P R O C E S S E S , P R O C E D U R E S , A N D R E Q U I R E M E N T S

ARIZONA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT AND INTERVENTION

PRIORITY AND FOCUS SCHOOL

SCHOOL IMPROVEMENT AND INTERVENTIONMISSION

To build LEA and school capacity through a comprehensive system of support that ensures effective and sustainable teaching and learning environments that result in high academic achievement.

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SCHOOL IMPROVEMENT AND INTERVENTIONUPDATES

• ESEA Waiver• School Improvement Labels• Parent Notification Letters• 7 Turnaround Interventions for both Priority and Focus

Schools

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HOW DID WE GET OUR LABEL?

Priority School

• Title I School• Lowest Performing-

Traditional and Alternative• Low Graduation Rate-

Traditional

Focus School

• Title I School• Low Achieving Sub-group-

Traditional and Alternative• With-in School Gap-

Traditional• Low Graduation Rate-

Traditional

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WHAT DOES OUR LABEL MEAN?

Priority School

• Required to implement ALL 7 Turnaround Interventions in School Continuous Improvement Plan

• Evaluate site leadership based on turnaround competencies and determine if leader needs to be replaced or reassigned

• LEA and principal attend leadership development

Focus School

• Required to implement the 7 Turnaround Interventions that address the reason for focus identification in School Continuous Improvement Plan

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2013-2014

 

 

GUIDANCE FOR PRIORITY-SIG PRIORITY, AND FOCUS SCHOOLS

SII SYSTEM OF SUPPORT

• The School Improvement and Intervention (SII) unit implements a Multi-Tiered System of Support for Priority, Focus, Priority-SIG and Universal schools.

• The System of Support consists of four components: • Technical Assistance/Support• Professional Learning• Progress Monitoring • Compliance Monitoring

• LEA’s with Priority-SIG, Priority, and Focus schools will receive differentiated support based on the needs of the LEA and school.

• As LEA’s and schools make progress the level of support and monitoring will gradually decrease.

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MULTI-TIRED SYSTEM OF SUPPORT

PriorityIntensive

FocusTargeted

Title IUniversal

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More   

Need

Less   

Need

Priority Focus Universal Assigned SII Specialist

Implementation Specialist for grant funded schools

On-site support visits based on needs

Support developing, implementing & monitoring LCIP & SCIP, grant application & funding process

Peer Network Partnerships

School Improvement Webinars

 

Assigned SII Specialist

Implementation Specialist for grant funded schools

On-site support visits based on needs

Support developing, implementing & monitoring LCIP & SCIP, grant application & funding process

Peer Network Partnerships

School Improvement Webinars

 

Assigned Title I Program Specialist

School Improvement Webinars

Website access to improvement tools 

TECHNICAL ASSISTANCE

PROFESSIONAL LEARNING

Priority Focus Universal Leadership Development

Targeted Professional Learning: Curriculum, Instruction,

Assessment 7 Turnaround

Interventions Turnaround or

Transformation Model Other ADE PD

Peer-panel Webinars focused on the 7 Turnaround Interventions

 

Leadership Development

Targeted Professional Learning: Curriculum, Instruction,

Assessment 7 Turnaround

Interventions Other ADE PD

  Peer-panel Webinars focused

on the 7 Turnaround Interventions

 

Support in finding ADE PD aligned to LCIP and SCIP

Quarterly networking opportunities

PROGRESS MONITORING

Priority Focus Universal Semi-annual progress

monitoring visit (Solution Team)

Semi-annual progress monitoring report by ADE

Annual review of Self-Readiness Assessment

Benchmark & Leading Indicator data submission (3 x a year)

School improvement survey

Website access to progress monitoring resources

 

Progress monitoring differentiated by needs (Solution Team)

Progress monitoring report by ADE following visit

Annual review of Self-Readiness Assessment

Benchmark & Leading Indicator data submission (3 x a year)

School improvement survey

Website access to progress monitoring resources

Website access to progress monitoring resources

COMPLIANCE MONITORING

Priority Focus Universal Documentation of Title I set-

aside Parent Notification Letter Continuous Improvement Plans

on ALEAT Fiscal Review (if Grant Funded)

Budget Quarterly fiscal monitoring Amendments Cash Management Completion Reports

Documentation of Title I set-aside

Parent Notification Letter Continuous Improvement

Plans on ALEAT Fiscal Review (if Grant Funded)

Budget Quarterly fiscal

monitoring Amendments Cash Management Completion Reports

LCIP and SCIP on ALEAT

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PROGRESS MONITORINGP R I O R I T Y A N D F O C U S S C H O O L S

PRIORITY SCHOOLS

• Differentiated monitoring visits (Minimum 2) oFirst visit-Solutions Team Visit (1st Semester )o Second visit- Progress Monitoring (2nd Semester )

