McKinley 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
Staff Reflection
Throughout the 2020-2021 school year, we have successfully obtained a significant change in the overall culture and climate within the building. This positive change was initiated at a leadership retreat with the School Improvement Team, formally known as the Building Leadership Team, in July 2020 and has multiplied exponentially with staff, students, and parents. The positive change includes increased trust between all stakeholders, a healthy relationship that is built on collaboration and shared decision making, and a clear understanding of where the building is going. One of the most important pieces of our change, that we are extremely proud of, is the creation and adoption of a new Vision and Mission. We collectively solicited input from all staff, students, parents, and community members to help design and refine these statements. We have a renewed clarity and purpose for the important work we do each day. Additionally, the staff continues to work hard to focus on the Three Pillars of Instruction (targets, engagement, and assessment) and making decisions using the filter of our Four Core Beliefs (putting Maslow's first, being growth-focused, looking to the future, and putting adult comforts aside). We have also been very intentional with the introduction and daily reference of the Traits and Skills to help all of our students (preschool through 5th grade), staff, and parents to become familiar with the language of these important terms. We continue to see this common language used in all areas of our building and look forward to what Traits and Skills development will look like in the elementary schools in the coming years. All of these incredible improvements at McKinley have made us effective in the areas within Section I.
Throughout the 2020-2021 school year, we have successfully obtained a significant change in the overall culture and climate within the building. This positive change was initiated at a leadership retreat with the School Improvement Team, formally known as the Building Leadership Team, in July 2020 and has multiplied exponentially with staff, students, and parents. The positive change includes increased trust between all stakeholders, a healthy relationship that is built on collaboration and shared decision making, and a clear understanding of where the building is going. One of the most important pieces of our change, that we are extremely proud of, is the creation and adoption of a new Vision and Mission. We collectively solicited input from all staff, students, parents, and community members to help design and refine these statements. We have a renewed clarity and purpose for the important work we do each day. Additionally, the staff continues to work hard to focus on the Three Pillars of Instruction (targets, engagement, and assessment) and making decisions using the filter of our Four Core Beliefs (putting Maslow's first, being growth-focused, looking to the future, and putting adult comforts aside). We have also been very intentional with the introduction and daily reference of the Traits and Skills to help all of our students (preschool through 5th grade), staff, and parents to become familiar with the language of these important terms. We continue to see this common language used in all areas of our building and look forward to what Traits and Skills development will look like in the elementary schools in the coming years. All of these incredible improvements at McKinley have made us effective in the areas within Section I.
The McKinley PTO purchased t-shirts for all students!
Reviewer Comments
- Staff survey results indicate the district's core beliefs are well adhered to. How does the school ACTIVELY promote tolerance? We really low how the school is tying tolerance to civility, and especially as it relates to some of their center-based students.
- The story about the ground-up approach with the leadership retreat is a great story and the kind of work that needed to happen. I didn't understand the choice board fully but would encourage to set the bar high. Have students work to create these also. I think even having a staff member share a video, speaks to the culture and climate of the building.
- Focusing on strengths with staff members is a great direction. I'm curious if staff members could tell me their own strengths.
- The Unified Vision Action Team was created to revise the vision and mission statements for the school. McKinley staff attended leadership training in the summer to really refocus the school. This has been a huge positive culture shift for McKinley. They have included staff, students, and parents to develop their vision and mission. District traits and skills are a part of their mission statement, in their daily announcements, and they have created a traits and skills action team to support teachers with implementing them. They have also developed a choice board of activities for traits and skills at upper and lower elementary levels. PTO changes have been made that have helped change the culture. The Caring School Community curriculum is directly taught and teachers can choose lessons to directly teach issues that come up. PBIS is used to promote positive behavior and to focus on the positive.
- The process of soliciting parent and student input in the creation and shaping of the school vision and mission is fantastic.
- It's exciting to see the evolution of McKinley's leadership team zeroing in on their purpose and narrowing their focus to identified needs with associated actionable steps.
- Creative ideas with choice is evident in the options students have for demonstrating and learning the traits and skills.
- Codified communication to be assets-based has helped to hold each other and staff accountable to positivity. "The staff is the most positive it has ever been." Staff strengths have been identified and honored. Knowing McKinley staff, this is a great triumph that will likely impact every area of the school.
