appendix f- school cover sheet - transformation model

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Appendix F- SCHOOL COVER SHEET - Transformation Model

School Name: Neely’s Bend Middle Prep Address: 1251 Neely’s Bend Road, Madison, TN 37115

District Point of Contact (POC) Name & Position: Dr. Julie McCargar Executive Director Federal Programs and Grants Phone#: 615-259-3282 Ext. 858445 Fax#: 615-214-8852 Email Address: [email protected]

School Number: District 600/ State 520

Principal's Name: SY12-13 Phillip Hammonds Principal's Name: SY15-16 Michelle Brock-Demps Phone # 615-860-1477 Email Address: [email protected]

Grades Served: 6-8

Amount the LEA is requesting from School Improvement Funds Option 1 –Three years full implementation *Option 2 – Five years (pre-implementation, (3 years full implementation, and 1 year sustaining efforts OR 3 full years of implementation and 2 years of sustainability efforts. *Lesser amounts of funds are expected for planning and sustainability.

Three Year Grant - Full Implementation Five Year Grant – Planning and/or sustainability included

School Year SIG Funds Budgeted School Year Indicate full, planning or sustainability

SIG Funds Budgeted

Year 1-SY 2015-16 Full Implementation

$ 459,800.00 Year 1-SY 2015-16 $

Year 2-SY 2016-17 Full implementation

$ 347,273.00 Year 2-SY 2016-17

$

Year 3-SY2017-18 Full Implementation

$ 248,804.00 Year 3-SY 2017-18

$

TOTAL $ 1,055,877.00 Year 4-SY 2018-19

$

Year 5-SY 2019-20

$

TOTAL $

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School Level Descriptive Information

Planning Tool NEEDS ASSESSMENT Template (LEA & School Plans) Available for entry in ePlan, May 1, 2015

PLANNING TEAM

Please identify all planning team members, including title.

Michelle Brock-Demps, Principal Dr. Shelia Northington, Assistant Principal Sabrina White, Interventionist Ganet Johnson, Consulting Teacher Miller Wallace, Turnaround Teacher Ashley Tindall, Turnaround Teacher

SUMMARY OF ACCOMPLISHMENTS and WHAT’S WORKING

Summarize your accomplishments and what is working for students and why.

Students at Neely’s Bend Middle Prep (NBMP) took one Interim assessment using Achievement Network during the SY2014-15. In the graph below, each bar in the chart represents the level of proficiency by grade level. ELA is represented in blue and Math is represented in green. Eighth Grade students did not have any data for the Math ANet assessment.

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10%

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30%

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60%

5th Grade 6th Grade 7th Grade 8th Grade

ANET Test #2

ELA

Math

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ACCOUNTABILITY DATA

Districts should reference the accountability data on the secure website for analysis. (http://tn.gov/education/districts/lea_operations.shtml)

Accountability Achievement Targets – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

According to the data, NBMP has shown deficits in its academic performance in the areas of 5th grade and 8th grade ELA. In reviewing the demographic data for NBMP, African American students comprise 40% and Hispanic students comprise 40% of the student population. The remaining 20% of the student population are white, American Indian, and other nationalities.

NBMP experienced a change in Leadership (Principal) for the SY 2014 – 2015 and endured the process for charter school conversion selection. This process caused the school community and environment to be unstable with limited focus on instruction, school culture, and climate. More than 70% of certificated personnel at NBMP were TVAAS level 1 and 2 teachers which is below the state requirement for teachers in a priority school setting.

Accountability Gap Targets – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

Limited data is available for NBMP and its academic performance for the SY2014 – 2015. In reviewing the MNPS Academic Performance Framework and it reveals that each year since 2012 the Achievement Gap Closure Index has decreased between ethnicity groups. (Please see the Graph below.)

The decrease in the achievement gap occurred due to literacy circles being utilized in daily lessons and also there was better teacher quality. In 2012, only 30% of the certificated teaching staff at NBMP were TVAAS level 1 and 2 teachers.

ACADEMIC DATA

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YR 2012 YR 2013 YR 2014

ACHIEVEMENT GAP CLOSURE

http://tn.gov/education/districts/lea_operations.shtml

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Elementary/Middle Subjects

3-8 Reading/Language Arts – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

The reviewed data for Reading/Language Arts show consistent problems with ELA instruction. TCAP Assessment Data for 2014 reveal that grades 5, 6, and 7 show considerable deficits in student learning and attainment. The 5th grade has shown considerable decline each year in its percentage of proficiency and the students’ level of academic growth. There has also been an increase in the enrollment of Hispanic students at NBMP. In 2014, NBMP implemented the Read180 Program for students who showed significant deficiencies in reading ability. The average reading level for a 5th grade student entering NBMP is 3rd grade. Students did not gain more than a years growth in reading because of the poor teacher quality. When classes were observed, literacy strategies were not being utilized across the curriculum.

3-8 Mathematics – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

The reviewed data for Mathematics reveal consistent problems. The TCAP Assessment Data and the TVAAS data reveal that grades 5 and 8 show considerable deficits in student learning and attainment. The 8th grade has shown considerable decline each year in its percentage of proficiency and also the students’ level of academic growth. There has been an increase in the enrollment of Hispanic students at NBMP. In 2014, there was not extended time or intervention time devoted to math competency and skill besides Response to Intervention and Instruction. Students needed increased time on task in Math to make significant gains in numeracy.

3-8 Science – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

The reviewed data for Science show consistent problems. The TCAP Assessment Data and the TVAAS data reveal that grades 5, 7, and 8 are showing considerable deficits in student growth and achievement. Though there were some gains in SY2014-15 in grade 5, previous years of academic digression caused the 3 year average to still reveal negative growth. The 8th grade science showed some gains in growth however, the minimal amount of growth was not substantial. Reading ability and math aptitude affected students’ ability to complete scientific experiments in the lab. Common planning and cross curricular planning is needed to assist students with acquiring knowledge and significant gains in science.

3-8 Social Studies – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

The reviewed data for Social Studies reveal consistent problems. The TCAP Assessment Data and the TVAAS data disclose that grades 5, 6, and 7 had considerable deficits in growth and achievement for students. Though some gains were made in the 2014 school year, the gains were not substantial enough to increase the 3 year growth measure for the subject area and student growth. Since Social Studies is not being counted towards student or school academic performance, very little time and emphasis was placed on Social Studies instruction.

High School Subjects

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English I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

Click here to enter text.

English II – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


English III – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Algebra I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Algebra II – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


Biology I – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


US History – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


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Progress/Growth Data

TVAAS – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.

In 2012, only 30% of the certificated teaching staff at NBMP were TVAAS level 1 and 2. In SY 2014 - 2015 more than 70% of certificated personnel at NBMP were TVAAS level 1 and 2 which is below the state requirement for teachers in a priority school setting. Students failed to gain more than a years growth in reading because of the poor teacher quality. When classes were observed, literacy strategies were not being utilized across the curriculum. TCAP Assessment Data for 2014 reveal that grades 5, 6, and 7 showed considerable deficits in student learning and attainment. In reviewing the information for ELA, Math, Science, and Social Studies consistent deficiencies are apparent. Each year there has been an increase in the enrollment of Hispanic students at NBMP.

COLLEGE/CAREER READINESS

Explore/Plan/ACT – Analyze your data and provide a summary of progress and challenges, identifying underlying reasons for each.

