive relationships with their students.
-The team offered kudos to the staff regarding the amount of engagement that was observed despite the difficult WiFi circumstance on the day of the visit.
-The team observed engaging and energetic instruction. Bell to bell learning was evident throughout the entire building.
-The team noticed creative use of classroom space in this time of COVID, with teachers creating multiple work/learning settings within their rooms.
-The students who are team members had nothing but good things to say about social studies instruction. They said in each class observed they were drawn into the lessons and became deeply engaged.
-The team offered lots of compliments about how prepared and nimble the staff has been in their use of technology.
-The team especially wished to compliment the staff for fully implementing the first round of capstone for all, despite being in the midst of a worldwide pandemic. We can think of no other learning institution in the state that moved forward with such a significant change in these difficult times, and the entire staff is to be commended for this.
-Despite the challenges posed by the A and B cohort system established due to COVID, it was evident to the review team that students are getting more direct attention from instructors and instructors are developing deeper and more positive relationships with their students.
-The team offered kudos to the staff regarding the amount of engagement that was observed despite the difficult WiFi circumstance on the day of the visit.
-The team observed engaging and energetic instruction. Bell to bell learning was evident throughout the entire building.
-The team noticed creative use of classroom space in this time of COVID, with teachers creating multiple work/learning settings within their rooms.
-The students who are team members had nothing but good things to say about social studies instruction. They said in each class observed they were drawn into the lessons and became deeply engaged.
-The team offered lots of compliments about how prepared and nimble the staff has been in their use of technology.
-The team especially wished to compliment the staff for fully implementing the first round of capstone for all, despite being in the midst of a worldwide pandemic. We can think of no other learning institution in the state that moved forward with such a significant change in these difficult times, and the entire staff is to be commended for this.
At Cañon City Middle School we observed the following:
Mr. Oliver guides discussion about progress at CCMS
-The CCMS staff is strong on flexibility and risk-taking. This can be shown by the many structural adjustments made this year in response to COVID. This staff, perhaps more than any other, made many smart adjustments to deal with COVID implications and restrictions. Thanks to this, the school has kept its doors open for in-person learning all year.
-The team learned that 515 students have quarantined at some point across 10 major incidents. Each time, the school kept its doors open. To make this possible, many staff were pulled from other duties to make it work.
-The team noticed more inclusive special education services, with some nice co-teaching practices displayed,
-The team was impressed that despite the pandemic, CCMS continued its practice of conducting staff led instructional feedback/evaluation walks.
-Principal Jesse Oliver highlighted how teachers are driving the early release Friday building-level professional development. Teachers routinely lead this work and engagement is increasing.
-CCMS has created a model professional development website to house all past events.
-The staff shared STAR data and we noticed positive outcomes in 6th-grade math, 7th grade ELA and math, and 8th math.
-The staff has widely embraced contest and competition as a way to drive increased student engagement in lessons. One of our student members of Compass said they personally like gamification and contests, saying, "while it is competitive, it is also fun. The fun aspect can interest students who aren’t so competitive." The team agrees that fun and play should be part of learning as much as possible.
-The team learned that 515 students have quarantined at some point across 10 major incidents. Each time, the school kept its doors open. To make this possible, many staff were pulled from other duties to make it work.
-The team noticed more inclusive special education services, with some nice co-teaching practices displayed,
-The team was impressed that despite the pandemic, CCMS continued its practice of conducting staff led instructional feedback/evaluation walks.
-Principal Jesse Oliver highlighted how teachers are driving the early release Friday building-level professional development. Teachers routinely lead this work and engagement is increasing.
-CCMS has created a model professional development website to house all past events.
-The staff shared STAR data and we noticed positive outcomes in 6th-grade math, 7th grade ELA and math, and 8th math.
-The staff has widely embraced contest and competition as a way to drive increased student engagement in lessons. One of our student members of Compass said they personally like gamification and contests, saying, "while it is competitive, it is also fun. The fun aspect can interest students who aren’t so competitive." The team agrees that fun and play should be part of learning as much as possible.