- In the eight years I worked at McKinley, the staff was never fully rowing in the same direction. Great job with rebuilding/rebranding McKinley's culture! The climate is so much healthier!
- The PBiS model is a great and evidenced-based approach for students with SED. This assists in the SED program being as successful as it is. It's exciting to see the traits and skills being used to support students as they integrate back into general education.
- I like how there's a focus on skills and traits. They can be seen all over the building; classrooms, hallways, morning announcements, etc.
- I'd like to especially highlight what sounds like a much-improved relationship with your PTO. Additionally, it's clear that the climate is on the upswing, thanks in part to the work the SIT did in the summer of 2020.
- It is observed that MES has incorporated the CCSD Traits and Skills into their PBIS practices.
Compass Comment
Survey results and observations indicate the McKinley staff are strong supporters of the district’s core beliefs. They also may be the strongest school when it comes to engaging parents/families in the creation of their school mission. We are impressed with the extent to which the staff is weaving instruction in the traits and skills into their weekly lessons. We have also noticed an improvement in the operation and staff participation in the PTO.
Survey results and observations indicate the McKinley staff are strong supporters of the district’s core beliefs. They also may be the strongest school when it comes to engaging parents/families in the creation of their school mission. We are impressed with the extent to which the staff is weaving instruction in the traits and skills into their weekly lessons. We have also noticed an improvement in the operation and staff participation in the PTO.
Section II-Focus on Student Health and Social-Emotional Wellness
A student driven fundraiser supported the McKinley Food Pantry.
Staff Reflection
The staff of McKinley has worked hard to support the social-emotional wellbeing of our staff and students. We believe we have a strong School Health Professional that leads the work in our building and we are beginning to see evidence of social-emotional support in all classrooms. The addition of the school counselor has helped us make significant gains in meeting the social-emotional needs of our students through the creation of various groups that address specific support needs or by offering one-on-one support. We feel that we can benefit from further mindfulness training so we can incorporate those exercises in all learning environments throughout the building. We also feel we can be more intentional in training students, especially intermediate grade levels, how to use Safe-to-Tell effectively to provide them an avenue of reporting concerns. We would also like to work to incorporate parent training for the use of the same program.
The staff of McKinley has worked hard to support the social-emotional wellbeing of our staff and students. We believe we have a strong School Health Professional that leads the work in our building and we are beginning to see evidence of social-emotional support in all classrooms. The addition of the school counselor has helped us make significant gains in meeting the social-emotional needs of our students through the creation of various groups that address specific support needs or by offering one-on-one support. We feel that we can benefit from further mindfulness training so we can incorporate those exercises in all learning environments throughout the building. We also feel we can be more intentional in training students, especially intermediate grade levels, how to use Safe-to-Tell effectively to provide them an avenue of reporting concerns. We would also like to work to incorporate parent training for the use of the same program.
Reviewer Comments
- McKinley makes great use of systems put in place by the district such as BIMAX, Safe2Tell, Gaggle, and Threat Assessment screeners.
- As a part of the vision, McKinley has the social-emotional well-being of all students as a priority. The Wildcats care program is in place to support students in need with backpacks of food to send home over the weekends. SHP now Mr. Lyons teaches choices. Washer and dryer to help students with hygiene needs.
- Using the four core to filter decisions- with the visual of the four core- will keep McKinley true to their vision/mission and the district.
- There is evidence of staff going above and beyond to ensure the safety and well-being of students! (ex- Wildcat Cares-).
- The staff working together to cover for the SHP position is really living the core 4 to ensure core 1. Wow!"
- It's great that another teacher has stepped up to continue Choices. The Wildcat Cares Program is invaluable.
- MES utilizes all of the CCSD resources and protocols to address students' SEL needs. In addition, it was observed that students at MES appear to trust their teachers and other staff and feel safe interacting with those trusted adults.
Compass Comment
McKinley exhibits strong use of the district threat assessment process and has stood behind and supported the use of the BIMAS SEL screening process at the elementary level. Being a SED center-based program, we encourage broader use of mindfulness practices to support ALL students. We also encourage the staff to engage in a solution as to how to best utilize the state-sponsored Safe2Tell anonymous reporting system at this grade level band.
McKinley exhibits strong use of the district threat assessment process and has stood behind and supported the use of the BIMAS SEL screening process at the elementary level. Being a SED center-based program, we encourage broader use of mindfulness practices to support ALL students. We also encourage the staff to engage in a solution as to how to best utilize the state-sponsored Safe2Tell anonymous reporting system at this grade level band.
