Interaction Project Paper Assignment: Aurora Public School Board Meeting At Aurora Public Schools, students come from 130+ countries and speak 160+ languages, students are admitted into elite colleges and universities including Stanford, MIT and Yale, and students earn prestigious financial aid awards including scholarships from the Boettcher Foundation, Daniels Fund and Gates Millennium Scholars Program (Aurora Public Schools). For my Interaction Project, I attended an Aurora Public School (APS) Board Meeting on March 8th, 2018 in the Mt. Massive Conference Room in the Aurora Public Schools Professional Learning and Conference Center at 15771 E 1st Ave, Aurora, CO 80011. I chose to interact with this entity because I work in the education
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Another goal is to implement data team meetings on a weekly basis for all teachers. The Professional Learning category focused on several different areas of growth. One goal is to design and deliver professional development based on student outcomes data, teacher needs, and principal input; another goal is for the CORE Support Team and Learning Community Director to be involved in all decisions about professional learning; what resources are being used; and, how resources are being used. Collectively, teachers are wanting support with professional development on Colorado Academic Standards; planning around grade level standards; and the major work of each grade by content, with a focus on math, reading, writing, and speaking. Goals of the Instructional Practice in Literacy category were to establish a more cohesive partnership with an openness to district support, especially the CORE Support Team, in an effort to engage the implementation of a balanced literacy model in every classroom and at every grade level. Another goal is to implement embedded ELD approaches, such as guided reading groups; small group instruction; independent reading; balanced literacy; and, oral language development strategies. The Joint Steering Committee mentioned that establishing clear and consistent expectations for each classroom regarding independent reading and small group …show more content…
DJ Loerzel, Director, Accountability, and Data Reporting. This topic was on the board agenda to provide an overview of the District- and School-level Improvement/Performance Unified Improvement Plans. The Colorado Department of Education (CDE) focuses on five big areas when it comes to UIPs: identifying critical performance challenges, identifying the root causes of these challenges, identifying major improvement strategies with a likelihood to eliminate the root causes, presenting an action plan for implementing the improvement strategies, and effectively monitoring the progress of the action plan. 36 individual schools in the Aurora Public School district submitted UIPs to the Colorado Department of Education; eight of those schools were approved for “Biennial Submission” and are not required to submit for the 2017-18 school year. Information included in the UIPs are driven by the unique circumstances and environment at each school. Schools specifically note academic indicators tied to State Accountability (Achievement, Growth, PWR metrics), and schools commonly identify aspects of school culture (Attendance, Behavior, and Community Engagement). There are a few challenges that are the top priority for the board of executives CDE. One significant challenge throughout the district is the persistently low performance in mathematics, English, and
Another goal is to implement data team meetings on a weekly basis for all teachers. The Professional Learning category focused on several different areas of growth. One goal is to design and deliver professional development based on student outcomes data, teacher needs, and principal input; another goal is for the CORE Support Team and Learning Community Director to be involved in all decisions about professional learning; what resources are being used; and, how resources are being used. Collectively, teachers are wanting support with professional development on Colorado Academic Standards; planning around grade level standards; and the major work of each grade by content, with a focus on math, reading, writing, and speaking. Goals of the Instructional Practice in Literacy category were to establish a more cohesive partnership with an openness to district support, especially the CORE Support Team, in an effort to engage the implementation of a balanced literacy model in every classroom and at every grade level. Another goal is to implement embedded ELD approaches, such as guided reading groups; small group instruction; independent reading; balanced literacy; and, oral language development strategies. The Joint Steering Committee mentioned that establishing clear and consistent expectations for each classroom regarding independent reading and small group …show more content…
DJ Loerzel, Director, Accountability, and Data Reporting. This topic was on the board agenda to provide an overview of the District- and School-level Improvement/Performance Unified Improvement Plans. The Colorado Department of Education (CDE) focuses on five big areas when it comes to UIPs: identifying critical performance challenges, identifying the root causes of these challenges, identifying major improvement strategies with a likelihood to eliminate the root causes, presenting an action plan for implementing the improvement strategies, and effectively monitoring the progress of the action plan. 36 individual schools in the Aurora Public School district submitted UIPs to the Colorado Department of Education; eight of those schools were approved for “Biennial Submission” and are not required to submit for the 2017-18 school year. Information included in the UIPs are driven by the unique circumstances and environment at each school. Schools specifically note academic indicators tied to State Accountability (Achievement, Growth, PWR metrics), and schools commonly identify aspects of school culture (Attendance, Behavior, and Community Engagement). There are a few challenges that are the top priority for the board of executives CDE. One significant challenge throughout the district is the persistently low performance in mathematics, English, and