10th grade ECA pass rate (English 10) NA NA NA NA NA NA 10th grade ECA pass rate (Algebra I) NA NA NA NA NA NA Non-Waiver Graduation Rate – HS only NA NA NA NA NA NA College enrollment rates – HS only NA NA NA NA NA NA
times each calendar year Building wide leadership team is created Principal will continue to work with mentor from a high performing school Principal also works with Doug Theime, Focus Priority Coordinator, to help guide improvement practices in the school Comprehensive instructional reform strategies Use data to identify and implement an instructional program that is researched-based and vertically aligned from one grade to the next as well as aligned with State academic standards (IN Turnaround Principle 3) IN Conditions and principal will disaggregate report card and present to the DOE Dean of Students, teachers, guidance counselor and Principal will continue to utilize data to continue improvement. Data will continue to include behavior, subgroups, and parental involvement. Each round of data collection Create new forms for tracking data consistently Each round of data collection Maintain and review current tracking system to improve data collecting Each round of data collection Maintain and review current tracking system to improve data collecting Stipend money if needed for planning time Stipend Guidance Counselor
All will continue to use 8-Steps model, PLC, analyze formative and summative assessments All staff, RTI team and principal will continue to improve RTI process and understanding Guidance Counselor, Dean of Students, Principal and all staff will continue to teach Pillars of Character to promote life- long learning and a bully free environment Maintain and train new staff on 8 Step model. Continuation of learning communities. Continue to learn, discuss and reflect on assessments Maintain and improve RTI process/procedures. Continuation of trainings and reflection for RTI. Improving efforts in Bully Prevention, Character traits and conferencing more with students with higher needs Maintain and train new staff on 8 Step model. Continuation of learning communities. Continue to learn, discuss and reflect on assessments. Maintain and improve RTI process/procedures. Continuation of trainings and reflection for RTI. Maintaining efforts in Bully Prevention, Character traits and conferencing more with students with higher needs Maintain and train new staff on 8 Step model. Continuation of learning communities. Continue to learn, discuss and reflect on assessments. Maintain and improve RTI process/procedures. Continuation of trainings and reflection for RTI. Maintaining efforts in Bully Prevention, Character traits and conferencing more with students with higher needs Instructional Coach Trainings/stipend money Substitute money Instructional Coach Trainings/stipend money Substitute money Guidance Counselor Professional Development for PBIS training Substitute Developing and increasing teacher and school leader effectiveness (IN Turnaround Principle 5) IN Conditions Dean of students, Principal and Superintendent will continue to use RISE Principal and Title I director will use financial incentives for high-performing teachers Maintain and reflect on data Begin using financial incentives and ask teachers ideas for grant money to improve classrooms. Maintain and reflect on data Continue using grant money for classroom incentives and rewards. Maintain and reflect on data Continue using grant money for classroom incentives and rewards. Teacher grant/reward money incentives
All staff have the opportunity to sign up for committees and leadership opportunities Comprehensive instructional reform strategies – Promote the continuous use of student data (IN Turnaround Principles 2 and 6) IN Conditions Dean of students, Principal and Superintendent will continue to use RISE Guidance Counselor, Dean of Students, Principal and all staff will continue to reflect on academic data vs behavior Guidance Counselor, dean of Students, Principal and all staff will focus on parental involvement Maintain and reflect on data Improving efforts in building relationships with families to improve academic and behavior needs Increase family nights and build relationships with families. Random home visits with positives Maintain and reflect on data Maintaining and continuing to build relationships with families to increase academic growth Maintain family nights and build relationships with families. Random home visits with positives Maintain and reflect on data Maintaining and continuing to build relationships with families to increase academic growth Maintain family nights and build relationships with families. Random home visits with positives Guidance Counselor Guidance Counselor, stipend to pay for family night planning and sponsoring, family night supplies Comprehensive instructional reform strategies – job embedded, high quality professional Dean of students, principal, instructional coach, Title I director, and Assistant Superintendent will Maintain and reflect on data Maintain and reflect on data Maintain and reflect on data Instructional coach
development (IN Turnaround Principle 5) make sure best practices are occurring during observations, classroom walk-thru data and student achievement. Principal, instructional coach and all staff will have Professional development in embedded with instructional strategies and time to reflect, revise and staff has time to evaluate instructional practices reflecting and start training staff on instructional practices and training needs for academic success Continue reflecting and training staff on instructional practices and training needs for academic success Continue reflecting and start training staff on instructional practices and training needs for academic success Instructional coach Professional development Stipend money for training staff Substitute money Increasing learning time and creating schools. Family and community engagement (IN Turnaround Principle 7 & 8) Required Principal and all staff will make sure the schedule is aligned to offer increased learning time Principal and all will insure collaboration time is embedded into the daily schedule with planning time for cross curricular planning Maintain and reflection of efficiency. Schedule is attached with grant for viewing. Maintain and reflection of efficiency. Schedule is attached with grant for viewing. Maintain and reflection of efficiency. Schedule is attached with for viewing. Maintain and reflection of efficiency. Schedule is attached with grant for viewing. Maintain and reflection of efficiency. Schedule is attached with grant for viewing. Maintain and reflection of efficiency. Schedule is attached with for viewing.
