Strategic Plan Impact Summaries July 2011 Inspire. in· spire
to animate, as an influence, feeling, thought, or the like, does: The students were inspired by a belief in a bright future.
Educate. ed· u· cate
to develop the faculties and powers of (a person) by teaching, instruction, or schooling: Teachers and parents educate children to be citizens of the world.
Empower. em· pow· er
to enable: Through education, we empower students for success.
Adams 14 Strategic Plan Impact Summaries, July 2011
5291 East 60th Avenue Commerce City, CO 80022 303.853.3201 www.adams14.org/strategic-plan
About This Report
I
n 2008, Adams 14 invited a team of external evaluators to review District educational policies and practices. The team produced a report entitled the Comprehensive Appraisal for District Improvement (CADI). The 2008 CADI report lauded Adams 14 for making progress in terms of achievement and taking important steps toward improvement; but the report also warned that to continue a positive trajectory, the District would need to focus on implementation and consistency. The introduction to the report stated: During the last decade, Adams County School District 14 has been working to improve student learning. This effort has shown small but positive trends in yearly achievement averages during the last seven years. The efforts of the district have yielded positive trends in student achievement that deserve recognition. However, given the current trajectory of student achievement, it will be necessary for the district to strategically enhance its current practices to meet state and federal student achievement targets and to best prepare its students for the 21st century (11). In response, the District created a strategic plan. The purpose of the Adams 14 Strategic Plan (2008) is to make clear the vision for reform, identify the specific goals and targets, and to make clear the timelines and measurement of success for Adams 14. As the District implements the components of the plan, the health of the system will improve. Adams 14’s strategy is stated as follows: to improve student achievement so that 80 percent of students assessed will be on grade level by 2014 by ensuring that each classroom has a dynamic, standards-based teacher who provides powerful 21st century learning experiences to all students. Now, two years into implementing the plan, this report highlights the impact of the District’s strategic initiatives under the direction of Superintendent Susan Chandler, Ph.D. The District acknowledges there remains significant work to improve the educational outcomes for all students; however, it is critical to recognize systemwide gains thus far.
Strategic Plan Impact Summaries July 2011
A Growing Challenge
T
he District’s mission is stated as follows: Adams 14, in partnership with the community, will inspire, educate and empower every student to succeed in the 21st Century. It is important to recognize that Adams 14 staff and students are working very hard to fulfill this mission. As evidenced in this report, the work is paying off. In the last two years, the District has made great improvements through its systemic reforms; however, serving today’s students is growing more challenging. Thus, academic results remain steady with slight improvement over time. A look at recent demographic trends provides evidence that the risk factors for Adams 14 students are increasing. To better examine the impact of certain factors on student achievement, the District created a Cumulative Risk Index. In the public education setting, cumulative risk can be defined as the presence of multiple factors that may negatively affect academic achievement and performance on a day-to-day basis. Three factors have a significant impact on student progress from preschool through high school: poverty (as measured by Free and Reduced Lunch status), language background (as measured by language proficiency) and special education status (as measured by Individualized Education Program (IEP) status). Student Risk Factors and Assigned Values
Poverty Free and Free and Reduced Lunch Status • Free (2) • Reduced (1) • Not Eligible (0)
Language g g Background Language Language Proficiency • • • •
NEP (3) LEP (2) FEP (1) English P fi i t (0) Proficient (0)
Special p Education Status IEP Status IEP Status • Has an IEP (1) • Does not have an IEP (0) an IEP (0)
To create a student’s risk factor index, each level of each factor is assigned a number. The values assigned to each level and factor are shown in the table on the left. Note that for language proficiency, students are assigned the highest risk when they are Non-English Proficient (NEP) and the lowest risk when they are English Proficient.
By adding up the total risk factors for an individual student, we arrive at that student’s risk index. As shown in the formula below, a student is assigned a risk index from zero (0) to six (6), with six indicating the highest risk. As evidenced by national and local research, a student with a lower risk factor index is more likely to arrive at school each day prepared for success. On the following pages, the District’s cumulative risk index and resulting impact on student achievement will be examined over time.