Section III-Focus on Innovative Instruction
Hands on instruction focused on traits and skills is a common occurrence at McKinley.
Staff Reflection
The staff at McKinley pride ourselves on our intentional use of technology throughout all learning environments. We continue to lead the way on the incorporation of the one-to-one use of Chromebooks to help enhance instruction and increase student engagement in the classroom. This was evident in our virtual work in the spring. Instructional staff quickly pivoted to offer intentional learning opportunities virtually. While building leadership focused on ways to engage students and effectively use support staff. This would not have been possible without the great technology use each and every day in our building. We align our instruction to the district curriculum. We are regularly seeking opportunities for staff to take positive risks and then reflecting on what went well and what could be improved upon. In fact, we believe this has improved even more this year with the improved culture and trust between staff and instructional leadership. We provide access to all programs with the appropriate support to help all students to be successful. Our instructional leaders provide regular, consistent feedback that aligns with district focuses and is designed to be a coaching tool to promote reflection and growth. We feel that we can provide students with more opportunities to pursue their personal interests and will look to incorporate more opportunities for choice and project-based learning. We will continue to look for creative ways to incorporate more opportunities to include the arts and enrichment activities, which has proven to be especially difficult this year due to the current COVID restrictions we are facing.
The staff at McKinley pride ourselves on our intentional use of technology throughout all learning environments. We continue to lead the way on the incorporation of the one-to-one use of Chromebooks to help enhance instruction and increase student engagement in the classroom. This was evident in our virtual work in the spring. Instructional staff quickly pivoted to offer intentional learning opportunities virtually. While building leadership focused on ways to engage students and effectively use support staff. This would not have been possible without the great technology use each and every day in our building. We align our instruction to the district curriculum. We are regularly seeking opportunities for staff to take positive risks and then reflecting on what went well and what could be improved upon. In fact, we believe this has improved even more this year with the improved culture and trust between staff and instructional leadership. We provide access to all programs with the appropriate support to help all students to be successful. Our instructional leaders provide regular, consistent feedback that aligns with district focuses and is designed to be a coaching tool to promote reflection and growth. We feel that we can provide students with more opportunities to pursue their personal interests and will look to incorporate more opportunities for choice and project-based learning. We will continue to look for creative ways to incorporate more opportunities to include the arts and enrichment activities, which has proven to be especially difficult this year due to the current COVID restrictions we are facing.
Reviewer Comments
- We saw many examples of student choice in work, especially at the upper-grade levels. The use of technology supports student engagement and small group/station style instruction.
- This is an area that I think can always be improved on and grown with the teacher's voice. It was nice to see autonomy with the different instructors. Continue the use of choice with students and instructors.
- Traits and skills are evident throughout the building not only in learning targets but also with use in the language of the teachers and students. Students are given choice in their assignments with the use of choice boards and with the use of technology or not.
- Staff is moving through SAMR and discerning when the tech will enhance learning and when another approach would be more beneficial.
- The co-teaching model that Mark is using is growing McKinley's blended learning efficacy.
- 5th grade has evidence of choice in their daily instruction.
- Creativity was evident in the halls and even in the students wearing their book reports.
- Kinders were also engaged in hands-on learning activities.
- Overcrowding on some walls made it difficult to know what students were supposed to look at if they needed to reference something. "
- Using data to drive instruction is great. I think it will definitely help students with their academics and test scores which will in turn give them confidence.
- I think it's very clear that staff is focused on developing efficient systems that maximize the students' opportunity to learn.
- The instructional staff at MES use human resources, digital resources, and other available resources to promote instruction. In addition, they analyze data well to inform this instruction.
Compass Comment
We are pleased to see how the McKinley staff is embracing the taking of positive risk in the way they approach instruction with students. We also acknowledge the focus on developing district-adopted traits and skills. The next step to take on this front is to allow students to have some choice in what they learn and to bring their personal interests into class lessons.
We are pleased to see how the McKinley staff is embracing the taking of positive risk in the way they approach instruction with students. We also acknowledge the focus on developing district-adopted traits and skills. The next step to take on this front is to allow students to have some choice in what they learn and to bring their personal interests into class lessons.
