College enrollment rates – HS only 90.4% 91% 91.6% 92% 92.6% 93% 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 75600 75600 75600 75600 75600 75600 2. Number of daily minutes of math instruction 70 90 90 90 90 90 3. Number of daily minutes of EL/A instruction 70 90 90 90 90 90 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) 97.2% 97.4% 97.8% 98% 98.3% 98.5% 6. Number of students completing advanced coursework (e.g., AP/IB), or advanced math coursework – HS only 7. Number of students completing dual enrollment classes – HS only 13 25 30 60 80 100 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 9. Types of increased learning time offered LSY- Longer School Year LSD- Longer School Day BAS-Before/After School SS- Summer School WES-Weekend School OTH-Other LSD-Longer School Day SS- Summer School WES- Weekend School LSD-Longer School Day SS- Summer School WES- Weekend School LSD-Longer School Day SS- Summer School WES- Weekend School LSD-Longer School Day SS- Summer School WES- Weekend School LSD-Longer School Day SS- Summer School WES- Weekend School LSD-Longer School Day SS- Summer School WES- Weekend School 10. Discipline incidents – number of suspensions and/or expulsions Suspensions- 155 Expulsions- 0 Expulsions- 0 Expulsions-0 Expulsions-0 Expulsions-0 Expulsions- 0
Please be sure you complete the APPROPRIATE model Planning Year. CLOSURE Planning/Implementation Year – SY 2015-2016 Focus Areas Action Steps and Person(s) Responsible Timeline Description and Details Budgeted Items District Needs Assessment of higher achieving buildings and building capacity Maintaining Culture Phase one (1st quarter) Student, Parent, and Community Outreach Staff Outreach Phase two (2nd quarter) Leadership Development Instructional Goals Maintaining Culture Phase three (3rd quarter) Student, Parent, and Community Outreach Enrollment Process Phase four (4th quarter) Closure of Building Phase five (summer 2016)
RESTART Planning Year - SY 2015-2016 Focus Areas Action Steps and Person(s) Responsible Timeline Description and Details Budgeted Items Principal Changes and Flexibility Building Culture Phase one (1st quarter) Effectiveness of staff and recruitment/ retainment of staff Professional Development Phase two (2nd quarter) Principal Changes and Flexibility Instructional Programs Professional Development Phase three (3rd quarter) Building Culture Family and Community Engagement Phase four (4th quarter)
Principal Changes and Flexibility Building Culture Retain the current principal. (District responsibility) Operational flexibility as well as autonomy will be given to the principal to effectively implement the transformation model at (District responsibility) Revamp master schedule to include vertical teaming, common planning, and PLC team meetings as well as Early College requirements. (Principal, Staff, and Guidance Counselor responsibility) Phase one (1st quarter) The district has chosen to retain the current principal to afford him the opportunities to effectively implement the forthcoming changes. Our current master schedule is being revamped so that teachers will be able to have vertical teaming, common planning, and PLC meetings. Pathways are being created to help students become accustom to a college-like atmosphere. The principal as well as the staff has elected to form a social committee so there is fellowship among staff beyond academics. Most staff members have a good relationship with the building leadership and are able to express problems and concerns without feelings of intimidation. None Hiring of new teachers Scheduling professional development New computer labs Science labs Textbooks School Supplies (paper, copiers, printers, toner) Smart Boards Mobile Labs Chromebooks Android tablets Maintenance of technology (Service Agreements)
Effectiveness of Staff and Recruitment/Retainment of Staff Professional Development Continue implementation of RISE and Charlotte Danielson evaluation process with fidelity (building leadership responsibility) Monthly professional development (ICLE and other district-appointed partners responsibility) PLC meetings (Staff responsibility) Learning Logs (Staff and Data Coach responsibility) Content-specific professional development (Math and ELA coaches) Teachers need to be dual credit credentialed to teach Early College courses Phase two (2nd quarter) Gary schools are implementing the RISE and Charlotte Danielson evaluation model. Any teachers receiving “needs improvement” or “ineffective” ratings will receive remediation to help them improve their instructional practice so they will eventually become effective teachers according to the chosen evaluation model. Teachers will be participating in monthly professional development on their needs in terms of instructional delivery methods. PLC meetings allow teachers to discuss instructional strategies across the curriculum. Principal-led learning logs will allow teachers the opportunity to discuss assessment data and plan lessons according to the needs of the students. Content-specific professional development will allow discussion of strategies that will be beneficial to student success on the new college and career readiness None Stipends for staff members are needed to have professional development on Saturdays, before school, and after school. Teachers will need reimbursement for college courses taken to get credentialed to teach in the Early College program.
Principal Changes and Flexibility Instructional Programs Professional Development Retain the current principal. (District responsibility) Operational flexibility as well as autonomy will be given to the principal to effectively implement the transformation model at (District responsibility) The 8-Step Process (Staff and Instructional Coaches responsibility) Arts Integration w/ Academics (Academic and Arts Staff/Building Leadership responsibility) Digital Literacy (Staff responsibility) Early College (Building Leadership, Staff, and Guidance Counselor responsibility) Monthly professional development (ICLE and other district-appointed partners responsibility) PLC meetings (Staff responsibility) Phase three (3rd quarter) The district has chosen to retain the current principal to afford him the opportunities to effectively implement the forthcoming changes. The 8-Step Process will occur in the emerging phase. Teachers will still be in the buy-in and understanding phase of the process. Arts and academic staff are meeting monthly to assist each other in the planning of interdisciplinary lessons. Students will be able to use technology responsibly and effectively to enhance their learning. The Early College program will also be in the emerging phase due to this being the first year of full implementation. Teachers are still participating in monthly professional development on their needs in terms of instructional delivery methods. None Stipends for staff members are needed to provide professional development on Saturdays, before school, and after school regarding the 8 Process. New computer labs Science labs Textbooks School supplies (paper, copiers, printers, toner) Smart Boards Mobile labs Chrome books Android tablets Maintenance of technology (Service Agreements) Stipends for staff members are needed to have professional development on Saturdays, before
Effectiveness of staff and retainment of staff Instructional Programs Professional Development The district’s evaluation process will ensure that teachers who are effective or highly effective will be retained and encouraged to work at the SIG school. Principal and Human Resources will work in coordination to remove any teachers or staff that are not reaching the acceptable benchmarks. There may be incentives earmarked for successful teachers. Principal, Team Leaders, Human Resources Director Phase five (summer 2016) Ongoing Reward school leaders, teachers, and staff who, in implementing this model, model increased student achievement among staff who are highly effective, then terminate the instructional staff that are not performing satisfactorily. Use evaluation systems for teachers and staff that consider student growth and assessments; develop with schoolwide involvement. Title I, Title IIA, and General Funds 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.