Student Risk Index Calculation Formula Free or Reduced Lunch Status
Language Proficiency
IEP Status
Risk Index
Strategic Plan Impact Summaries July 2011
A Growing Challenge
A
review of Colorado Student Assessment Program (CSAP) data over time shows that the number of students with higher risk is increasing. Each year, students in grades three through 10 are tested in the subjects of reading, writing, math and science. Science has been phased in over time in specific grades, so those test scores are excluded from this section of the report. Examining the chart below, it is evident that the cumulative risk for Adams 14 students is increasing. In 2005, nearly 30 percent of District students who took the CSAP tests had a risk index of zero (0). Over time, the number of students with zero risk has significantly decreased. In 2011, only eight percent of students who took the CSAP tests had a risk index of zero. This means that students who currently attend Adams 14 schools have more obstacles in their path to school success. Teaching and learning has grown more challenging. Percent of Students With Zero (0) Risk 2005 – 2011 35% 30% 25% 20% 15% 10% 5% 0% Reading Writing Math
2005
2006
2007
2008
2009
2010
2011
28.8% 28.8% 28.0%
15.2% 15.3% 14.9%
10.9% 10.9% 10.7%
16.4% 16.4% 16.3%
10.3% 10.3% 10.3%
10.2% 10.2% 10.2%
7.9% 7.9% 7.9%
Recall that in the Adams 14 student risk calculation, each student is assigned a risk index from zero to six. On the following page, we will examine the increase in cumulative risk of students scoring proficient and advanced on the annual CSAP tests.
At the same time, student enrollment in Adams 14 has increased. Thus, Adams 14 teachers are serving larger classes of students who are at higher academic risk than at any time in the District’s history. Looking at enrollment trends over time (below), Adams 14’s student enrollment increases in weaker economic times. Within the District boundaries, there is a surplus of rental properties and affordable housing, so families often move into the District during difficult financial periods.
Student Enrollment Growth 2005 – 2010 7600 7549 7400
7422
7200 7058
7000
6800
0
1
2
3
4
5
6
6868
6838 6731
6600
6400
6200 2005
2006
2007
2008
2009
2010
Strategic Plan Impact Summaries July 2011
A Growing Challenge
A
dams 14 students are scoring higher on the state’s CSAP tests. In general, the results for the District show improvement over time. The District lags behind state average scores, yet the District has outpaced state growth in student risk factors that negatively affect academic achievement. Reading: Proficient Student Risk Index 3.0 The chart on the right shows the increase in the 25 2.5 average risk index of students scoring proficient or advanced on CSAP. Note that students who scored 2.0 proficient or advanced in reading in 2011 are more 1.5 highly impacted by a full risk factor than students who 2.4 2.3 2.2 2.2 1.0 2.0 2.0 scored proficient or advanced in 2005. The results 1.4 0.5 for the state writing and math assessments show 00 0.0 a similar trend of increased average risk index for 2005 2006 2007 2008 2009 2010 2011 Proficient + 1.4 2.0 2.2 2.0 2.2 2.3 2.4 students scoring proficient or advanced. CSAP test scores are an important indicator of student academic achievement. Even with the increase in cumulative risk of Adams 14 students, teachers and schools are finding success in growing students academically. Overall CSAP results (bottom left) are improving slowly and steadily. If student cumulative risk had remained similar from 2005 to 2011, the District projects that overall academic achievement would be significantly higher. These projected results are shown in the chart on the bottom right. CSAP Proficiency, Similar Risk 2005 – 2011
CSAP Proficiency 2005 – 2011 65%
65%
60%
60%
55%
55%
50%
50%
45%
45%
40%
40%
35%
35%
30%
30%
25%
25%
20%
20%
Readingg Writing Math
2005
2006
2007
2008
2009
2010
2011
37.4% 27.3% 26.7%
43.3% 27.2% 31.7%
43.5% 29.6% 30.6%
43.5% 27.9% 32.5%
45.0% 29.5% 33.6%
42.4% 26.2% 32.2%
43.2% 29.7% 30.7%
Readingg Writing Math
2005
2006
2007
2008
2009
2010
2011
37.4% 27.3% 26.7%
55.6% 34.9% 32.9%
59.4% 40.3% 34.6%
54.9% 37.3% 32.6%
59.1% 38.7% 36.7%
54.5% 33.3% 34.9%
58.3% 42.0% 35.0%
In 2008, Adams 14 settled on its strategy of improving student achievement by ensuring that each classroom has a dynamic, standards-based teacher who provides powerful 21st century learning experiences to all students. This evidence demonstrates that District teachers are becoming more effective. As shown in the Strategic Plan Impact Summaries, the health of the system has improved through initiatives focused on supporting students, families and teachers.
