Meeting Topic Date and Time Parents/ Community School Administrators School District Staff Students 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 Primary Meeting and Parent Forum for Priority Planning and School Improvement 11/13/14 25 9 2 1 4 300 Principal used the Primary Pride Meeting to also discuss SIG and Priority Plan with group open to all parents, staff, and students. Intermediate Parent Meeting and Forum for Priority Planning and School Improvement 11/20/14 3 9 2 1 4 200 Principal used the Intermediate Pride Meeting to also discuss SIG and Priority Plan with group open to all parents, staff, and students PTA Meeting 12/11/14 21 18 2 3 4 40 Addressed needs of the priority plan process Priority Plan Meeting with School Improvement Team 1/26/15 2/5/15 2/12/15 1 7 2 3 4 0 Discussed plans of implementation Planning with members 3/10/15 4/13/15 2 18 2 3 4 0 Shared with staff the process of implementation and sustainability Describe process and comments from Family and Community Input: How and when was information shared? What were the pieces of key input used from Family and Community? How was input incorporated into your grant? Teachers
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% 52 HIGH - No formal schooling; from culture. 40% passing 45% passing 50% passing 55% passing 60% passing All Students 40.4% 70 HIGH- Overall low passing rate and low growth, lack of number sense and back ground knowledge 50% passing 55% passing 60 % passing 65 % passing 70% passing
Students with Disabilities 36.4 4 High - Interventions needed 40% passing 45% passing 50% passing 55% passing 60% passing LEP 0% population 0 NA NA NA NA NA NA Free/Reduced Lunch 42.5% 62 High- Lack of number sense and back ground knowledge 50% 55% 60% 65% 70% HS required - % of of ECA who pass by 12th NA NA NA NA NA NA NA NA
Complete the 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) 28.4% 40% 45% 50% 55% 60% Percent of students proficient on ISTEP (ELA) (3-8) 44.5% 60% 65% 40% 75% 80% Percent of students proficient on ISTEP (Math) (3-8) 40.4% 60% 65% 70% 75% 80% Percent of students proficient on IREAD (Spring Test Only) (3) 47% 60% 65% 70% 75% 80% 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
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].) Baseline info due to new evaluation; the process cannot be completed until ISTEP+ information is included. IN-0 IMP (4-6 growth model data not available) EF- 11 HEF-0 IN-0 IMP-2 EF-11 HEF- IN-1 IMP-1 EF-15 HEF-1 IN-0 IMP-0 EF-16 HEF-2 IN-0 IMP-0 EF-15 HEF-3 IN-0 IMP-0 EF-14 HEF-4 13. Teacher attendance rate 87.88% 90.8% 93% 95% 95% 95%
TRANSFORMATION, TURNAROUND, EARLY LEARNING, WHOLE SCHOOL REFORM 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 Hire Principal. Hire Assistant Principal based on need- Human Resources. Provide staff with financial incentives and opportunities for leadership development Review our school-wide PBIS (C.H.A.M.P.S.). Phase one (1st quarter) Advertise for administrators with transformation experience. Encourage staff to become part of the leadership team or commit to work on one focus area. Provide training for PBIS team and all certified and classified staff Title I, Title IIA, General Funds Effectiveness of Staff and Recruitment/Retainment of Staff Professional Development Use Teacher Evaluation System to retain effective and highly effective teachers and recruit new i.e., Data Coach, Instructional Coaches, Building Substitutes, Teacher Assistants, Intervention Specialists, Technology Assistant, and Parent/Community Engagement Specialist - Human Resource/Principal and Assistant Principal Administrator and Teacher Walkthroughs Work with ICLE to develop a professional development calendar that supports needs - Principal/Leadership Team Phase two (2nd quarter) Coaches would support educators to improve student achievement. Substitutes would work in the building and be trained with staff to use instructional strategies. School leaders verify curriculum implementation and alignment to INORS. Adjust instructional schedule to include extra minutes per week outside of the school day for required teacher collaborative planning time and professional development. Title I, Title IIA, General Funds Principal Changes and Flexibility Instructional Programs Professional Development Principal Review Develop a reading framework to be used by the entire school - Reading Committee Professional development on instructional reading strategies and reading in the content areas Ongoing training throughout the year on specific of teacher development Phase three (3rd quarter) Review the effectiveness of the principal. The framework would ensure that the 90-minute reading block is being implemented with fidelity. All elements of reading are being taught in every classroom. Building Culture Family and Community Engagement Review our school-wide PBIS (C.H.A.M.P.S.). Create a process to involve family members in school decision making. Phase four (4th quarter) Monthly calendar of parent engagement activities.
Reward school leaders, teachers, staff who, in implementing this model, increased student achievement or high school graduation rates; remove those who, after professional development, have not shown progress Provide additional resources in classrooms via teacher grants or rewards - Principal Provide staff with leadership opportunities - Principal Provide collaboration time for - Principal Review and revise based on data Ongoing - Principal Ongoing - Principal Ongoing - Principal Stipends for teacher grants Provide high quality, professional development Provide collaboration time for - Principal Dramatically increase common planning time and implement a system for its effective utilization, both horizontally and vertically Chairpersons District-wide professional development - Design school schedule to allow for 40 minutes of common planning time once a week. Plan for cross grade level/vertical twice a month. Grade-level teams Include special education teachers. Continue 40-minute common planning time. Plan for cross grade level/vertical twice a month. Grade-level teams Include special education teachers. Continue 40-minute common planning time. Plan for cross grade level/vertical twice a month. Grade level teams Include special education teachers Stipends for 1 hour. weekly after-school collaboration time Implement strategies to recruit, place, and retain staff (financial incentives, promotion, career growth, flexible work time) Provide additional resources in classrooms via teacher grants or rewards - Principal Provide additional resources in classrooms via teacher grants or rewards - Principal Provide additional resources in classrooms via teacher grants or rewards -Principal Provide additional resources in classrooms via teacher grants or rewards - Principal Money for staff incentives Increased Learning Time Extend learning time before/after school for students identified as High Risk - Principal and Teachers Summer School based on data targeted for at-risk students Extend learning time before/after school for students identified as High Risk - Principal and Teachers Summer School on data targeted for at-risk students Extend learning time before/after school for students identified as High Risk - Principal and Teachers Summer School based on data targeted for at-risk students and enrichment program Saturday School implemented Interdisciplinary Unit Extend learning time before/after school for students identified as High Risk - Principal and Teachers Saturday School implemented Interdisciplinary Unit Summer School based on data targeted for at-risk students and enrichment program Salary for all staff, including custodian Materials for enrichment and intervention programs Provide mechanisms for family and community engagement Hire a parent/community engagement specialist who can focus on individual Parent Summit Parents will be involved in learning while children are Parent Summit Parents will be involved in learning children are Money for materials, supplies, and refreshments for parents embedded
Part 5e: Selection of Improvement – DISTRICT Sustainability Year - SY 2020-2021 Complete the below detailing the sustainability plan for AFTER SIG funding – indicate what areas and interventions the district plans to sustain AFTER grant funding, and with what funds the district plans to sustain said interventions. Focus Areas Action Steps and Person(s) Responsible Timeline Description and Details OTHER FUNDS and Budgeted Items Leadership Maintaining Culture Principal will continue to raise the level of academic growth and highly qualified staff. Principal would be in the 5th year as principal. Principal, Team Leaders Phase one (1st quarter) Ongoing Maintain a conducive learning environment for all staff, parents, and students throughout the school year. Title I, Title IIA, and General Funds Effectiveness of Staff and Retainment of Staff Professional Development Instructional staff will still be required to attend professional development learning opportunities that will enhance their knowledge on a regular basis. Team Leaders and Principal Phase two (2nd quarter) Ongoing Provide increased learning time for students and staff within the school. Explore strategies to recruit, assign, and retain (i.e., financial incentives, promotion, career movement, flexible days, and flexible work time). Title I, Title IIA, and General Funds Leadership Instructional Programs Professional Development The instructional programs aligned with the district curriculum mapping and 21st century pedagogies will yield positive student achievement outcomes. All staff will become much more effective and comfortable with not only attending professional development, but leading and speaking about sound practices and procedures. Data Coach, Principal, Team Leaders Phase three (3rd quarter) Ongoing Provide high-quality, professional growth opportunities for all staff. The areas of need will be much more rigorous and relevant to the needs of the instructional staff and other staff that work on a consistent basis towards student achievement. Encourage the use of data (formative and summative) as the Title I, Title IIA, and General Funds
Maintaining Culture Family and Community Engagement School will maintain order and develop a climate that will enable students to learn and want to attend school. School will implement at least four or five comprehensive school-wide events which would ensure that parents and guardians are Phase four (4th quarter) Ongoing Provide quality FACE (family and community engagement) initiatives which will actively encourage all families to get involved and support their child/children. Title I, Title IIA, and General Funds
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 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 terminating the instructional staff that are not performing satisfactorily. I, Title IIA, and General Funds