Music instruction continues at CCMS despite difficult circumstances
-The building simply has a healthy buzz. This buzz is on point and it reflects deep engagement in learning by students.
-The team noticed how the music teacher has created a nice menu of options to meet the needs of every child, some who admittedly would rather not be taking a music class.
-The team recognized how the flexibility displayed at CCMS this year may have caused some loss of opportunity for students, but the fact kids have been able to attend school in-person all year far outweighs what may have been lost.
-The team learned about CCMS virtual pep assemblies and thought this was a great adjustment to create community.
-The cream was extremely impressed that, despite the school having to operate for an entire year while in flux due to construction, this fact was never referenced or used as an excuse during the visit. The staff simply makes no excuses.
-The team noticed staff using language tying the traits and skills to daily learning targets.
-The team loved how special education is piping lessons from within the building into their classroom. This is a great way to ensure students have access to the regular curriculum while maintaining cohorts for COVID safety.
-Everywhere the team went it saw supportive services being provided to students.
-Finally, the team was impressed with the on-task student behavior throughout the building. There was bell-to-bell instruction and strong student engagement despite it being an early release Friday.
-The team noticed how the music teacher has created a nice menu of options to meet the needs of every child, some who admittedly would rather not be taking a music class.
-The team recognized how the flexibility displayed at CCMS this year may have caused some loss of opportunity for students, but the fact kids have been able to attend school in-person all year far outweighs what may have been lost.
-The team learned about CCMS virtual pep assemblies and thought this was a great adjustment to create community.
-The cream was extremely impressed that, despite the school having to operate for an entire year while in flux due to construction, this fact was never referenced or used as an excuse during the visit. The staff simply makes no excuses.
-The team noticed staff using language tying the traits and skills to daily learning targets.
-The team loved how special education is piping lessons from within the building into their classroom. This is a great way to ensure students have access to the regular curriculum while maintaining cohorts for COVID safety.
-Everywhere the team went it saw supportive services being provided to students.
-Finally, the team was impressed with the on-task student behavior throughout the building. There was bell-to-bell instruction and strong student engagement despite it being an early release Friday.
At Cañon Exploratory School we observed the following:
Mrs. Albrecht shares information about the culture of CES
-The committee loved how the school's Unified Improvement Plan has been built around the district's four core beliefs.
-the team appreciated the thoughtful leadership transition timeline followed by Kelly Albrecht and Jessi Hamilton. They have been very strategic about the gradual transfer of responsibility to Jessi.
-CES produces some of the best quality learning targets we have seen in this district. There was 100% teacher follow-through on this, ensuring all learning throughout the day is intentional.
-There is evidence of depth and complexity showing up in CES learning targets.
-The team witnessed additional Social Emotional Learning vocabulary embedded in some learning targets.
-Strong learning engagement was observed in every class, including an extremely high level of engagement in the middle school.
-Great connections are being made with high school students in the middle school, using the debate team to judge scientific arguments by CES students.
-There were many great examples of choice and student agency throughout the building.
-The committee witnessed a lot of expert informal assessments being conducted, with teachers moving throughout their rooms observing student performance, and intervening when necessary.
-the team appreciated the thoughtful leadership transition timeline followed by Kelly Albrecht and Jessi Hamilton. They have been very strategic about the gradual transfer of responsibility to Jessi.
-CES produces some of the best quality learning targets we have seen in this district. There was 100% teacher follow-through on this, ensuring all learning throughout the day is intentional.
-There is evidence of depth and complexity showing up in CES learning targets.
-The team witnessed additional Social Emotional Learning vocabulary embedded in some learning targets.
-Strong learning engagement was observed in every class, including an extremely high level of engagement in the middle school.
-Great connections are being made with high school students in the middle school, using the debate team to judge scientific arguments by CES students.
-There were many great examples of choice and student agency throughout the building.
