Summary of CSR Projects and Contact Information
1999-2000 Sites (Cohort 1)
John Amesse Elementary School
Denver Public Schools
Alberta Alston, Principal
(303) 371-0940
alberta_alston@dpsk12.org
Roots and Wings builds on the Success for All program, which provides research-based curriculum for students in pre-kindergarten through grade six in reading, writing and language arts; one-to-one tutoring for primary grade students struggling in reading; and extensive family support services. The Roots and Wings national staff are providing extensive staff development support. This model primarily works with schools located in areas serving disadvantaged students and has been implemented successfully in schools with tremendously diverse student populations.
Chatfield Elementary School
Mesa County Valley School District 51
Kevin Chirdon, Principal
(970) 434-7387
kchirdon@mesa.k12.co.us
Chatfield Elementary has adopted The Learning Network (TLN) model of school reform, a proven model that helps schools organize for effective teaching and learning. It provides a process of working together at the leadership, and faculty levels, and with the school and its community. Schools become a collaborative effort between faculty and families. Teachers facilitate study groups. These groups focus on literacy, behaviors that support learning, parent-school partnerships, math, and developing a consistent cohesive learning environment.
Centennial Elementary School
Harrison School District 2
Jan Michel, Principal
(719) 579-2155
jmichel@hsd2.org
Centennial Elementary School is implementing The Learning Network (TLN) in order to: Increase student achievement; develop a community of learners, increase teacher understandings and effectiveness, maintain a commitment to reform, and provide materials necessary to support changes in classroom practice. Funds for the grant are being used to develop a learning community with students, staff, and parents using the teaching and learning cycle. CSAP and individual assessments start the cycle. Teaching is then driven by identified needs, improving the rate of learning for all Centennial students.
Columbian Elementary School
East Otero School District R1
Keith Johnson, Principal
(719) 384-8479
kjohnson@lajunta.k12.co.us
Columbian Elementary is using the Success for All program a reading curriculum based on research and effective practices in beginning reading with an appropriate use of cooperative learning. Reading teachers at every grade level begin the reading time by reading children's literature to students and engaging them in a discussion of the story to enhance their understanding, listening and speaking vocabulary, and knowledge of story structure. Parents are an essential part of the formula in Success for All. A Family Support Team works in each school, serving to make families feel comfortable in the school and become active supporters of their child's education.
Hayden Valley Elementary School
Hayden School District RE-1
Michael Luppes, Principal
(970) 276-3756
mluppes@hayden.k12.co.us
Hayden Valley Elementary School has selected the Literary and Learning Coalition (LLC) as their comprehensive school reform model. The LLC stresses nine major program components including a school-wide philosophy, research-based classroom practice, embedded and ongoing staff development, quality assessment, management of time and resources, a supportive school environment, effective intervention strategies, parent involvement, and administrative support and supervision. The ultimate goal is student achievement--including improvement in CSAP scores over the three years of the grant.
Lafayette Elementary School
Boulder Valley School District RE-2
Jesse Esparza, Principal
(303) 665-5046
esparza@bvsd.k12.co.us
A multi-component plan at Lafayette Elementary School incorporates the Lafayette school community's best analysis and understanding as to what will help the most in improving student performance. A central focus of the plan, First Steps™, is an externally developed comprehensive literacy development approach that has been tried and proven in many schools. This plan includes flexible scheduling, literacy block, cross-age tutoring, school wide themes and focuses, and participation in the Collaborative Literacy Intervention Program (CLIP™), another research-based approach proven to raise and sustain reading performance for children demonstrating the lowest levels of literacy development.
John Mall High School
Huerfano School District RE-1
Marcia Wright-Landwehr, Principal
(719) 738-1610
marcia.landwehr@huerfano.k12.co.us
John Mall High School in Walsenburg, Colorado is implementing the Coalition of Essential Schools model. A major reason why the Coalition of Essential Schools model was selected is because of its emphasis on personalized education and breaking the instructional environment into smaller scale units. The project has the unanimous endorsement of John Mall's faculty and strong support from parents, members of the community, members of the Huerfano County Re 1 School Board, the district and community organizations.
Manual High School Denver Public Schools
Nancy Sutton, Principal
(303) 391-6333
nancy_sutton@dpsk12.org
Manual is working with the Coalition of Essential Schools, a network engaged in school reform by redesigning the entire school environment. Research-based principles focus the school's efforts on directly improving student achievement. Manual is focusing its work in three key strategic areas: 1) development and implementation of standards-based curriculum focused on core knowledge areas, as well as instructional practices and assessments strategies aligned with this curriculum; 2) involvement of parents in students' work and progress; and 3) comprehensive, research-based, on-site professional development strategies.
