Consultation with Stakeholders: List each meeting or other activity held to consult with stakeholders regarding the LEA’s application and the implementation of the models in the Tier I and Tier II schools. Indicate the number of members present from each stakeholder group, and the general discussion or feedback at the meeting. Meeting Topic Date and Time Parents/ School Board District Staff General Discussion or Feedback Received Example: Student and Parent Forum 3/15/14 25 5 1 1 0 200 Principal discussed elements of SIG and Turnaround Model with group – opened up for public question/comment Consultation with Mass Insight Education 3/11/14 3 2 Review of SIG Models & MIE School Readiness Assessment 1003g Grant Rollout/Planning next steps aligned to S-SIP 3/12/14 Initial planning aligned to elements of SIG Turnaround Model; Review of S-SIP alignment in place and pre-implementation work established. 1003g Grant Information Session w/ Staff 3/12/14 20 3 1 Introductory meeting with staff to disseminate information regarding 1003g grant with next steps for staff input. Engagement 3/13/14 3 1 Next steps for family and community stakeholder input. Input - Next Steps 3/17/14 2 1 Norm on processes re: family and community stakeholder input. Superintendent and EVSC Board of School Trustees Meeting 3/17/14 7 10 Slides provided by OTS Director; Unanimous support of SIG applications Consultation and Support with Evansville Teachers’ Association President 3/17/14 1 1 ETA supports applications at the highest level, supporting all components of the Transformation and Turnaround Models. Letter of Assurance was sent immediately. Consultation with MIE 3/18/14 1 1 Invitation to submit Statement of Assurance; Alignment of Potential Partnership Services/Deliverables to Turnaround
Principles Series of Family interviews, surveys, personal phone calls, & 3/13/14 52 Additional Academic support in reading and math as well as behavioral & social/emotional supports (See appendices for detail) Series of Community Partner interviews, surveys, and other communication. 3/17/14 through 3/21/14 26 Academic supports and interventions were the most highly recommended need along with behavioral supports and family supports (See appendices for detail) ConnectED phone blast to families 3/18/14 296 Invitation and information to share additional input. ConnectED email blast families 3/18/14 183 Invitation and information to share additional input. Consultation with Diehl Consulting 3/19/14 1 1 Invitation to submit Statement of Assurance; Alignment of Potential Partnership Services/Deliverables to Turnaround Principles
Part 7: LEA Capacity to Implement the Improvement Model Capacity Task Yes No District Evidence 1. Projected budgets are sufficient and appropriate to support the full and effective implementation of the intervention for three years, while meeting all fiscal requirements and being reasonable, allocable, and necessary. X Each school’s administrative team undertook an extensive school improvement planning process (aligned to each school’s Comprehensive Needs Assessment [CNA]) that, in addition to the District’s Continuous Improvement Plan, became the driving force for budgetary decisions and alignment. Teams were supported by representatives of both the Office of Transformational Support (OTS) and Office of Academic Affairs (OAA). OTS/OAA staff worked closely with EVSC’s Federal Bookkeeper and Business Affairs to follow EDGAR policies, as well as adhere to IDOE Title I Guidance to ensure all requests for funding were reasonable, allocable, and necessary to achieving school turnaround. Strategic decisions at the school level (made in consultation with the OTS, OAA, and Mass Insight Education (MIE)) around budgetary measures were made Ongoing Technical Assistance provided by the Indiana Department of Education, was attended by LEA staff, including SIG-specific Technical Assistance. The final budget will be reviewed by EVSC and IDOE fiscal officers. It is aligned to each element of the Transformation Model, and all requests are reasonable, allocable, and necessary. 2. The LEA and administrative staff has the credentials, demonstrated track record, and has made a three-year commitment to the implementation of the selected model. Turnaround and Transformation models Ability to recruit new principals through partnerships with outside educational organizations and/or universities Statewide and national postings for administrative openings External networking X In September 2012, the Evansville Vanderburgh School Corporation (EVSC) began its work with Mass Insight Education's (MIE's) "The School Turnaround Group" in order to create an Internal Lead Partner to manage a portfolio of the district’s chronically underperforming schools. This portfolio is now known as the District’s “Transformation Zone (TZ),” which is directly managed by EVSC’s Internal Lead Partner, the Office of Transformational Support (OTS). The OTS office currently oversees, directs, and manages five schools in EVSC: Glenwood Leadership Academy, Lincoln Community School, McGary Middle
access to references EVSC provided expedited processing of candidates recommended for hire who were likely to receive competing offers from other schools/districts. For example, on more than one occasion, EVSC HR moved high-priority candidates in hard-to-staff subject areas to the top of the list for background checks and processing. EVSC HR paid for a subscription to www.Teachers-Teachers.com, where the OTS was able to post for individual positions and review search a broader candidate pool of thousands of candidates. TZ/OTS-specific support: OTS pre-screened applications for over 400 candidates OTS made referrals for and supported over 275 school-based interviews for teaching and LTS positions OTS continued to support recruitment and selection for non-FTE teaching positions throughout the first semester OTS conducted reference checks for over 100 candidates (including LTS and positions), taking a significant amount of work off principals’ plates and also expediting the process OTS coached principals around developing key marketing messages to “sell” potential candidates and candidates who received offers on their school in addition to working with MIE to set up opportunities for recruitment with many regional universities (within a 3 hour driving distance.) OTS and school principals have worked with other stakeholders such as HR, the Superintendent, and ETA to be intentional about staff placements/transfer practices in its Priority TZ schools. For example: All teachers must successfully complete TZ Team Training to teach within the TZ. If there is not mutual agreement of appropriate placement, the current CBA allows for Superintendent Directed Transfer, which has been utilized in the TZ Priority Schools. 7. District staff has a process for monitoring and supporting the implementation of the selected improvement model. X EVSC's Transformation Zone has very robust supports in place for school improvement planning as well as robust performance monitoring processes for the schools it manages