Strategic Plan Impact Summaries July 2011
Strategic Plan Impact Summary Parent Satisfaction One of the objectives of the Adams 14 Strategic Plan is to increase family satisfaction with schools. The District strives to achieve this objective in many ways: each school employs a parent liaison to assist families and students in meeting their needs; school staff communicates with families regularly; schools provide parents with clear expectations about academic goals; and school staff provides parents with information about opportunities for them to get involved in the school community. Adams 14 gauges its progress in increasing family satisfaction through the annual parent satisfaction survey. The survey includes a variety of questions about school satisfaction, academic performance, communication and parent involvement. School principals use their survey results to provide better services for families. Parent Satisfaction Survey Results 2009 – 2011
100 98
98 97
96
Percent Agreement
94
97 97 96
95 94
94 94
92 90
Spring 2009 Spring 2010
88
Winter 2011 *
86 84 82 80 I am satisfied with this school.
Teachers are doing a good job.
My child's school performs well academically.
Historically, parents are satisfied with their local schools, as reflected in national opinion polls. It is encouraging to see that parent satisfaction in Adams 14 has improved since the launch of the District’s Strategic Plan in 2009. Parents overwhelmingly agree that teachers are doing a good job and that schools are performing well academically. * NOTE: In 2010-11, Adams 14 administered the parent satisfaction survey multiple times to allow parents several chances to provide the District with feedback. Spring 2011 results were not yet calculated at the time of this report.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Strategic Plan Impact Summary Student Satisfaction Student satisfaction with school is important to gauge, because we know that satisfied students are more motivated to succeed. Enhancing school satisfaction can reduce behavior problems, and students who feel confident and positive about their school environment are more prepared to learn. Supportive teacher and student relationships are critical for student satisfaction. Adams 14 students should feel safe and comfortable with their peers. Additionally, District teachers must build relationships with students that are based on positive attititudes to promote student growth. Elementary School Student Survey Results 2010 – 2011 80 73
70 66
60 59 Percent Satisfied
68
65 57
63
60
66
64 60
56
50 49
49
40
2010 2011
30 20 10 0 Alsup
Central
Dupont
Hanson
Kemp
Monaco
Rose Hill
Adams 14 launched the student satisfaction survey in 2010. Results in the table show that student satisfaction with elementary schools is generally improving. Satisfaction with middle and high schools remained stable from 2010 to 2011. The survey includes questions about student motivation, academic self-perception, goals and attitudes toward teachers and school. Each school improvement team reviews its student survey results to determine areas for improvement. Since student satisfaction is an indicator of academic performance, it is critical that schools address student satisfaction in their school improvement plans.