• Differentiated monthly off site support:o Self-Readiness Assessmento Implementation of 7 Turnaround Interventionso Implementation of strategies and action steps in CIP

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FOCUS SCHOOLS

• Differentiated on-site monitoring visits (1-2) o Initial visit—Solutions Team o Progress Monitoring as Needed

• Differentiated quarterly off site monitoring support:o Self-Readiness Assessmento Implementation of 7 Turnaround Interventionso Implementation of strategies and action steps in CIP

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7 Turnaround InterventionsIntervention 1 Strong, Effective Leadership

Intervention 2 Effective Teachers

Intervention 3 Additional Instruction Time

Intervention 4 Strengthen Instructional Program Based on Student Needs

Intervention 5 Data Informs Instruction

Intervention 6 School Environment Focused on Achievement/ Non-Academic Factors Affecting Student Achievement

Intervention 7 Engaging Families and Communities

PRIORITY PMI

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FOCUS PMI

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Levels of Implementation

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REQUIRED DOCUMENTSP R I O R I T Y A N D F O C U S S C H O O L S

SELF READINESS ASSESSMENT

Self-Readiness Assessment

Priority and Focus Schools

Completed: By School Once a year

Purpose:  A tool for school to conduct a needs assessment around the 7 Turnaround Interventions.

November 1, 2014 *If date falls on a weekend, due on the Monday after date.

Complete the Self-Readiness Assessment by rating each of the indicators for the 7 Turnaround Interventions. Determine and record evidence to support findings. Determine and record the primary concerns/successes, root causes and action steps for CIP.

Submitted:BY LEA and

SchoolOn ALEAT November 1, 2014

CONTINUOUS IMPROVEMENT PLANS(LCIP AND SCIP)

• Address 7 Turnaround Interventions through strategies and action steps within your School Continuous Improvement Plan (SCIP)

• Address the LEA support to implement strategies and action steps in the LEA Continuous Improvement Plan (LCIP)

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CIP PLANS IN ALEAT

• Refer to the Guidance Document http://www.azed.gov/no-child-left-behind/files/2013/08/2013-2014-lea-and-school-plan-guidance.pdf

• Include additional school goals to address the bottom 25% in reading and math

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CIP PLANS IN ALEAT

• Use the Intervention Tags to identify which action steps address which specific Turnaround Intervention

• Use Both Tags: 1. Focus or Priority2. Intervention number

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DATA SUMMARY

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Data Summary

Priority-SIG, Priority, and Focus Schools

Completed: By School Three times a year

Purpose:  A tool for school to analyze school data trends, reflect on performance and determine next steps.

October 1, 2013February 1, 2014June 1, 2014*If date falls on a weekend, due on the Monday after date.

Complete Data Summary and Narrative Questions using student performance data.

Submitted:BY LEA and

SchoolOn ALEAT

Oct. 1, 2013Feb. 1, 2014June 1, 2014

IMPORTANT DATES TO REMEMBER

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Document Submit Due Date

LEA Continuous Improvement Plan (LCIP)

ALEAT October 1, 2013

School Continuous Improvement Plan (SCIP)

ALEAT November 1, 2013

School Improvement Self-Readiness Assessment (SRA)

ALEAT -Instruments

November 1, 2013

First School Improvement Data Summary Report

ALEAT-Instruments

October 1, 2013

Second School Improvement Data Summary Report

ALEAT-Instruments

February 1, 2013

Third School Improvement Data Summary Report

ALEAT-Instruments

June 1, 2013

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GRANTSW H O G E T S T H E M A N D H O W D O W E A P P LY ?

PRIORITY AND FOCUS GRANTS

• The purpose of the 1003(a) School Improvement Grant is to assist schools identified as Priority and Focus in improving student achievement.

• The strategy is to use the 7 Turnaround Interventions to support LEA’s and schools in their on-going improvement efforts.

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APPLICATION PROCESS

• The application is a part of the school improvement planning process including:• a needs assessment• identification of highest needs• selection of appropriate supports• statements of outcomes and evaluation • commitment and capacity• sustainability • creation and maintenance of a budget

• Expected to be completed at the LEA level with active participation from the school leadership team.

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NEEDS ASSESSMENT

• In this section, describe the LEA and school site’s needs assessment process, primary concerns and primary issues/root causes for student performance and for each of the 7 Turnaround Interventions.

