School Based Monitoring and Support:  High Schools 

Board Goals
Goal 1: The Percent of All Fourth Grade Students Proficient on the ISASP ELA Assessment Will Increase From 52.7% in June 2022 to 67% in June 2026.   
Goal 2: The Percent of Black Male Fourth Grade Students Proficient on the ISASP ELA Assessment Will Increase From 29.5% in June 2022 to 67% in June 2026.  ​
Goal 3: The Percent of Black Male Eleventh Grade Students Proficient on the ISASP Mathematics Assessment will Increase From 17.7% in June 2022 to 45% in
            June 2026.   ​

Download High School-Based Monitoring and Supports Overview
Qualtrics Link for Check-Ins
​High Quality Curriculum & Access
Description: 
​​High quality curriculum is aligned, rigorous, incorporates research-based features, and includes equitable and responsive teaching practices that raise students' self-worth and affirms their developing identities.

​Access:
​​Students receive grade-appropriate assignments, strong instruction, deep engagement and teachers with high expectations.​
Aligned Anti-Racist Findings: 
Anti-racist curriculum, inclusive history, and/or alternatives to standardized testing. More student voice in curriculum and learning.


Aligned Anti-Racist Findings:
Changes to the system driven by community, parents, and students, with a reduction in hierarchical decision making. Build trust across stakeholder groups.

Desired State By Year (Objectives)

2023-2024​
District Level Objectives
School Level Objectives
  • The GLEAM equitable instruction framework and planning process will be installed and supported throughout all PK-12 schools and programs. (GLEAM inventory walks and coach support) 
  • Leaders will build collective efficacy and ownership for a cadence of monitoring and feedback on equitable instruction within their own buildings. (GLEAM data) 
  • Leaders will experience an aligned professional learning cadence with common throughlines for Principals, Associate Principals, and Coaches (PD Feedback) 
  • Schools receiving tiered support will demonstrate system improvement and accelerate student learning. (SAMI/FAST/ISASP)
Fall
  • Coaching time committed to PLC support and feedback in those classrooms is 85% or greater by September 30. (Measurement = reported as Collaborative Learning Cycle through coach time allocation data monthly)
Winter
  • Leaders build and maintain a cadence of classroom visits documenting GLEAM indicators. (Measurement = 100% of principals have a system. 
  • Coaching time committed to ELA and Math PLC support and feedback in those classrooms is 50% or less by January 15 (shifting support to other content area PLCs and individual coaching cycles)
Spring
  • ​Leaders generate and report out GLEAM data collected through their observation system. (Measurement = 100% of principals report aggregate data collected on all GLEAM indicators since winter)

​Monitoring Tools

Walkthrough Form
​Tableau - Walkthrough Data (For Schools)
LRE Reports

Curriculum and Access Resources

Carnegie Report - The Elements
The Opportunity Myth
Curriculum & Access Anchor Text
Least Restrictive Environment Trend Report
LIEP 2021-22 - High School
High School Math & ELA PD Calendar
IM Implementation Reflection Tool for Grades 6-12
Access to School/Attendance
Description:




​
Aligned Anti-Racist Findings:

Desired State by Year (Objectives)

2023-2024
District Level Objectives
Spring
  • Communication of Q3 and Q4 objectives to all stakeholders  
  • Identify and share questions and topics to be utilized with the school feedback group ​​
  • Attendance Lever Team will become proficient in using and understanding all Tableau reports related to attendance.  
  • Analyze Attendance Works Self-Assessment Templates to provide schools with tools to establish current state, goals, and action steps around attendance for Q1 FY25.  
School Level Objectives
Spring
  • Identify an Attendance team: Your team must include one lead (Principal or AP) and other required members.  
  • (See Attendance Policy manual page 3 for guidance) 
  • Attendance team will read and understand the DMPS Attendance Policy and Infinite Campus attendance coding​
  • Attendance Team will establish a cadence of checking the following Tableau reports: Attendance Rates, Uncoded Absences, Teacher Attendance Monitoring, and Tardies (secondary) to monitor for Attendance Policy compliance and data accuracy.  
  • Attendance Team will complete the Self-Assessment to establish current state, goals, and action steps around attendance for Q1 FY 25.  