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Strategic Plan Impact Summary Graduation & Dropout Rates In recent years, Adams 14 has made a significant effort to improve student success in high school. The District has exceeded its targets for reducing the dropout rate and raising the graduation rate, which means more students are graduating on time, while fewer students are dropping out of school. Factors that influence a student’s potential for graduating or dropping out are attendance, behavior, grades (course success) and language proficiency. Adams 14 schools are intervening when they recognize that students have challenges in any of these areas. Additionally, students who are at risk of dropping out are provided several options (called alternative pathways) to earn a high school diploma. The results thus far are promising. Because the District has succeeded in reducing dropouts and increasing graduates, it is included in several statewide initiatives to expand dropout reduction programs, resulting in increased grant funding to support the District’s work. Adams City High School Graduation Rate 2008 – 2010
Adams City High School Dropout Rate 2008 – 2010 10
80
9 8
74.6
73.9
70
8.7
64.7
60 58.9 6.8 6 5.4
5
ACHS State
4 3.8 3
Graduation Rate
7 Dropout Rate
72.4
69.8
50 40
ACHS State
30
3.6 3.1
20
2 10
1 0
0 2007-08
2008-09
2009-10
Class of 2008
Class of 2009
Class of 2010 *
Adams 14 excludes Lester Arnold High School – the District’s alternative school – from graduation and dropout rate calculations. Students who attend alternative schools have a higher risk of dropping out. In Adams 14, students who wish to attend community colleges or four-year universities typically attend Adams City High School (ACHS). The chart on the left demonstrates that ACHS has outpaced the state in reducing the number of high school dropouts. The chart on the right shows a general improvement trend in the ACHS graduation rate. * NOTE: Graduation rate calculations changed for the Class of 2010, resulting in a decrease in graduation rates throughout the state.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Strategic Plan Impact Summary Academic Excellence Throughout Adams 14, students benefit from rigorous academic programs that empower them to be successful in the 21st century, global marketplace. Whether students plan to enter the workforce, military or college, they need strong skills in creativity, collaboration, communication and critical thinking. In recent years, the District has strengthened existing programs and added innovative programs to promote academic excellence.
Rigorous Preparatory Programs
~ Advancement Via Individual Determination (AVID) - National Demonstration Site at Adams City Middle School and high school AVID program at Adams City High School. ~ International Baccalaureate (IB) at Alsup Elementary (Primary Years Programme), Kearney Middle and Adams City Middle (Middle Years Programme), and Adams City High School (Middle Years and Diploma Programme). ~ Community College of Aurora and Front Range Community College courses for high school students.
Front Range Community College Courses During the 2010-11 school year, ACHS students enrolled in 138 Front Range (FRCC) courses. Among the classes offered through FRCC are Cultural Anthropology, Art History, Biology, Chemistry, English, History, Humanities, Math, Nursing, Physics, Psychology and Spanish.
Community College of Aurora Courses Students enrolled in 64 Community College of Aurora (CCA) courses in 2010-11. Through CCA, high school students may take visual art and digital multimedia courses, including Digital Art Foundations, Ceramics, Game Design and Development, Multimedia Graphic Design, Adobe Photoshop and Adobe Illustrator.
International Baccalaureate (IB) In 2010-11, students took 1,008 IB Middle Years Programme (MYP) courses and 784 Diploma Programme (DP) courses. At the high school, MYP courses include Art, World Civilizations, American History, Civics, Geography, Algebra, Geometry, Trigonometry, Biology and Chemistry. MYP courses are offered in standard and honors levels. Students who progress to the rigorous DP courses have the opportunity to benefit from classes in English, Theater, Music, Art, Spanish, History of the Americas, Theory of Knowledge, Psychology, Geography, Math Studies, Biology and Chemistry.
