Subgroup Achievement Indicators Review Subgroup Data via the NCLB drop-down under the Accountability tab: Student Groups - ELA % of this group passing # of students passing in this group How severe is this group’s failure in comparison to the school’s rate? In what ways are the learning needs of this group unique? SY 2015-2016 Goal SY 2016-2017 Goal SY 2017-2018 Goal SY 2018-2019 Goal SY 2019-2020 Goal Example: LEP 35% 52 HIGH - No formal schooling; from culture. 40% passing 45% passing 50% passing 55% passing 60% passing All Students: ECA 66.2% 73.8% 401 90 High: Below state average 70% 77% 76% 81% 83% 85% 88% 89% 92% 94% African American 65.8% 73.5% 387 86 70% 77% 76% 81% 83% 85% 88% 89% 92% 94% Islander NA NA NA NA NA NA NA NA Hispanic 72.7% NA 8 NA 76% 80% 84% 88% 92% White NA NA NA NA NA NA NA NA Students with Disabilities 35.7% NA 5 NA High: Most significant achievement gap. Need differentiated instruction based on diverse needs 40% 45% 50% 55% 60% LEP NA NA NA: Scores suppressed NA NA NA NA NA Free/Reduced Lunch 65.7% 74.3% 326 72 High: HS achievement gap of 14.4% but outperformed other FRL students statewide 70% 77% 76% 81% 83% 85% 88% 89% 92% 94% HS required - % of of ECA who pass by 12th grade 96.8% 92 : Vast majority are currently passing but we expect ALL students to succeed 97% 97.5% 98% 98+% 98+% Student Groups - Math % of this group passing # of students passing in this group How severe is this group’s failure in comparison to the school’s rate? In what ways are the learning needs of this group unique? SY 2015-2016 Goal SY 2016-2017 Goal SY 2017-2018 Goal SY 2018-2019 Goal SY 2019-2020 Goal Example: LEP 35% 64.2% 52 HIGH - No formal schooling; from culture. 40% passing 45% passing 50% passing 55% passing 60% passing
College enrollment rates – HS only Leading Indicators BASELINE SY 2014-2015 SY 2015-2016 Goal SY 2016-2017 Goal SY 2017-2018 Goal SY 2018-2019 Goal SY 2019-2020 Goal 1. Number of minutes within the school year that students are required to attend school 2. Number of minutes of math instruction 90 min 105 105 105 105 105 3. Number of daily minutes of EL/A instruction 90 min 105 105 105 105 105 4. Dropout rate – HS only 0 0 0 0 0 0 5. Student attendance rate (must be a percentage between 0.00 and 100.00) 93.3 93.8% 94.5% 95% 95.5% 96% 6. Number of students completing advanced coursework (e.g., AP/IB), or advanced math coursework – HS only 34 37 40 43 46 49 7. Number of students completing dual enrollment classes – HS only 79 83 86 89 92 95 8. Number of individual students who completed BOTH an advanced coursework class AND a dual enrollment class. (This number should not exceed the either category total.) – HS only 22 25 28 31 34 37 9. Types of increased learning time offered LSY- Longer School Year LSY-190 Days
LSD- Longer School Day School SS- Summer School OTH-Other LSD-8-3:15 AS: M-R, SS: 4 weeks WES: ISTEP Bootcamp: 8 weeks 10. Discipline incidents – number of suspensions and/or expulsions Suspensions: 396 (13/14) Expulsions: 0 376 0 356 0 336 0 316 0 296 0 11. Truants – number of unduplicated students who have received truancy letters or action, as a whole number 293 (13/14) 278 263 248 233 218 12. Distribution of teachers by performance level on LEA’s teacher evaluation system. (Please indicate individual number of Ineffective [IN], Improvement Necessary [IMP], Effective [EF], and Highly Effective [HEF].) HE- E- IMP- IN- 13. Teacher attendance rate (must be a percentage between 0.00 and 100.00) 90% 91% 92% 93% 94% 95% Complete the table below regarding key areas of student learning indicators. Include your 2014-2015 data as baseline data, as well as upcoming goals. For the following categories, please demonstrate (1) how the LEA has analyzed specific for instructional programs, school leadership, and school infrastructure and (2) justification for the selected interventions for these areas. Each area should be tied back to data above and address the subgroup needs identified. Instructional Programs
for longer periods of time, meaning the transformation model was best suited for TBLA. (3)Closure was not an option as we believe in our school’s ability to grow and we have a fairly high graduation rate that we are most proud of. Restart was not an option because we are already a highly creative, unique charter school setting. (5)We know that our teachers need significant professional development and 1:1 classroom based support, due to their lack of experience and high turnover rate. The transformation model has a significant emphasis on PD for staff. (6)We see financial incentives as core to teacher retention and our overall growth and success over the next 5 years. course of this grant improvement process. The transformation requires an intense focus on educator professional development and time on task for learning (requiring expanded learning time). These requirements are key areas that the TBLA must and will address under the SIG program. flexibility and support to explore our instructional strategies and to implement a stronger data driven culture to determine how an entire grade level can exhibit significantly different performances from other grade levels. We would hope to have greater consistency in results, even with different test. In sum, we recognize that teachers need better, more frequent data to track what is happening throughout the year so that year end testing results are easier to understand. With transformation model emphasis on professional development and data skills we can grow educator skills and become a stronger, data-driven environment. student behaviors and careful review of our current disciplinary program, approach to behavior, and/or punitive outcomes (punishment for behavior or truancies) needs careful review, attention, and revisions.