Section IV-Focus on Equity of Opportunity
All McKinley students have an assigned Chromebook device to support their learning.
Staff Reflection
The staff at McKinley work diligently to group students in ways that will best support skill deficits and maximize growth. This includes regular data analysis that helps drive grouping and instructional support decisions. We creatively designed a schedule that supports accelerated learning opportunities through GATE and Band. This creativity allows students to participate with limited impact on other instructional areas. We regularly support students who may have barriers to participation, in any activity, by identifying alternative funding, transportation, and participation scheduling. However, this too has become increasingly difficult at this time due to the current COVID restrictions.
The staff at McKinley work diligently to group students in ways that will best support skill deficits and maximize growth. This includes regular data analysis that helps drive grouping and instructional support decisions. We creatively designed a schedule that supports accelerated learning opportunities through GATE and Band. This creativity allows students to participate with limited impact on other instructional areas. We regularly support students who may have barriers to participation, in any activity, by identifying alternative funding, transportation, and participation scheduling. However, this too has become increasingly difficult at this time due to the current COVID restrictions.
Reviewer Comments
- It is hard to identify center-based students in classrooms, and this is a good thing. The building is clearly using technology to support advanced and enriched learning experiences.
- A couple of students are curriculum compacting in order to meet students’ needs. The GATE teacher is working with teachers to create choice boards. The WIN time is used to meet the student needs for that time in the day. The SED program is inclusive and provides opportunities for students with behavioral needs to learn and grow in the classrooms.
- Collaboration with the gifted and talented providers and special education to differentiate and ensure access to education for all students.
- The schedule reflects built-in collaboration time.
- I think it's wonderful that teachers (and other staff) have time to collaborate on Fridays.
- It's clear that the staff is dedicated to offering learning opportunities to all kids. This includes an "all hands on deck" approach to interventions and inclusive education.
- It was observed that students with disabilities were appropriately included in the general education setting when appropriate.
Compass Comment
A strength of McKinley is how the staff rarely tracks or ability groups students. We also notice center-based program students are out in regular classrooms as much as possible, and we applaud this. We also appreciate that pre-COVID, the school made a special effort to transport ALL students who needed support getting to and from after-school and enrichment programs.
A strength of McKinley is how the staff rarely tracks or ability groups students. We also notice center-based program students are out in regular classrooms as much as possible, and we applaud this. We also appreciate that pre-COVID, the school made a special effort to transport ALL students who needed support getting to and from after-school and enrichment programs.
Section V-Focus on Opportunities for Learning Experiences
Learning takes many different forms at McKinley.
Staff Reflection
McKinley offers ten different opportunities for students to participate in learning opportunities that are tailored to their interests. All students are eligible to participate in these activities and, when possible, potential barriers have been removed. We offer these opportunities before school, after school, or during lunch. However, we have experienced significant barriers due to COVID restrictions. We believe our intentional focus on the introduction and daily reference to our Traits and Skills will continue to support all stakeholder’s understanding of these important terms. We feel that we can be more intentional with aspects of these learning opportunities to ensure students are encouraged to take healthy risks and are able to make real-world connections.
McKinley offers ten different opportunities for students to participate in learning opportunities that are tailored to their interests. All students are eligible to participate in these activities and, when possible, potential barriers have been removed. We offer these opportunities before school, after school, or during lunch. However, we have experienced significant barriers due to COVID restrictions. We believe our intentional focus on the introduction and daily reference to our Traits and Skills will continue to support all stakeholder’s understanding of these important terms. We feel that we can be more intentional with aspects of these learning opportunities to ensure students are encouraged to take healthy risks and are able to make real-world connections.
Reviewer Comments
- Student surveys show 97% feel their teachers encourage them to take positive risks in learning. There is strong evidence school-wide that traits and skills are being taught on a consistent basis.
- Nice to hear about the cross-curricular opportunities
- Students and teachers easily use the skills and traits language during lessons. The school has created a skills and traits focus group to support teachers with developing lessons to teach skills and traits. There are pockets of PBL happening and would like to spread that more throughout the school.
- The skills and traits are everywhere! Newcomers to the school will know about the skills and traits by the time they leave on the first day. The skills and traits are on the walls, in the classrooms, in learning targets, and most importantly in the vocabulary and understanding of students and staff.
- I like that specials sometimes tie in classroom lessons with their lessons.
- I think it's clear that the building is super focused on engaged learning experiences.
