Assistant Principal & Network Facilitation Lead
Dr. Martin Luther King Jr. Early College
Although DPS has made significant progress to increase graduation rates for all student groups, gaps remain for Black, Latinx, and low-income students. In addition, college readiness measures and post-secondary enrollment rates indicate that DPS schools have not graduated all students prepared for success in their post-secondary path of choice. This is especially true for Black, Latinx, and low-income students.
The College Ready On Track Network for School Improvement (NSI) unites participants from 10 high schools and several central office teams to explore root causes of these inequitable outcomes and to design and test “change ideas” – alterations to school systems and processes – with the potential to dismantle historic systems of oppression ingrained within DPS.
Click the graphic below to see a full list of network participants.
Led by a Facilitation Lead – typically an Assistant Principal, Dean, or Senior Team Lead – each network school develops a Design Team of 3-10 staff members who commit time and energy to developing and testing change ideas within their school.
Initially developed as a partnership between the Career & College Success and Innovation & Improvement teams, the College Ready On Track project has expanded to include additional Central Office members (listed at left) working together to provide thought and action partners to support Design Teams.
In addition to participating in bi-monthly network-wide convenings, Design Teams receive targeted supports through coaching calls with Central Office staff whose expertise most nearly matches the change ideas school teams are testing.
Inherent within the College Ready On Track NSI is a deep belief that schools learn best when they learn from each other. To that end, the network includes a mix of traditional, innovation, 6-12, and pathways schools.
Whole-network learning and sharing takes place during bi-monthly convenings, wherein Design Teams often take part in cross-school consultancy. Collaboration between network schools also takes place through monthly connections between all network Facilitation Leads.
Prior to generating initial change ideas, network participants conducted interviews with students, families, and teachers to better understand their communities’ educational needs and aspirations.
Through this listening process, participants developed a “Theory of Improvement” aligned to what they heard in order to guide their design decisions.
The image at right displays key aspects of this Theory of Improvement, including specific “Drivers” of the improvement school Design Teams hope to generate.
As teams continue to refine their change ideas, this space will highlight the learning process schools undertake by generating and testing those ideas. Additionally, the Theory of Improvement itself will change as participants gain deeper understanding of the problems facing their schools and what actions they and their communities believe can lead to improved outcomes.
Click the image above to see our network-generated Theory of Improvement
Networks for School Improvement are professional learning communities that unite educators from multiple schools and sometimes multiple districts to address a common problem using improvement science principles. NSIs exist throughout the country, with some (including DPS’s) receiving funding from the Bill & Melinda Gates Foundation.
Continuous Improvement is defined as research that involves multiple iterative cycles of activity over extended time periods. Within the context of College Ready On Track, this means that school Design Teams are encouraged to think of their change ideas as adaptive, in that they may shift over time or as Design Teams learn about what works, what doesn’t, and under what circumstances.
Improvement science is an approach to generating incremental and sustained change within school systems. Unlike traditional education reform, improvement science positions teachers and school leaders as idea generators and testers — bringing the practitioners closest to instruction into design, prototyping, and evaluation of “change ideas.”
In DPS, this means that DPS teachers and school leadership teams develop and implement small- and large-scale innovations that they believe will improve education systems within their schools.
Liberatory Design Thinking
Liberatory Design Thinking is process in which teams seek to understand the needs of their “users” – the people the seek to serve or impact – in order to develop new solutions to user challenges. In this case, College Ready On Track’s users are students, families, communities, and teachers.
Liberatory Design Thinking enables teams to challenge their own internal assumptions and view systemic challenges from multiple perspectives to identify alternative strategies and solutions that might not have previously been considered.
College Ready On Track makes use of all three of these approaches to ensure that participants center the educational needs and aspirations of Black, Latinx, and low-income students and families within all design efforts.
Initial cohort schools were selected based upon four criteria:
Over the next four years, all traditional, innovation, and pathways DPS high schools will participate in the network to ensure that schools are learning from and with each other and that high-leverage change ideas can be scaled throughout the district.
Since the overarching “why” behind the College Ready On Track NSI is to design solutions to the persistent gaps in opportunity and achievement currently generated by DPS in serving Black, Latinx, and low-income DPS students, this question is central to any success the network might have. As such, the network Hub is working to ingrain the Culturally Sustaining Curriculum & Improvement (CSCI) team in all network functions.
In addition to a CSCI Manager serving as part of the Hub team, CRE Specialists attend whole-network Convenings and many school Design Team meetings. Rather than “checking a box,” these steps ensure that network participants and Hub members develop their capacity to lead and design for equity.
Moreover, the College Ready On Track NSI recognizes that equity work starts with self-work. Though the network Hub and participants are still learning what this means collectively, three examples of the College Ready On Track NSI’s attempts to deepen its commitment to CRE and anti-racism within communal spaces are encapsulated in ideas, thought processes, and beliefs of Liberatory Design, CRE Commitments, and Intercultural Development Inventory. To learn more about these tools, see the links below:
Grounding Norms, Commitments, and Mindsets to Drive Design
These documents detail processes and mindsets that focus participant design efforts. Liberatory Design Mindset cards are attributed to the Stanford d.school.
Root Cause Analysis
Click below for more information about how the College Ready On Track NSI analyzed root causes of systemic challenges within DPS high schools.
“Participating in the cohort has taken down some of the previous feeling or practice of schools competing against each other and instead working towards common goals in collaboration.”
– Mia Martinez-Lopez, Principal, West Early College
“The tools I have gained by working in the NIC have helped me think and move more strategically and not become overwhelmed by my desires to make sweeping changes in an effort to impact equity. I am hopeful that this will lead to sustainable change in our school and in my practices as a leader.”
-Ethan Emery, Assistant Principal, Denver Center for 21st Century Learning (DC-21)
“This has become some of the most exciting and impactful work that is part of my daily job.”
– Sarah Peterson, Senior Team Lead, Bruce Randolph School
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|The Bill & Melinda Gates Foundation||The Bill & Melinda Gates Foundation generously funds the DPS College Ready On Track Network for School Improvement and links the NSI to others around the country.|
|Carnegie Foundation for the Advancement of Teaching||As our Improvement Science partners, the Carnegie Foundation for the Advancement of Teaching support the NSI in building capacity to lead and execute iterative design processes.|