-The committee witnessed a lot of expert informal assessments being conducted, with teachers moving throughout their rooms observing student performance, and intervening when necessary.
Compass members observe classroom instruction at CES
-There were many great examples of blended learning activities, students rotating through stations, and conducting research on their own.
-The committee saw tremendous instructional growth by newer teachers across the board. Clearly, new teacher development is a priority at CES.
-There were many examples of subject matter being integrated across the entire school.
-CES is making strong use of its expanded counseling position, thanks to recent grant acquisition.
- Instructional paraprofessionals have become quite tech-savvy.
-The committee appreciates there is a parent-run student pantry.
-The student council is still operating, despite COVID, in a virtual manner.
-Very strong communication practices with parents are embedded in the CES culture.
-Some of the youngest learners are able to expertly navigate instructional technology platforms with very little supervision.
-The staff seamlessly navigates multiple-grade-level instruction.
-Students responsibly working independently is steeped in the building culture.
-Rigorous and advanced learning is taking place in the technology lab.
-There are many great examples of the school tapping into non-district resources to support the school.
-Most important, CES continues to strictly adhere to the foundational concepts of its existence as a choice-in exploratory school.
-The committee saw tremendous instructional growth by newer teachers across the board. Clearly, new teacher development is a priority at CES.
-There were many examples of subject matter being integrated across the entire school.
-CES is making strong use of its expanded counseling position, thanks to recent grant acquisition.
- Instructional paraprofessionals have become quite tech-savvy.
-The committee appreciates there is a parent-run student pantry.
-The student council is still operating, despite COVID, in a virtual manner.
-Very strong communication practices with parents are embedded in the CES culture.
-Some of the youngest learners are able to expertly navigate instructional technology platforms with very little supervision.
-The staff seamlessly navigates multiple-grade-level instruction.
-Students responsibly working independently is steeped in the building culture.
-Rigorous and advanced learning is taking place in the technology lab.
-There are many great examples of the school tapping into non-district resources to support the school.
-Most important, CES continues to strictly adhere to the foundational concepts of its existence as a choice-in exploratory school.
At Harrison K-8 School we observed the following:
The beautiful library is where Compass met to discuss progress at Harrison
-Everywhere it went in the building, the committee observed top-notch behavior by students.
-It was clear the Building Leadership Team is actively researching how the staff is connecting with students, and that this has been done in a calculated manner by using the ACES approach from Kids at Hope.
-Students have been involved in creating their own goals around positive behavior and culture.
-In response to the high number of student needs around food security, the school continues to run a well-stocked Food Pantry and Hope Closet. This can be a model for the entire district.
-The team learned how middle school staff is engaging families in Conferences by having students lead them.
-It was clear the Building Leadership Team is actively researching how the staff is connecting with students, and that this has been done in a calculated manner by using the ACES approach from Kids at Hope.
-Students have been involved in creating their own goals around positive behavior and culture.
-In response to the high number of student needs around food security, the school continues to run a well-stocked Food Pantry and Hope Closet. This can be a model for the entire district.
-The team learned how middle school staff is engaging families in Conferences by having students lead them.
Mr. Summers discusses a learning target with a Harrison student
-The team was impressed by the implementation of the upstanders bullying prevention program.
-The committee marveled at the daily staff-led Social Emotional Learning time provided to students each day.
-Harrison has developed one of the most effective MTSS programs in the district. This is supporting many students before they fall through the cracks.
-The team witnessed some of the best learning targets and intentional student engagement seen on a school visit.
-There is purposeful use of technology to support instruction. It is hard to believe Harrison is still only in its first year of having a device in every child's hands.
-The school is shifting to deeply restorative discipline practices and there has been positive change in total in and out of school suspensions this year.
-The entire visitation team greatly appreciated the effort being made to integrate special education students into the regular classroom setting as much as possible.
-Harrison staff are doing good work transitioning McKinley Elementary 5th graders to the Harrison middle school level.