- It will be interesting to see how the "passion projects" evolve over time, and how those projects may address relevant "real world" student interests while also attracting parent interest and collaboration around said projects.
Compass Comment
Though progress still needs to be made, McKinley has, perhaps, the best systemic focus on the district-adopted traits and skills outside of the high school program. Though it is happening in pockets, more students need to be encouraged to take risks on a broader scale and be exposed to more real-world experiences (which will amplify efforts being made to develop traits and skills).
Though progress still needs to be made, McKinley has, perhaps, the best systemic focus on the district-adopted traits and skills outside of the high school program. Though it is happening in pockets, more students need to be encouraged to take risks on a broader scale and be exposed to more real-world experiences (which will amplify efforts being made to develop traits and skills).
Section VI-Focus on Effective Assessment Procedures
Assessment is conducted individually and in groups at McKinley.
Staff Reflection
The staff of McKinley focuses on refining their practices in alignment with the Pillars of Instruction. Building instructional leaders support staff in the use of more effective formative assessments through intentional data analysis and instructional feedback. We incorporate a variety of assessments within our instruction and use common assessments that are located within our curriculum resources. The staff has been diligent in their work to complete District Common Writing Assessments and work collaboratively to calibrate and score student work samples. We have created a schedule that provides core teachers collaboration time during common planning times and consistently looks at data during our PLC times each month. Our staff has also been effectively using standards-based accountability systems to help make instructional decisions to benefit student mastery of skills. There are several key areas that we will plan to work hard to improve upon including student-created growth targets, student-created rubrics that include self-reflection, and ensuring formative assessments are used as a tool to support higher quality instruction and student growth.
The staff of McKinley focuses on refining their practices in alignment with the Pillars of Instruction. Building instructional leaders support staff in the use of more effective formative assessments through intentional data analysis and instructional feedback. We incorporate a variety of assessments within our instruction and use common assessments that are located within our curriculum resources. The staff has been diligent in their work to complete District Common Writing Assessments and work collaboratively to calibrate and score student work samples. We have created a schedule that provides core teachers collaboration time during common planning times and consistently looks at data during our PLC times each month. Our staff has also been effectively using standards-based accountability systems to help make instructional decisions to benefit student mastery of skills. There are several key areas that we will plan to work hard to improve upon including student-created growth targets, student-created rubrics that include self-reflection, and ensuring formative assessments are used as a tool to support higher quality instruction and student growth.
Reviewer Comments
- Administrators and teachers clearly use reading data to drive instructional decision-making and adjustment.
- I feel like the school has done a nice job of identifying where they are at on the rubric accurately.
- Nice to hear there are shared decisions when looking at the student data.
- Students do self-assess their learning in several classrooms. McKinley is the only building so far that I have observed utilizing all academic data to make instructional changes. One great example is the use of the writing data broken down by skill to then create smart goals around teaching writing. Jessica Stevens seems like the one who facilitates those data discussions and I would suggest movement toward teacher-led data meetings. Teacher understanding of the data and assessments will equate to a higher level of buy-in and instruction. Again, PBL is happening in pockets and the goal is for this to continue and spread. It would be nice to see growth goals posted in the classrooms.
- You have changed your master schedule to reflect the need for regular collaboration on data at the student level. In addition, you do a great job of using data analyzing strategies and tools to methodically analyze and respond to data.
- More kids could possibly be tested for Lindamood Bell. I like that the staff is reflective and makes changes where needed.
- MES is conducting effective formative assessments more frequently than last year. The school is also using Tier 1 and II intervention assessment data to inform assessment at a high level.
Compass Comment
McKinley has a strong culture of data assessment, though much of this work needs to be passed on from the administrative to the classroom teacher level. Still, this actual analysis is being done collaboratively across grade levels. Mckinley also faithfully applies district common assessments. We encourage the staff to grow toward requiring more students to reflect on their own learning and performance.
McKinley has a strong culture of data assessment, though much of this work needs to be passed on from the administrative to the classroom teacher level. Still, this actual analysis is being done collaboratively across grade levels. Mckinley also faithfully applies district common assessments. We encourage the staff to grow toward requiring more students to reflect on their own learning and performance.
Section VII-Focus on Improvement of Instruction and Learning
Technology supported project based learning focuses on district emphasized traits and skills.
