The Mission of Bruce Randolph School is to graduate 100% of seniors

prepared to succeed without remediation in a four year college or university



Meeting Attendees: Cedillo, Shaw, Sallen, Douglass-Harris, Henry, Bank, Sanchez, Ehler, & Lombard


Acting Chair for 2017-18: Cory Ehler


Snack Duty - Sign up here: Snack Sign-Up

  • Next session: Cedillo         


What is CSC?

  • Shaw: “Board of director” for the school”
  • Ms. Henry: Ensuring the school is working toward the vision
  • Mrs. Bank: “big picture” getting the school to function and flow
  • Sallen: Progress monitoring: UIP, IF, etc.  
  • Sanchez: governance body of the school and sharing idea/thoughts in relation to the community (parents/students)
  • Macro-level look at the school and looking at how the micro leads to the mission and UIP in order to check and balance the system
  • Cedillo: collaborating with the principal to set the yearly budget. It’s a public meeting.

What isn’t CSC?

  • Mrs. Bank: it’s not the micro-management of the school.
  • Sallen: it’s not personal. It’s about collective impact and not personal decisions.
  • Shaw: it’s not a time to “not be on.” This committee to so important to the functioning of the school, and membership is a big deal. Every CSC member’s voice should be heard and concerns should be voiced: “If not you, who?”
  • Cedillo: We talk about departments, not people. We talk about dollars, not people. Consensus means we can move forward with something, not that we necessarily agree with it.


UIP Overview of MIS3

  • First 3 are surrounded by DDI with 1 instead of 5 IF this year
  • MIS3: Whole-child
  • Sallen Noticings with Freshman:
  • Lack of executive functioning skills
  • Only 60% of the current 10th grade students were on track to graduate at the start of the year
  • How do we start supporting HS graduation with 9th grade?
  • This year’s 9th grade students need to show mastery via the competencies (not just courses) in order to graduate
  • To do this we’re tracking grades and looking at early interventions for 9th graders who are not on track.
  • Ehler: connects to the work in 8th grade
  • Bank: What does extended semester look like?
  • Sallen: It’s more like unit recovery, e.g. during finals week they’ll do unit recovery
  • Cedillo: true for the school day, but we do extend the 2nd semester (3 weeks, 3 or 6 hours)
  • Sanchez: Is it 85% or 90%? It says different things in the document.


MIS3 Action Steps

  • Monitor on track to graduate rates.
  • Implementing interventions for student who are off track.
  • Talking with teachers about missing work.
  • SAT preparation because student performance is a benchmark for their on track to graduate data/competencies and tis improves their post-secondary options.



  • 100% seniors are eligible to graduate
  • 90% of freshman on track


  • 2 days in September: orientation with incoming freshman regarding the differences in high school and executive functioning and reading a transcript
  • 10th-12th students are in credit recovery to get on track
  • October: 1 piece of evidence uploaded from both LA and Math
  • Artifacts: there are competencies and rubrics for all of the classes. By the time a kid graduates, they need 2 (informative and argumentative) writing assignments that meet at the 11th grade level.
  • Math: 4 competencies per year (12-16 artifacts by the time the graduate). Math has competency rubrics as well.
  • 9th grade parents were invited to attend the 9th grade academy to learn about the new graduation requirements.
  • There’s a Capstone 1-pager that we can give to parents.
  • All off track high schoolers will have a meeting with an administrator for goal setting.
  • We need to have a mandatory meeting with parents.



  • MATH needs a minimum score of 530 (highest is 800)
  • Current seniors scored in the 400s  (very rough estimate)
  • LA needs a minimum score of 480 (highest is 800)
  • Current seniors scored in the 400s (very rough estimate)
  • Grouping kids based on bands into which they test on the PSAT/SAT
  • Teachers should take the PSAT/SAT -- maybe teachers can do this in January
  • Students will take a practice one in January
  • Colorado just move from ACT to SAT, so we need to build our knowledge around it
  • If we rely on our college seminar teachers to be the only SAT teachers, we will not be successful, so we need to ensure all core content teachers are teaching to the PSAT.
  • There’s a plan around an SAT day on the 18th and then they’ll get targeted support in the afternoon. Then after teachers are trained on test and resources, teachers will be expected to have 2 or more SAT prep components each week.


Gaps/Items: anything to add/delete on MIS3?

  • How can other grade levels support this (other than HS)?
  • What “roadmap” for teacher professional development surrounding this?
  • Add teacher and SAL training to the October goal
  • Add 9th and 10th the Sept. SAT/PSAT goal
  • Note: SAT/PSAT is free to our students because we have waivers for them



  • Our target was 750 students this school
  • We didn’t get to 750 (we’re minus 31 and didn’t meet our enrollment #)
  • Each student is about 4k = We owe $124,000 to the district
  • We believe that our students are our students. We try to support and keep our students, but at a certain point if they’re so off track it’s not best for them to stay.
  • This year, we moved 24 Ss (10-12th).  They needed a smaller setting and the support a pathway school provides.
  • There’s money we saved from last year. We set aside $86,000.
  • What we still owe is $37,000.
  • DPS weighs EELs and the newcomer students. We get more than the $4,000 because they need more support.
  • When we added those up, we ended up owing was $1,486.49.
  • General fund: $124,000
  • The $1,486.49 out of the general fund.
  • Now we need to start thinking about next year. We hope to save money in the general fund in case enrollment goes down next year. We compete highly for 6th grade students.
  • If kids move here, they don’t even look at Bruce because we’re basically full. They go to Manual.
  • It’s getting more equity because of our marketing and culture days.
  • We need to be above 140 for 6th graders. We’d need well above 155 6th grade students to add a 5th section.
  • We strategically went down to 4 sections for 6th grade, so that we don’t over project and have to RIB teachers. Having a waiting list is good.
  • This does mean 7th grade numbers are lower.
  • Middle is currently at minus 1 the projected numbers.
  • If we keep 9th graders on track, they won’t need to leave during HS to a pathway school.
  • Big picture: We’re the only school in the area that is anywhere near where they want to be in terms of student numbers and budget because of the carryover funds from the previous year.
  • 5 year plan will need to be looked at as we consider the I-70 changes. This isn’t highly impacting Bruce this year, but it will over the next year and five years out. We’re going to need to strategically think long term about how to keep Bruce healthy.


Progress Monitoring

  • We will have the people who “hold” that data come and share that with us, so that we have the progress monitoring and tracking information we need.


Sanchez and Family Night - Title 1 Funding

  • Opportunities parents want:
  • English classes (11 people want these classes)
  • Community classes (came in second)
  • Citizenship classes (came in 3rd)
  • More security because students are ditching school
  • Better lunch options for students
  • Zumba or folk dancing classes
  • Supporting families in health relationships
  • There’s fitness every Tuesday and Thursday with a trainer  -- starts in about 3 weeks
  • Question: how can we use title 1 funding to support these options for parents
  • There’s a new center for families in Montbello and can send people into the community to do workshops. They have English and citizenship classes that parent can attend in McGlone. We can get parents transportation for parents. 7-14 people via activity bus and there’s childcare.


Next meeting: Thursday, October 26th from 2:30-3:30