Moffat School District 2
Eli Dokson, Superintendent
(719) 256-4710
edokson@moffat.k12.co.us
Moffat Consolidated School District 2 is implementing the Core Knowledge sequence in grades PK-8 to address the need for increased academic achievement and academic focus at the elementary/middle schools. This project involves a collaborative effort with Mountain View Charter School. Core Knowledge is a proven model which results in increased achievement for all groups, regardless of income level. Significant efforts have been made to assure commitment by all stakeholders and to provide the professional development and parent involvement that will assure the sustainability of the project.
Monte Vista Elementary Schools
Monte Vista School District C-8
Kristin Steed, Principal
(719) 852-3231
kristin@monte.k12.co.us
Monte Vista elementary schools have chosen a homegrown model in order to meet two primary needs: 1) the need for focused, sustainable staff development experiences that directly impact student achievement and, 2) the need for improved instructional delivery practices in literacy. Through partnerships with Adams State College and The Learning Network (TLN), Monte Vista is creating demonstration sites, resource rooms, parent education opportunities, restructured leadership roles, policy statements, state-of-the-art staff development, and valid assessment and evaluation practices.
Monterey Elementary School
Adams County School District 1
Lisa Roberts, Principal
(303) 853-1362
robertsl@acsd1.k2.co.us
To improve student achievement at Monterey Elementary School, comprehensive reform has begun with the Success for All program shaping instruction in reading, influencing school behavior management, and strengthening parent participation. Writing instruction is being impacted through the Six Trait Writing Program. Student performance on CSAP, standardized tests (Terra Nova), and the Mapleton Authentic Reading Assessment will provide evidence of student achievement.
Monterey Elementary School
Harrison School District 2
Patty Lopez-Walker, Principal
(719) 579-2170
pwalker@harrison.k12.co.us
Monterey Elementary School is providing materials, training, support, and expertise for the staff to implement the Math Wings program that is part of Success for All; a model previously adopted by Monterey. The grant will also enable them to align the reading, writing, and math curriculum, instruction, and assessments to the state standards and benchmarks. The direct alignment of Success for All, Six Trait Writing, and Math Wings with the reading, writing, and math standards and benchmarks will be shared with other sites utilizing these models. The school is also using the Computer Curriculum Corporation to support their math efforts.
Odyssey Charter School
Denver Public Schools
David Mooney, Director
(303) 316-3944, ext. 222
daveodyssey@qwest.net
The Odyssey School is the first Expeditionary Learning Outward Bound charter school in the nation. The school is: 1) providing a public school choice which reflects the diversity of NE Denver; 2) facilitating a rigorous standards-based education enabling all children to read and write at and above grade level; 3) creating an environment where experiential project-based learning can be at the core of the school; 4) exemplifying effective practices of a successful urban school; and, 5) building upon the commitment of local parents and community members to establish an effective urban school with a strong community foundation.
Southwest Open High School
Southwest BOCES
Perry Butler, Principal
(970) 565-1150
pbutler@cortez.k12.co.us
Southwest Open High School (SWOHS) in Cortez has chosen the Expeditionary Learning Outward Bound model because it has been shown to be effective in improving achievement scores of students in participating schools. Expeditionary Learning includes the following practices: active learning, constructivist education, project-based instruction, authentic assessment, multiple intelligences, looping, and inclusion. The Expeditionary Learning Model is enhancing academic achievement and increase parental involvement by providing relevant, captivating learning experiences for all levels of students.
Winona Elementary School
Thompson School District R2-J
Paul Bankes, Principal
(970) 613-7100
bankesp@thompson.k12.co.us
Winona Elementary School selected the California Early Literacy Learning (CELL) and the Wyoming Early Literacy Learning (WELL) model. The first component centers on having excellent balanced literacy instruction in every classroom. The second major component is implementation of Reading Recovery as a safety net in first grade to identify at-risk children and to intervene early to help all children become readers and writers. The third major component of this model is the increased time for literacy, especially in the primary grades. The school schedule will change to provide one and one-half hours of uninterrupted blocks of time for literacy as well as focusing on literacy throughout the entire school day.
Questions or comments? Contact Valerie Bass via
e-mail at bass_v@cde.state.co.us.
For site problems please contact Della Shorman at:
shorman_d@cde.state.co.us