Part 4: Needs Assessment and Goals 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 Goal SY Goal SY Goal SY Goal SY Goal Example: LEP 35% 52 HIGH - No prior formal schooling; from non-Western culture. 40% passing 45% passing 50% passing 55% passing 60% passing All Students 69.3% 397 Med: Lack of vocabulary and background knowledge; Need for identifying area of deficit and providing interventions 74% 79% 84% 89% 94% African American * * * * * * * Asian/Pacific Islander * * * * * * * Hispanic 53.6% 15 High: Language Acquisition, vocabulary, culture competency 58% 63% 68% 73% 78% White 69.6% 364 Med: Lack of vocabulary and background knowledge; Need for identifying area of deficit and providing interventions 74% 79% 84% 89% 84% Students with Disabilities 18.8% 15 High: Decrease self-contained classes – move to inclusion; Interventions necessary 23% 28% 33% 38% 43% LEP * * * * * * * Free/Reduced Lunch 61.8% 231 Med: Need to see importance of education; Lack of vocabulary and background knowledge; Need for identifying area of deficit and providing interventions 66% 71% 76% 81% 85% HS required - % of of ECA who pass by 12th grade N/A N/A N/A N/A N/A N/A N/A * = Subgroup falls below the number required for reporting. 2016
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 Goal SY Goal SY Goal SY Goal SY Goal Example: LEP 35% 52 HIGH - No prior formal schooling; from non-Western culture. 40% passing 45% passing 50% passing 55% passing 60% passing All Students 75.1% 431 Med – Students lack motivation, engagement, and perseverance academically in Math 80% 85% 90% 95% 100% African American * * * * * * * Asian/Pacific Islander * * * * * * * Hispanic 71.4% 20 Med. – Language Acquisition, vocabulary, culture competency 76% 81% 86% 91% 96% White 76.1% 398 Med. - Lack of vocabulary and background knowledge; Need for identifying area of deficit and providing interventions 81% 86% 91% 96% 100% Students with Disabilities 35% 28 High - Decrease self-contained classes – move to inclusion; Interventions necessary, lack of parental support with assignments 40% 45% 50% 55% 60% LEP * * * * * * * Free/Reduced Lunch 69.8% 261 High – Need to see importance of education, previously experienced failures deprive students of confidence to succeed and lack of parental support with homework 71% 76% 81% 86% 91% HS required - % of of ECA who pass by 12th grade N/A N/A N/A N/A N/A N/A N/A * = Subgroup falls below the number required for reporting. Complete the table below for each available subgroup that did not pass in English/language Arts and/or mathematics. This section identifies the school’s needs assessment and goals – there is not a “required” number of subgroups which should be designated as “High, Med, Low” Risk. Complete the table below for your overall student population.
Overall Achievement BASELINE SY 2014-2015 SY 2015-2016 Goal SY 2016-2017 Goal SY 2017-2018 Goal SY 2018-2019 Goal SY 2019-2020 Goal Percent of students proficient on ISTEP (Both ELA and Math) (3-8) 62.8% 65% 70% 75% 80% 75% Percent of students proficient on ISTEP (ELA) (3-8) 69.3% 74%% 79% 84% 89% 94% Percent of students proficient on ISTEP (Math) (3-8) 75.1% 80% 85% 90% 95% 100% Percent of students proficient on (Spring Test Only) (3) 72.6% 77% 82% 87% 92% 97% 10th ECA pass rate (English 10) 73.3% 78% 83% 88% 93% 98% 10th grade ECA pass rate (Algebra I) 96% 100% 100% 100% 100% 100% Non-Waiver Graduation Rate – HS only 91.4% 96% 100% 100% 100% 100% College enrollment rates – HS only N/A N/A N/A N/A N/A N/A 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 180 days*6 hours*60 minutes =64,800 180 days*6 hours*60 minutes =64,800 180 days*6 minutes =64,800 180 days*6 hours*60 minutes =64,800 180 days*6 minutes =64,800 180 days*6 hours*60 minutes =64,800
TRANSFORMATION, TURNAROUND, EARLY LEARNING, WHOLE SCHOOL REFORM Planning Year - SY 2015-2016 Areas Action Steps and Person(s) Responsible Timeline Description and Details Budgeted Items Principal Changes and Flexibility Building Culture Selection of School Improvement Specialist versed in school culture and change to mentor building principal – Superintendent. Training on District’s Teacher Evaluation Instrument – Principal School-Home Coordinator Proposal – Principal & Title I Director Instructional Coach/Interventionist Proposal – Principal, Title I Director Initiate acquisition of NWEA testing and training for teachers – Principal one (1st quarter) School Improvement Specialist to meet on a monthly with principal for the purpose of increasing capacity for leading critical change. Prior to implementation of new teacher evaluation system, principal will provide faculty training on district’s instrument. Creation of position description and posting of position. Creation of position description and posting of position. District to initiate purchase order for NWEA exams and training Monthly mentoring visits with the School Improvement Specialist charged at $750/mo. X 12 visits. N/A – expense for this is accounted for in regular operation of school. Budget for 15-16 includes salary & benefits for a 27 week Assumes position is paid at hourly, part-time staff position Budget for 15-16 includes salary and benefits for 2, fulltime Budget includes $13.50/student for MAP assessment