NBMP’s EXPLORE data reveals that in all subject areas assessed by EXPLORE the 3 year average predicted score is a 12.8. This score is significantly below the state average of 21. The overarching reason for lack of performance on the EXPLORE Assessment is that students are 1 to 2 grade levels behind on the state assessment and the ACT EXPLORE is a national assessment which is created from a higher academic standard. Many of the concepts that are assessed on the EXPLORE may not be aligned with the state standards and comprehensive assessment.

Graduation Rate – Analyze the data and provide a summary of progress and challenges, identifying underlying reasons for each.


SCHOOL CLIMATE and CULTURE

School Safety – Evaluate and summarize.

Safety and culture are important components of a developing student community. NBMP encourages and supports student tolerance and empathy for other students. Social and emotional development is a critical task for students. Students cannot be asked to leave their emotions at the school door. An important component of a safe school environment is feeling safe to express oneself and one's emotions, and having a safe and supportive place to discuss emotions.

NBMP students feel free from any physical threats of harm or threats to personal property. Conditions for learning are strengthened because students feel safe and protected in their school environment and can focus on learning.

Discipline – Evaluate and summarize disciplinary actions, suspensions, expulsions, etc. (by subgroups including racial/ethnic, ED, SWD, EL, male/female).

In reviewing Disciplinary Data from Data Warehouse NBMP has a Chronic Absence Rate of 16%. NBMP had two expulsions as of April 22, 2015. There were 31 students that received more than 5 days of OSS as of April 22, 2015. Based on the discipline data available, inappropriate dress, disruptive behavior, and disrespect are the highest areas of discipline infractions.

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TELL (or Other) Survey – Evaluate and summarize.

Areas of Strength for NBMP:

91.43% of the teachers at NBMP responded to the TELL Survey. Teachers gave 90% or better in the category of Facilities and Resources. The staff feels that they have access to reliable communications technology, including phones, faxes, and emails. They also have sufficient access to office equipment and supplies such as copy machines, paper, pens, etc. There is adequate workspace, the classrooms support teaching and learning, and that the internet connections are sufficient to support instructional practices.

Areas to Strengthen:

Managing Student Conduct Student Expectations, Rules of Conduct, Rule Enforcement, teacher support for discipline procedures)

Community Support and Involvement (Parents as decision makers, contributing to the success of student academics and growth)

School Leadership (consistency, student conduct, trust and mutual respect)

Parent & Student Surveys – How do you evaluate and analyze parent and student needs? Evaluate and summarize any survey results, if applicable.

To Be Determined.

Other – Summarize other factors impacting climate and culture.

NBMP has a 16-18% of its student population have chronic absenteeism.

ADDITIONAL AREAS

RTI2 / Student Interventions & Supports – How are timely interventions and student services provided to support individual needs?

Teachers will receive initial training for RTII during Teacher In-Service week. Training and support will be ongoing during professional development sessions during the first semester.

All teachers will facilitate a tiered intervention class.

RTII will be offered during the school day at various times for each grade level.

The tiers will be determined based on TVAAS data and the AIMSWEB Universal Screener.

All teachers will be involved in the assessment of student needs. Teacher will be provided time during the school day, before, and after school to enter student data into the AIMSWEB system.

NBMP will have an Interventionist, who will monitor the AIMSWEB data and facilitate RTII Meetings and Student schedules and changes.

NBMP will utilize various curricula to conduct intervention sessions that are based on student academic needs. ( VMATH, I-Station, Sheltered Instruction Observation Protocol (SIOP)

Professional Development – Describe your PD plan, how it focuses on improving instruction, and is aligned with student needs.

NBMP will utilize several professional development tools in order to improve instruction. Two vital practices that will be utilized are The Achievement Network and SIOP. These systems will enable teachers to utilize data to drive instruction, properly provide best practices for instruction, embrace common planning, and common assessment creation.

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Highly Qualified & Effective Teachers – Describe how you recruit, retain and evaluate teachers.

NBMP will utilize various performance rubrics to identify highly qualified and effective teachers seeking employment with MNPS/NBMP. All teacher applicants must possess a TVAAS Individual Growth Score of 3 or above, teach a mini lesson in their subject area of choice, and provide a portfolio as evidence of their previous work with students.

Parent and Community Involvement – Describe strengths and challenges around parent and community involvement.

According to the TELL Survey the following information was provided: Strengths:

78.6% of teachers feel that they provide parents/guardians with useful information about student learning.

76.7% of teachers/staff feel that they do a good job encouraging parental involvement.

73.3% of teachers feel that the school maintains clear two-way communication with parents/guardians and the community.

Challenges:

39.3% of teachers feel that parents/guardians are not influential decision makers in the school

45.2% of teachers do not feel that parents/guardians support teachers and contribute to student/teacher success.

59.3% teachers feel that the community they serve is supportive of the school.

Communicating Assessment Results – How do you analyze and communicate assessment results to stakeholders?

All stakeholders will receive communication regarding assessment results via the following modalities:

State of the School Address

Parent Meetings

Data Posters within the school building

Data meetings (student/teacher)

Phone calls

Website

Marquee

Technology – Describe strengths and challenges around technology.

Classrooms at NBMP are equipped with Promethean Boards. Teachers will receive training on proper instructional use for these boards during the Summer Institute. Students also have access to netbooks and desktop computers. The inventory for technology at NBMP reveals that there are 3 students to every one computer, whether that is a netbook or desktop computer.

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PRIORITIZED LIST OF NEEDS

List, in priority order, your areas of need as identified through the needs assessment. Prioritizing needs will identify the most critical areas where your work will begin with the creation of goals and strategies.

NBMP Needs Assessment Results Instruction

SIOP (Best Instructional Practices for Teachers)

Collins Writing System (Instructional Best Practices)

NWEA Benchmark/Interim Assessment

MAP Assessment for students- Common Formative Assessments, Common Lesson Planning

RTII (AIMSWEB and IStation)

Social Emotional Learning

Discipline

Restorative Practices

CREW (Morning Meeting)

School Wide Rules and Procedures for all students

Chronic Absenteeism Rate Decrease with student incentives

Parental Involvement

Parent Meetings & Professional Development

Family Resources (with Spanish and Arabic Translations)

Site Based Decision Making Committee

Increased Parental Communications

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Transformation Model

School Name: Neely’s Bend Middle Prep

Comprehensive Needs Assessment: 1. What overall conclusions can be drawn from the needs assessment?

NBMP Needs Assessment Results

Instruction

SIOP (Best Instructional Practices for Teachers)

Collins Writing System (Instructional Best Practices)

NWEA Benchmark/Interim Assessment

MAP Assessment for students- Common Formative Assessments, Common Lesson Planning

RTII (AIMSWEB and IStation)

Social Emotional Learning

Discipline

Restorative Practices

CREW (Morning Meeting)

School Wide Rules and Procedures for all students

Chronic Absenteeism Rate Decrease with student incentives

Parental Involvement

Parent Meetings & Professional Development

Family Resources (with Spanish and Arabic Translations)

Site Based Decision Making Committee

Increased Parental Communications

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2. How does the selected intervention model align with the school’s needs?

NBMP will be staffed based on student needs, teacher evaluation performance, an extensive interview process, and perceptions regarding public/charter school conversion.