• You may use the • Self-Readiness Assessment • Prior Solutions Team Report• Progress Monitoring Reports• Reflective Summary• Needs Assessments the LEA and/or school has completed

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SUPPORT OPTIONS FOR THE 7 TURNAROUND INTERVENTIONS

• Using evidence from the needs assessment, determine the top two to three interventions your school improvement grant will fund.

• The funds will be used to provide additional supports aligned to the interventions and the reason you are in school improvement. • LEA and School Implementation Specialist• Professional Learning• Educational Service Providers

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LEA AND SCHOOL IMPROVEMENT IMPLEMENTATION SPECIALIST (IS)

• Assists in the development and/or revision of LEA and School Continuous Improvement Plans

• Supports the collection and use of data to monitor implementation of improvement plans

• Coaches, mentors and provides professional learning around:• LEA and school leadership• Curriculum and instructional systems• Supplemental supports and intervention services• Data, assessment and evaluation• Stakeholder relations

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IMPLEMENTATION SPECIALIST CONT.

• Attends leadership development trainings with LEA and school:• IS and LEA/school leadership use trainings as collaboration time• IS ensures that best practices from trainings are implemented and

monitored

• Reviews the alignment of resources (human, fiscal, etc.) • Facilitates participation in peer network opportunities

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IMPLEMENTATION SPECIALIST CONT.

The IS will be contracted for no more than 50 days of service for each school year. The 50 days will include:

• A minimum of 10 on-site full day visits (8 hrs. per full day)• Those with greater needs will receive additional on-site visits • On-going desktop support (go-to meetings, webinars, phone calls)• Attendance with LEA and school at leadership trainings• Implementation Specialist provides monthly feedback through a

Coaching and Mentoring Log (CML), documenting:• Strategies and actions steps currently being addressed • Support provided to the LEA/school• Next steps and timeline for implementation

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PROFESSIONAL LEARNING

Priority and Focus Schools will have targeted professional learning focused on leadership development:• AZ LEADS- The Leadership Institute• AZ LEADS plus the School Administrator Manager (SAM)• National Institute for School Leadership (NISL)• Turnaround Curriculum Leadership Development• Beat the Odds

Leadership development is a requirement for Priority Schools.

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AZ LEADS LEADERSHIP INSTITUTE

• 8 days per year• Implementation Specialist (recommended)• Teams of 2 or 3 members consisting of:• Principal (mandatory)• Superintendent(or designee)• Campus Staff Member

• Understand & articulate the relationship & connection between curriculum, instruction & assessment (including AZCCS)

• Create a culture of ADULT learners• Create & facilitate EFFECTIVE Learning Teams• Keep staff focused on results & the desire to move forward

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WHAT IS SAM?

• School Administration Manager-National Sam Innovation Project• Professional Development process for principals:• Readiness• Baseline Data Collection• Daily Time-Track meeting• Monthly Time Change Coaching• Year later Data Collection

• Relies on reflective practice and data collection, use• Adds an average of 27 days of instructional leadership

time in the first year

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CHANGE OF PRINCIPAL’S USE OF TIME LEADS TO:

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Improved teacher practice

Increased student

engagement

Increased parent

engagement

Student Achievement

NATIONAL INSTITUTE FOR SCHOOL LEADERSHIP (NISL)

• Executive leadership program grounded in research and practice focused on improving instruction

• Cohort-based, creating professional learning communities.

• NISL program content includes:

• Conceptual Framework for Strategic Thinking

• Principles of Teaching and Learning

• Subject-area Knowledge

• Coherence & Alignment of Instructional Systems

• Elements of a Standards-Based Instructional System

• Instructional Coaching Process 39

NISL CONT.

• NISL’s Executive Development Program emphasizes the role of principals as: • strategic thinkers • instructional leaders • creators of a fair and caring culture in which all students

meet high standards. • NISL program components includes :

• Regional Leadership Team Cohort Meetings lead by NISL facilitators (every 6 weeks for 18 months)

• Leadership Coaching in Schools (throughout academic year)

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TURNAROUND CURRICULUM LEADERSHIP DEVELOPMENT – INTERVENTION

Program Components• Institutes (10 days / year)• Regional Meetings with Trained Facilitators (6 days / year)• Leadership Coaching in Schools (throughout academic year)

• Requirements - Must Attend All Program Components in Teams – Principal, Two Teacher Leaders, District Representative

• Must participate in evaluation process and will receive information in a feedback loop (survey results, interview results)

Content • Assessment Literacy• Common Core Curriculum• Instruction, Student Engagement• Capacity / PLCs• School Culture• Community Relationships 41

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Our MISSION is to significantly improve individual student achievement in low-income, minority intensive schools in Arizona.

Our PROGRAM is based on research conducted by the Center for the Future of Arizona and Jim Collins, author of Good to Great.