Part 5c: Selection of Improvement Model – Implementation Years – SY 2016-2017, SY 2017-2018, and SY 2018-2019 RESTART, TRANSFORMATION, TURNAROUND, EARLY LEARNING, WHOLE SCHOOL REFORM Complete the table below detailing the 3-year implementation plan. EACH principle in the “guidance document” MUST have action steps, person(s) responsible, implementation pieces for each year, and budgeted items – all REQUIRED FEDERAL PIECES and IN CONDITIONS must be included in this section. RURAL schools (as defined under subpart 1 or 2 of part B of Title VI of the ESEA Rural Education Assistance Program) may elect to modify ONE principle for Turnaround or Transformation. Please see the “guidance document” for required federal pieces, IN conditions, samples, details, and more information. Implementation Principles Action Steps and Person(s) Responsible SY 2016-2017 SY 2017-2018 SY 2018-2019 Budgeted Items Developing and increasing teacher and school leader effectiveness – principal support. Leadership Development Principal mentoring/coaching On-going training on analysis of Balanced Principal mentoring continues once per quarter. Guiding coalition Principal mentoring continues once per semester. Guiding coalition Principal mentoring ends, but mentor is accessible on as needed basis. Guiding coalition training on an Leadership Mentoring visits budgeted at $750/visit in each fiscal year.
Scorecard, Strategic Objectives/Revisions to Plan and Project Management Oversight training based on once per quarter. training based on once per semester. as needed basis only. No training anticipated after SY Guiding coalition training is budgeted at $600/training session in each fiscal year. Developing and increasing teacher and school leader effectiveness – teacher support systems. Teacher Evaluation System Training of Teacher on revised teacher evaluation system that accounts or student growth Annual review with all teachers. Targeted assistance to any teachers on improvement plans and/or support for beginning teachers with less than 2 years experience. Annual review with all teachers. Targeted assistance to any teachers on improvement plans and/or support for beginning teachers with less than 2 years experience. Annual review with all teachers. Targeted assistance to any teachers on improvement and/or support for beginning teachers with less than 2 years experience. Professional development materials budgeted for 10% of teacher workforce for each fiscal year (i.e., 3 teachers per year @ $500/each).
Exploration of Performance Bonus Grant Usage Weekly Collaboration Sessions to showcase Teacher Leadership Discussion with Teachers Association on School Improvement Grant professional development stipends under 1003(g) for “Highly Effective” Teachers (i.e., above normal performance bonus distributed through master teaching contract) Each week, the principal will invite a teacher Administration of 1003(g) SIG professional development stipends to “Highly Effective” Teachers Each week, the principal will invite a teacher Administration of 1003(g) SIG professional development stipends to “Highly Effective” Teachers Each week, the principal will invite a teacher For each Fiscal Year, a professional development stipend amount of up to $1,000 is budgeted for highly effective teachers. Amount budgeted is equal to 25% of the teacher workforce (or 8 teachers)
Instructional Coaches/Interventionists Providing instructional coaching to teachers to insure fidelity of implementation of Providing instructional coaching to teachers to insure fidelity of implementation of Providing instructional coaching to teachers to insure fidelity of implementation of and $10/student for Skills Pointer (NOTE: This amount may be revised with additional guidance from IDOE, pending clarification on new guidance for formative assessment funding.) Salary and benefits budgeted for
programs. Additionally, providing intervention teaching to the bottom 25% of students struggling with proficiency in reading. programs. Additionally, providing intervention teaching to the bottom 25% of students struggling with proficiency in reading. programs. Additionally, providing intervention teaching to the bottom 25% of students struggling with proficiency in reading. 2, fulltime instructional coaches/ intervention teachers. One to be assigned to Grades 3 and 4, the other assigned to Grades 5 and 6. Comprehensive instructional reform strategies – use data to inform and differentiate instruction. Tutoring Program Individualized assistance to students in bottom 25% of English/Language Arts and Mathematics Students in grades 3-6 will be identified through formative and summative assessment to participate in an after-school tutoring program, Students in grades 3-6 will be identified through formative and summative assessment to participate in an tutoring program, Students in grades 3-6 will be identified through formative and summative assessment to participate in an after-school tutoring program, Funding for tutors is budgeted on a staff hourly basis with a total of 2 tutors paid to provide tutoring 3 nights a
Implementation of a Balanced Scorecard Management of all leading and lagging indicators associated with School Turnaround Principles, #1-9. Balanced scorecard will be used to provide IDOE with disaggregated data at first monitoring visit. Beginning in the 2nd year of the SIG grant, the School Improvement Specialist (i.e., through The Summit) will provide an electronic, web-based solution for maintain the school’s balanced scorecard. This Years 3 & 4 of the grant involve the use of an electronic Balanced Scorecard used by the Guiding Coalition to exclusive monitor all School Turnaround Principles and to report data as requested to IDOE. Years 3 & 4 of the grant involve the use of an electronic Balanced Scorecard used by the Guiding Coalition to exclusive monitor all School Turnaround Principles and to report data as requested to IDOE. costs budgeted for student (i.e., $30/driver per 15 days) and instructional materials at each grade level). $25,000 budgeted in FY16-17 for the external provider to development