Initiate creation of a School Data Portfolio –[Leadership Team] set of processes and tools monitor progress and measure qualitative and quantitative aspects of implementation. These include the Focus Walk, school portfolio, and Quality Review. The work of the school is also captured in a portfolio, which provides leadership teams with a structured approach to analyzing the quality of implementation. Effectiveness of and recruitment/ retainment of staff Professional Development (PD) Incentive plan: Gather and stakeholder input and look at other sample transformation school incentive plans to develop a draft of the plan for teachers –[Leadership Team] Job Announcement & Search:draft for Director of Culture and Climate and – [Principals] Identify teachers for Model Classrooms – [Principals] Implement intensive professional development and coaching for Model Classroom teachers – [PES] Identify gaps in technological resources available to students and across the K-12 spectrum – [Technology Director & Principals] Phase two (2nd quarter) The incentive plan will include fiscal rewards for teachers whose students meet determined proficiency levels on DIBELS assessments, state assessments (STEP) and/or other key student assessments while meeting professional expectations. Identify the education and experiences required for someone to fulfill the new roles of “Director of Culture and Climate” and “Technology” to be hired for implementation Year 1. 3.Model classroom teachers exhibit the best and most effective instructional and assessment practices, particularly in math and ELA, but with relevance to all content areas. Model classroom teachers are asked to regularly model recommended strategies known to impact student performance and exhibit high levels of personal classroom leadership. A math and an ELA model classroom will be created for the following grade clusters: K-3, 4-6, 7-8, 9-12 resulting 8 model classrooms. . Provide job embedded professional development for model classroom teachers. Model Teachers receive extensive weekly coaching and personalized professional development from PES in literacy and mathematics. . The will conduct an equipment audit, identifying needed resources for improved, innovative teaching and No funds needed for items 1,2. -Action steps 3,, , require ongoing CIM consultative support. It is estimated that teachers will receive weekly training from PES during the 2nd semester requiring (18 days X 2 subject areas X 2 buildings = 72 days of PES support 4. Stipend or substitute funding for model teachers to complete core professional development training throughout the year. If training occurs on a school day, funds will
Quality Review (including data portfolio) – [Principal, PES] TBLA Advisory Committee Forum – [Principal] Determine expanded classroom resources (outside of technology) that model classroom teachers may request to support their role as “model teachers” – [Principal, Model Teachers] Initiate “Data Driven Culture” professional development learning modules with the school’s Leadership Team- [PES] learning. This process includes teacher focus groups and informal dialog around tech and instructional concerns. .While development of the school portfolio is an ongoing process, it is presented twice a year during the Quality Review. This process highlights the school’s patterns of success and challenges and steers a new focus for the leadership team’s work. .The leadership team shares the results of the comprehensive needs assessment and ongoing quality review with the school community and works collectively to develop a plan for action to strengthen expectations or to change the focus for implementation as the review findings have indicated. .Purchase necessary classroom resources as needed. Decisions made through joint principal and teacher consultation .The data driven culture modules from Pearson will be introduced to the leadership team over time through the vehicle of the monthly leadership team meetings. This introduces core data concepts that will be critical to the entire staff during the official 3-year transformation implementation. This also prepares the leadership team to assume a strong leadership role with the school’s effort to embrace deeper data driven practices. Modules covered include such topics as: data and assessment literacy, use of classroom assessments, how to utilize student data for instructional planning, etc. cover substitute teacher costs. If on a non-school day or after-hours, we will pay stipends of $3 per hour. Estimated budget for these resources is $1000 per year. . Updated technology to support learning as determined by the Leadership Team. Estimated budget for technology is Communication (stamps, chart tablets, invitations to advisory meeting, paper) Estimated budget for these resources is $