The intervention model aligns with the school’s needs by addressing the areas of need for students in an effort to improve student performance.

School Leadership will facilitate, monitor and adjust instructional practices and assessments quarterly to ensure implementation and increase in student academic performance.

The school culture and climate will be transformed with methodologies and practices that are adopted from Restorative Practice and also Morning Meeting, and advisor advisee. Students will be orientated to the rules and procedures for school operations each day.

Instruction will be overhauled by utilizing structures and strategies from EngageNY. Teachers will be required to participate in common planning time twice a week, create a common lesson plan and assessment that will be driven by student performance data. Teachers will review common assessment data once a week, to determine the need for re-teaching and to discuss best practices for teaching identified standards.

Teachers will also receive intense professional development on data disaggregation, lesson planning, common assessment creation, unwrapping standards, and classroom management.

School-wide, students will be administered the MAP Assessment as well as the NWEA Assessment, to determine academic growth and achievement each 9 week period. Students will also participate in weekly common assessments created by teachers, as well as daily exit tickets to determine the levels of mastery.

Demographic, school process, student learning, and perception data will be aggregated and disaggregated to determine the effectiveness of the model created.

Extended learning time of 90 minutes will be added to each school day in an effort to provide students with additional time on task in the areas of literacy, numeracy, social emotional learning, and science. Students will be able to receive extended time for related arts rotations and clubs as well.

Parent Involvement will be increased by establishing a site-based decision making committee that will participate in the operations and expectations for student learning at NBMP. Parent Nights will be held to assist parents with understanding subject area content and TNReady standards. Parent volunteers will be solicited for assistance during the school day for hall monitoring, and general tasks to ensure a role in the school environment.

1. If the LEA has begun in whole or in part a school improvement intervention model during the current school year (SY 2014-15) or during the two years prior, and wishes to continue, describe the actions that have been taken up to the present that are relative to the intervention model. Cite evidence of the impact of the model on the school to date.

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Annual Goals for Reading/Language Arts on State assessments for “all students” group.

1. School Year (SY) 2015-2016: 36.1% of all students, grades 6-8, at Neely’s Bend Middle Prep will achieve proficient/advanced on the TNReady Assessment in May of 2016.

2. SY 2016-2017: 46.1% of all students, grades 7-8, at Neely’s Bend Middle Prep will

achieve proficient/advanced on the TNReady Assessment in May 2017. 3. SY 2017-2018: 54.5% of all students, grade 8, at Neely’s Bend Middle Prep will

achieve proficient/advanced on the TNReady Assessment in May of 2018.

MNPS has established ambitious goals for students in the all student category scoring

proficient/advanced in reading resulting in 30 percentage point or greater in three years.

For our Priority schools, MNPS has modified the state’s approach to AMO setting to

establish more ambitious annual goals. The goals are not adjusted annually, so that the

long-term trajectory toward 2018 success will be maintained. Annual increases in each

subject are established by multiplying the target increase from the state AMO process by

a number that will result in a 30 percentage point increase over three years. In other words, schools must maintain progress over time at a pace that ranges

between 215% and 262% of the annual AMO improvement target. These same multipliers can be applied to set goals for each subgroup that ensures the

school meets the all student target while narrowing the achieving gap.

Since we do not yet have complete 2015 school level data, the 2014 state accountability proficiency rates for each Priority school are used as the baseline in

the goal setting process. When the new information is available, we will adjust the baseline to replace 2014 results with 2015 data.

The three-year success rate based upon these targets is computed for 2016-2018. If this rate does not exceed the minimum success rate that is projected to

be above the fifth percentile statewide, the annual school goals are adjusted upward.

All of the school targets are based upon current assessments and performance standards.

As TNReady assessments are implemented in 2015-16 and new performance standards are set, school goals will be adjusted to the new metrics

Subgroup

Read/LA % Proficient/Advanced

2015*

2016 Goal

2017 Goal

2018 Goal

All Students 24.3 36.1 46.1 54.5

White 39.7 49.1 57.1 63.8

Hispanic 19.8 32.3 42.9 51.8

Black 20.4 32.8 43.3 52.2

Asian

Native American

Hawaiian or Pacific Islander

Economically Disadvantaged 24.5 36.3 46.3 54.6

Students with Disabilities 28.3 39.5 49.0 56.9

English Language Learners 7.7 22.1 34.3 44.6

Black/Hispanic/Native American

20.1 32.6 43.1 52.0

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Quarterly Milestones – Reading/Language Arts 1. What formative assessment will the LEA consistently use at least quarterly to measure student progress?

MNPS has established ambitious goals for students in the all student category scoring proficient/advanced in reading resulting in 30 percentage

point or greater in three years. AIMSWeb assessments will be administered in September and utilized as the baseline data for the first quarter

milestone meeting to determine how many students have the skills to access the academic standards. For the second, third and fourth quarter

formative assessments, the district is currently developing interim benchmark assessments in Reading/Language Arts for grades 3-11. District staff

and content expert teachers within the district are redesigning the district’s scope and sequence. They will work together this summer to identify

test items in an item bank purchased from Northwest Evaluation Association (NWEA) that are aligned to the state’s new academic standards and

to construct these formative assessments. Beginning this fall, the district assessments will be administered in every school three times per year

utilizing the district’s Schoolnet assessment and reporting platform.

2. What are quarterly milestone goals for reading/language arts on formative assessments for the “all students” group for School Year 2015-2016?

(to be updated annually for renewal of the grant) Process for SY2015 - 2016

The eventual goal is to develop interim benchmark assessments that are predictive of performance on state mandated TNReady assessments.

That will not be possible in 2015-16, since the new performance standards will not be established until after the coming school year. However,

performance on the benchmarks will still allow district staff to monitor relative performance of schools. The TDOE has proposed a similar relative

approach during the 2015-16 transition to new academic performance standards.

1. While the TDOE will rank districts and schools statewide with TNReady results to see if they maintain their ranking over time, we will

rank schools within each tier following each interim assessment. Based upon past performance, we anticipate that Priority schools will

generally rank among the bottom 5% of the district’s schools on the first benchmark early in the school year.

2. By the second benchmark, the goal will be for all Priority schools to be above the district’s 5th percentile.

3. By the third benchmark, shortly before the spring TNReady assessment, the goal is for all Priority schools to be above the 10th

percentile.

4. The end-of-year goal will be for all Priority schools to surpass the district and state 10th percentile on the 2015-16 TNReady.

Process for SY2016 – 2017 and SY2017 - 2018

After results from the 2015-16 state assessments become available, district staff will correlate those results with interim benchmark data to

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determine 2016-17 interim cut scores that should be predictive of future TNReady performance. Each benchmark will provide an estimate of the percentage of students on track to reach proficiency on TNReady. This will provide district and school staff with summative academic performance data four times per year – results from the three interim benchmarks followed by state assessment results at the end of the year.

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Annual Goals for mathematics on State assessments for “all students” group. 1. School Year (SY) 2015-2016: 37.7% of all students, grades 6-8, at Neely’s Bend

Middle Prep will achieve proficient/advanced on the TNReady Assessment in May of 2016.

2. SY 2016-2017: 47.5% of all students, grades 7-8, at Neely’s Bend Middle Prep

will achieve proficient/advanced on the TNReady Assessment in May 2017.