Staff Reflection
The staff at McKinley have worked hard to implement the most impactful professional development based on the current needs of the staff as a whole. We have incorporated surveys and high-quality presentations to support this work. Our improved positive culture and trusting relationship have helped us improve our consistent use of the shared decision-making process. We have used the appropriate filters to provide professional development that supports school and district initiatives. We recognize high-quality professional development, with accountability, leads to more success for our students. We have also been extremely intentional when determining how available professional development time is being used including taking into account the current strains that staff is experiencing during the pandemic. We have tried to make informed decisions that support their professional growth while also supporting their social-emotional well-being.
The staff at McKinley have worked hard to implement the most impactful professional development based on the current needs of the staff as a whole. We have incorporated surveys and high-quality presentations to support this work. Our improved positive culture and trusting relationship have helped us improve our consistent use of the shared decision-making process. We have used the appropriate filters to provide professional development that supports school and district initiatives. We recognize high-quality professional development, with accountability, leads to more success for our students. We have also been extremely intentional when determining how available professional development time is being used including taking into account the current strains that staff is experiencing during the pandemic. We have tried to make informed decisions that support their professional growth while also supporting their social-emotional well-being.
Reviewer Comments
- McKinley is doing a fine job developing teacher leaders. Some folks who have never stepped up in the past are doing so.
- Sounds like you have a plan on how to utilize parents.
- Scott and Jessica are in rooms frequently with high-quality feedback. PD through PLCs has continued in order to use data to make instructional decisions. Mark is the most effective technologist at working with teachers, coaching, co-teaching, and support teachers with technology.
- McKinley teachers are just blossoming! There are so many teachers stepping up and leading McKinley. They are stepping outside their comfort zones, making a positive difference!
- Paraprofessionals are utilized effectively in the classroom setting, working with small groups.
- The Clevertouch boards have not only provided increased opportunity for enriched learning with tech but have also offered flexibility with classroom orientation and using whiteboards differently.
- I think the school is on the right track. Data is used to guide lesson plans and lesson plans are checked. This helps keep everyone focused.
- It might be wise to dedicate some time to training general education staff on the administration of high leverage accommodation strategies. SpEd staff could help with this effort. Also, I rated the school higher than its' own rating in the area of parent development because it sounds like MES has interest and a "rough plan" to begin this process once COVID restrictions are lifted and the nation is no longer suffering from the Plague.
Compass Comment
Great use of district induction program-new teacher supports. Outstanding improvement on the collaborative leadership front, and good effort toward developing in building teacher leaders to share best practices. We encourage more of this professional development to be aimed at meeting the needs of diverse styles of learners.
Great use of district induction program-new teacher supports. Outstanding improvement on the collaborative leadership front, and good effort toward developing in building teacher leaders to share best practices. We encourage more of this professional development to be aimed at meeting the needs of diverse styles of learners.
Section VIII-Focus on Support for Positive Student Behavior
Good behavior is incentivized at McKinley.
Staff Reflection
McKinley prides itself on the effective use of a Positive Behavior Intervention System that supports students by training them on the expected behaviors for each area of the building. This has never been a more true statement because our positive culture improvements have directly benefited students and their behaviors. The positive culture recognizes those that are regularly meeting expectations or going above and beyond. This program includes weekly public recognition of students, classified staff, and certified staff with staff members receiving a small gift card from a local restaurant. Part of the system includes a token economy where students are able to purchase items of interest from the school store. The school continues to guide students in learning from their choices and utilizes a progressive discipline matrix that supports consistent discipline processes. The behavior matrix and accompanying training were a concern during the previous school year, so the team revamped the entire process and helped ensure that all staff understood the behavior matrix and reporting/referral process. This intentional work at the start of the school year has been extremely effective in supporting staff in students. McKinley will focus on incorporating a higher level of mindfulness that can be used in all areas of the building.
McKinley prides itself on the effective use of a Positive Behavior Intervention System that supports students by training them on the expected behaviors for each area of the building. This has never been a more true statement because our positive culture improvements have directly benefited students and their behaviors. The positive culture recognizes those that are regularly meeting expectations or going above and beyond. This program includes weekly public recognition of students, classified staff, and certified staff with staff members receiving a small gift card from a local restaurant. Part of the system includes a token economy where students are able to purchase items of interest from the school store. The school continues to guide students in learning from their choices and utilizes a progressive discipline matrix that supports consistent discipline processes. The behavior matrix and accompanying training were a concern during the previous school year, so the team revamped the entire process and helped ensure that all staff understood the behavior matrix and reporting/referral process. This intentional work at the start of the school year has been extremely effective in supporting staff in students. McKinley will focus on incorporating a higher level of mindfulness that can be used in all areas of the building.