External partnership with a School Improvement Specialist to work on leadership/character development and school culture. Faculty and administrative training at The Summit in Fort via the Passport to Innovative Education program. progress of all students. Administrators and faculty will complete the second year of the Passport to Innovative Education program through a week long, summer symposium at The Summit campus in Fort Wayne. As with year one, the emphasis of the program is on progress of all students. Guiding coalition members will host their own School symposium at The Summit. Content of the week’s symposium will remain true in nature to Passport, but allows the School to contextual content based progress of all students. Guiding coalition members will host their own School symposium at The Summit. Content of the week’s symposium will remain true in nature to Passport, but allows the School to contextual content based For fiscal year meals, lodging, and programming (professional, social, and service learning) for the second year (week-long symposium) for Passport to Innovative Education is budgeted for 35 participants @ $1,200/each (all
budgeted to provide the Guiding Coalition with a modicum of planning resources to secure speakers, etc. Increasing learning time and creating schools – establishing schedules and strategies that increase learning time. After-school tutoring w/teachers or instructional aides Provide differentiated instruction in English/Language Arts & Mathematics through after-school tutoring (i.e., extending the school day for those students in need of additional academic intervention). As earlier, school programming will be based on needs identification. Given that this program extends the student’s day, after-school transportation will be provided to students to As noted earlier, after school programming will be based on needs identification. Given that this program extends the student’s day, after-school transportation will be provided As earlier, after school programming will be based on needs identification. Given that this program extends the student’s day, after-school transportation will be provided to students to Transportation to bus students home from after-school tutoring has been budgeted for each fiscal year (i.e., $30/driver/day based on 30 weeks of tutoring or 90 bus trips per year).
Provide service learning opportunities to students to develop character insure maximum participation. Teachers will be encouraged to jointly plan as a grade level team a service learning opportunity in the local community for their students. Students will be provided at least one, of release time to participate in a service learning experience, helping them to see the value of to students to insure maximum participation. Teachers will be encouraged to jointly plan as a level team a service learning opportunity in the local community for their students. Students will be provided at least one, of release time to participate in a service learning experience, helping them to insure maximum participation. Teachers will be encouraged to jointly plan as a grade level team a service learning opportunity in the local community for their students. Students will be provided at least one, of release time to participate in a service learning experience, helping them to see the value of Transportation for student learning opportunities is based on four grade levels, comprised of four teams requiring transportation for a half-day service learning opportunity in the local community (i.e., $30/driver per team, maximum day
contributing service to the larger school community. see the value of contributing service to the larger school community. contributing service to the larger school community. ½ trips total). NOTE: Budget for all 3 reflects a one-time annual fee of $10,000 by the bus company for fuel, cleaning, etc. This is paid above the driver/rates listed above. Increasing learning time and creating schools – increase family and community engagement. School-Home-Community Specialist Create engagement programs on a monthly basis Focus on linking students/families with the school counselor and community resources The Community Coordinator is a part-time position (20 hours/week) that will work School-Home Coordinator will continue in a 20 hour/week role as described in previous fiscal year. School-Home Coordinator will continue in a 20 hour/week role as described in previous fiscal year. Salary and benefits are budgeted for a part-time (20 hour per week) staff position for all three fiscal years. At the end
activities with the School’s Parent-Teacher Organization, and assist in data collection aimed at better understanding the needs of our school families. Provide operational flexibility and sustained support. Creation of LEA policy on school improvement Designate central office staff to work SIG principal Specify LEA monitoring via the School’s Balanced Scorecard of SIG Goal Achievement Provide annual reports. During the planning year of the 1003(g) grant, the LEA will work to develop a district policy outlining critical Implement LEA Policy on 1003(g) School Improvement Grant flexibility and sustained support. Implement LEA Policy on 1003(g) School Improvement Grant flexibility and sustained support. N/A
Effectiveness of staff and retainment of staff Continued utilization of the Elwood Teacher Evaluation System that promotes an Phase five (summer 2016) The administration of the school will continue to provide training to teachers on the Elwood Evaluation No funding being sought in the sustainability year. The
Effectiveness of staff and retainment of staff Instructional Programs Professional Development Continued utilization of the Elwood Teacher Evaluation System that promotes an emphasis around student proficiency and student growth. five (summer 2016) The administration of the school will continue to provide training to teachers on the Elwood Evaluation System. This will continue to be the primary means for maintaining and promoting teacher efficacy. General Fund