Finalize with external partner the monthly monitoring and evaluation processes/activities to monitor and assess the transformation process. Identify local school and the School Board activities that further monitor and evaluate success over time, including schedules, activities, anticipated rubrics or monitoring tools, etc. – principal and leadership team Establish a special populations review plan – principal & leadership team 6 & 7. Our external partner incorporates a rigorous progress monitoring and data collection process within the selected CIM framework. The vendor team will collect weekly, monthly, annual data from their on-site visits and trainings. Our leadership team will sit down face to face with the Pearson representatives to identify and clarify all progress monitoring/data collection activities, which include observations, informal dialog with teachers, participation in monthly professional learning communities, and stakeholder input. These data will be available to our school leaders on a 24/7 basis through OneView, an online progress monitoring system that also provides classroom videos, materials, and connections to Pearson experts In addition, we will support the monitoring and program evaluation process through commitment to our formal state’s teacher evaluation program, RISE. There is a part of each teacher's final summative score called a Student Learning Objective that deals with student growth. This part of the evaluation requires teachers to use the data from the beginning of the year, set a goal and then analyze the end of the year data. From there the teacher's score is given based on the percentage of students meeting the required goal. Our continued use of the RISE evaluation system solidifies our adherence to an evaluation system for principal and teachers that includes multiple assessments aligned to student growth our data reveal that our students with disabilities, particularly at the high school level, are performing far below peers on ’s annual assessments, we will establish a special populations data review component within the larger annual SIG monitoring and evaluation plan. Our review of this special population’s data will include looking at classroom academic performance, discipline records, IEP processes, etc. We will include a special education teacher on our leadership team so that the teaching, learning and behavioral needs of this
high school graduation rates; remove those who, after professional development, have not Reward students for meeting academic benchmarks designated proficiency targets on the End of Course assessment in Algebra 1 and English 10 – ECA for 10th students [principal, Board] Implement financial incentives for teachers who meet designated proficiency on NWEA and mClass. [principal, Board] Implement financial incentives for staff who meet designated professionalism in staff attendance. [principal, Board] Implement financial incentives school wide when the school’s IDOE Accountability increases. [principal, Board] 2. Incentive checks prepared by bookkeeper and issued to staff as data and results show that incentive requirements were met. 3. Celebratory event will honor student achievement. Leadership team will meet to review data on incentives, gather suggestions from faculty, and make revisions as necessary . Student Incentive Activity: Implement structured day activities, small academic incentives like a book, pen, etc. [principal, leadership team] Leadership team will meet to review data on incentives, gather suggestions from faculty, and make revisions as necessary Student Incentive Activity: Implement structured field day activities, small academic incentives like a book, pen, etc. [principal, leadership team] Leadership team will meet to review data on incentives, gather suggestions from faculty, and make revisions as necessary . Student Incentive Activity: Implement structured field day activities, small academic incentives like a book, pen, etc. [principal, leadership team] the program, per year. Provide high professional development High Quality PD 1.Provide principal with a Leadership Coach [Pearson Education Specialist (PES)] 1. Leadership provides weekly support to principal for the school year (a total of 10 months – –36 days of direct consultative support and oversight 1. Leadership Coach provides weekly support to principal for the school year (a total of 10 months – –36 days of direct consultative support and oversight 1. Leadership Coach provides weekly support to principal for the school year (a total of 10 months – Aug-May –36 days of direct consultative support and oversight Professional Development Budgeted 1, 2, 3, 4, 5. (Included as components of CIM under annual