Reviewer Comments
- We love the mindfulness wall located in the hallway near the SED classroom. Parent surveys definitely support a move up to effective in their rating in parent communication.
- I would encourage the School leadership to look at the practices around rewards. I saw a situation where students were given tickets for getting the right answer. students lined up by the teacher and then got a ticket for if their answer was correct.
- How are rewards being used? Are they being decreased, are they used to promote behavior or achievement?
- Tickets to reinforce the skills and traits sounds like a great way to support the learning of the S and T.
- The school makes the most effective use of PBIS in the district. They are using ROAR tickets for positive behavior for students and teachers. They recognize these students and teachers with announcements and reward them with prizes. McKinley also uses the check-in check-out system for students who have behavioral needs. All staff has been trained in behavior referrals through situation PD. Looking at behavioral data, the needs were addressed for bus drivers to reduce the number of referrals.
- Is there professional development for staff to help increase understanding for the use of positive reinforcement and the ratio of reward?
- Teachers do a fantastic job of teaching building-wide expectations as well as the flooding of tickets. A next step could be to work on weaning off of the predictability piece so that students don't know when they may get a roar card.
- It's great that staff are getting on the same page regarding behaviors. Probably should have another conversation regarding how ROAR tickets are earned as opposed to expected. I saw great behaviors in the building. today overall.
- PBIS and token economies are clearly a big part of McKinley's culture.
- Quarterly Passion Project Nights would move MES to the right on the rubric regarding community/parent involvement.
Compass Comment
McKinley has done good work toward establishing more non-exclusionary approaches to discipline. The goal here should be NO out-of-school suspensions if at all possible. There is a strong culture of positive incentives for good student and staff behavior. As stated earlier, we encourage expanding on the use of mindfulness practices to support good student behavior. Finally, the staff itself admits students removed from learning for disciplinary reasons need to be more closely supervised and supported when this occurs.
McKinley has done good work toward establishing more non-exclusionary approaches to discipline. The goal here should be NO out-of-school suspensions if at all possible. There is a strong culture of positive incentives for good student and staff behavior. As stated earlier, we encourage expanding on the use of mindfulness practices to support good student behavior. Finally, the staff itself admits students removed from learning for disciplinary reasons need to be more closely supervised and supported when this occurs.
Section IX-Focus on Resource Acquisition and Maintenance of a Safe Learning Environment
The Fremont County Sherif's Department supports McKinley by providing SRO services.
Staff Reflection
At McKinley, we focus on taking care of our property and being good stewards of our finances. We consistently do a nice job of using available resources and instructional best practices with fidelity. We take full advantage of the technology resources that were allotted to us and look forward to refining our skills to use the tools to enhance learning. Safety is a major priority that all staff and students take ownership of. There are regular safety training opportunities and reminders to support the safest environment possible. If any safety concerns arise they are reported to the district immediately so they can be addressed in a timely manner. McKinley continues to be a sound physical structure and our team works hard to maintain the building. The school regularly partners with other agencies to acquire the necessary resources to accomplish mission-aligned tasks.
At McKinley, we focus on taking care of our property and being good stewards of our finances. We consistently do a nice job of using available resources and instructional best practices with fidelity. We take full advantage of the technology resources that were allotted to us and look forward to refining our skills to use the tools to enhance learning. Safety is a major priority that all staff and students take ownership of. There are regular safety training opportunities and reminders to support the safest environment possible. If any safety concerns arise they are reported to the district immediately so they can be addressed in a timely manner. McKinley continues to be a sound physical structure and our team works hard to maintain the building. The school regularly partners with other agencies to acquire the necessary resources to accomplish mission-aligned tasks.
Reviewer Comments
- We appreciate the effort to secure the playground grant. Good building upgrades have been made, and are planned, to support the expansion of preschool services in the district.
- I'd like to work on some exemplars for a few of the rubric pieces.
- Based on the SAMR model, there is room to grow in using the Clever Touch screens as more interactive devices for students rather than just a fancy projector. In every classroom technology at the student level was highly used. It might be a good idea to consider evaluating how much time students are on a screen throughout the day.
- The cleanliness of McKinley adds to the welcoming culture of the building.
- Need to work on the SRO situation, but it sounds like that is happening. The bldg is clean and safe.
- Excellent use of EASI funds to support Stevens' position.
- Once MES makes efforts to promote Passion Project Nights, I can move my rating over to the right of the rubric on the last element in this standard.
Compass Comment
The McKinley staff and PTO continually seek additional resources to support programs, from a new playground grant to early adoption of technology devices, as well as upgrading the facility to incorporate a new preschool program. We encourage the staff to use available district resources to increase family engagement in the school when this becomes more possible again.
The McKinley staff and PTO continually seek additional resources to support programs, from a new playground grant to early adoption of technology devices, as well as upgrading the facility to incorporate a new preschool program. We encourage the staff to use available district resources to increase family engagement in the school when this becomes more possible again.
Section XI - Focus on Early Literacy
McKinley has a comprehensive reading intervention program.
Staff Reflection
McKinley uses data to drive instructional decisions for literacy. This includes a consistent data protocol to track targeted students’ growth. This year McKinley has also adopted a system to track the Tier II/III interventions a student receives so we can better measure intervention effectiveness. We also continue to strive towards the growth goals outlined through the ELG grant. We continue to focus on moving forward with strengthening our effective use of formative assessments to guide real-time instructional decisions. Instructional leaders are assisting the staff in learning to effectively progress monitor students with fidelity, as well as how to create effective, and useful, formative assessments.
McKinley uses data to drive instructional decisions for literacy. This includes a consistent data protocol to track targeted students’ growth. This year McKinley has also adopted a system to track the Tier II/III interventions a student receives so we can better measure intervention effectiveness. We also continue to strive towards the growth goals outlined through the ELG grant. We continue to focus on moving forward with strengthening our effective use of formative assessments to guide real-time instructional decisions. Instructional leaders are assisting the staff in learning to effectively progress monitor students with fidelity, as well as how to create effective, and useful, formative assessments.
Final Rating and Next Step Recommendations
Scott Morton and Jessica Stevens led discussion when the Compass review team conducted its visit.
McKinley Elementary School’s final rating for 2021 is 70.22 %. This lands the school in the Effective category.
The Compass Committee recognizes McKinley Elementary 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 McKinley 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:
-Through administrator and coach observation and feedback, codify effective staff practice in the district’s pillars of instruction, with a special focus on formative assessment and how it can promote and measure the development of our chosen traits and skills.
-Place a focus on fun. The McKinley staff has had to do a lot of heavy lifting and intervention-based work around student achievement in recent years. This is important, and it’s the right work to do Kids need to want to be at school to thrive while there. It’s not that this isn’t the case at McKinley. The committee just recognizes it’s vital for all of our schools to be very intentional about this, post-pandemic. Fun and enriching activities also provide kids with an opportunity to take new and healthy risks.
-Continue to focus on attracting, developing, and retaining high-quality staff, with an extra focus on developing teacher leaders who support the entire school in the implementation of McKinley’s agreed-upon instructional model.
-In the 2021-22 school year McKinley Elementary School will receive an additional $333 per student allocation, thanks to federal ESSER III funding. A preliminary proposal was submitted by McKinley 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 McKinley Elementary 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 McKinley 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:
-Through administrator and coach observation and feedback, codify effective staff practice in the district’s pillars of instruction, with a special focus on formative assessment and how it can promote and measure the development of our chosen traits and skills.
-Place a focus on fun. The McKinley staff has had to do a lot of heavy lifting and intervention-based work around student achievement in recent years. This is important, and it’s the right work to do Kids need to want to be at school to thrive while there. It’s not that this isn’t the case at McKinley. The committee just recognizes it’s vital for all of our schools to be very intentional about this, post-pandemic. Fun and enriching activities also provide kids with an opportunity to take new and healthy risks.
-Continue to focus on attracting, developing, and retaining high-quality staff, with an extra focus on developing teacher leaders who support the entire school in the implementation of McKinley’s agreed-upon instructional model.
-In the 2021-22 school year McKinley Elementary School will receive an additional $333 per student allocation, thanks to federal ESSER III funding. A preliminary proposal was submitted by McKinley 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.