3. SY 2017-2018: 55.7% of all students, grade 8, at Neely’s Bend Middle Prep will achieve proficient/advanced on the TNReady Assessment in May of 2018.

For our Priority schools, MNPS has modified the state’s approach to set more ambitious

annual goals in Math for the next three years, 2016-2018. Like Reading/LA, the goals are not

adjusted annually, so that the long-term trajectory toward 2018 success will be maintained.

Annual increases in each subject are established by multiplying the target increase from the

state AMO process by a number that will result in a 30 percentage point increase over three

years. These same multipliers can be applied to set goals for each subgroup that ensures the

school meets the all student target while narrowing the achieving gap.

Since we do not yet have complete 2015 school level data, the 2014 state accountability proficiency rates for each Priority school are used as the baseline in

the goal setting process. When the new information is available, we will adjust the baseline to replace 2014 results with 2015 data.

The three-year success rate based upon these targets is computed for 2016-2018. If this rate does not exceed the minimum success rate that is projected to

be above the fifth percentile statewide, the annual school goals are adjusted upward. All of the school targets are based upon current assessments and

performance standards.

As TNReady assessments are implemented in 2015-16 and new performance standards are set, school goals will be adjusted to the new metrics

Subgroup

Math % Proficient/Advanced

2015* 2016 Goal

2017 Goal

2018 Goal

All Students 26.2 37.7 47.5 55.7

White 35.4 45.5 54.0 61.2

Hispanic 23.0 35.0 45.2 53.7

Black 23.5 35.5 45.5 54.0

Asian

Native American

Hawaiian or Pacific Islander

Economically Disadvantaged

27.4 38.7 48.3 56.4

Students with Disabilities 28.8 39.9 49.3 57.2

English Language Learners 7.8 22.2 34.4 44.6

Black/Hispanic/Native American

23.2 35.2 45.3 53.9

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Quarterly Milestones – Mathematics

1. What formative assessment will the LEA consistently use at least quarterly to measure student progress? MNPS has established ambitious goals for students in the all student category scoring proficient/advanced in math resulting in 30 percentage

point or greater in three years. AIMSWeb assessments will be administered in September and utilized as the baseline data for the first quarter

milestone meeting to determine how many students have the skills to access the academic standards. For the second, third and fourth quarter

formative assessments, the district is currently developing interim benchmark assessments in Mathematics for grades 3-11. District staff and

content expert teachers within the district are redesigning the district’s scope and sequence. They will work together this summer to identify test

items in an item bank purchased from Northwest Evaluation Association (NWEA) that are aligned to the state’s new academic standards and to

construct these formative assessments. Beginning this fall, the district assessments will be administered in every school three times per year

utilizing the district’s Schoolnet assessment and reporting platform.

2. What are quarterly milestone goals for mathematics on formative assessments for the “all students” group for School Year 2015-2016? (to be

updated annually for renewal of the grant) Process for SY2015 - 2016

The same approach used for Reading/LA will be used for Mathematics with the eventual goal is of developing interim benchmark assessments that

are predictive of performance on state mandated TNReady assessments. As previously stated, that will not be possible in 2015-16, since the new

performance standards will not be established until after the coming school year. However, performance on the benchmarks will still allow district

staff to monitor relative performance of schools. The TDOE has proposed a similar relative approach during the 2015-16 transition to new

academic performance standards.

1. While the TDOE will rank districts and schools statewide with TNReady results to see if they maintain their ranking over time, we will

rank schools within each tier following each interim assessment. Based upon past performance, we anticipate that Priority schools will

generally rank among the bottom 5% of the district’s schools on the first benchmark early in the school year.

2. By the second benchmark, the goal will be for all Priority schools to be above the district’s 5th percentile.

3. By the third benchmark, shortly before the spring TNReady assessment, the goal is for all Priority schools to be above the 10th

percentile.

4. The end-of-year goal will be for all Priority schools to surpass the district and state 10th percentile on the 2015-16 TNReady.

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Process for SY2016 – 2017 and SY2017 - 2018

After results from the 2015-16 state assessments become available, district staff will correlate those results with interim benchmark data to

determine 2016-17 interim cut scores that should be predictive of future TNReady performance. Each benchmark will provide an estimate of the

percentage of students on track to reach proficiency on TNReady. This will provide district and school staff with summative academic performance

data four times per year – results from the three interim benchmarks followed by state assessment results at the end of the year.

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Requirements for the Transformation Model (LEA must implement actions 1-11.)

A plan of action and a timeline for implementation are required for each element.

If the LEA elects to implement the grant during a three year period, please ensure that the timeline for full implementation begins at the start of the

first school year and continues for the two subsequent years.

If the LEA elects to implement the grant during the five year period, please ensure that the timeframe includes a year for planning, three years of

full implementation and a year of sustainability or three years of full implementation and two years of sustainability.

A transformation model is one in which the LEA must implement each of the following strategies to develop and increase teacher and school leader

effectiveness:

Element 1 - Replace the principal who led the school prior to commencement of the transformation model. * This element is applicable to principals employed prior to School Year 2012-13. A principal who began employment in the school in School Year 2012-13 or afterward, may remain as long as he/she was hired as part of a broader reform and has expertise in school turnaround.

1. School Principal Information Principal will not be replaced. What is the rationale for retaining the principal to lead school turnaround?

Principal will be replaced. What is the timeline for naming a new principal and what selection criteria will be used?

2. Provide action steps and a timeline the school will undertake to support this element.

Response: Turnaround Leader Recruitment

MNPS recruited leaders from across the country beginning November, 2014, and named the Priority School leaders by January, 2015. We identified

impressive potential candidates by garnering referrals from current principals/leadership and researching successful principals in Broad Prize-winning

districts and other innovative turnaround schools/districts. We developed a list of potential candidates, and initiated a 1:1 direct recruitment campaign.

Current MNPS principals were eligible to apply but were required to complete all selection activities and meet cut scores for consideration.

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Turnaround Leader Selection Competencies

The MNPS Turnaround Leader selection process was adapted from the New Leaders Framework selection process and Public Impact’s School Turnaround Leaders: Competencies for Success work.

In spring, 2014, MNPS implemented New Leaders’ selection process for both principals and assistant principals. This rigorous and intensive process is

designed around six selection criteria:

1. Personal Leadership – the candidate demonstrates reflection and continuous improvement; engages others effectively through strong communication, cultural competence, and interpersonal relationships; and leads adults to intended outcomes while managing the change process

2. Learning and Teaching/Data-Driven Instruction – the candidate leads learning and teaching by implementing a standards-based curriculum; establishes and monitors systems and process to plan, implement, and monitor instruction; builds capacity for in-depth data analysis to drive and adjust instruction; and ensures interventions meet diverse student needs

3. Vision, Mission, and Strategic Planning – the candidate creates and implements a shared vision for student success and continuously analyzes data to formulate a strategic plan and monitor progress toward school-wide goals

4. Systems and Operations – the candidate creates and implements operational systems and structures aligned to the vision and mission and utilizes effective communication systems to engage all stakeholders

5. School Culture and Family and Community Engagement – the candidate inspires commitment to high levels of students achievement through creating a respectful and trusting learning community; implements systems, routines, behaviors and a code of conduct that prioritize learning; and engages family and community members in student learning

6. Human Capital Management – the candidate maintains a high-performing staff team by recruiting and hiring individuals with skills that align with school needs; ensures aligned professional development and leadership opportunities exist for all staff; and effectively evaluates staff through observations, feedback, and performance monitoring

All priority school principals, whether newly hired or reappointed, have been screened through the New Leaders Framework selection process.