Monitoring Tools

Social Emotional Learning Resources

Social Emotional Learning
Description:
Social Emotional Learning is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
Aligned Anti-Racist Findings:
Increase focus on social-emotional learning, restorative practices, and building teachers’ skills to talk about race and social justice.
To accomplish that we must:
  • Develop individual emotional competencies to examine their beliefs and identity.
  • Gain awareness of our role in the systemic racism and how they contribute to inequities of all forms.
Self-awareness is foundational to interrogating and changing our own biases.​

Desired State by Year (Objectives)

2023-2024
District Level Objectives
School Level Objectives
Fall
  • Guardrail 2a: The percent of favorable responses from grades 6-12 students with IEPs on the Self-Efficacy measures of the Panorama student survey will be 35% in fall, 2023.
  • The percent of favorable responses from grade 6-12 students who are Black on the student-teacher relationship measure of the Panorama student survey will be 51% in fall, 2023.
Winter

​Spring
  • Guardrail 2a: The percent of favorable responses from grades 6-12 students with IEPs on the Self-Efficacy measures of the Panorama student survey will be 37% in spring, 2024.
  • The percent of favorable responses from grade 6-12 students who are Black on the student-teacher relationship measure of the Panorama student survey will be 54% in spring, 2024
Fall
  • 100% of schools complete the SEL self-assessment (aligned to guardrails 2a, 2b, 2c)
Winter
  • ​100% of schools will check the progress toward SEL goals through: 
    • Student and family focus groups 
    • Midyear check-in with SEL team 
    • Action planning
Spring
  • 100% of schools complete the SEL self-assessment (aligned to guardrails 2a, 2b, 2c)

Monitoring Tools

SEL Phase IA Qualtrics Collection Form

Social Emotional Learning Resources

SEL Implementation Guide
CASEL SEL Framework - English
CASEL SEL Framework - Spanish
CASEL SEL 3 Signature Practices Playbook
Transformative SEL Article
Health & Well-Being
Description: 
​Learning will happen when all needs are met. We know that in order to allocate resources efficiently to meet student needs, the data need to be accurately monitored.​
Aligned Anti-Racist Finding:
Increase focus on social-emotional learning, restorative practices, and building teachers’ skills to talk about race and social justice. Re-evaluate and reduce presence of SROs and instead focus resources on counselors and student supports.

Desired State by Year (Objectives)

2023-2024
District Level Objectives
​School Level Objectives
Fall
  • Following implementation of the monitoring system, data will be analyzed to determine areas of need and/or resources that are not yet in place in order to attain a percentage of requests for support being addressed, to be determined following fall baseline.
Winter
  • NA
Spring
  • NA
Fall
  • Data will be gathered following the first data entry (October 1, 2023) in order to determine the baseline and subsequent benchmark goals.


Winter
  • NA
Spring
  • NA​

Health & Well-being Monitoring Tools

Qualtrics

Health & Well-being Resources

Engagement & Community Building
Description: 
Provide students with a sense of belonging with opportunities within and beyond the school day. Create space for students, families and community to have shared voice and influence at the decision-making table. Ensure each student has a strong relationship with at least one adult in their building. 
Aligned Anti-Racist Findings:
​Changes to the system driven by community, parents, and students, with a reduction in hierarchical decision making. Build trust across stakeholder groups.

Desired State by Year (Objectives)

2023-2024
District Level Objectives
School Level Objectives
Fall
  • ​Following implementation of the monitoring system, data will be analyzed to determine opportunities to increase access and engagement.
Winter
  • NA
Spring
  • ​NA
Fall
Winter
Spring
  • Schools will demonstrate a 5% overall increase from last year in all students engaged in at least one district or community partnership by the end of the year. 
  • Schools will demonstrate a 5-10% overall increase from last year for students during the transitional years who are engaged in at least one district or community partnership by the end of that year.

Engagement & Community Building Monitoring Tools

Activities and Partnerships Dashboard
​(All Students)
Activities and Partnerships Dashboard
​(Schoolwide Proportionality)

Engagement & Community Building Resources
Safety
Description:
All stakeholders have the right to participate within a school community that values, prepares, provides and responds to physical, mental, emotional, and social safety. 
Aligned Anti-Racist Findings:
Increase focus on social-emotional learning, restorative practices, and building teachers’ skills to talk about race and social justice. (monitored in SEL lever) Re-evaluate and reduce presence of SROs and instead focus resources on counselors and student supports. (Monitored here) This lever specifically address equity by ensuring procedures and protocols are developed and implemented with fidelity across all campus, ensuring safety is a collective commitment and a community supported result. ​

Desired State by Year (Objectives)

2023-2024
District Level Objectives
School Level Objectives
  • Guardrail 4a: Improve students’ perspective of school safety as measured by Panorama “School Safety” from 45% in grades 6-12 to 58% by 2025.
  • ​Increase staff readiness to provide a safe school environment by increasing the number of school-based staff trained in: 
    • 80% of staff trained in de-escalation 
    • 100% of school safety teams trained in CSTAG: Comprehensive School Threat Assessment Guidelines
Fall
  • Panorama Safety: Increase by 4% 
  • 50% of staff trained in de-escalation
Winter
  • 50% of school teams trained in CSTAG
Spring
  • Panorama Safety: Increase by 2% 
  • 80% of staff trained in de-escalation 
  • 100% of school teams trained in CSTAG

Safety Resources

Fall-Winter Safety Fidelity Tool (Qualtrics)
DMPS Safety Handbook (link to staff links page - see "Safety Handbook")

Additional Foundational Tier Resources