time and daily grade level planning time IN Conditions Classroom teachers will utilize extended learning data Principal, Library partnership, SIGs team, will create a formalized plan that will included, transportation, staffing, transportation, academic subjects covered, community partnerships. Create, review, and reflect on data of receiving extended learning. Reflect on extending learning opportunities and adjust opportunities as needed to create academic success Maintain, reflect on data of those receiving extended learning. Reflect and maintain extending learning opportunities and adjust opportunities as needed to create academic success Maintain, reflect on data of receiving extended learning. Reflect and maintain extending learning opportunities and adjust opportunities as needed to create academic success Stipend money Stipend money Supplies for learning activities Transportation Providing operational flexibility and sustained support (IN Conditions) IN Conditions LEA provides the principal control over people, time, program, tax dollars, and the opportunity to present to the School Board pre and post receiving the SIGs grant. LEA has in place the following: Designated district role in the SIGS process LEA allows for continuation of control. School Board will be present 2 times this year about SIGs grant process and reflection Maintain roles LEA allows for continuation of control. School Board will be present 2 times this year about SIGs grant progress and reflection Maintain roles LEA allows for continuation of control. School Board will be present 2 times this year about SIGs grant progress and reflection Maintain roles
(attached with application) Designated central office member involved with process Written support from teacher’s association (attached to application) Evaluation system in SIGs leadership team Data Review Plan Special Populations review (Plan attached) Fiscal monitoring plan (Title I and Principal) Time line and responsible parties (Committee sheet I Coordinator and Superintendents will continue with designated roles Follow up and communicate with association on SIGs grant recording and reflecting on SIGs program Continuation of Leadership team meeting to reflect and monthly data log meetings with each grade level Follow district AMAO plan Meetings to review budget each quarter Time line is laid out in the grant application Title I Coordinator and Superintendents will continue with designated roles Follow up and communicate with association on SIGs grant Continuation of recording and reflecting on SIGs program Continuation of Leadership team meeting to reflect and monthly data log meetings with each level Follow district AMAO plan Meetings to review budget each quarter Time line is laid out in the grant application Title I Coordinator and Superintendents will continue with designated roles Follow up and communicate with association on SIGs grant Continuation recording and reflecting on SIGs program Continuation of Leadership team meeting to reflect and monthly data log meetings with each grade level Maintain AMAO plan Meetings to review budget each quarter Time line is laid out in the grant application Stipend
RESTART, TRANSFORMATION, TURNAROUND, EARLY LEARNING, WHOLE SCHOOL REFORM Complete the table below detailing the last year of SIG funding – the Sustainability Year. Areas Action Steps and Person(s) Responsible Timeline Description and Details Budgeted Items Leadership Maintaining Culture Superintendent, Assistant Superintendent, and Principal Phase one (1st quarter) Both Superintendents will be responsible for making sure the principal is capable of transforming a school. Effectiveness of staff and retainment of staff Professional Development Principal, Dean of Students – effectiveness of staff Principal, Instructional – effectiveness of teaching practices Interview Team, recruitment of effective staff members Principal, Instructional Coach, Title I Director, Assistant Superintendent, those who attend professional development conferences two (2nd quarter) The principal will have the Interview team assist with interviewing candidates for Rome City. The principal and dean of students will monitor the effectiveness of the staff. Effective professional development will be given by those who are the “experts” in the topic being trained. Some teams will be established with experts in areas of need. Instructional back to half time and funded through Title Leadership Instructional Programs Superintendent, Assistant Superintendent, and Principal Principal, Instructional Coach, Title I Director, Assistant Superintendent, classroom teachers Phase three (3rd quarter) Regular surveys will be given to check for effectiveness and needs that should occur Evidence of effective practices will be visible and applied in the classrooms. Staff will meet to review school wide initiatives and fidelity once a year to reflect on Instructional coach back to half time and funded through Title