4.Provide teachers with job-embedded coaching and modeling, [PES] 5.Engage teachers in a2-day follow up math or 2-day literacy institute to follow up on summer PD – literacy institute is relevant to teachers from various content areas [PES] instruction in all classrooms, will be provided by PES through meetings with the school’s PLCs/Learning teams (at least 2 sessions devoted to introducing the model) and exhibited in model classrooms. Additional 1:1 coaching with teachers will solidify the workshop model. Exact days on which teachers in need receive coaching is determined in each year based on data and current needs. 4. Job-embedded coaching and modeling: Under the CIM model each building receives at least 2 days of PES coaching support per week. Coaching assignments will vary by needs and content areas, with a specific coaching protocol utilized by the 4. Job-embedded coaching and modeling: CIM provides each building receives at least 2 days of coaching support per week. Coaching assignments will vary by needs and content areas, with a specific coaching protocol utilized by the coaches. Prior to arrival in the building the coach will connect with the principal to identify teachers who have exhibited significant needs since the prior coaching date. One coach can coach up to 6 teachers or 6 PLCs per day. 5.Math/Literacy Institutes: None in this year – teachers new to school will connect with other teachers through PLCs for instruction 4. Job-embedded coaching and modeling: Under the CIM model each building receives at least 1 days of coaching support per week. Coaching assignments will vary by needs and content areas, with a specific coaching protocol utilized by the Pearson coaches. Prior to arrival in the building the coach will connect with the principal to identify teachers who have exhibited significant needs since the prior coaching date. One coach can coach up to 6 teachers or 6 PLCs per day. 5.Math/Literacy Institutes: None in this year - teachers new to school will Year 2:$658,000 Year 3:$392,000 Additional face to face all day training may be provided, at an added cost of $3500 for the daily workshop. Substitute teacher costs if teachers are removed from a regular day of instruction are estimated to be $100 per day. Formula to use (# of teachers x2 days x amount of stipend or substitute teacher cost) – Same formula used per institute. Teacher stipend amount approximately $100 per day.
6.Implement the Learning Teams model for the school’s Professional Learning Communities –To create effective teacher workgroups/PLCs and promote ongoing teacher learning, TBLA will have a dedicated, certified Pearson LT Advisor providing face-to-face support and coaching to administrators and teachers throughout the year. The LT Advisor provides direct assistance to the school working closely with the principals, instructional coaches, and workgroup facilitators to build instructional leadership and create a climate for continuous teacher learning. The LT Advisor meets each month with the principal or administrator to plan the monthly instructional leadership team (ILT) meeting, attends and participates in each monthly ILT meeting, and is available to attend some site-based workgroup meetings to provide strategic support to facilitators. [LT Advisor, Principal] 7.Provide technology coaching and modeling to the school’s and schedule face to face technology workshops if needed for teachers on staff. coaches. The coach connects with the principal to identify teachers who have exhibited significant needs since the prior coaching date. One coach can coach up to 6 teachers or 6 PLCs per day. 5. Math/Literacy Institutes: Engage participating teachers in follow up and expansion of the workshop model for math and literacy, as well as highlight the core instructional strategies needed for successful teaching. Each institute is 6 hours per day. 6. Learning Teams: *Monthly principal meeting *Monthly instructional learning meeting – in this case the Leadership Team will potentially serve both roles * Learning teams meet a minimum of 2x per 6.Learning Teams: *Monthly principal meeting *Monthly instructional learning meeting – in this case the Leadership Team will potentially serve both roles * Learning teams meet a minimum of 2x per month for each month of the school year 7. Technology Coaching & Technology Workshops: 5 days of tech coaching provided in this year – teacher workshops scheduled as/if needed connect with other teachers through PLCs for instruction 6.Learning Teams: *Monthly principal meeting *Monthly instructional learning meeting – in this case the Leadership Team will potentially serve both roles * Learning teams meet a minimum of 2x per month for each month of the school year 7. Technology Coaching & Technology Workshops: 6.Learning Teams: $50,000 for year 1, $50,000 for year 2 and $35,000 for year 3. Funds cover the cost of the Learning Teams advisor and professional development provided to the learning teams/PLCs.