-Harrison is clearly becoming a truly student-centered school. There is a deep authenticity in the way Harrison operates, including the use of data to drive the decision-making process, and the way teachers are weaving the Skills and Traits into their lessons.
-The committee marveled at the daily staff-led Social Emotional Learning time provided to students each day.
-Harrison has developed one of the most effective MTSS programs in the district. This is supporting many students before they fall through the cracks.
-The team witnessed some of the best learning targets and intentional student engagement seen on a school visit.
-There is purposeful use of technology to support instruction. It is hard to believe Harrison is still only in its first year of having a device in every child's hands.
-The school is shifting to deeply restorative discipline practices and there has been positive change in total in and out of school suspensions this year.
-The entire visitation team greatly appreciated the effort being made to integrate special education students into the regular classroom setting as much as possible.
-Harrison staff are doing good work transitioning McKinley Elementary 5th graders to the Harrison middle school level.
-Harrison is clearly becoming a truly student-centered school. There is a deep authenticity in the way Harrison operates, including the use of data to drive the decision-making process, and the way teachers are weaving the Skills and Traits into their lessons.
At Lincoln School of Science and Technology we observed the following:
Mr. Olguin shared progress being made at Lincoln
-Upon arrival of the team to the school, well prepared students escorted each visitor to the meeting room. This was a wonderful touch and a great way to give students extra responsibility.
-Many Lincoln staff created videos that brought their voice into the meeting room. This took some work and risk on their behalf.
-Lincoln has been piloting Elevate Science for the district and the team heard the staff's views on how this is going.
-Lincoln's Social Emotional Learning focus is supported by having a full-time counselor this year for the first time. This has been of major value to students and staff.
-The Lincoln staff has been diligent all year in regard to COVID protocols, including cohosting, hand-washing (with innovative homemade outdoor stations), and appropriate display of individual behaviors (mask-wearing, social distancing). This has helped them to keep their doors open to children all year.
-The team was impressed with Lincoln's strict adherence to the Discovery culture model by having the entire staff retrained in it this year.
-Lincoln is growing its focus on the district’s targeted Traits and Skills. Student incentives are provided when they are exhibited. The school has personalized them in the form of posters. There was even an artifact showing how 5th-grade students made traits and skills spheres to display in their classroom.
-There is much evidence that LSST is deeply focused on our first core belief. In fact, Lincoln has a situational awareness we have rarely seen in a school. Principal Olguin himself exhibits a keen sense of which kids need support, those who need to be checked on periodically, and he does so immediately when he recognizes the necessity.
-Everyone was extremely impressed with the creativity of Head Custodian Abe England. Abe he has been encouraging kids to sample different foods through his culinary craftwork and he contributes greatly to the technology culture in the school with his video production skills.
-Many Lincoln staff created videos that brought their voice into the meeting room. This took some work and risk on their behalf.
-Lincoln has been piloting Elevate Science for the district and the team heard the staff's views on how this is going.
-Lincoln's Social Emotional Learning focus is supported by having a full-time counselor this year for the first time. This has been of major value to students and staff.
-The Lincoln staff has been diligent all year in regard to COVID protocols, including cohosting, hand-washing (with innovative homemade outdoor stations), and appropriate display of individual behaviors (mask-wearing, social distancing). This has helped them to keep their doors open to children all year.
-The team was impressed with Lincoln's strict adherence to the Discovery culture model by having the entire staff retrained in it this year.
-Lincoln is growing its focus on the district’s targeted Traits and Skills. Student incentives are provided when they are exhibited. The school has personalized them in the form of posters. There was even an artifact showing how 5th-grade students made traits and skills spheres to display in their classroom.
-There is much evidence that LSST is deeply focused on our first core belief. In fact, Lincoln has a situational awareness we have rarely seen in a school. Principal Olguin himself exhibits a keen sense of which kids need support, those who need to be checked on periodically, and he does so immediately when he recognizes the necessity.
-Everyone was extremely impressed with the creativity of Head Custodian Abe England. Abe he has been encouraging kids to sample different foods through his culinary craftwork and he contributes greatly to the technology culture in the school with his video production skills.