Maintaining Culture Family and Community Engagement Phase four (4th quarter) Effectiveness of staff and retainment of staff Instructional Programs Professional Development Phase five (summer 2016) Part 6: Outcome Artifact Schools will be required to produce a tangible “outcome” piece to be shared with IDOE and published on IDOE website as resources for other schools for each year of the grant. This “outcome” piece will serve as the culminating piece of the yearly grant, as well as a piece of monitoring. “Outcome Artifacts” will be due summer of each year. Possible “Outcome Artifacts could include: mini-lesson video, recording of students working on an activity, WebEx, How-To One-Pager, Blog, Podcast. “Outcome Artifacts” should be linked to goals of your SIG grant, as well as one of the following areas: Leadership, Effective Instruction, or Interventions/Data. *schools may have the opportunity to change the outcome artifact after work with grant begins. IDOE will work with grantees to determine best artifact after work begins. Examples of promising practices: Briefly describe what the school will plan to submit as an “Outcome Artifact” at the end of SY 2015-16 and how this will be aligned to your grant and the key area. For future “Outcome Artifacts” Rome City Elementary would like to ask students to come up with and create ideas for learning clubs afterschool. Staff will be offered stipend for leading the learning clubs. Clubs will incorporate Project Based Learning. Technology and Family Game Nights will be incorporated into every grade level. Students will learn how to use technology safely and effectively and how to play games to learn simple everyday concepts. Students will take home devices and use them for various eLearning activities. Partnerships with various community members are making it promising to have internet access for students. RAZ Kids has already been purchased to help reach the needs of all students. Creating
Part 8: Selection of External Providers Provide district evidence for the Selection of External Providers – this will show the LEAs capacity to recruit, screen, selects and support appropriate external providers. Whole School Reform REQUIRES the selection of a third party – a strategy developer – as part of implementation. External providers are not required of other models, but ALL models must explain process of selecting, or show how school will be supported in lieu of External Provider. Please review guidance provided in part 8 of the Application Directions and Guidance for specifics pertaining to external providers. The IDOE will assess the LEA’s commitment to recruit, screen, and select external providers by requiring the LEA to document a process for assessing external provider quality which may include, but will not be limited to: Capacity Task District Evidence (a) Interviewing and analyzing external providers to determine evidence‐based effectiveness, experience, expertise, and documentation to assure quality and efficiency of each external provider based on each schools identified SIG needs; The Superintendent and the Business Manager will be open with the board, communication will be maintained by the Corporation to provide students with programs, training, or services not available in the Corporation. (Board Policy is in attachments) (b) Selecting an external provider based upon the provider’s commitment of timely and effective implementation and the ability to meet school needs; Before entering into any agreements, the Superintendent shall keep the board advised of any arrangements that would affect the use of Corporation resources and that may require additional resources from the Corporation. (c) Aligning the selection with existing efficiency and capacity of LEA and school resources, specifically time and personnel; The Superintendent, Title I Director, and Business Manager will make sure the process is in a timely manner. (d) Assessing the services, including, but not limited to: communication, sources of data used to evaluate effectiveness, monitoring of records, presence, recording and reporting of progress with the selected service provider(s) to ensure that supports are taking place and are adjusted according to the school’s identified needs. The Superintendent, Board, Title I director and Principal will review. (e) Scope of work is provided, or can be provided prior to start of grant. If scope of work not available at time of submission, summary of school expectations for External Provider must be provided. Prior to an external provider work beginning, LEA must receive approval from IDOE. The Superintendent, Business Manager and Board will review the grant and make sure the plan is applied with fidelity of the way the grant was written.