Additionally, for our Turnaround Leaders, MNPS used Public Impact’s Turnaround Competencies and corresponding selection questions to assess

turnaround knowledge and skills. This process is designed around an additional four competencies:

1. Driving for Results – the candidate possesses the drive and actions to 1) set challenging goals and reach a high standard of performance despite barriers; 2) do more than is expected or required in order to accomplish a challenging task; 3) set clear expectations and hold others accountable for performance; and 4) plan in order to derive future benefit or avoid problems

2. Influencing for Results – the candidate 1) acts with the purpose of affecting the perceptions, thinking, and actions of others; 2) assumes

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authoritative leadership of a group for the benefit of the organization; and 3) influences with the specific intent to increase the short- and long-term effectiveness of another person

3. Problem Solving – the candidate demonstrates the ability to 1) break things down in a logical way and to recognize cause and effect; and 2) see patterns and links among seemingly unrelated things

4. Showing Confidence to Lead – the candidate has a personal belief in his/her ability to accomplish tasks and acts in a way that reflects that belief

Turnaround Leader Selection Process

The four-phase selection process includes:

• Phase 1: Candidate Screening – Beyond the normal screening for licensure and experience eligibility, we screen candidates based on their responses to an education beliefs survey and a data-driven instruction survey, their evaluation ratings from the last 2 years, and their prior adult leadership roles beyond the principalship.

• Phase 2: Selection Activities – Candidates who successful move forward to Phase 2 receive instruction to complete four selection activities on their own time, to return to the district in one week’s time. The selection activities include 1) viewing an instructional video and answering questions targeted at pedagogical knowledge and instruction; 2) reading a school case study and answering questions targeted at prioritizing problems, setting goals, and developing action steps; 3) analyzing an assessment and student data over time, identifying trends, develop an instructional plan, and leading a team through strategic action steps; and watching an adult leadership video and answering questions targeted at leading and supporting adults to drive results.

• Phase 3: Finalist Interviews – Candidates who successful move forward to Phase 3 participate in four interviews: 1) a case study interview, designed to drill down on the Phase 2 case study activity, further assesses the candidate’s ability to set goals and develop action plans; 2) a role play interview, which requires the candidate to demonstrate knowledge and skill at working through a difficult school situation; 3) a panel interview made up of community members, teachers, and other stakeholders is designed to gain insight into the candidate’s knowledge of school culture and personal leadership; and 4) a reflection interview, which provides an opportunity for the district to assess the candidate’s ability to identify his/her areas for growth and seek feedback.

• Phase 4: Reference Check – Once all reference checks have been completed and the candidate’s performance has been verified, the candidate is eligible for a principal position in MNPS.

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New Leaders’ Finalist Interview phase includes recommended questions to assess leader competencies. In addition, we will use questions identified

by Public Impact to assess turnaround competencies. These questions are designed to specifically assess the candidate’s ability to turnaround a

school, and include questions that are likely to be most predictive of success for turnaround leaders, require use of the turnaround competencies,

and distinguish candidates who would perform well in a turnaround school versus other schools.

Both New Leaders and Public Impact have detailed rubrics to accompany their selection processes; MNPS selection staff was retrained in the New

Leaders Framework selection process and trained in the Public Impact process prior to selection of the Turnaround Leaders.

Principal Decision

MNPS Leadership made the decision to replace the principal to lead turnaround efforts for SY2015 - 2016.

Action Step Position Responsible

Timeline for Completion

Desired Outcome Required Resources

Title: Turnaround Leaders Description: District screens and hires ‘priority’ school leaders based on New Leaders Framework selection process

District January 2015

Schools staffed with specially screened

turnaround leaders with track records

of success in turnaround schools

Priority School Planning Grant

IZone Grant

SIG Funds Budgeted to Support Element: SIG funds are not required for this element of the grant.

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Element 2 - Implement rigorous, transparent, and equitable evaluation systems and support systems for teachers and principals. 1. How will district leadership use the state’s principal and teacher evaluation system to evaluate and support teachers and to inform personnel

decisions? 2. Provide action steps and a timeline the school will undertake to support this element.

Response:

MNPS uses the State’s TEAM evaluation system, which is rigorous, transparent, and equitable, to both evaluate and support teachers and principals.

Neely’s Bend Middle School has the goal of ensuring that all students are taught by highly effective teachers.

1. iZone leadership will use the State’s TEAM evaluation system to evaluate and support teachers and principals and to inform personnel

decisions. The principal has full authority for staffing decisions within the following framework.

Teachers at the school during SY 2014-2015 who were evaluated with a SY 2013-2014 TEAM composite score of 3 or above and who

have demonstrated commitment to the transformation model under the principal’s leadership were rehired for SY 2015-2016.

Teachers will have support from school leadership in those areas of reinforcement and refinement as determined by the TEAM rubric

so they will continue to grow in instructional capacity.

Teachers with a SY 2013-2014 TEAM composite score of 2 or below are not rehired for SY 2015-2016.

The iZone Executive Lead Principal will use the State’s principal evaluation system to evaluate and support the principal as a Turnaround Leader.

Annually, the iZone leadership will determine whether or not the principal is an effective leader for Neely’s Bend Middle School’s turnaround

efforts.




Title: Principal Evaluation Description: iZone leadership implements the TEAM Administrator evaluation system and makes recommendations for personnel decisions

iZone Leadership Annually School staffed with

effective leader

IZone Grant Local

Title: Teacher Evaluation Description: Principal implements the TEAM teacher evaluation system and makes recommendations for personnel decisions

Principal Annually School staffed with effective teachers

IZone Grant Local


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Element 3 - Use teacher and principal evaluation and support system to identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high-school graduation rates and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so.

1. What criteria will be used to identify and reward school leaders, teachers and other staff? 2. What criteria will be used to determine those who are in need of improvement? 3. What is the length of time teachers will be afforded an opportunity to improve professional practice before being released? 4. Provide action steps and a timeline the school will undertake to support this element.

Response: 1. The iZone leadership will develop a system to identify and reward school leaders and teachers based on the following criteria:

The school making its annual goals in reading/language arts, math, and graduation rate as indicated in its SIG application

The school leader and teachers earning a composite score of 4 or 5 on the TEAM evaluation

The school demonstrating student academic growth as measured by a composite TVAAS score of 4 or 5

The school exiting “priority” status 2. School leaders and teachers who earn a TEAM composite score of below 3 will be identified as in need of improvement. 3. The school will release teachers who have been afforded an opportunity to improve professional practice based on the following criteria:

Teachers new to MNPS will have up to two years to obtain a TEAM composite score of 3 or above. At the end of the second year if they do not earn a composite score of 3 or above, they will be released

Teachers continuing at the school will be released after earning a TEAM composite score below 3

Action Step Position Responsible Timeline for Completion Desired Outcome Required Resources

Title: Comprehensive Human Capital

Strategy

Description: iZone leadership

develops a strategy to identify and

reward teachers and leaders

iZone Leadership SY15-16

IZone has a

comprehensive

human capital

strategy to priority

schools: recruit,

develop, and retain

IZone Grant

Local

Title: Implementation of Human

Capital Strategy

Description: iZone implements the

newly designed human capital

strategy

iZone Leadership Spring 2016/ Annually

Recruiting, hiring, and

retaining highly

effective educators

IZone Grant

Local

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Title: Staffing Decisions

Description: Principal implements

the TEAM teacher evaluation

system and makes personnel

decisions

Principal Annually School staffed with

effective teachers

IZone Grant

Local


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Element 4 - Implement strategies such as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place and retain staff with the necessary skills to meet the needs of students in the school, taking into consideration the results from the teacher and principal evaluation and support system.