Eligible students are able to earn both high school and college credit through concurrent enrollment community college courses. Students who earn a passing grade of C or better benefit from the District’s payment of their community college tuition and fees. International Baccalaureate (IB) programs are recognized worldwide. Students who participate in IB receive a well-rounded education, including rigorous academics, opportunities for service learning and exposure to a global curriculum. Advancement Via Individual Determination (AVID) is a college-readiness program designed to increase the number of students who enroll in fouryear colleges, focusing on students in the academic middle.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Strategic Plan Impact Summary Full Day Kindergarten In 2008, Adams 14 implemented full day kindergarten at half of its elementary schools. In fall 2009, the District scaled up full day kindergarten to all seven elementary schools. Initially, the state of Colorado planned to fund full day kindergarten for school districts; however, declining state revenues have prohibited Colorado from increasing funding for these programs. Because Adams 14 believes in the benefits of increased class time for kindergartners, the District committed nearly half of the necessary funds – without any additional state dollars – to offer all students full day kindergarten. Children who attend full day kindergarten benefit from increased literacy, language, math and social skills, so they are better prepared to begin elementary school. Kindergarten DIBELS Benchmark Literacy Levels 2008 – 2010 85 82
80
Percent at Benchmark
75
76
70 2008 65
66
2009 2010
60
55
50 * Full Day Kindergarten Districtwide in 2009
As evidenced by the chart above, full day kindergarten is a worthwhile investment for Adams 14 children. All Adams 14 elementary schools use DIBELS assessments to gauge students’ reading skills throughout the school year. Between 2008 and 2009, as the District implemented full day kindergarten, the percentage of students reaching benchmark on DIBELS increased more than 15 percent. Benchmark is considered the minimum level students should perform to be qualified as proficient readers. Note that in 2010, more than 75 percent of kindergartners reached the benchmark level. Students who become proficient readers early in their school career are more likely to succeed, and ultimately graduate from high school.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Strategic Plan Impact Summary Grant Revenues As school districts throughout Colorado and the nation face tremendous budget cuts, it is critical to find ways to increase revenue. Adams 14 has focused time, energy and resources on securing competitive grant awards to fund its strategic initiatives. In 2009, the District invested in a new position for a grants specialist. This employee works with staff throughout the District to support the grant proposal and application process. In the first year of this initiative, the District set a target to earn $500,000 in grant revenues. By the end of the 2009-10 school year, Adams 14 secured more than $1,500,000 in earnings from grant awards. Based on that success, the District set a target of $1,500,000 for the 2010-11 school year. Again, the District has exceeded its target, earning more than $1,800,000 in grant revenues this year. Grant Revenues by Category 2010-11 Total Dollars: $1,806,686
6% 11%
Nutrition, Health, Wellness ($853,666) 35%
Dropout & Graduation Improvement ($546,265) Teacher Effectiveness ($329,477)
18%
Technology ($197,613) Other: Arts, Literacy, Early Childhood, Safety ($160,772) 30%
Adams 14 is recognized nationwide as a leader in health and wellness initiatives. In 2009, the District won the Commissioner’s Choice Award for innovation in health and wellness. As a 2011 national Magna Award winner, Adams 14 has continued its holistic approach to education by supporting student nutrition, health and wellness improvements. Teacher effectiveness is growing in Adams 14. The District’s staff development initiatives are supported with grant funds to provide specific trainings to improve instruction in all classrooms. Additionally, the District has secured grant funds to purchase 21st century technology for students and staff; to implement research-based dropout prevention programs; and to turn around low-performing schools.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Strategic Plan Impact Summary District Walk Throughs In August 2009, Adams 14 began weekly classroom walk throughs. On Tuesdays, teams of administrators and instructional specialists visit classrooms in all schools to observe teachers in action. The teams look for District-adopted, research-based instructional practices. Walk throughs are dual-purposed. These three to five-minute classroom snapshots provide an opportunity for the District to monitor teacher improvement in educational practices. They are also a great way for instructional leaders to provide specific feedback to teachers, with the goal of coaching teachers in a nonthreatening way. Because this initiative was a major change for Adams 14, the District has regularly surveyed teachers to gain their insight on the process. Implementation began in August 2009, and feedback from teachers has consistently improved. Additionally, the District provides training in the areas requested by teachers in the walk through feedback survey. Walk Through Teacher Survey Feedback 2009 – 2011 100
90
90
80 70 60 50 40 30 20 10
80
Aligns learning to curriculum and displays lesson objective (2010‐11). Aligns learning to curriculum and displa s lesson objecti e and displays lesson objective (2009‐10). Engages all students in the learning (2010‐11) learning (2010 11).