Academic achievement improved significantly when six characteristics are present at the school:

• A strong and steady principal,• The establishment of a clear bottom line,• On-going assessment,• Collaborative solutions,• A program built to suit individual students and• A commitment to successful established programs.

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X

Our GOAL is to teach principals how to apply the six characteristics of successful schools. Since 2007, we have provided support for over 167 principals in Arizona.

Our Services: • Individualized mentoring program for principals- Five hours per month• Partner meetings for principals- Six per year, networking and collaborative activities

with peers• Online resource center

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EDUCATIONAL SERVICE PROVIDER

• An educational service provider may be contracted with through the LEA/school to provide support for one or more of the 7 Turnaround Interventions.

• For example, someone to provide staff development on Essential Elements of Instruction or the Common Core State Standards.

• A scope of work will need to be provided.

• If a provider has not been identified, must provide a detailed description of the Turnaround Intervention the service will support as well as the following statement: “Educational Service Provider to be determined in consultation with School Improvement and Intervention section of ADE.”

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OUTCOMES AND EVALUATION

• In this section, for each of the support options chosen (professional learning and/or educational service provider) provide a minimum of three expected outcomes the training/service will support in improving student achievement; and

• For each of the outcomes, an evaluation plan that will be used to monitor the progress towards meeting the outcomes must be provided

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COMMITMENT AND CAPACITY

• In this section, describe the commitment and capacity the school board, LEA and school site principal will take to ensure effective implementation of the 7 Turnaround Interventions and adhere to grant requirements including programmatic and fiscal management.

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SUSTAINABILITY

• In this section, describe how the capacity of the LEA and/or school will be enhanced to continue school improvement efforts once the grant funding/additional supports are no longer available.

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BUDGET PROCESS

• In this section, complete the budget summary and line items description in the grant application.

• If applying for more than one school site, then you must complete the school site budget for each site. You must also include each site by site number and name in the line item descriptions.

• In addition to options in the grant guidance budgets may

include travel and/or substitutes to attend trainings.

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BUDGET PROCESS CONT.

If requesting an Implementation Specialist or NISL the amount requested will be entered in Section II Site Information (in the

application) NOT in your budget summary and line item description.

• If requesting an Implementation Specialist, the amount requested will be entered into your Site Information section. The amount will be $20,000 and may be amended to reflect the actual amount of the contract once your Implementation Specialist has been assigned by ADE.

• If requesting leadership development, the amount requested for NISL will be entered into your Site Information section. The amount requested for all other leadership development will be entered into your site budget summary and line item description. 49

GRANT ASSURANCES AND RELEASE LETTERS

• All grant recipients will be required to sign the Priority and Focus Grant Agreement LEA Assurances.

• If choosing an Implementation Specialist (IS) or NISL training, the LEA will need to give permission in the grant application and sign a letter authorizing ADE to utilize a portion of the LEA’s school improvement grant assistance funds to cover the costs for IS and/or NISL.

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BUDGET PROCESS CONT.

Grant awards will not be made to Local Education Agencies (LEA’s) that are out of compliance with state or federal

requirements.

FUNDING IS BASED ON RECEIPT OF FEDERAL FUNDS TO ADE.

In the event that anticipated federal funding is decreased, a proportional decrease will be made to all awardees.

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GRANT SCORING PROCESS

Final Grant Scoring Sheet

School Name:

Section Points Possible Points Received

General Information & Contact Information

1 Points  

Site Contact Information 1 Points  

Accountability Labels Priority Schools-10 Additional Points  

Needs Assessment 21 points  

Outcomes & Evaluation 21 points  

Commitment & Capacity 15 points  

Sustainability 6 points  

Budget 15 points  

  80 Total Points  

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IMPORTANT DATES FOR PRIORITY AND FOCUS GRANT

• September 3-Grant release

• September 24-Grant due

• September 26-October 11-Grant Review

• October 11-October 30-Grant approval and Award Letters

• November 1-Grant draw down

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Q & A• x

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Contact Information• Dan Brown, Deputy Associate Superintendent• Robert Gray, Director of Operations• Laura Toenjes, Director of LEA and School Improvement• John Black, Director of LEA and School Improvement• John Cortez, Director of Fiscal Compliance and Monitoring• Jan Pender, Education Program Specialist• Devon Isherwood, Education Program Specialist• Steve Henneberg, Education Program Specialist• Mary Arno, Education Program Specialist• Belinda Balough, Education Program Specialist• Lisa Cogan, Education Program Specialist• Scott Maxwell, Education Program Specialist• Cindy Richards-Administrative Assistant• Felicia Francis-Program Project SpecialistContact email: first.last@azed.gov 55