Mrs. Jones and Mr. Renn were key participants in many of the school site visits
-We witnessed strong learning targets and active student engagement in every classroom.
-Great routines have been established in regard to the use of Chromebooks by even the youngest children in the school.
-It is evident Lincoln grade-level teams plan and collaborate on lessons, while each puts their own signature on actual instruction.
-The staff clearly maximizes every available instructional minute.
-Great progress has been made in the severe student needs program. LSST has become a model site on this front.
-Project Lead The Way, in its second year at LSST, is very much aligned to instructing students in our district targeted Skills and Traits.
-Parent communication is an area of strength. There are numerous ways staff and administration reach out to parents, and parent surveys indicate what is being done is very much appreciated.
-The team noticed there is a clear school-wide writing process supported and utilized by instructors.
-Mr. Olguin heaped lots of praise on building support staff from the librarian to custodial to the secretary, health tech, and counselor.
-The Lincoln staff is growing in their use of technology tools to actively engage students. The team observed children interacting with CleverTouch boards in Music and appropriate use of the platform Quizlet to support students in vocabulary review.
-Finally, the tremendous improvement of grounds, parking, and traffic-flow in and out of the building is quite noticeable. Each of these changes was initiated by Lincoln staff and is much appreciated.
-Great routines have been established in regard to the use of Chromebooks by even the youngest children in the school.
-It is evident Lincoln grade-level teams plan and collaborate on lessons, while each puts their own signature on actual instruction.
-The staff clearly maximizes every available instructional minute.
-Great progress has been made in the severe student needs program. LSST has become a model site on this front.
-Project Lead The Way, in its second year at LSST, is very much aligned to instructing students in our district targeted Skills and Traits.
-Parent communication is an area of strength. There are numerous ways staff and administration reach out to parents, and parent surveys indicate what is being done is very much appreciated.
-The team noticed there is a clear school-wide writing process supported and utilized by instructors.
-Mr. Olguin heaped lots of praise on building support staff from the librarian to custodial to the secretary, health tech, and counselor.
-The Lincoln staff is growing in their use of technology tools to actively engage students. The team observed children interacting with CleverTouch boards in Music and appropriate use of the platform Quizlet to support students in vocabulary review.
-Finally, the tremendous improvement of grounds, parking, and traffic-flow in and out of the building is quite noticeable. Each of these changes was initiated by Lincoln staff and is much appreciated.
At McKinley Elementary School we observed the following:
Mr. Morton and Ms. Stevens guided conversation about progress at McKinley
-The visiting team saw good quality learning targets posted in EVERY classroom.
-The team learned about the many great things the PTO is accomplishing this year. It is very much appreciated how involved staff has become in it.
-The team saw significant improvement in the perception of the school, based on parent survey results.
-Not a single student indicated they are not familiar with the traits and skills this year, based on survey results. Last year was about a 50-50 mix. This is outstanding. Intentional work and familiarity related to traits and skills was evident throughout the school. All of this is the result of the school’s new mission and the hard work of its Skills and Traits Action Team.
-The team witnessed student-specific WIN (What I Need) time allowed for intervention and differentiation.
-It was clear McKinley has welcomed its new preschool program. We thank the staff for making the program welcome at the school!
-The team learned about the many great things the PTO is accomplishing this year. It is very much appreciated how involved staff has become in it.
-The team saw significant improvement in the perception of the school, based on parent survey results.
-Not a single student indicated they are not familiar with the traits and skills this year, based on survey results. Last year was about a 50-50 mix. This is outstanding. Intentional work and familiarity related to traits and skills was evident throughout the school. All of this is the result of the school’s new mission and the hard work of its Skills and Traits Action Team.
-The team witnessed student-specific WIN (What I Need) time allowed for intervention and differentiation.
-It was clear McKinley has welcomed its new preschool program. We thank the staff for making the program welcome at the school!