70 P Percent Agr reement
Perce ent of Classsrooms Obsserved
Walk Through Observed Practices 2009 – 2011 100
I understand the purpose of walk throughs.
60 50
I know what is expected when my classroom is visited.
40
Feedback I have received has helped me improve my instruction.
30
Engages all students in the learning (2009‐10).
20 10
0 0 September December 2009 2009
October March 2011 2010
The chart on the left shows improvement in observed instructional practices throughout Adams 14 classrooms. By the end of the 2010-11 school year, teachers were more frequently observed teaching the District curriculum and displaying their daily lesson objective. Teachers are required to display their lesson objective, because it is important for students to know what they should be able to do by the end of each day’s lesson. In reviewing the chart on the right, it is evident that the majority of teachers understand the purpose of walk throughs and are clear about the expectations for their teaching practices. Additionally, since the ultimate goal of walk throughs is to improve education in the classroom, it is critical that feedback and coaching help teachers improve. Teachers report that feedback through walk throughs is getting better.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Strategic Plan Impact Summary Professional Development Improving the quality of staff training is paramount for Adams 14. One of the major objectives of the strategic plan is to provide teachers, classroom aides (called paraprofessionals) and school leaders with excellent training that supports their growth. Additionally, because Adams 14 has adopted specific teaching practices across all schools, it is critical that professional development consistently addresses the major components of instruction: planning lessons aligned to the state standards, delivering dynamic and engaging lessons that gradually release responsibility for learning to students, and regularly assessing students and using assessment data to tailor instruction to individual student needs. Instructional Staff Survey Results 2009 – 2011 90 85
85
Percent Agreement
80
81
75
76 74 72
70
71
2010
65 60 55
2009 2011
63
63
56
50 PD is based upon student PD has resulted in PD I receive is aligned achievement data and changes to my teaching with the strategic plan. need. strategies.
Adams 14 solicits feedback from teachers in many ways. One method is the annual spring satisfaction survey. The survey provides great feedback for delivering services aimed at improving classroom teaching and learning. The District launched new staff professional development programs in the 2009-10 school year, so the 2009 spring survey results (blue) should be used as the baseline for comparison. It is important to note that teacher feedback about the quality and alignment of training has improved significantly in the past two years. With improved training comes more effective teaching, which will ultimately lead to improved student achievement. Teacher training programs for the 2011-12 school year are already scheduled, and the calendar has been provided to all instructional staff.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Strategic Plan Impact Summary Staff Satisfaction When employees are satisfied, they work harder to achieve results. That is why increasing staff satisfaction is one of Adams 14’s strategic initiatives. The District developed a mentoring program to support new teachers in their first year in the District. Additionally, the District offers veteran teachers leadership opportunities, such as the Teacher Leaders Institute, STAR Teacher and Global Learners. The end result is that Adams 14 teachers are more prepared to inspire, educate and empower their students each day. Instructional Staff Survey Results 2009 – 2011 80 70
71
68
Percent Agreement
60 50
60 51
51
50
40
2009 2010 2011
30 20 10 0 I receive support from district leadership.
The district provides adequate time and opportunities for PD.