1. What strategies will be utilized to recruit and place staff? 2. What strategies will be utilized to retain staff? 3. How will the results of the state teacher and principal evaluation and support system be utilized? 4. Provide action steps and a timeline the school will undertake to support this element.

Response: MNPS recruits staff with the skills necessary to meet the needs of the students in the priority school by providing it with:

a. Great turnaround leaders as identified through the district’s New Leaders’ Framework

b. Preferential hiring of teachers who have been screened by the district’s New Teachers’ Selection process, which includes TEAM indicators

c. Preferential hiring of teachers eligible for transfer with a TEAM composite score of 3 or above

d. An opportunity to hire teachers from the MNPS Turnaround Teachers Corps who receive a $2,500 incentive and an 11 month contract

subsidized by the district

e. Financial incentives subsidized by the district to recruit and hire highly effective teachers

MNPS assists priority schools to retain staff with the skills necessary to meet the needs of the students in the schools by:

a. Assisting the school to differentiate its support to teachers based on their effectiveness and years of experience

b. Developing and implementing a new teacher induction and mentoring program for priority schools

c. Providing special networking events with educators from other iZone schools through annual summer Turnaround Institutes and follow-up

opportunities

d. Providing opportunities for teachers to serve on the iZone advisory committee

e. Assisting the school to analyze TELL survey results to monitor teaching and learning conditions in the school

f. Providing local funds targeted at teacher leadership stipends to retain educators who assume leadership roles

g. Providing district funds as retention bonuses for highly effective teachers

iZone leaders are granted autonomy over hiring decisions for their schools. Human Capital staff helps leaders identify effective educators as part of

their talent strategy. Teachers are not placed in priority schools without the approval of the principal and the teacher.

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The nationally-recognized Teacher Leadership Institute helps teachers build leadership skills, a strategy to develop and retain talented teachers who

can remain in the classroom while taking on increased school leadership responsibilities. Teachers in priority schools are especially encouraged to

apply to and participate in the Teacher Leadership Institute. Teachers who are trained in the Teacher Leadership Institute feed directly into the MNPS

Leadership Pipeline.


Title: Turnaround Leaders Description: District screens and hires ‘priority’ school leaders based on New Leaders Framework

District Winter 2015

Schools staffed with specially screened

turnaround leaders with track records of

success in turnaround schools


IZone Grant

Title: Turnaround Leader Evaluation and Retention Decision Description: iZone Leadership evaluates school leaders and makes retention decision based on effectiveness and retention bonuses are awarded

iZone Leadership Annually Retention of highly

effective leaders iZone Grant

Title: MNPS Turnaround Corps Description: Principal hires teachers from MNPS Turnaround Corps

Principal March 2015/ annually

Schools staffed with specially screened teachers with track

records of success in turnaround schools to

form a core teacher leader team.


IZone Grant Local Funds

Title: Hiring of New Teachers and Transfers Description: Preferential hiring of new and transfer teachers and implementing a system of recruitment incentives

Principal Spring 2015 /annually

Schools staffed with the most effective

teachers aligned with the school’s

turnaround plan

SIG iZone Grant Local Funds

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Title: Teacher Evaluation and Retention Decision Description: Principal evaluates teachers and makes retention decision based on effectiveness and retention bonuses are awarded

Principal Annually Retention of highly effective teachers

iZone Grant

SIG Funds Budgeted to Support Element: No SIG Funds are required for implementation.

28

A transformation model is one which the LEA must implement each of the following comprehensive instructional reform strategies.

Element 5: Use data to identify and implement an instructional program that is research-based and “vertically aligned” from one grade to the next as well as aligned with State academic standards.

1. How will the school use data to ensure that its instructional program is research-based and in vertical alignment from grade to grade and with state academic standards?


Response: The school will use data to ensure that its instructional program is research-based and in vertical alignment from grade to grade, with state standards by providing data to all stakeholders in tiers: school-wide student performance data, grade level data, individual teacher data, subject area data, individual student data. Student and teacher perception data will be utilized along with school process data to determine commonalities and trends in student performance. Teachers will also vertically plan together by subject area twice each month in an effort to recognize gaps in student learning of the state standards and scope and sequence of each subject area curriculum.

Action Step/Activity Position

Responsible Timeline for Completion


Action Step 1: Needs Assessment, school climate surveys, school focus groups, discipline and referral data, attendance, social worker and guidance staff data are presented in user-friendly formats and in a timely manner to drive all decisions for improving climate and culture.

Assistant Principal

Ongoing

All data shows school improvement and

informs trends, and changes in student

learning, school process, stakeholder perceptions, student

and community demographics.

Survey Monkey, Google Survey, Extended Learning time to conduct

focus groups

Action Step 2: Interim Assessment data, Common Assessment data, School Focus groups, and Needs Assessment Data are presented in user-friendly formats in a timely manner to drive all decisions for improving student achievement

Consulting Teacher

Ongoing

All data shows school improvement and

informs trends, and changes in student

learning, school process, stakeholder perceptions, student

and community demographics.

Survey Monkey, Google Survey, Extended Learning time to conduct

focus groups

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Action Step 3: A specific schedule and process for the analysis of on-gong formative assessment data tied to the TNReady aligned curriculum that includes the specific goals for improvement, defined strategies, progress monitoring and evaluation

Consulting Teacher

Ongoing

Extended Learning Time Exception Pay for Data Team work and

analysis Data analysis documentation

Data analysis summaries and reports Needs assessment data

School Improvement Plan

Master Schedule


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Element 6: Promote the continuous use of student data (such as from formative, interim, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students.

1. How will the school differentiate instruction to meet the needs of individual students? 2. Provide action steps and a timeline the school will undertake to support this element.

Response: NBMP will differentiate instruction to meet the needs of individual students by providing the following:

a. iStation (paid by Title IA) a software tool for RTII and Progress Monitoring for Math and Reading Intervention and Enrichment. b. Teachers will create student portfolios which will be used during teacher collaboration and planning time to analyze and determine best

practices to use during tier I instruction. c. Teachers and Administration will monitor student grades, common assessments, benchmark assessments, and interim assessment results to

determine student academic needs for re-teaching on a weekly and quarterly basis. d. Teachers will utilize small group instruction and center based instruction (balanced literacy and numeracy framework) to differentiate

instruction in the classroom. Professional development will be provided to teachers to ensure proper utilization of best practices and strategies.

Action Step/Activity Position Responsible Timeline for Completion


Action Step 1: Student Assessment data will be reviewed to determine student level of mastery in the subject matter

Teacher Ongoing

85% of all stakeholders review

student data and able to determine a level of mastery in the subject matter

MAP./NWEA Assessment Web-Based Results for Reviewing

Action Step 2: Students will be given a diagnostic assessment to determine present levels of performance for students. (RTII)

Teacher Ongoing

100% of all students have diagnostic

assessment results and their present

levels of performance determined.