8.Provide Positive Behavioral Intervention and Supports (PBIS) personalized professional development training to expand staff knowledge of the previously adopted framework month for each month of the school year 7.Technology Coaching & Technology Workshops: Tech specialist provided 10 days of specialized technology coaching and modeling throughout implementation year 1,. The specialist will introduce strategies to through side by side coaching. As needs arise we may schedule 1or 2-day face to face technology workshops that may include such topics as “Use of Whiteboards in the Classroom” and “Web 2.0 Instruction.” Workshops would serve teacher cohorts of up to 30. Positive Behavioral Intervention and Supports Contract for staff professional development with a vendor who can Positive Behavioral Intervention and Supports Provide refresher PBIS training course for staff struggling with the model and/or new staff to school. Training to occur in a face to face format at start of school year. Training may last anywhere from 1-3 days, 5 days of tech coaching provided in this year – teacher workshops scheduled as/if needed Positive Behavioral Intervention and Supports Provide refresher PBIS training course for struggling with the model and/or new staff to school. 7. Technology Coaching and Workshops Technology coaching offered at a rate of $3500 per day x number of days. Total of $35,000 in year 1, $17,500 in year 2 and $17,500 in year 3. If workshops are offered they are $3500 per day per trainer for a cohort of 30 teachers. PBIS Training and Support Total training costs unknown but average daily cost for many vendors is around $3000 per day for cohorts of 30. We estimate 2 cohorts trained over two days in year 1. (Formula:
provide a comprehensive overview of the PBIS model. Training to occur in a face to face format at start of school year. Training may last anywhere from 1-3 days, depending on selected vendor and training options. depending on selected vendor and training options. Training to occur in a face to face format at start of school year. Training may last anywhere from 1-3 days, depending on selected vendor and training options. $3000 per trainer x 2 trainers x 2 days = $12,000 in year 1. Refresher course requires only one cohort and thus 1 trainer for 2 days – (Formula $3000 for 1 trainer x 1 cohort x 2 days = $6000 in implementation year 2 and $6000 implementation year 3. Implement strategies to recruit, place, and retain staff (financial incentives, promotion, career growth, flexible work time) Recruitment 1.Principals will broaden their recruitment efforts to hire best rather than most cost effective staff – [Principal, Board] 2. Principals will work with to design better recruitment materials and to identify stronger recruitment strategies. Strategies may include increased job fair participation. [Principal, Board] Recruitment: Principals dialog with area principals and other charter school principals at least 2x per year to consider recruitment strategies. Principals dialog with the school Board each quarter (4 x per year) to determine how to best promote the school’s best features in recruitment materials. Recruitment: Quarterly dialog with board continues (4x per year) and principals continue to create a travel schedule reflecting their participation in at least 3 job fair events this year. Recruitment: Quarterly dialog with continues (4x per year) and principals continue to create a travel schedule reflecting their participation in at least 2 job fair events this year. Recruitment: Funds required for travel to register for participation in and travel to job fairs ($500 per job fair x number of fairs per year) Funds needed to purchase paper for flyers or other school promotional documents used at job fairs ($1000 per year) Funds needed to post office mailings
Retaining Strategies – 3.All new teachers to the school participate in an introductory 2-day “teacher academy” designed to introduce them to the school’s foci, transformation process, PLC strategies, and to identify their key supports throughout the school year [Principal] 4. for advancement: Becoming a Model Teachers or a Teacher Leaders for Learning Teams puts these staff members on a leadership trajectory. [Teacher] 5. Financial incentives will motivate teachers to ensure all students are learning. [Principal, Board] 6. Improved school climate will motivate teachers to develop school pride resulting in sense of ownership, empowerment. [Principal, Director of Culture/Climate] Principals and create a travel schedule to participate in at least 3 job fairs throughout the school year. Travel schedule details location, anticipated travel costs, etc. Retention Identify new teachers to participate in orientation academy. Academy is designed for two days in July, six hours per day, at the local school. Participants, in addition to new teachers to school, include the principals and some teacher representatives. Teachers are introduced to content that includes: Introduction to school mission and vision, purpose of PLCs and frequency of meetings, time for common planning, addressing student needs, Retention Repeat teacher academy for any new teachers to the school – two days in July, 6 hours per day. Involves principal, lead teachers, and new teachers to school. If no new teachers hired, academy is not needed. Retention Repeat teacher academy for any new teachers to the school – two days in July, 6 hours per day. Involves principal, lead teachers, and new teachers to school. If no new teachers hired, academy is not needed. to potential future teacher candidates ($500 per year) Cost of actual travel for selected candidates face to face interview/ campus tour. Retaining- : Funds for 2 days of teacher training stipend per teacher ($100 per day x 2 days x number of teachers) Funds for minimal instructional materials or resources for the academy training (including teacher planners, notepads, markers, sticky notes, etc): $300 per year
number of hours of tutoring needed annually is determined prior to contract signing. Any hours not utilized in each year roll over into next school year. Increased Time for Staff Current common plan time is continued and expanded by 15 minutes per week, with the time allotted to planning efforts, PLCs, etc. PES coaches provide staff development and help facilitate PLC sessions. PLC sessions cover topics to include: Use of data, standards aligned lessons, using student data to drive instruction, technological resources and practices for improved teacher and learning, differentiated minutes per week, with the time allotted to joint planning efforts, PLCs, etc. PES coaches provide staff development help facilitate PLC sessions. PLC sessions cover topics to include: Use of data, standards aligned lessons, using student data to drive instruction, technological resources and practices for improved teacher and learning, differentiated instruction, meeting the needs of students with disabilities, improving teacher leadership skills, etc. Increased Time for Staff Current common plan time is continued and expanded by 15 minutes per week, with the time allotted to joint planning efforts, PLCs, etc. Pearson coaches visit and help facilitate PLC sessions. PLC sessions cover topics to include: Use of data, standards aligned lessons, using student data to drive instruction, technological resources and practices for improved teacher and learning, differentiated instruction, meeting the needs of students with disabilities, improving teacher leadership skills, etc.