Mr. Coppa kept a close eye on the use of technology during site visits
-The team witnessed many great examples of staff flexibility and agility this year, with so many of stepping up and doing what needs to be done to keep the doors open to children.
-There were great examples of technology use in support of small group work and independent learning.
-The team noticed students are even being taught how to monitor their own progress through Google Classroom and Infinite Campus. This is a good application of self formative assessment.
-The level of articulation by students as they explained what they were learning was quite impressive.
-There were great examples of technology use in support of small group work and independent learning.
-The team noticed students are even being taught how to monitor their own progress through Google Classroom and Infinite Campus. This is a good application of self formative assessment.
-The level of articulation by students as they explained what they were learning was quite impressive.
-It was clear to the team that the opportunity to learn is being maximized. Bell to bell instruction is taking place in all classrooms.
-Staff cohesion is evident as well, and this is supported by survey results.
-The staff clearly tracks data and adjusts practices based on what is learned from it.
-The team recognized and appreciated the all-hands-on-deck approach to interventions. It witnessed Title staff conducting interventions with special education students. This is the right work, when necessary.
-We wish to honor Mr. Morton for continuing to solicit staff feedback on himself on a monthly basis. He is the only principal we know who does this with such consistency.
-The McKinley front office environment radiates a consistently positive attitude.
-Wildcat paraprofessionals are highly skilled and are used effectively to support student learning.
-Basic operating systems are clearly in place, understood, and adhered to by staff, students, and parents.
-Staff cohesion is evident as well, and this is supported by survey results.
-The staff clearly tracks data and adjusts practices based on what is learned from it.
-The team recognized and appreciated the all-hands-on-deck approach to interventions. It witnessed Title staff conducting interventions with special education students. This is the right work, when necessary.
-We wish to honor Mr. Morton for continuing to solicit staff feedback on himself on a monthly basis. He is the only principal we know who does this with such consistency.
-The McKinley front office environment radiates a consistently positive attitude.
-Wildcat paraprofessionals are highly skilled and are used effectively to support student learning.
-Basic operating systems are clearly in place, understood, and adhered to by staff, students, and parents.
At Washington Elementary School we observed the following:
Mr. Zamarripa invites many staff members to share progress being made at Washington
-The visiting team really appreciated the student tour guides who participated in the review. Each was knowledgeable about the school, its culture, various grade levels, and the important things happening on campus.
-The general behavior of students on campus was extremely positive.
-Washington staff have done a nice job of cross walking the Leader In Me culture with the district focus on specific traits and Skills.
-The team was impressed with the school’s Wildly Important Goals (WIGs) displayed at each grade level. It can be seen how this is motivating students to higher achievement. These grade-level goals are being updated each year.
-Staff expressed appreciation for Mr. Zamarripa's leadership in breaking out responsibilities to support this work on WIGs. It is also clear the staff has dedicated professional development time to the creation of them.
-The staff and administration communicate well with families. This was evident based on parent survey results and the team noticed teachers are creatively using apps to share classroom news with parents.
-Though this was our last site visit, this was the first school in which the team saw numerous children interacting directly with the new CleverTouch display boards. This is happening, despite the district’s inability to provide appropriate training to staff in their effective use.
-There were good quality learning targets in classroom. Some kindergarten classes even had visuals to support them. The team especially appreciates that most classrooms communicate them to students in an obvious fashion, and their handwritten nature indicates they are not being simply being recycled year after year.
-The team observed high student engagement in every classroom. In some, whiteboards were being put to good use, as well as effective use of available technology tools.
-The team enjoyed seeing student work fully displayed throughout the school, despite it being a brand new building. Doing so truly makes the building feel like a child-centered environment.
-Great quality student writing was posted all over the building.
-Teachers are making good use of new maker spaces and small group literacy instruction is being conducted in some of the hallway breakout areas designed for this.
-The general behavior of students on campus was extremely positive.
-Washington staff have done a nice job of cross walking the Leader In Me culture with the district focus on specific traits and Skills.
-The team was impressed with the school’s Wildly Important Goals (WIGs) displayed at each grade level. It can be seen how this is motivating students to higher achievement. These grade-level goals are being updated each year.
-Staff expressed appreciation for Mr. Zamarripa's leadership in breaking out responsibilities to support this work on WIGs. It is also clear the staff has dedicated professional development time to the creation of them.
-The staff and administration communicate well with families. This was evident based on parent survey results and the team noticed teachers are creatively using apps to share classroom news with parents.
-Though this was our last site visit, this was the first school in which the team saw numerous children interacting directly with the new CleverTouch display boards. This is happening, despite the district’s inability to provide appropriate training to staff in their effective use.
-There were good quality learning targets in classroom. Some kindergarten classes even had visuals to support them. The team especially appreciates that most classrooms communicate them to students in an obvious fashion, and their handwritten nature indicates they are not being simply being recycled year after year.
-The team observed high student engagement in every classroom. In some, whiteboards were being put to good use, as well as effective use of available technology tools.
-The team enjoyed seeing student work fully displayed throughout the school, despite it being a brand new building. Doing so truly makes the building feel like a child-centered environment.
-Great quality student writing was posted all over the building.
-Teachers are making good use of new maker spaces and small group literacy instruction is being conducted in some of the hallway breakout areas designed for this.
Mrs. Eads observes kindergarten instruction
-The team offered kudos to the staff for utilizing sophisticated methods for grouping kids. This has paid big dividends in the multi-grade combination classrooms at grades 2-3 and 4-5. The school involved parents in the process of determining which students would be in multi-grade classrooms.
-The team witnessed Washington's inclusive nature in the form of a special needs child feeling comfortable enough to ask for help from a peer, who kindly offered support.
-The team noticed some staff were already utilizing newly learned strategies they acquired through LETRS professional development.
-The master schedule has been created in a way to make accelerated learning opportunities available to ALL students. Along these same lines, the PTO continues to support two students per year by paying for their participation in the summer SPLASH program.
-It is evident Washington is steeped in a culture of collaborative leadership. The Lighthouse Team could be a model for others to follow. Mr. Zamarripa even employs the Interest-Based Solutions process when difficult decisions must be made.
-The team learned there is even a student Lighthouse team. They are engaged in cafeteria pride, recycling projects, birthday celebrations, and purchasing and mounting a bear sculpture in front of the new school.
-There was evidence of student leadership portfolios posted in hallways. This indicates strong adherence to the Leader In Me culture.
-The strength of Washington's literacy program is still evident and this was reflected in the way the school was rated on the literacy assessment tool.
-Finally, the team was extremely impressed that though there were many challenges to overcome this year, at no point did the principal or staff complain about the construction process. This was never used as an excuse as to why something could not be accomplished.
-The team witnessed Washington's inclusive nature in the form of a special needs child feeling comfortable enough to ask for help from a peer, who kindly offered support.
-The team noticed some staff were already utilizing newly learned strategies they acquired through LETRS professional development.
-The master schedule has been created in a way to make accelerated learning opportunities available to ALL students. Along these same lines, the PTO continues to support two students per year by paying for their participation in the summer SPLASH program.
-It is evident Washington is steeped in a culture of collaborative leadership. The Lighthouse Team could be a model for others to follow. Mr. Zamarripa even employs the Interest-Based Solutions process when difficult decisions must be made.
-The team learned there is even a student Lighthouse team. They are engaged in cafeteria pride, recycling projects, birthday celebrations, and purchasing and mounting a bear sculpture in front of the new school.
-There was evidence of student leadership portfolios posted in hallways. This indicates strong adherence to the Leader In Me culture.
-The strength of Washington's literacy program is still evident and this was reflected in the way the school was rated on the literacy assessment tool.
-Finally, the team was extremely impressed that though there were many challenges to overcome this year, at no point did the principal or staff complain about the construction process. This was never used as an excuse as to why something could not be accomplished.