IStation Software Web-Based Results for Reviewing

Online lesson bank that provides teachers with lessons that can be personalized to

student needs.

Action Step 3: A Personalized Learning Plan will be created for each student during advisory period, based on students’ present levels of performance.

Teacher Ongoing

100% of NBMP students have a

personalized learning plan for each academic

subject.

Extended Learning Time Advisor/Advisee Time and Assignments

Personalized Learning Plans (Professional Learning for Teachers/Students)

Action Step 4: Teachers will be provided with job embedded professional development which involves Multiple Intelligences, Center Based Learning and small group instruction.

Administrator Ongoing

100% of all teachers receive professional development on the

items listed.

Publications Professional Development Supplies

Extended Learning Time

31


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Element 7: Provide staff with ongoing, high-quality, job-embedded professional development that is aligned with the school’s comprehensive instructional program and designed with school staff to ensure that they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies.

1. How will the plan for on-going, job-embedded professional development be developed, how will it be delivered, and what will be the specific

areas of focus for the first year of the grant? (To be updated each year prior to the renewal of the grant.)


Response: The plan for on-going, job embedded professional development was developed utilizing the 8 tenets for professional learning communities which aligned with the needs assessment completed for Neely’s Bend Middle Prep. All Professional Development will be delivered consistently with an administrator or contracted consultant assisting with teacher improvement and learning. The chart below reveals the specific areas of focus for the first year of the grant with data, the continuous improvement model, common formative assessments, and common lesson planning being the areas of focus. Embedded into the instructional focus calendar, common assessments, and lesson planning are best practices such as SIOP, Center Based Learning, Small Group Instruction, Collins Writing System, and RTII.

JULY/AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY

NORMS STAFF WILL CREATE THESE ITEMS DURING

THE FIRST WEEKS OF

SCHOOL TO ENSURE PROPER

IMPLEMENTATION

REVIEWED AT ALL WEEKLY MEETINGS & PLACED ON ALL MEETING AGENDAS

MISSION/VISION/BELIEFS STATED DAILY & REVIEWED QUARTERLY TO ENSURE IMPLEMENTATION AND COMPLETION

DATA NOTEBOOKS & SCHOOL WIDE GOAL

SETTING

MONTHLY MONTHLY MONTHLY MONTHLY MONTHLY MONTHLY MONTHLY MONTHLY MONTHLY

DATA NOTEBOOKS & GRADE LEVEL GOAL SETTING

WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY

DATA NOTEBOOKS & TEACHER GOAL SETTING

BI-WEEKLY BI-WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY

DATA NOTEBOOKS & STUDENT GOAL SETTING

WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY WEEKLY

INSTRUCTIONAL FOCUS CALENDAR (CONTINUOUS IMPROVEMENT MODEL)

2ND

NINE WEEKS

3RD

NINE WEEKS

4TH

NINE WEEKS

1ST

NINE WEEKS

COMMON FORMATIVE ASSESSMENTS

PROFESSIONAL DEVELOPMENT

CREATED WEEKLY WITH GRADE LEVEL SUBJECT AREA TEACHERS WITH ACHIEVEMENT NETWORK ASSESSMENT BANK OF QUESTIONS. ONGOING PROFESSIONAL DEVELOPMENT WILL BE PROVIDED.

COMMON LESSON PLANNING (GRADE LEVEL)

PROFESSIONAL DEVELOPMENT

& CREATION

LESSON PLANS ARE CREATED WEEKLY WITH GRADE LEVEL SUBJECT AREA TEACHERS UTILIZING SCHOOL WIDE COMMON PLANNING TEMPLATE DURING COLLABORATIVE PLANNING TIME. IMPLEMENTATION WILL BE MONITORED BY INSTRUCTIONAL COACHES AND ADMINISTRATION. RESOURCES AND MATERIALS UTILIZED WILL COME FROM ENGAGENY, ACHIEVEMENT NETWORK SCHEDULE OF

ASSESSED STANDARDS, TNREADY, COMMON CORE STANDARDS, TNCORE

SIG Funds Budgeted to Support Element: SIG FUNDS ARE NEEDED FOR MAP INTERIM ASSESSMENT: $40,000

33

A transformation model is one which the LEA must implement each of the following strategies to increase learning time and create community oriented schools.

Element 8: Establish schedules and implement strategies that provide increased learning time as defined in the SIG final requirements. 1. Describe the school’s plan to increase learning time for all students including the number of minutes to be added to the day, week, month or

year for a. all students to receive additional time for core academic instruction, b. all students to receive an opportunity for instruction in non-core subjects enrichment, c. Teachers to collaborate and plan.


Response: The schedule below provides guidance on how the extended learning time will be utilized. Specifics regarding the questions above are as follows:

90 minutes will be added to the regular school day, with 450 minutes being added to the week, and 1800 minutes being added to the month.

Students will receive additional time for numeracy and literacy enrichment/intervention each day utilizing V-Math (curriculum is already in the school)

New ELA/Tiered Reading Groups with focused instructional time.

Students will also receive additional time for Morning Meeting, Advisor Advisee time, and club time during the school day.

Teachers will have additional common planning and collaborative time for team, subject area, and vertical planning.

NEELY’S BEND MIDDLE PREP - EXTENDED DAY SCHEDULE 15-16 7:30-7:45 7:45-8:15 8:15-9:20 9:20-10:35 10:35-11:55 11:55-1:35 LUNCH 1:35-2:50 2:50-3:55

6TH

GRADE BREAKFAST MORNING MEETING/ADVISORY

BLOCK ONE BLOCK TWO

BLOCK THREE

PLANNING 11:55-12:25 RTII BLOCK FOUR

7TH

GRADE BREAKFAST MORNING MTG./ADVISORY

BLOCK ONE BLOCK TWO

PLANNING BLOCK THREE

12:30-1:00 RTII BLOCK FOUR

8TH

GRADE BREAKFAST MORNING MTG./ADVISORY

BLOCK ONE

PLANNING RTII BLOCK TWO 1:05-1:35 BLOCK THREE

BLOCK FOUR

A-DAY/B-DAY BLOCK FOUR WILL BE USED FOR THE FOLLOWING: o Small Group Literacy Instruction with student reading levels guiding student grouping configurations. (Leveled Readers purchased out

of Title I funds) o Small Group Numeracy Instruction with student math levels guiding student grouping configurations. (V-Math resources already

located at the school site) o Two Fridays out of each month, block four will be used for social emotional learning activities. (clubs, service learning)

SIG Funds Budgeted to Support Element: SIG Funds for Extended Learning Time: $379,800.

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Element 9: Provide ongoing mechanisms for family and community engagement. 1. What mechanisms will be put in place to ensure family and community engagement? 2. Provide an overview of the plan for family and community engagement and a timeline the school will undertake to support this element.

Response: Families are engaged in academically related activities, school decision-making, and an open exchange of information regarding students’ progress in order to increase student learning for all students.

Action Step/Activity Position

Responsible Timeline for Completion

Desired Outcome

Required Resources

Action Step One:

Distribute School Climate and Culture Surveys to Teachers, Parents, and Students

Administration September

85% of all stakeholders complete the online survey.