Adams 14 solicits feedback from teachers in many ways. One method is the annual spring satisfaction survey. The survey provides great feedback for delivering services aimed at improving classroom teaching and learning. Through homegrown training programs like STAR Teacher and Global Learners, teachers are sharpening their 21st century teaching skills. Since Adams 14 functions as a unified school district (rather than as autonomous schools), it is critical that the District allocates resources to support teacher improvement efforts. Teacher training programs for the 2011-12 school year are already scheduled, and the calendar has been provided to all instructional staff.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Strategic Plan Impact Summary Teacher Retention Recruiting and retaining highly effective teachers is a priority for Adams 14. Research shows that a dynamic, engaging, high quality classroom teacher is the most important factor for increasing student academic growth. To recruit high quality staff, the District focuses on developing and strengthening university partnerships, attracting experienced teachers and expanding recruitment efforts beyond the Denver area. The results show that more teachers are staying in Adams 14 as the District improves its ability to hire and retain a talented and motivated teaching staff. Certified Staff Retention Rate 2007 – 2011 90 88
88
86
Percent Retained
84 82
84 83
83
83
2007 2008
80 78
2009 2010 2011
76 74 72 70
The retention rates in the chart above include all certified staff members who have the option to remain from one year to the next. The calculation excludes personnel who left due to retirement or contract nonrenewal. The District continues refining its recruitment and retention strategy. Ongoing initiatives include evaluating and improving current hiring and retention practices, aligning teacher job descriptions to desired skills and expected outcomes, and developing a custom candidate screening tool for identifying teacher candidates who possess the key characteristics of an effective Adams 14 teacher.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Strategic Plan Impact Summary Awards & Accolades Adams 14 is a nationally recognized leader in education innovation. In recent years, the District has been widely celebrated for advancing school health and wellness, improving academic achievement of at-risk youth, designing a state-of-the-art school high school campus, and reporting financial information clearly and consistently.
District & School Recognition ~ In 2011, Adams 14’s school-based health centers received a Magna Award from American School Board Journal. ~ In 2011, Adams 14’s finance department received the Meritorious Budget Award for excellence in the preparation and issuance of its 2010-11 annual budget for the third consecutive year from the Association of School Business Officials International. ~ In 2011, Alsup Elementary won the Silver Prize for Governor Ritter’s School Breakfast Challenge. ~ In 2011, Rose Hill Elementary was a CBS4 Fit 4 Colorado School Challenge winner. ~ In 2010, Adams 14’s finance department received a Certificate of Excellence in Financial Reporting from the Association of School Business Officials International, and a Certificate of Achievement for Excellence in Financial Reporting from the Government Finance Officers Association. ~ In 2010, Adams City Middle School was recertified for three years at the highest level as a National Demonstration Site for the Advancement Via Individual Determination (AVID) program. ~ In 2010, Kearney Middle School was selected by the Colorado Commissioner of Education to receive a Center of Excellence Award for demonstrating high student academic growth with an at-risk student population. ~ In 2009, Adams 14 received: 1) Outstanding K-12 Project and 2) Judges Special Award for Outstanding Community Contribution – for the new Adams City High School in the statewide Gold Hard Hat Awards. ~ In 2009, Sophia Masewicz, administrator of secondary instruction, received the Distinguished Title 1 Principal of the Year Award from the Colorado Department of Education while principal at Kearney Middle School. Photo: (L-R) Superintendent Sue Chandler, Gov. Bill Ritter and Alsup Principal Teresa Benallo celebrate breakfast in the classroom in Adams 14. Adams 14 cultivates strong partnerships with statewide and national groups that support students, staff and community. Such groups that are supporting innovative work in the District are Rose Community Foundation, Daniels Fund, Temple Hoyne Buell Foundation, Denver Foundation, Colorado Legacy Foundation, the New Teacher Project, Tri-County Health Department, Bicycle Colorado, City of Commerce City, Adams County Education Consortium, Adams County Department of Human Services, Adams County Youth Initiative, Goodwill Industries of Denver, Mile High United Way, Boys & Girls Clubs of Metro Denver and many more.
Learn more about the Adams 14 Strategic Plan online at www.adams14.org/strategic-plan.
Adams 14 Strategic Plan Impact Summaries, July 2011
5291 East 60th Avenue Commerce City, CO 80022 303.853.3201 www.adams14.org/strategic-plan