instruction, meeting the needs of students with disabilities, improving teacher leadership skills, etc. Provide mechanisms for family and community engagement Improved community engagement 1.Hire a new Director of Culture and Climate(DOCC) – 1.0 FTE(principal &Board) To as a school-based parent community outreach coordinator who participates, with the principal, assistant principal(s), and coaches, in CIM provided engagement training. Coordinator or director is provided with an engagement handbook [PES, DOCC] 2. Send director to trainings about alternatives to suspensions and/or safe school and student engagement concerns. [DOCC] 3. New Community Engagement Activities Increase family engagement activities by scheduling annual and monthly activities. Sample engagement activities listed below (all activities coordinated by the DOCC, Pearson specialist, principals, and leadership team) 25 Books Campaign: The campaign to read a million words in a year 1. Director of Culture and Climate Director is hired July 1, 2016 for 1.0 FTE (40 hours per week, 11 months). Director meets with principal and leadership team on a regular basis to highlight ongoing duties, new community engagement opportunities, and to review data relevant to stakeholder engagement. Director creates an annual activity calendar showing dates for community engagement activities. Director makes community visits to school families and community partners. See more details below. 3. Community Engagement Activities 1. Director of Culture and Climate Continued employment (1.0 FTE – 40 hrs per week, 11 months) and creation of an annual activity calendar, with weekly visits to the community continuing. 3. Community Engagement Activities 1. Director of Culture and Climate Continued employment (1.0 FTE – 40 hrs per week, 11 month) and creation of an annual activity calendar, with weekly visits to the community continuing. 3. Community Engagement Activities 1. Director of Culture and Climate: Annual funds needed for salary and benefits. Estimated annual employment package @ $,0. Funds set aside for sending Director to at least 1 state or national training annually - $3000 per year. 3. Community Engagement Activity Costs: Funds to purchase books for expanded student options for the 25 books campaign ($5000) Funds to purchase notebooks for students to use for the home-school notebook activity
.Implement revised out-of-school suspension plan/policy to reduce suspensions and increase student time in school [Leadership Team] Implement revised in-school-suspension program to expand access to and Plato. [Leadership Team] on an annual basis, determining if he/she is helping the school progress toward greater outcomes. Annual review shared with principal. Leadership team also provides insight to the Board. ut-of-school suspension plan/policy Revised program Board reviews principal performance on an annual basis, determining if he/she is helping the school progress toward greater outcomes. Annual review shared with principal. Leadership team also provides insight to the Board. Board reviews principal performance on an annual basis, determining if he/she is helping the school progress toward greater outcomes. Annual review shared with principal. Leadership team also provides insight to the Board. LEA and SEA supports school with ongoing, intensive technical assistance and support LEA/SEA Support 1.Approve the hiring of an external partner to help implement and manage the transformation process [School Board] External Selection: School has reviewed and approved the school’s selection of . PES leadership coach is provided to principals on a basis with side by External Selection: School Board continues to approve the school’s selection of the external and signs annual contract. leadership coach continues to be provided to principals External Selection: School Board continues to approve the school’s selection of the external and signs annual contract. leadership coach continues to be provided to principals External : CIM framework will be contracted annually. Prices per year detailed in prior section. Leadership Coach/Mentor costs assumed
2.The school principal is provided a veteran leadership coach/mentor and supported by the school Board of TBLA [Leadership PES] .Designated School Board representative serves on the TBLA Leadership Team, participating in monthly meetings and supporting the transformation process [School Board] .School Board completes annual fiscal monitoring activities, as per plan developed in planning year – includes at least 1 monitoring visit per quarter [School Board] .School Board receives transformation updates and progress summaries at least 2x per year – provided by the school principals and leadership team at Board meetings [Principal] side consulting and coaching. Board designate a school Board member to meet with leadership team on a monthly basis.. Board