Desktop Computers

Google Drive

Paper copies of the survey

Action Step Two:

Create a school Focus Group comprised of parents, teachers, and students

Assistant Principal September

Focus group is created with 5 parents from

each grade level are members, 6

teachers are members, 5-7 students from

each grade level are members.

Refreshments

Incentives (for parents and teachers)

Calendar

Climate and Culture results

Assessment Data

Action Step 3:

Create Parent/Student Handbooks for distribution

Assistant Principal August

100% of all students and

parents receive a copy of the

school handbook.

Printing Cost (Title I Funds)

Action Step 4:

Hire a Family Engagement Specialist

Principal August

Family Engagement Specialist on

staff working 8-10 hours a week.

MNPS Human Capital

Action Step 5:

Create a calendar for Parent

Counselor July Calendar of

Parent events and activities

Printing Costs

35

Meetings, events, and activities for the school year.

sent home with all students in

August (First Day of School)

SIG Funds Budgeted to Support Element: Funding for Family Engagement Specialist $40,000

36

A transformation model is one which the LEA must implement each of the following strategies to provide operational flexibility and sustained support.

Element 10: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates.

1. What operational flexibilities have been given to the school to ensure increased student achievement? 2. Provide action steps and a timeline the school will undertake to support this element.

Response: MNPS has given the school sufficient operational flexibility to implement fully the Transformation Model. This flexibility includes:

Staffing The principal screened all existing faculty to ensure that they meet the effectiveness criteria. Only teachers who met the effectiveness criteria and who embraced the reform model under the leadership of the appointed principal were rehired. The principal has complete authority to hire any new teachers for vacancies who meet the effectiveness criteria. ( See Elements 2 and 3)

Calendars/Time MNPS has provided the school with flexibility to design and implement a strategy to utilize instructional time effectively, including extending the instructional time. This has included:

Utilizing national experts in school design to redesign its school day to increase instructional time during its school day, week, and year as a component of their School Improvement Grant proposals

Providing the flexibility to operate the school on a different school schedule and calendar than other MNPS schools and providing transportation when necessary

Budgeting MNPS has provided the schools with flexibility and autonomy over school –level budgets including local funds and Title I Funds through a School-Based Budgeting process. Schools have access to funds based on a weighted-student formula and are allowed to make decisions within defined parameters to match their school improvement priorities. (See Related Documents – MNPS Guide to School Level Budget Flexibility)


Title: Staffing Decisions Description: The principal screens and evaluates staff to determine rehires and fill vacancies

Principal Spring 2015/ Annually School is staffed with

effective teachers

Local

Title: Calendar/Schedule Description: The principal evaluates the current schedule and school calendar and makes revisions

Principal Spring 2015/ Annually

School efficiently utilizes time for

improved student outcomes

Local Title I

37

Title: Budget Description: The principal and school improvement team align budget priorities with school improvement needs

Principal Spring 2015/ Annually

School utilizes resources effectively to improve student

outcomes

Local Title I

SIG Funds Budgeted to Support Element: No funds are required for implementation of this action step.

38

Element 11: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or an EMO).

1. What ongoing support is provided to the school from the district level? 2. If the school is partnering with an external organization, what type of support will be provided? Please include the name of the partner and

ensure that the selection process is provided in the LEA application. 3. Provide action steps and a timeline the school will undertake to support this element.

Response: 1. MNPS has established an iZone structure, referred to as the Office of Priority Schools, which provides ongoing, intensive technical assistance

and related support for the school. (Related Documents - Innovation Zone Application)

The functions of the Office of Priority Schools to support Priority Schools are to:

1. Manage and support all MNPS priority schools, regardless of whether or not they receive school improvement grant (SIG) funds, so that they reach high performance levels;

2. Monitor and evaluate progress toward annual goals for both the priority schools as a whole and for each school; 3. Adjust strategies and/or resources when progress in meeting goals is not sufficient; 4. Marshal and coordinate resources and support from other district offices to assist priority schools; 5. Provide leadership in developing a comprehensive human capital approach to staff priority schools with great leaders and teachers; 6. Engage key stakeholder groups, including the director of school and senior executive staff, by communicating effectively on progress

and challenges; and, 7. Develop a plan for sustaining progress of schools exiting priority status and the Office of Priority Schools’ oversight.

Neely’s Bend Middle Prep will partner with the Education Resource Strategies (ERS) for support to implement its redesign model to more effectively utilize instructional time both during its school day and its extended learning time. NCTL was selected through the district’s Request for Proposals (RFP) process as outlined in the LEA Application. (Related Documents – LEA Application 5, Strategic School Design).




Title: iZone Support Description: The Office of Priority Schools provides ongoing technical assistance and support through a consistent protocol (See Related Documents – LEA Application #8)

Executive Officer, Office of Priority

Schools Executive Lead

Principal, Priority Schools

Ongoing

School implements its selected

intervention successfully

Local

iZone Grant

39

Title: External Partners Description: External partners provide support to the school during implementation of its selected model

Principal

Coordinator, Priority and Focus Schools

Executive Lead Principal, Office of

Priority Schools

Ongoing

School successfully implements its

model with effective assistance

from its external partner(s)

Local iZone

SIG Funds Budgeted to Support Element: No funding is required from the SIG Grant to implement and fulfill the actions steps above.

40

Permissible Elements for the Implementation of the Transformation Model - Optional

While elements 12-25 are not required, the school may select from the list below, strategies that the school will implement as part of its transformation plan.

12. Instituting a system for measuring changes in instructional practices resulting from professional development 13. Ensuring that the school is not required to accept a teacher without the mutual consent of the teacher and principal, regardless of the teacher’s

seniority 14. Conducting periodic reviews to ensure that the curriculum is being implemented with fidelity, is having the intended impact on student

achievement, and is modified if ineffective 15. Implementing a schoolwide “response-to-intervention” model 16. Providing additional supports and professional development to teachers and principals in order to implement effective strategies to support

students with disabilities in the least restrictive environment and to ensure that limited English proficient students acquire language skills to master academic content

17. In secondary schools-- (a) Improving student transition from middle to high school through summer transition programs or freshman academies (b) Establishing early-warning systems to identify students who may be at risk of failing to achieve to high standards or graduate

18. Partnering with parents and parent organizations, faith- and community-based organizations, health clinics, other State or local agencies, and others to create safe school environments that meet students’ social, emotional, and health needs

19. Extending or restructuring the school day so as to add time for such strategies as advisory periods that build relationships between students, faculty, and other school staff

20. Implementing approaches to improve school climate and discipline, such as implementing a system of positive behavioral supports or taking steps to eliminate bullying and student harassment

Optional: From the list above, list strategies that the school will implement as part of its transformation model. For each strategy, provide the action steps and a timeline for implementation.

Response:

SIG Funds Budgeted to Support Element:

41

Planning Activities:

Planning allows the LEA to spend one year (School Year 2015-16) in preparation for full implementation of a school intervention model. In light of

the fact that LEAs received a Priority Schools Planning Grant, it is expected that a planning year will be needed only in special circumstances.

Planning activities must align to schools’ needs assessment and elements of the selected interventions.

Please provide a list of activities, action steps and a timeline the school will undertake during the planning year.

Response:

SIG Funds Budgeted to Support Element: