Closing the Achievement Gap in Summit School District Presentation to Summit School District Board of Education January 26, 2010 Presented by Ceri Dean and Candy Hyatt

Outcomes Teachers use research-based instructional strategies that address the needs of English Language Learners. District and school leaders apply their knowledge of leadership concepts and responsibilities to implement improvement initiatives that close achievement gaps.

McREL’s ASSISTANCE TO SUMMIT SCHOOL DISTRICT  Professional Development  Technical Assistance  Capacity-Building

Professional Development in Summit School District  Classroom Instruction That Works with English Language Learners  Systematic Vocabulary Instruction  School and District Level Leadership Development  Power Walkthrough

Technical Assistance in Summit School District  Classroom Visitations  Assistance with developing: District Strategic Plan with non-negotiable goals School Improvement Plans Individual leadership plans Use of data system for collecting and using data to monitor and evaluate progress toward goals Guaranteed and Viable Curriculum in Mathematics and Language Arts

Building Capacity in Summit School District  Principal capacity to serve as instructional leaders and share leadership for improvement  Teacher capacity to improve instruction through high level professional dialogue

Building Capacity in Summit School District  District capacity to: Develop and implement a long-term professional development plan aligned with district goals Develop and implement standards-based curricula in all content areas Review and revise programming for English language learners Develop and leverage internal expertise to provide all teachers with professional development related to meeting the needs of English language learners

CSAP Reading Minority Gap Analysis Colorado Gap 2007 Gap 2008 Gap 2009 CTAG Y1 Gap Change Dist 30.5%28.5%28.1%-0.4% Elem 28.9%27.9%24.6%-3.3% Mid 32.2%28.8%29.1%0.3% High 30.8%29.4%28.3%-1.1% Summit Gap 2007 Gap 2008 Gap 2009 CTAG Y1 Gap Change Dist 44.6%43.9%36.1%-7.8% Elem 37.4%41.2%37.8%-3.4% Mid 45.9%42.2%36.3%-5.9% High 53.2%54.3%34.7% -19.6% *Largest district gap reduction of all six CTAG districts.

CSAP Math Minority Gap Analysis Colorado Gap 2007 Gap 2008 Gap 2009 CTAG Y1 Gap Change Dist 26.7%26.1%25.2%-0.9% Elem 26.1%25.9%25.0%-0.9% Mid 29.8%27.7%27.0%-0.7% High 26.3%26.6%25.4%-1.2% Summit Gap 2007 Gap 2008 Gap 2009 CTAG Y1 Gap Change Dist 36.6%35.7%33.7%-2.1% Elem 36.9%40.2%39.6%-0.6% Mid 41.5%36.5%38.2%1.7% High 31.9%38.2%29.1%-9.1% *Second largest district gap reduction of all six CTAG districts.

CSAP Reading Poverty Gap Analysis Colorado Gap 2007 Gap 2008 Gap 2009 CTAG Y1 Gap Change Dist 32.2%30.9%31.1%0.2% Elem 31.3%30.9%30.7%-0.2% Mid 34.5%32.3%32.9%0.6% High 31.2%30.5%30.1%-0.4% Summit Gap 2007 Gap 2008 Gap 2009 CTAG Y1 Gap Change Dist 42.6%42.2%36.3%-5.9% Elem 36.6%40.6%37.7%-2.9% Mid 41.5%40.4%35.0%-5.4% High 53.5%51.7%39.1% -12.6% *Largest district gap reduction of all six CTAG districts.

CSAP Math Poverty Gap Analysis Colorado Gap 2007 Gap 2008 Gap 2009 CTAG Y1 Gap Change Dist 27.4%27.3% 0.0% Elem 28.3%28.7% 0.0% Mid 33.3%31.9%32.2%0.3% High 27.0%27.8%27.4%-0.4% Summit Gap 2007 Gap 2008 Gap 2009 CTAG Y1 Gap Change Dist 35.1%34.9%33.7%-1.2% Elem 35.5%36.1%38.5%2.4% Mid 38.8%37.6%40.3%2.7% High 32.1%39.7%31.9%-7.8% *Second largest district gap reduction of all six CTAG districts.