monitors school grant expenditures on a regular basis with monthly activities, including informal audits, spot checks, dialog with school bookkeeper, etc. Should there be any concerns about expenditures, the Board will immediately give this to the Leadership team and principal to be addressed. identifies two dates of Board meetings at which the will update the Board about change over time. Each presentation will run approximately 20 minutes with a time for questions/answers. on a basis with side by side consulting and coaching. Board continue to designate a school Board member to meet with leadership team on a monthly basis. The monitors school grant expenditures on a regular basis with monthly activities, including informal audits, spot checks, dialog with school bookkeeper, etc. Should there be any concerns about expenditures, the Board will immediately give this to the Leadership team and principal to be addressed. : Board identifies two dates of Board meetings at which the will update the Board about change over time. Each presentation will run approximately 20 minutes with a time for questions/answers. on a basis with side by side consulting and coaching. continue to designate a school Board member to meet with leadership team on a monthly basis. The Board monitors school grant expenditures on a regular basis with monthly activities, including informal audits, spot checks, dialog with school bookkeeper, etc. Should there be any concerns about expenditures, the Board will immediately give this to the Leadership team and principal to be addressed. Board identifies two dates of Board meetings at which the will update the Board about change over time. Each presentation will run under the CIM contract. No costs associated with action steps 3,4.
Leadership Maintaining Culture phase-out plan for the position of “Director of Culture and Climate terminates – [Principals and Leadership Team] Continuous Quality Review – [PES and School Leadership Team] School PLCs continue meeting on a regular basis with teacher facilitators continuing to challenge knowledge and skills –[facilitators, principal, and all staff] creates an “External Funding Plan” that engages in grant funding research and other sources (including community philanthropists, corporations, ) to identify funds for continued “disposables” (things like tech devices, classroom materials, stamps, paper, etc.) [Principals, Leadership Team, Board, Fiscal Director] Phase one (1st quarter) Principals and leadership team determine how this position has grown staff capacity around behavioral and community engagement concerns and identifies core action steps that the school will have to continue to take to maintain change and growth This is the continuous review of performance and data that core part of our transformation Principal will need to verify that the PLC are in fact meeting on a regular basis and continuing the work started in the first year of actual transformation. A schedule of all sessions should be made available to all staff and updated with changes as needed. Principals direct the creation of the External Funding Plan” and appoints persons to engage with this activity over the next 3 years. Specific tasks include researching other grant funds, obtaining donations from local philanthropists, expanding business partnerships, etc. Action step 1 – No funds needed for action step 4.
School culture continues to grow with a continued emphasis on reducing behavioral concerns and improving teacher skills through relevant professional development Model classrooms continue. School based PLCs/Learning Teams continue meeting at least 2x per month to continue collaborative growth. Maintaining Culture Family and Community Engagement Ongoing Quality Review Phase four (4th quarter) Engage outside observers who can bring a critical perspective to the Quality Review process No cost. Use Community Partners Effectiveness of and retainment of staff Instructional Programs Professional Development School leadership continues to exhibit evidence-based leadership practices and a schoolwide distributed leadership model. Leadership also continues meeting with the Leadership team, the Advisory Committee, and other stakeholders as appropriate throughout the school year. School culture continues to grow with a continued emphasis on reducing behavioral concerns and improving teacher skills through relevant professional development Phase five (summer 2016) Leadership team continues meeting Committee continues meetings 4x per year Model classrooms continue. School based PLCs/Learning Teams continue meeting at least 2x per month to continue collaborative growth. Teachers are also offered additional professional development opportunities as appropriate. If training involves an all-day experience that pulls the teachers out of the classroom, a substitute will be provided. Part 6: Outcome Artifact